controlling isla nublar -...

Controlling Isla Nublar:

Analyzing the inevitable failure of man-made control systems in nature

Novel and film analysis of Jurassic Park by Michael Crichton

Grade Level: 11th

Time: 5 weeks

Unit Designed by Remy Garguilo

Introduction

This Unit in the Year:

This unit will be the second to last unit for a semester of novel and short story studies in

a Modern Literature class. It combines students’ abilities to interact with texts by adding in film

analysis, and incorporating Standard 2: Reading for All Purposes-students will be able to analyze

multiple forms of text. The course’s major focus is on fate versus control, and how both affect

human behaviors. In this unit, students will explore the following major questions: How can

humans “have control” over their fates? Can the natural world be controlled? Is it possible to

control a “fated” system (based on the ideas of Chaos Theory and the Malcolm Effect)? It will

prepare students for the final unit in which the culminating assessment for the course will

involve a 10 page thesis paper exploring the idea of fate or control and how humankind deals

with these ideas, using any of the class texts to support their claims. The final project for this

unit involves a formal essay on any element or character within the novel’s interaction with

Chaos, ideas of control, or facing the inevitable destruction of the park making them think

critically about content covered within this unit, and the big question asked in the course.

Class Context:

This unit has been created for a 11th and 12th grade English elective course at Berthoud

High School. The unit is designed for a 24 person class, with 14 girls and 10 boys, 60%

Caucasian, 30% Latino, and 10% other minorities including African American, Asian, and Native

American. The class is in a 90 minute, block schedule, meeting every other day, and this unit

last 5 weeks. As the class is reserved for 11th and 12th grade students, they are predominantly

strong readers, at the above average level of intelligent. Some students may be advanced. This

is a new course offering this semester, but is seminally popular among advanced English

students. Berthoud High School is a smaller high school in a very close-knit community. Parent

involvement is average, and the majority of students are involved with extracurriculars after

school. Student involvement with the course is relatively high, around 80% completion rate for

‘homework’ activities, mainly because it is an upper-division elective that students choose to

take.

Standards:

In this course, the Colorado Core Standards for Language Arts are used to design lesson

plans, activities, and projects, and provide students with necessary skills to become better

readers and writers. Specifically the course focuses on Standard 2, with forays into Standard 1

and 3, to create well-rounded students that can effectively engage with text of various forms

and with each other in a classroom community.

Texts for this Unit:

Novel: Jurassic Park by Michael Crichton

Film: Jurassic Park (1993)

Understanding by Design Template

Title of Unit Controlling Isla Nublar:

Analyzing the inevitable

failure of man-made control systems in nature

Grade Level 11th (12th is secondary)

Curriculum Area English Time Frame 5 weeks

Developed By Remy Garguilo

Identify Desired Results (Stage 1)

Content Standards 1.1., 1.2., 2.1. A.ii., C.i., 3. A.i, ii, iii.

Understandings Essential Questions Overarching Understanding Overarching Topical

Students will understand the complexities of Chaos

Theory, and how it relates to fate.

Students will understand that concepts can be challenged by different interpretations of the text

through the viewing of a film adaptation while simultaneously reading the source novel.

Students will understand the role of choice in relation

to power, control, fate, and Chaos-governed, natural systems and be able to analyze character actions and

motivations.

What does it mean to

“have control?”

How does fate effect human actions?

How do humans try to control their lives?

Can natural (non-

mechanical) systems

be controlled? How does Chaos

effect human actions?

Should man try to

control nature?

Related Misconceptions

Inferring that the Malcolm Effect is not fictious.

Inferring that the novel is a political message against stem-cell research.

Knowledge Students will know…

Skills Students will be able to…

How Jurassic Park failed, and more

importantly, why it had to fail. The role Nedry and Hammond played in

escalating the „Malcolm Effect‟ in the novel

vs. the film The role of Grant, Wu, Muldoon, and Sattler

as reluctant heroes in the novel vs. the film

The role of Malcolm as prophet/philosopher

in the novel vs. the film.

Explain Chaos Theory and the “Malcolm

Effect” Look at a text through two different

means in order to gain meaning and

further understanding of critical ideas within the text(s)

Create “retellings” of a text to further

understanding and gain new insight into key events in the text(s).

Perform internet sources to come up

with viable, valuable information for

informal and formal research projects.

Assessment Evidence (Stage 2)

Performance Task Description

Goal Write a 5-8 page paper on a chosen topic relating to the unit‟s big questions,

and develop an Ignite Show on their thesis statement to share with the class.

Role Student as researcher, writer, and speaker, as well as conscientious peer evaluator.

Audience Myself (the teacher) for the final paper, Myself and fellow students for the Ignite Show

Situation

To argue the role of fate and/or chaos in unraveling control on the island

Park, in affecting character actions, or arguing the possibility of human control on natural (non-mechanical) systems.

Product/Performance A 5-8 page paper and a 3-5 minute Ignite Show Presentation on their Thesis

Standards

Standards Addressed: 4.1.a.,b. -Conduct short research projects to answer questions, using relevant information from a variety of authoritative digital

sources to create a finished product that present information in a clear and

concise manner, and which can be presented to others orally with the addition of a note-sheet for fellow students

21st century literacy skills: How do readers determine if the author(s) they are using are credible, biased on a topic or have a neutral, unbiased approach?

As they read from multiple texts and across disciplines, how do people

organize their thinking for depth of content understanding? Are there any disciplines of study which do not require critical thinking?

Other Evidence Dinosaur Research Project

Web research on cloning activity Chaos Theory activity

Class Discussions “Journey through the Park” game boards

Writer‟s Notebook entries

Learning Plan (Stage 3) Where are your students headed? Where have they been? How will

you make sure the students know where they are going?

The students are using modern literature to discuss the course‟s big question. In each unit they receive several

essential questions and complete activities to answer those questions. After this unit, students will look at the question

“How does human kind passively resist Fate by controlling

some actions and neglecting other (crucial) actions? By looking at 100 Years of Solitude. The previous unit asked

the question “What does it mean to have control?” as students read Clover. Students will have to continually refer

back to previous scaffolding in order to form opinion and

arguments for the final unit.

How will you hook students at the

beginning of the unit?

The introductory lesson will immediately immerse the

student in the world of Jurassic Park by showing the opening of the film, in which a worker is killed by a

Velociraptor. They will then read the “aftermath” of this

attack in the novel, and subsequent events on nearby islands, forming prediction statements in groups.

What events will help students

experience and explore the big idea and questions in the unit? How will

you equip them with needed skills and knowledge?

Students will have multiple opportunities to participate in

class discussions regarding various topics present within the text, and interact more deeply with core characters like

Grant and Hammond and analyze their roles within the film and the novel. Students will continue to work through the

idea of fate altering mankind‟s ability to control the natural

world through the reading of the novel and class activities.

How will you cause students to

reflect and rethink? How will you guide them in rehearsing, revising,

and refining their work?

Often students will have to write reaction pieces to the

literature in their writer‟s notebook, as well as turn in worksheets after watching the film. Students will complete

worksheets at various stages that they will use as talking points to focus discussion in partnerships, groups, and full

class discussions. Students will also be required to turn in daily notes at the end of each week to showcase how they

are thinking about the text before, during, and after they

have read a particular section.

How will you help students to exhibit

and self-evaluate their growing

skills, knowledge, and understanding throughout the unit?

Students will be required to submit a reflective rationale for

each major piece of work (of which there are three –the

dinosaur research project, the game board, and the final Ignite show speech) where they can talk the teacher

through their working process, and defend further the choices that they made in completing a major project. Also,

students will be required to evaluate each other and apply those evaluation techniques on themselves during reflective

writing exercises.

How will you tailor and otherwise personalize the learning plan to

optimize the engagement and

effectiveness of ALL students, without compromising the goals of

the unit?

Students will always have access to various levels of the text presented in class; specifically the use of a film guide will be

available. While all students will be held to the same level of

academic rigor, the reflection pieces offer space for students to defend their line of thinking and organization. All class

discussion offer open ended questions for students to answer, and there is not a “right or wrong” format to

question and answering during class discussion. There are no quizzes or tests; instead students will be evaluated on

their understanding of the novel through constant group or

class discussions, writing prompts, and other activities. If they did not read, they will not be able to participate fully,

but by eliminating quizzes and tests, students are relieved from test anxiety and can focus on thinking about the ideas

in the text, instead of memorizing facts and details to

regurgitate on a scan-tron.

How will you organize and sequence

the learning activities to optimize the

engagement and achievement of ALL students?

By having many opportunities for students to lead the

discussions on the novel and the film, students will be able

to explore complicated ideas present within the text. The variety of activities allow for further investigation into

characters, plot structures and important ideas/themes present in the text, under the focus of the unit‟s essential

questions that incorporate different learning styles.

From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development

ISBN # 0-87120-313-8 (ppk)

Unit Rationale

During this time in adolescence, students have already begun questioning the world

around them. They do not believe in super-powers controlling their lives and governing their

actions. But they are still caught up in the sea of hormonal confusion, and so struggle to control

their lives even as they seek to break out of the only system of power they have ever known-

their parents. For these reasons, and more, this unit will involve the analysis of different

interpretations of a text, using the novel and film version of Jurassic Park by Michael Crichton.

The book combines classical story elements with new technologies and an obscure

mathematical theory that, by name alone, attracts adolescent readers; Chaos Theory.

The novel challenges the presumption than man can control nature, and that man can

play God with enough power and money. This offers students an entry into complex national

culture issues (Smagorinsky, 142) as it deals with the idea of cloning for profit. Because the

issue of stem-cell research in the United States is still an issue on the ballots today, this unit can

introduce students to a national discourse on the ethics of scientific research.

The novel of course offers several rich characters, of varying ages, for students to

analyze. But in order to stretch student understanding of the word “text” the unit will

simultaneously analyze film and text depictions of characters, themes, and messages within

those texts. This unit relies on Standard 2: of the Colorado Core Standards, referring to Reading

for All Purposes, in which proficient students must be able to read and analyze different forms

of text, including novels and films.

Films are a familiar media for any adolescent, but have students ever really regarded

films as a text and not pure entertainment? This unit will simultaneously increase their

appreciation for modern literature, but also their ability think critically about the films they

watch (probably far more frequently than they read a book). By accessing students’ desire to

watch movies, and by choosing a subject matter that almost all children grew up loving, the unit

will successfully create critical readers of multiple forms of texts.

Dinosaurs are something that an adolescent mind can become fascinated with. Many of

these students probably grew up playing with dinosaurs, and there are several studies that tell

us that most children can recite dozens of dinosaur facts and correctly pronounce their names,

which is the indicator of an “advanced knowledge user” (Gobbo 230). Children respect

dinosaurs, as director Steven Spielberg says, “*because+ they are so much larger than we are as

children, and they are something completely different from the world around them. They are

simply fascinating because they are so powerful, and yet so vulnerable, because they

disappeared from the world in a geological blink of an eye.”

This unit also focuses students to continue to analyze mankind’s ability to control things,

specifically the natural world in this text. By analyzing a mathematical theory called Chaos

Theory, and Crichton creation –The Malcolm effect, students will grow an understanding of

how chaos (sometimes referred to as fate in the text) can control our (mankind’s) systems and

re-balance them in the patterns of the natural order of the world. Further, students will grapple

with the idea that there is no such thing as a controlled system in the natural world; but that

the natural world is constantly breaking down and reforming itself based on new balance points

each time. Students will begin to understand the differences between mechanical, and

therefore controllable, systems and non-mechanical, or living, “un-balanced” systems.

Also, this unit will encourage student centered learning in the classroom, with multiple

projects to encourage collaborative learning among students, while also providing the

individual with rewarding challenges and proper acknowledgement of accomplishments. As

Kylene Beers states repeatedly, the more students can interact with each other to gain

knowledge, the stronger the connection to that knowledge will be.

References:

Beers, Kylene. When Students Can’t Read, What Teachers Can Do. 2009. Heinemann

Press.

Gobbo, Camilla. How Knowledge is structured and used by expert and novice children.

1986. Cognitive Development. Volume 1, Issue 3, July 1986, Pages 221-237

Smagorinksy, Peter. Teaching English by Design. 2008. Heinemann Press.

Unit Calendar: Jurassic Park

Day 1: Introduction to the novel, introduction to the film, in-class reading of “Introduction” and “Prologue. Pg. iix-7. Viewing the film –intro to film terms and film analysis. -Read “First Iteration” in class –unfinished? Assigned as homework.

Day 2: Discussing “First Iteration.” -discussion and lab research time on cloning and stem-cell research. Homework: -Read “Second Iteration” pg. 31-52

Day 3: Dinosaur research project introduction – investigating the dinosaurs in JP. “Second Iteration” – Initial character analysis, introduction to the park, viewing the film. Homework: - Read “Third Iteration” pg.81-177

Homework: -Read “Third Iteration” pg. 81-177 -Dinosaur presentations

Day 4: “Third Iteration” through chapter “Control” introduction to cloning, the ethics, the science, and viewing the film. Nedry as a Catalyst, Homework: -Read “Third Iteration” pg. 81-177. -Dinosaur Presentations

Day 5: “Third Iteration” “The Tour” through the end of the section. Viewing the film. Analyzing the breeding sites Homework: -Continue reading “Third Iteration” pg. 81-177. -Dinosaurs Presentations

Homework: -Read “Fourth Iteration” pg. 179-268 -Finish Dinosaur Presentations

Day 6: Presentation Day – Dinosaur Investigations. - Chaos Theory and You – understanding Fate in Mathematics and Philosophy with Ian Malcolm. Homework: -Read “Fifth Iteration” pg. 269-298

Day 7: -“Fourth Iteration” children in the novel, changing points of view, POWER OUTAGE - Investigating the idea of inherent flaws in human designs –park, computer, coworkers, and people. -Attack on the Main Road Homework: -Read “Fifth Iteration” pg. 269-298

Day 8: “Fifth Iteration” Going through the park, part 1. -Elements of suspense “Fifth Iteration” -Going through the park, part 2 - the novel vs. the film. -In-class construction of “Jurassic Park” game boards.

Homework: -Read “Sixth Iteration” pg. 299-364

Day 9: “Sixth Iteration” -Trying to regain control –raptors in the kitchen sequence. -prolonged confrontation with raptors in the novel vs. the film.

Day 10: “Sixth Iteration” Regaining control despite the probabilities of failure –reinvestigating Chaos Theory in the film’s conclusion. Homework: -Read “Seventh Iteration” pg. 365-400

Homework: Read “Seventh Iteration” pg. 365-400

Day 11: “Seventh Iteration” -Destroying the nest. Homework: Students come prepared to conference with teacher on their papers.

Day 12: All Day: Class discussion of the novel and film –student generated topics, fish bowl style discussion. -Introduction to Ignite Show Teacher Conferences with students on papers/thesis statements/editing questions/etc. -Special Effects –pushing the boundaries of reality.

Day 13: -The Emphasis of Sound: Analyzing the importance of soundtrack and sound effects in the film

Homework: ESSAYS AND IGNITE SHOWS

Day 14: Final Project presentation day: Ignite Show on Topic of Final Paper, and turn in date for Final Papers.

IGNITE SHOW DUE

FINAL PAPER DUE

Day 1: Introductory Lesson: The Bite of the Raptor

STANDARDS and HOW STUDENTS WILL ADDRESS THEM

2.1. A.ii. -Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account;; Provide an objective summary of the text. iii. Analyze the elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). 2.1. C.i. –students will look at multiple interpretations of a story to analyze and interpret how each model represents the source text. Students will be required to take notes during readings and viewing of film clips in order to identify main ideas within the texts. Sometimes students will be required to develop visual cues that represent events and ideas from the text. Students will simultaneously read the novel and view the corresponding film clips in order to analyze forms of adaptations.

LINK In previous units, students have become familiar with annotating a text as they read. Students have also done several novel and short story and film studies before this, but not in as much detail. This lesson will present them with an option for note-taking and text-interaction, whereas previously they were assigned a method.

TIME 90 minutes

MATERIALS Copies of Jurassic Park, copies of Considerations and Observations worksheet, copy of the film.

PROCEDURES 1. Break students into groups and distribute copies of the novel. (1 minute)

2. Hand out “Considerations and Observations” Worksheet and explain how they will be using it –taking notes on the film clip and the prologue and introduction to the text during class, to be turned in for participation points. (1 minute)

3. Explain first to students that they will be watching a clip, and then reading the events that follow that clip in their new novel. (1 minute)

4. View opening sequences of Jurassic Park: Chapter 1 and 2 for the first time; students only watch during the first segment. (3 minutes)

5. View the opening sequences again, this time having students take notes. (3 minutes)

6. Allow a minute of debrief time for groups to talk about what each member recorded on their worksheet. (1 minute)

7. Have groups silent read the “Prologue” and “Introduction: The Bite of the Raptor.” (20 minutes)

8. Students will continue to fill out the worksheet during silent reading time.

9. Students will then work in groups to compile a coherent prediction statement-which can include answers to the following questions: What is Ingen and who is behind it? What will happen on the island? Etc. (5 minutes)

10. Students will reconvene as a class and each group will present their prediction statements. (10 minutes)

11. Teacher will introduce the note-taking format that will be used during the novel and film study: students have several options, including thoroughly annotating the text with sticky notes, providing a note sheet on the chapter(s) read, and making a visual on a 8 ½ x 11 sheet. Students can choose another form of note taking that will better serve them, as long as they present it to the teacher for participation points. All notes will be “turned in” at the end of each week. Students may not repeat format of notes two weeks in a row, to encourage stretching of student abilities.

12. For the remainder of class, students will read “First Iteration” practicing a chosen form of note-taking as they read.

ASSESSMENT Students will use their worksheet as a talking point for group and class discussion _/5 participation points

MODIFICATIONS Struggling readers will be allowed to do the same format of notes several weeks in a row, depending on their comfort level with the text. Also, there will be a film guide to the novel present in class during every class period that can be used to answer questions, clarify meaning and access the text.

CONSIDERATIONS AND OBSERVATIONS

BELOW LIST ANYTHING FROM THE OPENING SCENES YOU FIND INERESTING, CONFUSING, OR WOULD LIKE TO TALK ABOUT MORE AS A CLASS. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

Day 2: “First Iteration” –Ethics of manipulating nature

STANDARDS and HOW STUDENTS WILL MEET THEM

2.1. A.ii. -Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account;; Provide an objective summary of the text. iii. Analyze the elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). 2.1. C.i. –students will look at multiple interpretations of a story to analyze and interpret how each model represents the source text. 4.2. a-e. –students will evaluate complex situations through research, which involves analyzing the sources of the information that they find, including websites and internet databases and internet published journals. By taking notes during the lecture on “First Iteration” students will continue to develop their ideas relating to the central theme of the text that we are focusing on –man’s inability to control nature. By viewing the film, they will analyze the difference between Hammond’s character in the novel and in the film, and begin thinking about WHY character change decisions were made by the filmmaker.

LINK Students have looked at critical research on historical topics before this unit (during 100 years of Solitude) and so are already familiar with journals and research articles and how they present information that is relevant to a text. This lesson will build upon prior knowledge with research by introducing opinion pieces that offer research to support their claims. Students will be analyzing the “facts” and argue their own opinion of how cloning and the ethics of cloning are represented in the novel through the text so far.

TIME 90 minutes

MATERIALS Access to a computer lab

PROCEDURES 1. Students will have a quick debrief with their neighbors over “First Iteration” (5 minutes).

2. Teacher will discuss: the outbreak of “mysterious lizards” on the island of Costa Rica and ask for student feedback throughout the mini-lecture. (10 minutes)

3. Teacher will have student’s discuss the ordering of events so far in the novel –why do we as readers, not just jump straight into the action on the island? (5 minutes)

4. Going to the computer lab, students will do research on cloning and/or gene manipulation and stem-cell research, filling out the worksheet provided (see next page). (30 minutes)

5. Students will return to classroom and discuss the novel’s implications on the bioengineering industry as discussed in the Prologue and acted out in “First Iteration” –What does the novel claim? What do the quotes at the beginning of the novel tell us about the story? How do the patterns represented at the beginning of each section reflect upon the action that was contained within that section? (20 minutes)

6. Students will now be assigned to their groups for the Dinosaur Research Project (see attached Assignment sheet) and begin preliminary research in the computer lab (10 minutes)

7. Students will return to the classroom and turn in their computer lab worksheets.

ASSESSMENT Students will turn in their computer lab worksheets for a grade out of _/10 points. Students will receive participation points for active participation in class. _/5

MODIFICATIONS Struggling researchers can work together or with the teacher in the computer lab, and/or the teacher can provide the student with specific links to trusted information sites. If the struggling researchers do work in pairs, they only need to turn in one worksheet for both grades.

COMPUTER DAY WORKDHEET: CLONING/GENE-SEQUENCING/STEM-CELL RESEARCH

1. What was the first resource you found when you typed in one of the above terms in Google?

2. Do you trust this source? Why or Why Not?

3. When was the first animal successfully cloned?

4. Is Stem-Cell research currently allowed in the United States?

5. What opinion pieces can you find on cloning? What do they say (list the website name and write a brief summary of your findings)

6. Where would you go next to look for more information?

Dinosaur Research Project Assignment Sheet

Standards Addressed: 4.1.a., b. -Conduct short research projects to answer questions, using relevant

information from a variety of authoritative digital sources to create a finished product that present

information in a clear and concise manner and which can be presented to others orally with the addition

of a note-sheet for fellow students

21st century literacy skills: How do readers determine if the author(s) they are using are credible, biased

on a topic or have a neutral, unbiased approach? As they read from multiple texts and across disciplines,

how do people organize their thinking for depth of content understanding? Are there any disciplines of

study which do not require critical thinking?

In order to develop a class context for the creatures we will be interacting with during the course of this

unit, groups will be assigned a particular dinosaur to investigate and report out on to the rest of the

class. At the end of the presentations, each students will have a collection of fact sheets for each major

dinosaur that can aide them in further study and reflection upon the text.

In groups, students will be assigned one of the dinosaurs from Jurassic Park and complete a series of

mini-research projects relating to that dinosaur in order to create a visual and text presentation for the

rest of the class. The visual is at students’ discretion, but each group must create a one-page take away

for each member of the class, and one for the teacher. SEE THE ATTACHED RUBRICS FOR GUIDELINES

FOR BOTH ASPECTS OF THIS ASSIGNMENT

Students will answer the following questions about their dinosaur:

1. What is its’ Latin name, and what does it translate to?

2. Find several artistic representations of this dinosaur, from the past to the present day

3. A picture of a [complete if possible] skeleton

4. A paleontological description of the animal, including height, weight, likely behaviors, timeline

of existence, etc.

5. INLCUDE any other pertinent information that you can find.

The visual element can be a poster, a power-point or Prezi, a photo-essay, a model, a collection of

drawings in a portfolio, etc. Just confirm with me what your group plans to do.

Groups (7 groups of 4) will be assigned from the following list:

Tyrannosaurus Rex, Velociraptor/Utah Raptor*, Triceratops, Brachiosaurus, Pterosaurs, Dilophosaurus or

Procompsognathids.

4 3 2 1

Take-Aways: Group constructed take-aways offer multiple references to the dinosaur being researched in clear, accessible language. A student and teacher audience has been kept in mind. The research is through and completes all of the requirements with multiple extra facts.

Group constructed take-aways have some references to the dinosaur being researched, phrased in mostly accessible language. The teacher audience has been neglected. The research offers answers to all of the required questions.

Group constructed take-aways offer one or two references to the dinosaur being researched, but some cut and paste techniques are evident-no language changes have been made for the appropriate audience. Some of the required questions have been answered.

Group constructed take aways have no references present, all material seems to be directly cut and pasted into the document. One or two of the required questions have been answered.

Use of Visuals in presentation:

Many visuals are utilized in the presentation, or the single item (a sculpture or painting) shows extra effort and consideration.

Visuals are utilized in the presentation, or the single item shows effort and consideration.

Some visuals were used, but perhaps ineffectively or infrequently during the presentation.

Only one or two visuals were used, and they were used inappropriately to the presentation. (This means, don’t tack a picture on the doc cam and call it a day for this element of the project)

Conventions Take-aways are clean and easy to read; free of proofreading errors.

Take-aways are easy to read, with one or two, non-distracting proofreading errors present.

Take-aways are clunky to read, and have a series of proofreading errors.

Take-aways show little to no proofreading was done for the final project. Multiple proofreading errors present.

Day 6 (part 2): Chaos Theory and You


2.1. A.ii. -Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account;; Provide an objective summary of the text. This section of the class period is primarily a lecture, that involves providing students will background knowledge on the mathematical principles of “Chaos Theory” so that they may better interact with the technical jargon present in the text, and be able to understand the unfolding patterns and quotes at the beginning of each section, and be able to reflect on those patterns and their connection to the text within a particular section.

LINK Students have participated in and taken notes during, a lecture.

TIME 30 minutes

MATERIALS Copies of the novel, copy of the film

PROCEDURES 1. Teacher will first play the clip of Malcolm explaining Chaos Theory to Ellie in the Jeep (5 minutes).

2. Teacher will ask students what they know about ‘The Butterfly Effect” (5 minutes) Teacher will record student responses on the board, while simultaneously evaluating prior knowledge.

3. Teacher will then begin lecture on Chaos Theory –this is a quick lecture because the material is very heavy, and will also be re-explained further on throughout the novel. Students will have multiple chances to interact with the ideas presented in this lecture. (20 minutes)

4. (see attached sheet for lecture notes) 5. Students will write a brief summary of the lecture, in their own

words, for homework.

ASSESSMENT Students will receive participation points for active engagement _/5 points Students will turn in their lecture summary the next day for completion points _/10

MODIFICATIONS Struggling readers will be given a direct copy of the lecture notes at the beginning and annotate those accordingly. The teacher will be available at any time to answer student questions over the lecture topic. However, students should be reminded that this is only an introductory lecture, and through reading the complete text, they will understand the theory better.

Breaking Down Chaos Theory: Lecture Notes

1. Chaos theory treats the behavior of a whole system like a drop of water moving on a

complicated propeller surface.

2. The drop may spiral down, or slip outward toward the edge. It may do many different things,

depending.

3. But it will always move along the surface of the propeller...

4. .Malcolm's models tend to have a ledge, or a sharp incline, where the drop of water will speed

up greatly. *This is also known as the "edge of chaos." Chris Lewis+ “He modestly calls this

speeding-up movement the Malcolm Effect. The whole system could suddenly collapse. And

that was what he said about Jurassic Park. That it had inherent instability." (246)

5. Living systems are not like mechanical systems.

6. Living systems are never in equilibrium. They are inherently unstable.

7. They may seem stable, but they're not. Everything is moving and changing. In a sense,

everything is on the edge of collapse." (247)

8. The assumption Malcolm makes is that after a "Malcolm Effect" a system will once again achieve

a new balancing point, or equilibrium, and with new perturbations to the system will once again

move to the edge of chaos.

9. Thus systems move from equilibrium to the edge of chaos and then move to a new equilibrium

point.

10. However, chaos theory says that these equilibrium points are never stable.

11. Complex (living) systems are always moving toward the edge of chaos and towards new

equilibrium points.

12. Change and transformation are an inherent part of complex living systems.

13. We will consider how Jurassic Park represents a living system, and not a mechanical one.

14. Thus, treating the park as a mechanical and therefore controllable system presents inherent

instabilities within the system of power trying to control it.

Source: Chris Lewis, Ph.D.

Day 3: “Second Iteration” Initial Character Analysis, Making Predictions


2.1. A.ii. -Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account;; Provide an objective summary of the text. iii. Analyze the elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). 2.1. C.i. –students will look at multiple interpretations of a story to analyze and interpret how each model represents the source text. In small groups, students will discuss multiple characters and the representation of those characters in the two texts we are analyzing. They will form initial predictions about those characters’ and their role in the novel, and they will continue to analyze the plot structure.

LINK Students have discussed character before, but now they will be interacting with two texts at the same time, and discussing the differences and similarities (and the importance thereof) between the two texts.

TIME 90 minutes


PROCEDURES 1. Students will view the 3rd chapter of the film –the introduction to Drs. Grant and Sattler, and their recruitment by John Hammond. (8 minutes)

2. Students will discuss, in small groups, Grant as a character- who does he represent to the audience of the novel, and why? (10 minutes)

3. Students will discuss, in small groups, how Hammond is portrayed as a character: can they make any inferences about him based on the film? Can they make inferences about him from the interaction we have had with him in the text? Is he benevolent, or antagonistic? (10 minutes).

4. Students will record their initial impressions of Hammond in their writer’s notebooks.

5. Students will then view the film clip of Denis Nedry’s recruitment to steal the embryos from the Island. (4 minutes)

6. Students will discuss their initial impressions of Nedry, and answer the same questions about him as they did about Hammond. (10 minutes)

7. Students will view the clip of the visitors arriving at the park (8 minutes).

8. Students will discuss the impact visuals have on their reading of the story –what stood out in the novel? In the film? (10 minutes)

9. Students will break to meet with their Dinosaur Research Project groups and assign roles and times to meet outside of class. (10 minutes)

10. Students will reconvene and begin silent reading of “Third Iteration” (20 minutes).

ASSESSMENT Students will receive participation points for active engagement in class discussion _/10 points Students will use the writer’s notebook entry for part of its’ final grade _/50 points

MODIFICATIONS Struggling readers can use the film guide to analyze the clips viewed in class, and can answer discussion questions using that text.

Day 4: “Third Iteration” –exploring the idea of CONTROL


2.1. A.ii. -Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; ; Provide an objective summary of the text. iii. Analyze the elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). 2.1. C.i. –students will look at multiple interpretations of a story to analyze and interpret how each model represents the source text. Students will discuss the texts so far using a fishbowl discussion technique, comparing and contrasting common themes and ideas from both texts as they are represented in the films. Specifically students will discuss the idea of control in the novel, and investigate the inherent weaknesses present in the novel thus far (usually spotted and explained by Malcolm.)

LINK Students have discussed in fish bowls before.

TIME 90 minutes


PROCEDURES 1. Students will circle up, and 4 students will be chosen to start the discussion on Control.

2. Students can come to the hot seat and ask questions of the group, or after a member of the center circle has been able to talk for 5 minutes, another student can tap them out and take their place.

3. Students will continue to discuss the novel thus far, generating their own topics and leading their own discussions.

4. The teacher will serve as a mediator figure only, but can jump in at any time and ask students questions, or provide talking points if the discussion stalemates.

5. Class will run the discussion for 80 minutes. 6. Class will then write in their writer’s notebooks about the

discussion, the sections read thus far, and any predictions they have based on the text. (10 minutes)

ASSESSMENT Students will receive points for their engagement with the fish bowl –must say at least 3 things during the entire discussion _/15 points.

MODIFICATIONS Shy or unconfident students do not have to say something in the center of the discussion, they can pose any sort of question for the students in the middle of the fish bowl, and it will count towards their participation points.

Day 6 (part 1): Presentation Day- Dinosaur Projects


1.1. b-e – students will give informal oral presentations for the class/teacher, with appropriate content organization, clear enunciation, and effective use of vocabulary. Students will also gauge audience feedback to evaluate their own effectiveness. As students present their group projects, they will be evaluated by their classmates and teacher. They will need to be clear and concise, but also interesting in order to relay their facts to the intended audience effectively. Students will be required to write a one-page individual reflection on their research, visual elements, and presentation to the class.

LINK Students have been working for one week, outside of class, on their group presentations. They have also been conferenced with the teacher once during that week to make sure they are meeting all assigned points. Students have done small individual research projects before, but not in groups, nor have take-aways been involved before.

TIME 50 minutes

MATERIALS Student-provided, one page, take-aways for each member of the class

PROCEDURES 1. Students, who have previously signed up for time slots, will present their group’s work on their Dinosaur, distributing one-page take-aways for the rest the of the class and the teacher. (5-10 minutes per group -30 minutes total)

2. Other students will annotate the take-aways with interesting information from the group presentation.

3. Groups will be asked questions by the class after their presentation (5 minutes)

4. Groups will receive instant feedback on their presentations from the class and teacher after they have completed presenting. (5 minutes)

5. In their writer’s notebook, each student will write an individual reflection piece on their research, their visual element, and their presentation –analyzing the effectiveness of each piece of their research project process. (10 minutes).

ASSESSMENT Students will receive participation points for active engagement. _/10 Students will receive a group grade _/25 for their take-away and visual element Students will receive an individual grade _/25 for their work

MODIFICATIONS For struggling students, they will have the benefit of working in groups to conduct research and build their analytical thinking skills by asking other classmates and the teacher for help. Also, the take-aways give students a reference sheet to refer to throughout the reading of the novel.

Day 5: “Third Iteration” –touring the park


2.1. A.ii. -Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account;; Provide an objective summary of the text. iii. Analyze the elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). 2.1. C.i. –students will look at multiple interpretations of a story to analyze and interpret how each model represents the source text. Students will read silently the tour through the park, and then watch the film clip, once again analyzing the difference between text 1 and text 2 (the adaptation). Students will be required to fill out an activity sheet on the film clips, and identify themes within both texts that create suspense and foreboding before the “action” takes place.

LINK Students have become familiar with the class set-up of reading and viewing corresponding clips at the same time, and they will continue to build bridges between adaptation and original text in order to find meaning, identify themes, and analyze character’s interactions within a ‘fated’ system.

TIME 90 minutes

MATERIALS Copies of the novel, copy of the film, copy of film clip response sheet.

PROCEDURES 1. Students will debrief over “Third Iteration” as a whole class (30 minutes).

2. Discussion Questions for the class to answer: 3. Analyze Malcolm and Grant’s mutual role in exposing the flaws

within the system of Jurassic Park. 4. Tim and Lex –how does youth influence the system of the park? 5. How does the Tyrannosaurus Rex’s kill influence the pace of the

novel? How does it affect the other characters? 6. What role do the charts and graphs have in the telling of this

story? (Do they add credibility to the novel’s plot? To Ian’s observations about mathematical systems?)

7. What is the significance of the baby raptors being on the supply ship headed out from Isla Nublar?

8. Why is Ed Regis not present in the film? Who takes on his role, why is this? (think about authorial intent)

9. What is Muldoon’s role in the novel so far and who does he represent for the audience?

10. After class discussion, students will view the tour clips on the film. (10 minutes)

11. Filling out the attached worksheet, students will note any points

of similarity and difference between text and film. 12. Students will be required to explore one of the observation points

in further detail as an in-class, one to two-page writing exercise. (10 minutes)

13. Students will then share their piece with the person sitting next to them (10 minutes)

14. Each pair will write their individual talking points on a list on the white board.

15. Students will discuss a new topic from the list in a new partnership (10 minutes)

16. Teacher will compile this list as a word document for students as a pre final assignment topic list.

17. Students will use the rest of class time for silent reading and note taking. (20 minutes)

ASSESSMENT Students will turn in the completed film clip worksheet for points _/10 Students will participation points for active engagement with class discussions _/10

MODIFICATIONS Struggling students will benefit from the structure of the provided worksheet that will help them focus on key ideas within the film, and organize their train of thought when making connections to the original text.

FILM CLIP WORKSHEET- THE TOUR

1. How does the first interaction with a dinosaur on the tour of the park set up the scene?

2. How does the dialogue between Hammond and Nedry reflect upon both of their characters?

3. Malcolm and Sattler very eloquently sum up a major theme of the novel so far: the consequences for mankind as it tries to become God and control nature. How does this dialogue make you feel? How does it relate back to the novel? Is there a correct answer to this “question” evident yet in either text?

4. “It [the T-Rex] wants to hunt, not to be fed.” How does Grant’s observation outside the Tyrannosaur paddock create an image of the T-Rex in the context of the film? How does it continue the discourse from the above question?

5. Hoe does Malcolm’s explanation of Chaos work in the movie? Do you think it effects the character’s actions (as in, do all of their actions lie outside their own control?)

6. What do you notice about the lighting as these scenes progress?

7. How does weather reflect the increasing tension in the scene?

Day 7: “Inherent” human flaws, the power outage, and the attack on the main road


2.1. A.ii. -Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account;; Provide an objective summary of the text. iii. Analyze the elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). 2.1. C.i. –students will look at multiple interpretations of a story to analyze and interpret how each model represents the source text. Through character analysis of character action in both texts, students will continue to expand their understanding of Chaos and Fate in relation to the texts. Students will analyze the ordering of the action in both texts.

LINK Students have spent the past two weeks reading and interacting with the text. They have been studying Chaos Theory and the idea of Fate, and how the two are intertwined. They are now familiar with film terms and film criticism terms.

TIME 90 minutes

MATERIALS Copies of the novel, copies of the film

PROCEDURES 1. Students will re-read “The Main Road” chapter before viewing the film clip (10 minutes)

2. Students will be asked to pull out key words that relate to the inevitability of the upcoming event (examples: “the time of day didn’t matter to a tyrannosaur.” “The greatest predator the world has ever known.” It seemed confused by what had happened to it.” “It can’t get to me, it’s too big” “Tilted crazily.” “Perhaps extinct animals should be left extinct.”

3. Students will then view the film clip, taking informal notes. (10 minutes)

4. Students will then break into two large groups and discuss either Hammond or Nedry in the text. How does each character react to the events unfolding around them? How does Hammond deal with the fact that Nedry was his choice, or does he feel any responsibility for what is happening the park? What specific textual examples can you pull out to defend your claim? How does Nedry’s plan fall apart? (15 minutes)

5. Students will then break apart and find a partner from the opposite group and discuss their findings (5 minutes).

6. Students will watch Nedry’s death in the film (5 minutes) 7. As a class, have student’s popcorn read “Nedry” in “Fourth

Iteration” (5 minutes). 8. Discuss: What is the significance to his death? What does Chaos

have to say about the way that Nedry died, and WHY he had to die? (5 Minutes)

9. What traits are “inherent” in both of these characters that make their quest for control over the natural world and others impossible? For Hammond-do you think his plans will succeed? Why or why not?

ASSESSMENT Students will receive participation points for active classroom engagement _/10

MODIFICATIONS Advanced readers will have the opportunity to lead group discussion, and create new questions for their groups to consider during discussion time.

Day 8: “Fifth Iteration” –Going through the Park and building Jurassic Park game boards


2.1. A.ii. –students can provide an objective summary of the text. iii. Analyze the elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). 3. A.i, ii, iii- Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Students will create a playable game based on the events in “Fifth Iteration” chronically specifically Grant, Tim and Lex’s journey through the park back to the Visitor Lodge.

LINK Students have been exploring elements of a story throughout the year, and they will build on this prior knowledge to create a story-based game, incorporating all the major events of the section assigned.

TIME 90 minutes

MATERIALS Paper and art supplies for each student, copies of the novel

PROCEDURES 1. Students can choose to work in groups or in partners. Using the chapters that chronicle the experience of Grant and the kids through the park. (5 minutes)

2. Using textual evidence to describe each part of the game board, create the game and the rules. (30 minutes)

3. Students will share their games with the rest of the class, and describe their creative process –which parts they thought were the most important and how they incorporated them into the game. (15 minutes)

4. Students will swap game boards and play each other’s games. (15 minutes)

5. Teachers will then have students write comments on each other’s games (5 minutes)

6. As a class, students and teacher will discuss what elements were found in each game, and if any, what important events were not included. Did any group include other characters besides the children and Grant? (5 minutes)

7. Students will continue to discuss the journey through the park in terms of obstacles that everyone must overcome trying to turn on the power/get back to the visitor’s lodge.(20 minutes)

ASSESSMENT Students will turn in their game boards for a grade _/25 points Students will receive participation points for playing the games and leaving feedback _/5 points (A 30 point, in-class project)

MODIFICATIONS Struggling readers can reference the book guide to the film in order to build their game.

Day 9: “Sixth Iteration”- exploring the futility of Control and Raptors in the Kitchen


2.1. A.ii. -Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account;; Provide an objective summary of the text. iii. Analyze the elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). 2.1. C.i. –students will look at multiple interpretations of a story to analyze and interpret how each model represents the source text. During this class period, students will discuss elements of suspense in the film’s finale and contrast responses about the film as a whole. The class will also write an in-class paper on: How does the film make the natural world seem uncontrollable? How does this reference the “Malcolm Effect” from the novel?

LINK Students have been discussing the film in depth for several class periods and will now have a chance to reflect on it as a viewer and as a “reader” of the film text. Students also already know the difference between implicit and explicit textual messages. They will also use prior knowledge of Chaos Theory (from the lecture) to construct a quick-write essay on the film’s portrayal of the “Malcolm Effect.”

TIME 90 minutes


PROCEDURES 1. Students will view sequences of the film, starting with Ellie and Muldoon traveling to the power shed. And moving through the “defeat” of the Raptor in the kitchen.

2. The teacher will stop the clips periodically, and have students write brief analysis on what they have just watched. (5 minutes to write each time the film is stopped -7 times for 35 minutes total).

3. Students will turn to their partners and discuss any elements of suspense that they noted during the film clips and why those moments stood out for them. (10 minutes)

4. Here, students are focusing on filming techniques and dialogue that creates suspense in the film (directly and indirectly).

5. Students will have 30 minutes to write to the following prompt after group discussion: How does the film make the natural world seem uncontrollable? How does this reference the “Malcolm Effect” from the novel? Use textual evidence (from the film) to support your claims.

6. Students will hand in their quick-write essays, and discuss their evidence with new partners (10 minutes).

7. Students have remainder of the time to silent read “Seventh

Iteration”. (5-10 minutes, depending on writing/discussion time).

ASSESSMENT Students will turn in their quick-write essays for a grade _/30 points. NOT graded on grammar, but rather use of textual evidence, and clearness of argument/thoughts.

MODIFICATIONS Struggling writers can submit a well-developed bulleted list of points instead of a complete essay, or they can substitute film evidence for novel evidence to complete their points/thoughts.

Day 10: Reinvestigating Chaos Theory- differences between film and novel’s conclusion to island crisis


1.1. a.-students will be able to informally speak to classmates about their feelings about/reaction to the film. 2.1. A.ii. -Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account;; Provide an objective summary of the text. 2.1. C.i. –students will look at multiple interpretations of a story to analyze and interpret how each model represents the source text. Building upon their prior knowledge from the Chaos Theory lecture, students will explore the role of Chaos in the novel and in the film through discussion and poster creation. They will also make predictions in writing about how the novel will end in comparison to the movie. They will also be sharing orally at the end of class.

LINK Students have been previously lectured on Chaos Theory and have been analyzing its role in the events of film and novel in each class session.

TIME 90 minutes

MATERIALS Copies of the novel, copy of film, art supplies and paper

PROCEDURES 1. Students will chose groups of 4 to work in and gather supplies (5 minute) (7 groups total)

2. Teacher will explain the procedure –students will be assigned one character or plot device and be asked to visually represent its personal story on poster paper. Examples include a step-by-step model of one character’s actions based on motivations, and how that character will end up at the conclusion of the story. (10 minutes)

3. Character choices: Grant, Muldoon, Mr. Arnold, Hammond, Tim and Lex, Sattler, Genaro (novel version)

4. Students will be asked to explain their visuals in relation to chaos theory, i.e., how did Chaos influence the events within this character’s storyline?

5. Students will work on their posters and group statements. (15 minutes)

6. Students will present their posters to the class, and posters will remain hung on the walls until the conclusion of the unit. (20 minutes)

7. Students will watch the concluding scenes of the film, filling out attached reaction worksheet at the conclusion. (10 minutes)

8. Students will have an informal writing prompt: What is your reaction to the film? What did you like? What did you dislike? What (of what we have read) do you wish had been in the film?

Why do you think it wasn’t in the film? How do you think the novel will end in comparison to the film? (10 minutes)

9. Circling up, students will discuss the film as a class, using their writing pieces as talking points. (20 minutes).

ASSESSMENT Groups will present their posters for participation points _/10 Students will receive a grade on their poster _/15 for thoroughness and evidence from the text. Students will turn in a finished writing prompt for a grade _/15 points Students will receive participation points for talking about the film _/5

MODIFICATIONS Shy students will not lose points for not talking, as long as they submit their written statement, and pay attention during class discussion. Also, struggling readers can review important themes from the film with assistance from their fellow students and the teacher during class discussion, where any question can be asked of anyone.

INFORMAL WRITING: REACTION TO THE FILM: What is your reaction to the film? What did you like? What did you dislike? What (of what we have read) do you wish had been in the film? Why do you think it wasn’t in the film? How do you think the novel will end in comparison to the film?

Day 11: Destroying the nesting sites in “Seventh Iteration” –man controlling nature once more?


2.1. A.ii. -Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account;; Provide an objective summary of the text. iii. Analyze the elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). Students will share their notes on “Seventh Iteration” and discuss the implications of having a continued ending-control of the park has been reclaimed, but there is one job left to do. Students will also analyze the decision to destroy the park.

LINK Students have been discussing the novel for weeks now, and are by now familiar with Chaos Theory, the characters and their motivations, the dinosaurs present, and are able to talk as a class to go through a section like this.

TIME 90 minutes

MATERIALS Copies of the novel

PROCEDURES 1. Students will share their book notes with their classmates in groups of 4, discussing specifically the behaviors of the raptors and the behaviors of the people. (10 minutes).

2. Students will regroup as a class, and one person from each group will debrief the class on what their group talked about. (5-10 minutes).

3. Students will then discuss the bombing of the island: as a solution and as another problem. They will also discuss Hammond’s death, and the ambiguity of the epilogue, sharing their thoughts on what they think has and will happened. (20 minutes)

4. Students will illustrate a scene from “Seventh Iteration” in their writer’s notebooks in comic-book style, without using their books. This is a “quiz” over “Seventh Iteration”. (10 minutes)

5. Students will share their illustration with a partner, explaining what they drew and why they chose to illustrate that particular scene. (10 minutes)

6. Teacher will collect the illustrations for a grade. 7. For the remainder of the class period, students will go to the

computer lab to work on their Ignite Show, their thesis, and/or the whole essay. (30 minutes).

8. Students need to come prepared for next class with a draft of their essay for teacher conferences.

ASSESSMENT Students will receive participation points for discussion _/10

Students will receive a grade on the “Seventh Iteration” “Quiz –writer’s notebook illustration. _/15

MODIFICATIONS Students who feel unable to create effective visual images can supplement some image panels with word balloons and voice over text boxes. Struggling readers may use their book for reference while illustrating during the quiz.

Day 12: Class Discussion, Teacher Conferences, and Special Effects


2.1. A.ii. -Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account;; Provide an objective summary of the text. iii. Analyze the elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). 2.1. C.i. –students will look at multiple interpretations of a story to analyze and interpret how each model represents the source text. Students will discuss the novel as a whole using a fishbowl discussion technique, comparing and contrasting common themes and ideas from both texts as they are represented in the films. Students will also discuss the role of Chaos in the events of the novel.

LINK Students have discussed in fish bowl formats before.

TIME Discussion-60 minutes / Conferences and Special Effects-30 minutes

MATERIALS Copies of the novel

PROCEDURES 1. Students will circle up, and 4 students will be chosen to start the discussion. 2. Students can come to the hot seat and ask questions of the group, or after a member of the center circle has been able to talk for 5 minutes, another student can tap them out and take their place. 3. Students will continue to discuss the novel thus far, generating their own topics and leading their own discussions. 4. The teacher will serve as a mediator figure only, but can jump in at any time and ask students questions, or provide talking points if the discussion stalemates. 5. Class will run the discussion for 50 minutes. 6. Class will then write in their writer’s notebooks about the discussion and their personal reactions to the text. (10 minutes) 7. Students will then watch a “Making Of” documentary and take notes on the attached sheet while the teacher pulls out individual students to conference on their thesis, their ignite shows, and their paper as a whole. (30 minutes).

ASSESSMENT Students will receive points for their engagement with the fish bowl –must say at least 3 things during the entire discussion _/15 points. Students will receive points for having a rough draft ready for conferences with the teacher _/10 points Students will receive completion points for the Special Effects Worksheet _/15 points.

MODIFICATIONS Shy or unconfident students do not have to say something in the center

of the discussion, they can pose any sort of question for the students in the middle of the fish bowl, and it will count towards their participation points.

SPECIAL EFFECTS WORKSHEET (Key)

1. How did the filmmakers come up with the idea for this movie? Steven Spielberg knew author Michael Crichton and asked him what his current project was. When he found out, he was very adamant about getting the filming rights to make Crichton’s vision a reality.

2. How were the dinosaurs originally going to be filmed? In a form of stop-motion photography known as Go-Motion, a smoother, faster process that creates the motion-blur present within action scenes (like in regular movies) that regular stop-motion does not provide.

3. Who were the people involved with the creation of the dinosaurs on screen? Phil Tippet, Stan Winston, Dennis Muren, Michael Lanteari

4. What was the “first step” in film production in 1991? Making the dinosaurs look real –deciding the way they would look on film.

5. How were the skins made for the robotics? First a sculpture was made, and then a mold was cast, and then latex was poured into those molds to create life-life, movable skins that would be stretched over the practical robotics.

6. How did the film crew storyboard the film? Phil Tippet made ‘animatics’ or fully animated storyboard for each scene involving dinosaurs.

7. Where was the film shot? The island of Kauai, Hawaii.

8. How did the film-makers create the sounds of the dinosaurs? By recording real life sounds and mixing them in the sound studio. Examples include: a swan hiss mixed with a rattlesnake for the Dilophosaurus, dinosaur growls mixed from dogs eating chew toys, elephant sounds, and bird calls.

9. What was the name of the Paleontologist that counseled the film makers? Jack Horner

10. What line did Spielberg put in the film from Phil Tippet? “I’m extinct”

11. What did Phil Tippet become in charge of after Spielberg cut his Go-Motion scenes? CG Director, animal trainer, Paleontologist to ILM, in charge of storyboards.

Day 13: The Emphasis through Sound


1.2. –students are required to listen critically to clarify and meaning or message present within alternative texts. Students will analyze the feelings and images that sounds can create in a film.

LINK Students have drawn out their feelings/reactions to literature before.

TIME 90 minutes

MATERIALS TRACK LIST: 1, 2, 5, 8, 12, 13, 14, 15, and 16.

PROCEDURES 1. Students will begin by free-writing in the notebook about soundtracks: Have they ever bought a soundtrack before? Do they remember a soundtrack from a movie they’ve seen? Why do they remember it, if they can think of one? Why can’t they if they do not have a movie in mind. (10 minutes)

2. Teacher will pass out worksheet and explain any question that students might have. (5 minutes)

3. Students will listen to the film soundtrack and fill out the attached worksheet. (50 minutes).

4. Students will share their illustrations and answers in partners. (5 minutes).

5. Students will have a gallery walk around the classroom. Provided with sticky notes, students will leave positive comments for at least 5 different students. (15 minutes).

ASSESSMENT Students will receive a participation grade for filling out the worksheet _/15 points

MODIFICATIONS Struggling students can work in pairs to illustrate or answer questions.

The Emphasis through Sound Worksheet

1. Listening to the first track, illustrate your feelings, ideas, anything that comes to mind while you listen to and think about the music.

2. Listening to the second track, do the same thing from the above question.

3. Listening to Track 5, what dinosaur do you think this represents? Why?

4. What do you think is happening in the film while this song is playing? (Track 8) Why?

5. Which character does this track make you think of? Why? (Track 12)

6. Draw what you remember about this piece of music from the movie: If you can’t remember anything specific, improvise! (Track 13)

7. Draw how this track (Track 14) makes you feel:

8. Draw what you would like to see happen during this music: (Track 15):

9. How does Track 16 combine all the elements of the previous tracks and where do you think it goes in the film?

Day 14: Final Presentations Day


2.a.i. -Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. 3. C -Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Students will present their final paper thesis with the accompaniment of an Ignite Show presentation, where they must be timed, clear, and concise in their presentations.

LINK Students have written essays before, but have never presented them to the whole class, or created a power point to time their speaking to. This will require students to address 21st century learning skills while practicing public speaking and polite listening behaviors.

TIME 90 minutes

MATERIALS A laptop for student presentations

PROCEDURES 1. Students have previously signed up for time-slots in which to present.

2. Students will present their materials to the class, and afterwards turn in the physical essay to the teacher. (80 minutes)

3. Students not presenting will complete a positive feedback sticky note for the presenter that compliments them on at least one thing from their chosen topic or Ignite Show Presentation. (5 minutes)

4. Students will be provided instant (positive) feedback from fellow students and teacher. (5 minutes)

ASSESSMENT Students will receive a _/50 grade for their Ignite Show Presentations Students will receive a _/100 grade for their research essays Students will also receive a _/10 for active participation in class during presentations and for completing the assigned positive compliment sticky note for the presenter- turned in directly to that student.

MODIFICATIONS Struggling readers and writers can benefit from the addition of the purely visual Ignite Show, and they will be able to write a reflection piece that talks the teacher through their writing process and what grade they think they deserve based on their efforts.

REFERENCES Author’s Chair comments- adapted from Beth Hernandez’s E402 Teaching Comp, in which students presented a personal piece of writing and fellow classmates wrote positive comments about that student’s piece on sticky notes to give to the Author.

Final Assessment: Essay and Ignite Show on Jurassic Park

Standards Addressed: 4.1.a., b. -Conduct long research projects to answer questions, using relevant

information from a variety of authoritative digital sources to create a finished product that present

information in a clear and concise manner and which can be presented to others orally with the addition

of a note-sheet for fellow students

21st century literacy skills: Students will create a timed, digital presentation to play in the background of

their thesis explanation to the class.

We have spent the past several weeks examining the novel, the film and other elements of the work

called Jurassic Park. Our discussions have included scientific, mathematical, philosophical, and literary

topics regarding this text, and the culminating project will allow you to choose a topic of your choice to

investigate further. You will be presenting your findings in the form a research paper, and in an oral

presentation to the class using an Ignite Show.

Assignment: Using one of the following prompts, you will create a 5-8 page research paper explaining

your topic, defending your findings with textual and critical essay evidence from any of the sources I

have given you, or any scholarly sources you provide.

Choose from the following prompts:

Man and Fate or Exploring Chaos Theory in the novel- its role in developing characters, their

relationships, the animals, or the island itself.

Critical Film Analysis- using specific sources of film criticism.

The Ethics of Cloning -as described in the film and novel as well as from critical essays.

Personifying the animals of Jurassic Park-

o For example- how the T-Rex serves as an antagonist in the novel and becomes a “hero”

in the film. Or, how the Velociraptors behave with “human-level intelligences.”

Novel Analysis -through a specific critical lens.

Sci-fi Gothic Horror- the film or the novel or both can be used here.

A topic of your choice –you MUST clear this with me.

Required Elements for the Essay Component (further explained in the attached rubric)

Thoroughly defended, clearly stated claim, utilizing textual evidence in a properly cited format

(MLA) for support.

Author’s use of voice is effective and clear.

Email me with your thesis for approval/comments BEFORE conference day.

5-8 pages in length, with a clean, polished final presentation, free of any grammatical errors.

Complete MLA formatted bibliography is present

Ignite Show – a visual presentation that plays simultaneously while you are speaking about your final

project. It is NOT a power-point that summarizes your paper; that is YOUR job while speaking. The Ignite

Show will serve as a visual compliment to the idea(s) present in your paper. This presentation will also

serve as your reflection piece, describing to me and your classmates why you chose the topic you did,

and how the research you chose for your paper worked for you.

Required Elements for the Ignite Show Component (further explained in the attached rubric)

No text is present in your presentation

Attractive, polished final project. Slides automatically advance, and your presentation is well

timed.

2-3 minutes in length, 10-15 slides max. That means for 10 slides and 3 minutes long, each slide

will last 18 seconds, etc.

Effective and purposeful images are used throughout the presentation.

Final Essay Rubric

4 3 2 1

Clarity of Thought

Author uses multiple pieces of evidence to support their claim (thesis statement) with clear language and expert craft in creating a cohesive, well-organized paper.

Author uses the required number textual citations as evidence to support the thesis. The author’s paper is well constructed, but one or two points may seem out of line with the thesis or overall theme of the paper.

Author almost uses all the required textual citations for thesis support, but fails to link back some citations to the larger arguments. A tangent unrelated to the thesis may be present, or some paragraphs may be difficult to comprehend. The thesis statement may be too vague or too broad.

Author uses few or no textual citations, and the paper is un-organized, with no real focus.

Author’s Voice Author’s voice is present throughout the piece.

Author’s voice is present, but may use “pure” unexplained quotes sometimes to get their point across, instead of explaining or summarizing and relating back to the thesis.

Author’s voice is sometimes present, but may depend on quotes and class notes to fill in the large sections of the essay.

Author relies solely on re-telling the text and class notes to write a summary paper of what we have talked about in class.

Conventions There are no grammar or spelling errors in the final draft. All citations are in correct MLA format. Piece is polished and presentable.

There are a few grammar or spelling errors present, but they do not distract from the reader from the whole piece.

There are several grammar and/or spelling errors distracting to the reader. Few citations are properly formatted.

No real effort seems to have been made to proofread. Sentences are choppy; grammar and spelling errors are prevalent and distracting throughout the piece.

Ignite Show Rubric

4 3 2 1

Attractiveness, clarity of reasoning, image usage.

It is interesting, clean and attractive, with multiple images that relate to the author’s thesis. Slideshow is visually dynamic.

It is clean and attractive, with some interesting images that all relate to the author’s thesis.

The author has to speed up or slow down irregularly to fit their speech to the slideshow. Some pictures may be missing or formatted incorrectly.

Most images are not clearly aligned to what the author is talking about or there are several slides with only one, poorly formatted image.

Timing The slideshow is well timed, runs 3 minutes, no longer.

The slideshow is well timed but may be over 3 minutes or just under 3 minutes.

The slideshow is note very well timed, and lasts just below 2 minutes

The slideshow is poorly timed, and advances randomly to the speaker.

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