Download PDF Lesson Plan #4: A Day No Pigs Would Die

A Day No Pigs Would Die: A Unit Plan Based On The Book By Robert Newton Peck

Contents:

Make a reproduction of the painting available for viewing. For example, in scene one. Mother is lying on her back on the ironing board, Thelma is in a fulMength ball gown, Reginald is standing on a wooden chair, and the Police Constable is gazing in through a window at the other three characters. From this setting, students see that myriad interpretations of what is going on will occur as individuals try to impose meaning on the scene. I know not 'seems'.

Is the ghost really his father? Extending the comparison reveals how, "vmcertainty, once created, will not stay outside the walls of our realities, but threatens their very foundations. The one-legged, white-bearded football player is only a man with shaving foam on his face. The example novels are Mr. All three deal with the dilemma of pregnancy facing immarried teenage couples. Objective To help students face conflicting emotions — fear, self-doubt, compassion, and all kinds of anxieties. To help students verbalize strong feelings.

To encourage students to develop their own thoughts and feelings without a moralizing influence. Procedures Develop and use a list of Value Questions designed for clarifying students' ideas. The Sex and Pregnancy handout is given below as an example. Sex and Pregnancy 1. Why do so many young girls become pregnant during the early years of high school? Ought something be done to keep this from happening?

If so, what might be done? Read an article, poem, novel, or anything else on love. Be prepared to tell why you think this item does not show love. Strategies for Use with Problem Novels. Illinois Association of Teachers of English, Urbane, Clarifying Values fhrough Teenage Problem Novels 4. Girls onlyl What is a boyfriend? What kind of a boy do you want for a boyfriend? What would you do to keep him happy enough to be your steady bojrfriend? Boys onlyl What is a girlfriend? What kind of a girl do you want for a girlfriend?

What would you do to keep her happy enough to be your steady girlfriend? Discuss the pros and cons of going steady. Under what conditions would you want to go steady? Do you believe in "sex before marriage? What are some of the consequences that you might possibly face? What is "safe sex? If not, why not; if so, how so? What should you do if you or, in the case of boys, your girlfriend becomes pregnant? Would you consider marriage? Giving up for adoption? Write about a date, real or made up. Time you came home? You are a girl boy , age 17, in high school, and you your girlfriend are is pregnant.

Describe your feelings and the reactions of yoxir friends, parents, relatives, teachers, boyfriend girlfriend.

About the Book

What does "morality mean? For each novel, develop and use a list of questions to be called a Values Sheet. Focus on the different situations and the characters' responses in each novel, but develop the questions around a single issue, problem, or dilemma that arises because of conflict. These three novels focus on different responses to teenage pregnancy.

Bo Jo Jones choose to marry, and they stay married, even though a miscarriage occurs. In My Darling, My Hamburger, an abortion resolves the situation. In A Girl Like Me, the baby is bom and given up for adoption. Provide students with varied methods of response to the questions. Have students answer in writing, the questions that are personally important. Students may draw from a box a sUp of paper on which is written one of the statements.

Students can form teams and prepare a fonun. Round-robin discussions can be held with discussion leaders remaining in one place and other students moving from group to group. Comment Even though these novels do not hove "contemporary" copyright dote? My Darling, My Hamburger Think about what happens in the novel. Think about Maggie and Dennis, Sean and Liz. Think about Liz's pregnancy, abortion, and dropping out of school.

Go back over all that happens in the novel, and consider the following: What problems are brought out in My Darling, My Hamburger? Which of the problems is of greatest concern to you? Think of all the different possible ways that there were to solve, or cope with, this problem. Is that the way the problem was handled in the novel? Do you agree with the final solution?

Have you had this problem in the past, or do you know someone who did? What decision was reached? What were the consequences of the decision? A Paradigm for Discussion. News That Stays News: Fresh Approaches to the Classics. Classroom Practices in Teaching English, Have the students read Etiian Frome. Explain the structure of the book. Introduce the time period in relation to the strength of family, social unacceptability of divorce, and the possibility of isolation without electronic communication. As appropriate for your class, monitor the reading of the book. Begin the final activity by drawing a triangle on the chalkboard and placing Ethan's name at the apex with Mattie and Zeena's names at the other two comers.

Have students discuss them, first in small groups and then as a whole class. Focus the students' comments on the following: Motivation Discuss the characters' motives, examining how they fused together for both practical and emotional reasons. Allow, encourage, and clarify comments on whether sexual love and passion are acceptable outside of marriage, and on the questionable viability of a loveless marriage. An Avoidable Tragedy 2: Secrecy and Confession Discuss the issues of secrecy and confession. Zeena's sin of feigned illness is known, at least to Ethan, while Mattie and Ethan keep their feelings secret.

This duplicity further entangles them in a web destined to lead to failxire. Raise the question of motivation again. Would society have accepted a confession from either Mattie or Ethan, and forgiven them? Were they trapped or did they trap themselves? Morality of Choices Discuss the morality of the characters' decisions and the consequences of illicit romance. How does helpmate more clearly describe the role of husband and wife in this setting than it does today?

Explore Ethan's sense of responsibility as Zeena's husband and Mattie's uncle. Consider Zeena's remarkable recovery after the suicide attempt, for it suggests that her hypochondria was an earlier means of seeking attention and control. Consider why Mattie chose Ethan over romance with, and possible marriage to, an eligible male. Paper Assignment Ask your students to write a paper fbdng the responsibility for the tragedy on the character who, they think, coiild have most easily taken action that would have stopped the tragedy from occurring.

Have them support their decision, using quotations from the text, explaining the action that should have been taken, and concluding by stating the lesson implied in the book. Students realize that moral decisions can result in satisfaction and self-respect while averting painful helplessness. Comment Students intensely dislike the mere suggestion that Ethan should have honored his commitment to Zeena and encouraged Mattie to date Dennie Eady, yet this would surely have demonstrated greater love than the suicide attempt. There is no "social security'' for her to rely on.

Bhan Fromet An Avoidabh Tragedy 1: Motivations Zeena and Ethan: Why did Zeena marry Ethan? Were her reasons selfish? Did she love him? Why did Ethan marry Zeena? Were his reasons selfish? Did he love her? Did either Ethan or Zeena have reason to believe that the marriage might be successful?

Why do you think Ethan was attracted to Mattie? Why was Mattie attracted to Ethan? Did they really love each other? Did Ethan have justification for engaging in a relationship outside of his marriage? Did Mattie have justification for relating to Ethan? Why does Zeena focus her anger on Mattie? Does she have reason to be suspicious of Mattie? Why does Zeena keep Mattie in her home es long as she does? How does having Mattie there support her illnesses?

How does Zeena make sure that Mattie will be unsatisfactory household help? Secrecy and Confession Ethan and Zeena: Why does Ethan want to keep his disappointment with Zeena a secret? Why does Ethan allow Zeena to continue her sickness game? Does Ethan ever regret going along with the hypochondria? Ethan and Mattiei 1.

What is Ethan's secret dream for himself and Mattie? How does his fantasy contribute to the problem? Why does Mattie protect Ethan from doing things that might reveal his feelings? Is Ethan a coward, or does he have good reason for giving in to Zeena and letting Mattie be sent away? What were his other options? How does refusing to acknowledge, or discuss, their emotions affect Mattie? Why does Ethan agree to the last sled ride? What does he imagine he and Mattie will "fetch? An Avoidable Tragedly 3: Morality of Choices Ethan 1. What wrong does Ethan choose? Does he take responsibUity for his actions?

Is he a good husband? Does he care about how his actions have affected both Zeena and Mattie? How do you imagine the punishment changes his life? Will Ethan be rewarded for his suffering? Is Zeena in any way a sjnmpathetic character? Does she change as the novel progresses? How does Zeena act immorally? Is Mattie's only wrongdoing in loving Ethan? Does Mattie accept responsibility for her actions?

Does she accept responsibility for her actions as well as Ethan does for his? Do either Zeena or Ethan offer Mattie any real sympathy and support before or after the accident? Procedures Define and explain the following elements of moral living as a part of the cultural heritage emerging from Biblical teachings. Have students analyze the novel to find examples of instances in which Holden Caulfield is torn between the reality aroimd him and his ideals. Match Holden's ideals to Biblical ideals.

Holden believes in interacting with others in ways that demonstrate caring and respect for the rights and dignity of each individual. Also, how does he feel about the boy who commits suicide and his antagonists? Family unity is a moral value questioned in the Gospels but espoused in the letters of Paul in the New Testament. Does he blame his mother and father for his failure? What is his motive in relating to Phoebe? The New Testament teaches that not only physical adultery but even mental lust is wrong. Why is he so disturbed by it?

What's Moral about 'The Catcher in the Rye'? An Avoidabtm Tragmdy 4. How does Holden demonstrate loyalty? Jesus stated that one must become like a little child before one can enter the Kingdom of Heaven. This shows a value placed on innocence and simplicity. Why does he care about a dirty word that he uses all the time? They very often are controversial. Part of the answer lies in the hviman appeal of Holden's struggles: His misbehaviors are directly related to his morality. Students who identify with Holden's many disappointments gain insight into their own morals and ideals. To show Holden's morality, J.

Salinger had to show the possibility of immorality. People who object to reading Catcher in the schools fail to grasp the need for a balanced approach to imderstanding the challenge that evfl presents to goodness, and the triumph of goodness over evil.

Differences in audience, artist's purpose s , role in society, and the origin and form of texts are illustrated. Procedures Students will need copies of Hawthorne's story and the text of Johnny Cash's song. A recording of the song is needed also. Through discussion of the paragraphs, students will learn that Hawthorne's multiple explanations of the minister's purpose in wearing the veil makes the act symbolic, thus representing Hawthorne's interest in showing the ambiguity of human motivations, the complexity of the idea of sin, and the illustrative moral of the allegory.

Source Pry, Elmer R. Cultural Pdradigim Comment "Sentiment is thought not to be a deep emotion. Discuss the limitations of sentimental songs, stories, poems. Mony students wonder why pop music, so appealing to their youthful hormones, is not of interest for critical studies. V Oh, rd love to wear a rainbow every day, And tell the world that everything's okay. But try to carry off a little darkness on my back — Till things are brighter, Tm the man in black. Discuss the strengths of the song, including its straightforward quality and topical references.

Show how the song appeals to sentiment, and acknowledge the quality of sincerity in the singer's performance. Criteria Topics Popular Critical 1. Audience Taste Satisfied 3.

A Day No Pigs Would Die

A ist's Role in Society 5. If yes, in what ways? If not, how is the use here unlike Hawthorne's symbol? The limited and concrete nature of the answers to the questions above will lead students to realize that while Cash's black clothing may be somewhat complex, it has little ambiguity of meaning. That song is less symbolically rich, for it suggests few i relationships and possibilities. Have students notice especially J the closing stanza of the song. Question numbers correspond to topic numbers. Who, apparently, is the intended audience for each of these texts?

Do the two artists — in this case a writer and a singer — enjoy different status or roles as individuals in their cultures? Where did the texts themselves come from? How do composers of music, literature, and other art select materials and structures for their creations? How do the forms of the texts differ? Explain to your students that sometimes a text seems to fit into both categories. Homer and Mozart were both quite poptilar in their time, and yet both have also stood the critical test of time.

Explain that individual perspectives influence interpretations. Figuring out which category a work fits into, helps determine what kinds of questions one ought to ask about a text as it is being evaluated. Let the emphasis fall on the richness of symbolic literature and its capacity to reflect the complexities of life. The activity uses A Patch of Blue as an example of a suitable classic.

A Day No Pigs Would Die Chapter 8 Summary

Objective Activities in this lesson open up classic literature's power to affirm humanity, giving insights into human motives and desires, and exploring universal themes and moral issues. Procedures Use these activities after students have read a piece of classic literature. The activities involve three steps: Begin a discussion using two lead questions, the first one and a choice between the other two: Popular Library, , a touching love relationship between a blind White woman and a Black man develops.

The lead questions help students to recognize early in the discussion that Kata's first expectation is for the reader to learn what tolerance is, and to exercise it at all times in life. It does away with bigotry. IL Clip from newspapers or magazines or pose new dilemmas that are examples of specific situations relating to the values issues raised in the novel.

Have students read the sitviations and react to them. The other kids in the class ostracize Mary because she is from a poor family, and her appearance often reflects her socio-economic status. Susan, who is affluent and popular with all of the kids, wants you to dissociate yourself from Mary or sever your friendship with her. You like Susan and Mary equally, and you do not want to lose either girl's friendship. Through a formal writing assignment, have students compare and contrast their own earlier values decisions with ones they would make after studying the novel. TeU how you would handle the situation today after having studied the novel.

How did this decision help you to clarify your own values and beliefs? How would you handle that same situation today? Procedures Students read Huckleberry Finn and examine the issues raised by the following activities at appropriate intervals during the reading. Students will need to read, or see examples of, material describing blackface minstrel shows.

Students will need some historical background explanation, including the infoimation that White performers acted as if they were Black for the shows. What do you think about them? Have students examine the way in which Jim's speech is portrayed by Twain. What is the effect of the spelling style Twain used? Hucklebwry Finn and fhm Traditions of Blackface Minstrels Comment Negative use of humor towards ethnic groups is well-documented. Political cartoons could be used to show historical examples.

Discuss ''cheap" humor and its harmful side effects. Have students examine Huck's attitude toward Jim and slavery. What harm may come from using it for hvunorous effect? Dilemmas involve questions of responsibility, fairness, rightness and wrongness, empathy and caring, and motive or intention. Sample activities focus on The Adventures of Huckleberry Finn.

Adapt these activities to any piece of literature that involves making value decisions. Students reflect in great depth on moral dilemmas without being threatened by the examination of their own personal problems. Students relate to stories rich in problems faced by fictional adolescents, helping them to develop awareness of personal strengths and weaknesses in prepwation for adulthood.

Students identify with a hero or heroine who represents a strong, noble force, and who achieves success in a threatening world. You identify a moral problem in the story, and ask questions leading your students to reflect on the problem. Source Mills, Randy K. Back up your answer with reasons. Another episode in the story worthy of examination concerns Buck's decision not to turn Jim in for running away, even though Huck knew he was breaking the law by failing to do so.

If so, give examples from history and the present. Two other episodes that lend themselves to moral study are Jim's decision not to tell Huck that his father is dead, and the behavior of Colonel Sherbum. Students gain insight into the value system, social customs, and rhetorical patterns of the Ibo people.

A Day No Pigs Would Die

Students increase their imderstanding of the subtle complexities inherent in interracial conmiunication. Have students analyze Things Fall Apart dining or after reeding the text. Have students look for these four basic types of response to dominance as the story imfolds: Africans thixs accepted the White men as the power of a dead ancestor. Of domination in general? Avoidancei Involves a withdrawal from the oppressor to eliminate contact.

Source Merriam, Allen H. In what ways do the Africans find the missionaries' logic strange? Assimilatiom Occurs when a dominated person learns the colonizer's language, adopts the colonizer's religion, and attempts to join the new order to gain status and favor. How does it feel to be alienated from the people around you?

Active resistance to the dominant force. IIL Proverbs and wise sayings form a primary method of proof in African rhetoric. African discourse traditionally relies on proverbial wisdom, sayings, and maxims as a source of argument and evidence. What do the Ibo people ask of medicine men? A Handbook for the Critical Analysis of Literature. Brief Description Presents literature, films, and activities designed to foster the development of empathy, social conscience, and self-insight.

Selections, which are listed by theme, are designed to be used individually, grouped for longer units, or integrated into existing studies. Integrate selections into the curriculum with consideration for ethnic, geographic, and class status of your students. War Read these poems with your students to give an overview of war. They may be used to introduce a novel, movie, or as a short unit to stimulate writing. Have students decide whether the main character wUl confess his lie in hope of a future with his new-found love. Ask them what they would do. ERLC 80 r r..

Ask students to recall when they learned to read, who taught them, and other details. Then have them read the section of Frederick Douglass's My Bondage and My Freedom in which he tells about his learning to read. Discuss the difficulties he experienced and the importance of reading as a source of information in the world, especially before electronic communication.

Have students read chapter thirteen from Black Boy, by Richard Wright. The author describes his struggle to get books to read when he was growing up. Discuss the dangers of using power to control information and education. Discuss how schools attempt to help students learn even when the students are reluctant and have problexxxs. Discrimination in Africa 1. This play draws on Fugard's growing awareness as a child of how Blacks were, and are, treated in South Af.

Children who grow up loving and trusting Black servants slowly become aware of racial discrimination. This story about the death of Stephen Biko relates how the author, a white South African journalist named Donald Woods, was banned and had to escape his homeland. Students will be interested to know that charges against Woods were finally dropped, and he was allowed to return to South Africa. Show A World Apart, a true story about a young White girl and her family. Her mother took on the cause of freedom and equal rights and eventually gave her life for her convictions.

Students relate to the child's viewpoint. High Impact Utwatun and Film 6. Have students read July's People by Nadine Gordimer, help- ing them with the difficult prose style. Maureen Smales and her family, having been driven from their home by revolution in South Africa, try to adjust to the lifestyle that her ex- servant, July, offers in his native village.

Her disgust with the rawness of life in the bush, and the role reversal with July, reveal to students the inherent problems of apartheid in a striking way. Ask students to try to imagine themselves in her position. Have students read selections from Zoe Wicomb's You Can't Get Lost in Cape Town which featixres, in the title story, the narrator as a yotmg Black college student who is pregnant.

The father of her child is a White boyfriend. Conduct a class discussion about the differences between the roles of hero, leader, and role model. Point out how mythology idolizes leaders from the past by making them heroes and attributing ideal characteristics to them. Show how leaders, such as President F.

Leaders cannot live up to the quasi-fictional hero model; parents, teachers, friends, and other role-models ought not to be expected to. To introduce mythological heroes, give students the following criteria: A hero's conception is often imusual, and by tradition his mother is a virgin. Usually there is a plot to kill him immediately after his birth. Although little is known about his childhood, he grows to maturity in the home of foster parents after his narrow escape from death. After he grows to manhood, he returns and achieves a victory over a king or a wild animal.

He marries the beautiful princess. He becomes the king.

Teaching A Day No Pigs Would Die.
Get A Copy.
La conspiración (Spanish Edition)?
Ho-Down.
Full Lesson Plan Overview.

After a long and often uneventful rule, and no longer in the good graces of the gods, he is driven from his kingdom where he mysteriously dies. High Impact Ufratun and Film Have students brainstorm a list of heroes that fit the pattern or part of the pattern , making sure that they understand that no single hero needs to have all the attributes. The Frontiers of Behavior, Harper and Row: How to Choose a Leader Brief Description Presents a method of developing a rank-order exercise for helping students understand their own criteria in choosing leaders.

It may be adapted to a literature base. Procedures Develop a series of ten biographical sketches of possible leaders for a designated position such as president, prime minister, school principal. If desirable, revise the data in the biographical sketches to fit the unit of study better. A handout with ten numbered blanks would also help students to understand tliat 1 is the best candidate and 10 is the least qualified. After the individual ranking is complete, ask your students to form groups of four or five, discuss their choices, and complete a new rank ordering which the whole group agrees upon.

Come to consensus, placing the candidates in a new order that everyone can agree on for a group rank-order list. Students may not reach consensus on the whole list, but make sure that they come to see which choice the group argues to be high and which low. Source Parsons, James B. How to Choose o Leader After an appropriate amount of time, begin asking groups to report their decisions.

Average the rankings on the chalkboard. If groups have not ranked certain choices, give them a score of 5, thereby placing the unranked choices in the middle. Discuss the results by raising questions such as these: Why did come in last? Why did these criteria seem important? Was anything from the sketches not di8CU8k;8d? If so, what caused them? Were the disagreements helpful in any way? Is real voting easier or harder? What does yovir answer suggest?

Assign a follow-up activity that will help students assimilate the learning, such as journal entry, notes, writing campaign advertisements, holding an election. Rank Ordering Leadership Characteristics Students can also benefit from rank ordering the qualities most needed by a leader. Students might brainstorm a list of desirable attributes, and then rank order them using the same process as above. It also brings a strategy for making decisions that is used constantly outside of school into the classroom setting. Sodal Bhics and Political Morality: The ideal that Emerson described is shown in Finny, a classic hero, individualist, and lover of goodness.

Objective To help students rise above Emerson's style of stating an idea bluntly, announcing reservations, and sometimes even negating the original idea. To show that Finny is a pure, innocent, standard character, often exhibiting the ideal as Emerson described it. Houghton Mifflin, will be needed to match the page numbers below. Present quotations to students, and develop comparisons through discussion or other approprigite methods. Many of Emerson's ideas coincide with attitudes and behaviors demonstrated by Knowles's characters. Gene and Finny, Finny is the pure, classic hero; Gene is his modem coimterpart — unable to accept his own imperfections in contrast to Finny's example of purity, 1.

Social Efhfcs ond MiHcal Morolhy: Emerson's poem "In Memoriam" could well have been written for Phineas, "He could not frame a word unfit. They include detailed descriptions of when to assign reading, homework, in-class work, fun activities, quizzes, tests and more. Calendars cover one, two, four, and eight week units. Determine how long your A Day No Pigs Would Die unit will be, then use one of the calendars provided to plan out your entire lesson.

They highlight major plot events and detail the important relationships and characteristics of important characters. The Chapter Abstracts can be used to review what the students have read, or to prepare the students for what they will read. Hand the abstracts out in class as a study guide, or use them as a "key" for a class discussion. They are relatively brief, but can serve to be an excellent refresher of A Day No Pigs Would Die for either a student or teacher.

These can be printed out and used as an individual study guide for students, a "key" for leading a class discussion, a summary review prior to exams, or a refresher for an educator. The character and object descriptions are also used in some of the quizzes and tests in this lesson plan.

The longest descriptions run about words. They become shorter as the importance of the character or object declines. This section of the lesson plan contains 30 Daily Lessons. Daily Lessons each have a specific objective and offer at least three often more ways to teach that objective. Lessons include classroom discussions, group and partner activities, in-class handouts, individual writing assignments, at least one homework assignment, class participation exercises and other ways to teach students about A Day No Pigs Would Die in a classroom setting.

You can combine daily lessons or use the ideas within them to create your own unique curriculum. They vary greatly from day to day and offer an array of creative ideas that provide many options for an educator. Fun Classroom Activities differ from Daily Lessons because they make "fun" a priority. The 20 enjoyable, interactive classroom activities that are included will help students understand A Day No Pigs Would Die in fun and entertaining ways.

Fun Classroom Activities include group projects, games, critical thinking activities, brainstorming sessions, writing poems, drawing or sketching, and countless other creative exercises. Many of the activities encourage students to interact with each other, be creative and think "outside of the box," and ultimately grasp key concepts from the text by "doing" rather than simply studying. Fun activities are a great way to keep students interested and engaged while still providing a deeper understanding of A Day No Pigs Would Die and its themes. Students should have a full understanding of the unit material in order to answer these questions.

They often include multiple parts of the work and ask for a thorough analysis of the overall text. They nearly always require a substantial response.

Essay responses are typically expected to be one or more page s and consist of multiple paragraphs, although it is possible to write answers more briefly. These essays are designed to challenge a student's understanding of the broad points in a work, interactions among the characters, and main points and themes of the text.

But, they also cover many of the other issues specific to the work and to the world today. The 60 Short Essay Questions listed in this section require a one to two sentence answer. How does he deal with such isolation? In many ways, Robert has no childhood. Debate whether this contributes to his feelings of isolation. Discuss scenes in the novel when Robert expresses his desire to be like the other kids. How does going to the Rutland Fair with Mr. At what moment does he fully accept being an outsider?

How does he prove his manhood? Which of the boys can expect the longest journey? Debate whether he knew that he was about to die. How does he prepare Robert for his death? What is the significance of this scene? How is the entire novel a celebration of life and death? Tanner and Aunt Matty are Baptists. Discuss how Robert accepts his fate. Consider the beliefs of the Shakers, and write the eulogy that Robert might have given. Aunt Matty attempts to help Robert improve his English. Select a paragraph from the novel and rewrite it in Standard English.