Unit+Plan+-+Group

=​Group - Unit Plan =

**I. Subject Area: **  Mathematics, Spanish, Literature Unit Title: ** Body Worlds 2: A Learning Odessy **III. Student Population: **  10th grade males/females from diverse educational and social backgrounds.
 * Grade level: ** 10
 * 
 * II. Estimated Time: ** This unit will take place over the course of three- 45 minute lessons per content area. Lessons will occur on a daily basis with overlap in Liturature, Spanish, Mathematics, Anatomy, and Physics.


 * Stage 1 – Desired Results **


 * IV. Standards: ** //Identify the national, state, or district standards for this lesson // 


 * Math:**
 * __2.5.10. Mathematical Problem Solving and Communication__ **<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">
 * A.** Develop a plan to analyze a problem, identify the information needed to solve the problem, carry out the plan, check whether an answer makes sense, and explain how the problem was solved in grade appropriate contexts.
 * B.** Use symbols, mathematical terminology, standard notation, mathematical rules, graphing and other types of mathematical representations to communicate observations, predictions, concepts, procedures, generalizations, ideas, and results.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">__2.6.10. Statistics and Data Analysis__ **<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">
 * A.** Design and conduct an experiment using random sampling.
 * C.** Select or calculate the appropriate measure of central tendency, calculate and apply the interquartile range for one-variable data, and construct a line of best fit and calculate its equation for two-variable data.
 * E.** Make predictions based on lines of best fit or draw conclusions on the value of a variable in a population based on the results of a sample.

** B: ** Use context clues, knowledge of root words, and word origins as well as reference sources to decode and understand new words. ** __1.2.10 Reading, Analyzing and Interpreting Text__ ** ** B: ** Assess the accuracy of facts presented in different ty pes of informational texts by using a variety of consumer, workplace, and public documents. ** B: ** Write complex informational pieces (e.g. research papers, analytical essays, summaries, descriptive pieces or literary analyses) that: Gather evidence in support of a thesis, Incorporate and document information and ideas from primary and secondary sources accurately and coherently, Anticipate and address readers’ potential misunderstandings, biases, and expectations. ** E: ** Review, evaluate, revise, edit, and proofread writing to improve style, word choice, sentence variety, and subtlety of meaning. ** __1.6.10 Speaking & Listening__ ** ** A: ** Listen critically and respond to others in small and large group situations. Respond with grade level appropriate questions, ideas, information or opinions. D:** Analyze inferences and draw conclusions, citing textual support, based on an author's explicit assumptions and beliefs about a subject. **<span style="font-family: 'Times New Roman',Times,serif; font-size: 14pt;"> V. Understanding(s): ** //<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;"> 1.) // //<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">Identify the “big idea(s)” of the unit: // <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;"> **Literature:**
 * Spanish:** <span style="-webkit-border-horizontal-spacing: 2px; -webkit-border-vertical-spacing: 2px; border-collapse: collapse; font-family: 'Times New Roman';">//<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">using PDE English language standards for teaching Spanish. // <span style="-webkit-border-horizontal-spacing: 2px; -webkit-border-vertical-spacing: 2px; border-collapse: collapse; font-family: arial,helvetica,sans-serif;">
 * __1.1.10 Reading Independently__ **
 * C: ** Distinguish between essential and nonessential information across a variety of texts and sources from all academic content areas, identifying bias or propaganda where present.
 * D: ** Analyze inferences and draw conclusions, citing textual support, based on an author’s explicit assumptions and beliefs about a subject.
 * __1.4.10 Types of Writing__ **
 * __1.5.10 Quality of Writing__ **
 * B: ** Demonstrate awareness of audience using appropriate volume and clarity in formal speaking presentations.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">Literature: ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">
 * __1.1.11 Reading Independently__**
 * A:** Identify, describe, evaluate and synthesize the essential ideas in text. Assess those reading strategies that were most effective in learning from a variety of texts.
 * __1.2.10 Reading, Analyzing, and Interpreting Text__
 * E:** Identify and analyze the structure and format of various informational documents and explain how authors use the features to achieve their purposes.
 * __1.3.11 Reading, Analyzing, and Interpreting Literature - Fiction and Non-fiction__**
 * E:** Analyze how a scriptwriter’s use of words creates tone and mood, and how choice of words advances the theme or purpose of the work.
 * __1.7.11 Characteristics and Functions of the English Language__**
 * A:** Describe the influence of historical events on the English language.
 * Math**: The human body is one of the most complex machines ever created. To even begin to understand those complexities requires general knowledge of the sciences, and the sciences use the language of mathematics as a means of universal understanding and communication.
 * Spanish:**
 * Discussing the human body is more than skin deep; there are many components of it that we understand in English and are learning, through this lesson, their Spanish language counterparts ** . **
 * // El Dia de los Muertos // (the “Day of the Dead”)- discuss the Mexican tradition of the “Day of the Dead” and its relevance in Spanish/American culture.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">Shelley's //<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">Frankenstein //<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;"> has huge implications about the ideas of life and death that still apply to society today.

//<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">2.) Identify specific understandings about the “big idea(s)”: <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-style: normal;">**<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">Math: ** // <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; line-height: 22px;">**Spanish:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; line-height: 22px;">**Literature:** VI. Essential Question(s): ** //<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">What questions will foster inquiry, understanding, and transfer of learning? **<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-style: normal;"> Math: ** // <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-style: normal;">**Spanish:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 15px; line-height: 22px;">**Literature:**
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">Thermodynamics **
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">Discuss the processes in the human body which regulate temperature.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">Identify which Laws of Thermodynamics take place in the human body.
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">Kinematics **
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">Discuss how Newton's 2nd and 3rd Laws apply to everyday experiences the human body encounters.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">Explain how the concepts of "fulcrum", "torque", and "center of gravity" apply to the himan body
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 15px; line-height: 22px;">Learning the basic and advanced human anatomy vocabulary in Spanish, discover stigmas regarding the body and how they are relevant in English & Spanish culture
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">Introduce students to the Day of the Dead and its cultural values and implications with regards to those who celebrate it.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 15px; line-height: 22px;">Understanding the way our current culture views the body will give us insight into the ways that past cultures have viewed the body and an understanding of the literature from that period.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 22px;">Literature also serves as a guide to history, and one can learn about the cultural practices, norms, and opinions of a specific time through reading the works of literature that were created during that time.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 22px;">Read and analyze Shelley's //Frankenstein//; gain understanding of how story was interpreted in 19th century and how it is interpreted today.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 22px;">Identify specific literary devices used throughout the novel (foreshadowing, flashback, etc.)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 22px;">Introduce Romantic literature and how //Frankenstein// fits in as a "gothic novel."
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 14pt;">
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 15px; line-height: 22px;">What would happen to the human body if the processes that regulate temperature did not function correctly?
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-style: normal; font-weight: normal;">How is the body viewed in our current culture? How does this differ from in the past?
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 15px; line-height: 22px;">What are the parts of the human body (in Spanish) and why would it be relevant to know them?
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">What stigmas associated with the human body, such as gestures that may be inappropriate to Spanish/Latin American people and vice versa?
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">Who celebrates //<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">El Dia de los Muertos // <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;"> and what does it mean to them?
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">How do celebrants carry on these traditions after they immigrate to the US
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">How is the body viewed in our current culture? How does this differ from in the past?
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">How does literature serve as a documentation of a period in history?
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">How did Edgar Allen Poe capitalize on this fear in The House of Usher?

<span style="font-family: Arial,Helvetica,sans-serif;">**<span style="font-family: 'Times New Roman',Times,serif; font-size: 14pt;">VII. Attitude(s) and Value(s): ** //<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">What positive attitudes and democratic values will students develop? // <span style="font-family: 'Times New Roman',helvetica,sans-serif;">**<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;"> Math: ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 15px; line-height: 22px;">**Literature:**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 15px; line-height: 22px;">Appreciate the necessity for mathematics in the understanding of how the human body functions
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">Gain an understanding from the bodies displayed in the exhibit and apply this insight into the understanding of cultural practices in the past and present.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">Spanish: **
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 15px; line-height: 22px;">Appreciate the necessity for Spanish speakers to understand the human body, the stigmas associated with respect to Hispanic/Latin American peoples.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">Develop an understanding and apprecation of //<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">El Dia de los Muertos // <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;"> and the role it plays in religious & cultural identities of Mexicans and Mexican-Americans.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">Gain insight from the bodies viewed in the exhibit and apply that insight to literature.​​
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">Appreciation for past views of the human body and death in society.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">Appreciate <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">//<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">Frankenstein // <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;"> as a gothic novel and fully understand the novel's impact in both literature and society today.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Appreciate how the body and death was viewed in past cultures.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Gain an understanding from the bodies displayed in the exhibit and apply this <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">insight into the understanding of cultural practices in the past and present


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 14pt;">VIII. Skill(s): **<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">

1.) //<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">What skills related to acquiring, organizing // //<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">and using information will students // //<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">develop? // **<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">Spanish: ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">**Literature**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">Math: **
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">identify and use content specific vocabulary
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">develop a deeper appreciation of the human body and death and its influences.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 15px; line-height: 22px;">identify content-specific vocabulary
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">distinguish between fact and opinion
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">identify main idea & detail
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">use primary and secondary sources
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">identify reference resources to use for a specific purpose
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">construct diagrams& picture journals
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">draw conclusions and make generalizations
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">formulate appropriate research questions
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">interpret Spanish language resources and translate to/from English
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">develop a deeper appreciation of the human body and death and its influences
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">analyze a cultural past in comparison to the present and understand a cultural mindset
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">identify themes
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">develop an opinion of society today
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">identify and use content-specific vocabulary
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">construct individual journals
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">connect culture of author to novel
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">construct an outline
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">demonstrate acquired knowledge through a test

//<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">2.) What technological skills will students develop? // // **<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">Math: ** // //**<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-style: normal;">Spanish: **// <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">**Literature:**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">with the aid of a calculator, students will learn to plot data to be interpreted.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 15px; line-height: 22px;">Students will be expected to use print resources such as their textbooks & dictionaries and any information obtained at the exhibit as well as handouts provided in order to supplement information that they gather through web-based searches and personal interviews if at all possible.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">Students will develop or enhance dictionary and cross-referencing skills.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">Using PowerPoint and graphics-manipulation soft
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">Students will use a wiki to share their ideas
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">Students will use the novel for reading and study
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">Students will also utilize handouts given to them to develop an outline and as journal activities
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">The class will use a dictionary as needed to identify and understand vocabulary

//<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">3.) What interpersonal skills will students develop? // // **<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">Spanish: ** // <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">**Literature:**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">Math: **
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">students will learn to collaborate and cooperate in order to achieve their goals
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">students will learn how to connect and relate to different cultures.
 * <span style="-webkit-border-horizontal-spacing: 2px; -webkit-border-vertical-spacing: 2px; border-collapse: collapse; font-family: 'Times New Roman',Times,serif; font-size: 15px;">Cooperation and collaborating with each other
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">In-group deductive reasoning & problem solving
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">Sharing cultural backgrounds and understanding/tolerating people of differing backgrounds
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">Students will correspond and work together as they learn about the human body and the cultural mindset that surrounds it.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">Students will learn how to connect and relate to different cultures.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">Collaboration with other students to gain understanding of information.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">Ability to relate to culture of author and connect it with individual culture of today.


 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 14pt; text-align: center;">Stage 2 – Assessment Evidence **

__Spanish:__ <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;">//Authentic Performance Tasks//
 * ** IX. Performance Task(s): **
 * 1) <span style="font-family: 'Times New Roman',helvetica,sans-serif;">//Through what authentic performance task(s) will students demonstrate the desired understandings, attitudes, and/or skills?//
 * 2) <span style="font-family: 'Times New Roman',helvetica,sans-serif;">//By what criteria will the evidence be assessed?// || ** Other Evidence: **
 * 3) <span style="font-family: 'Times New Roman',helvetica,sans-serif;">//Through what other evidence (e.g., quizzes, tests, observations, homework, journals, etc.), will students demonstrate achievement of the desired results?//
 * 4) <span style="font-family: 'Times New Roman',helvetica,sans-serif;">//How will students reflect upon and self-assess their learning?// ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">__Math:__ **
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">Working in groups of three, students will create various spreadsheets used to collect data from experiments done on the human body in the areas of thermodynamics and kinematics.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">Graphing calculators will be used in conjunction with the spreadsheets to help compute and analyze data; students will also use computer software to validate analyses.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">Oral presentations of finding and analyses will be presented to the class.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;">Label (in Spanish) a gross anatomy diagram,
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;">Collaborate in small groups to create a PowerPoint that will comprise the following:
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 15px; font-weight: normal; line-height: 22px;">//El Dia de Los Muertos, ¿Qué es?//
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 15px; font-weight: normal; line-height: 22px;">//Stigmas: Offensive gesture or a friendly wave?//
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 15px; font-weight: normal; line-height: 22px;">//Create a situation in which knowledge of Spanish vocabulary is essential.//

<span style="-webkit-text-decorations-in-effect: none; font-family: 'Times New Roman',helvetica,sans-serif; font-size: 13px; font-weight: normal; line-height: 19px;"><span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">//Assessment Evidence Criteria// <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;"> __Literature:__ <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;"> **<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">__Spanish__ **<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">**<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">__:__ ** In addition to the .PPT project, students will:
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 15px;">Correctness of diagram (incl. spelling)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 15px;">Accuracy & relevance of data; coherence of argument; spelling, punctuation and grammatical correctness of written Spanish;
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 15px;">Are slide & content requirements met?
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 15px; font-weight: normal; line-height: 24px;">Students will attend the Body World’s exhibit and write a reflection evaluating today’s cultural view of the body compared to past cultures.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; font-weight: normal; line-height: 24px;">Students will read //The House Usher// by Poe and write a brief paper identifying the themes and tone of this book and how the cultural norms at the time of its publication affected its readership.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;">Students will complete their outlines as they read //<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;">Frankenstein //<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;"> and discuss answers with a partner.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;"> Students will share answers with the class.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;">Students will also be asked individually for answers and to create discussion within the class.
 * || <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">__**Math:**__
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 15px; line-height: 22px;">throughout the unit, students will utilize marble notebooks to document and track all conjectures and hypotheses
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;">students will complete a self assessment of note taking techniques (marble notebooks) and data analysis techniques; in particular, the accuracey of their findings.
 * Use scenarios from the “123 Teach Me” website to play Spanish medical symptom charades,
 * Be observed playing vocab building games from BusinessSpanish.com
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 15px; font-weight: normal; line-height: 22px;">Self Reflect and Assess:
 * The students’ grades will be compiled using two rubrics, 75% of the grade will be determined by the teacher, 25% will be awarded by their peers (who will have to cite specific reasons for the grade assigned).


 * __Literature:__**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 15px; line-height: 22px;">Students will complete a journal in a marble copybook to be handed in for assessment.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;">Observing students discussions of the outline in class.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;">Students will demonstrate learned knowledge through a short answer/essay test at the end of our study of the novel. ||

<span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 14pt; text-align: center;">**Stage 3 – Learning Plan**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 14pt;">**X. Learning Activities** **(3 lessons)**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">**__Lesson # 1:__** Math
 * __Title:__** //<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">Kinematics of the Human Body - Introduction to Kinematics Applied to the Human Body //<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">
 * __T__****__ime Estimation:__** Three 45 minute periods
 * __Objective(s):__**
 * 1) <span style="font-family: 'Times New Roman',Times,serif; font-size: 15px; font-weight: normal; line-height: 22px;">Analyze how the equations of torque and rotational motion apply to the human body
 * 2) <span style="font-family: 'Times New Roman',Times,serif; font-size: 15px; font-weight: normal; line-height: 22px;">Explain the concept of a fulcrum and relate it to part 1, above.
 * 3) <span style="font-family: 'Times New Roman',Times,serif; font-size: 15px; font-weight: normal; line-height: 22px;">Demonstrate knowledge of torque, rotational motion and fulcrum via experimentation.
 * 4) <span style="font-family: 'Times New Roman',Times,serif; font-size: 15px; font-weight: normal; line-height: 22px;">Description: Ask students to conduct an experiment using concepts of torque, rotational motion, and fulcrum. Tell students that they are going to devise an experiment regarding aforementioned topics. Explain to students that each group member will add their knowledge and observations to the results of the experiment.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;"> **__Lesson #2:__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;"> Spanish __**Title:**__ //<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;">Charadas en Español //<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;"> (Spanish Charades) <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">**__Time Estimation:__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;">Two 45 minute periods >> 2-3 minute skit.
 * __Objective(s):__**
 * 1) <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;">Provide students the opportunity to creatively use Spanish vocabulary to describe symptoms and explore diagnoses,
 * 2) <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;">Create a public forum where students will interact with eachother in Spanish,
 * 3) <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;">Assess the students’ knowledge of vocabulary and their pronunciation and grammar without using a paper test,
 * 4) <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;">Description: Use 123TeachMe’s website for cues and resources for a fun activity that will give students an opportunity to demonstrate their knowledge. The 123TeachMe site provides scenarios for a patient to walk into a clinic and interact with the medical staff to describe their illness and how it can be cured. The students will be allowed to choose whether to be the patients or the doctors; then they will break off into groups of 1 patient, 1 doctor and come up with a skit. They will need to use proper greetings, describe what is wrong while the doctor asks questions, and then the doctor will provide a diagnosis and treatment instructions.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;">The students will be assessed based on their use of proper Spanish greetings, vocabulary, pronunciation and grammatical structure, as well as how well they worked as a team to create their
 * 1) <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;">Resources: Students and teachers alike will utilize materials listed below in the master resources section.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">**__Lesson #3:__** **<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;"> Literature **<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;">__**Title:**__ **//<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;">The House of Usher //<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;"> **<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">**__Time Estimation:__** **<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;">One 45 minute period ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">**__Objective(s):__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;"> <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">**__Lesson #4:__** **<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;">Literature ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">**__Title:__** **//<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;">Frankenstein //<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;"> **<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">**__Time Estimation:__** **<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;">Three 45 minute periods **<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;">
 * 1) <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;">To identify and analyze the themes and tones of //<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;">The House of Usher //.
 * 2) <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;">To recognize the Gothic elements of the text.
 * 3) <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;">To draw a connection between the text and its surrounding culture at the time of publication.
 * 4) <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;">Description: As a class, we will identify the themes and tones of the story, discuss the Gothic influence of the work, and talk about Edgar Allen Poe’s popularity. Information will be presented through discussion and lecture. As an assignment, students will write a paper identifying the themes and tone of this book and how the cultural norms of the Victorians at the time of its publication. Students will use their knowledge and experience of the body in modern culture to contextualize the difference in mindset in Victorian cultural.
 * __Objective(s):__**
 * 1) <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;">Identify and analyze themes throughout //<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;">Frankenstein // <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;">.
 * 2) <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;">Connect the Body Worlds 2 exhibit to the creation of Frankenstein's creature.
 * 3) <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;">Students will keep a journal in order to respond to thought-provoking questions posed by the teacher in regards to the themes of //<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;">Frankenstein // <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;">. Students will hand journals (marble copybooks) in both half-way through and on the final day of studying //<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;">Frankenstein // <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;"> so understanding of the novel and be assessed.
 * 4) <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;">As a class we will discuss the background of the author and time period and how it relates to the novel.
 * 5) <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;">Students will utilize an outline to fill in notes as homework while reading the novel. We will discuss the answers to the outline as a class each day as we move through reading //<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;">Frankenstein // <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;">.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 14pt;">**XI. References:**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;">(1998). //<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;">Frankenstein: Penetrating the secrets of nature/bodies. // <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;"> Retrieved from []

(2008). //<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;">Shelley's Frankenstein and the human bodies exhibit. // <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;"> Retrieved from []

Body Worlds 2 (n.d.). <span style="font-family: 'Times New Roman',Times,serif; font-size: 10pt;">//<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;">Gunther Von Higgens Body World 2 Exhibition // <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;">. Retrieved March 2, 2010, from []

Wikipedia (n.d.). <span style="font-family: 'Times New Roman',Times,serif; font-size: 10pt;">//<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;">Wikipedia: Plastination // <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;">. Retrieved March 5, 2010, from []

123 Teach Me. (n.d.). //<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;">Medical Spanish for Health Professionals // <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;">. Retrieved March 3, 2010, from 123 Teach Me: []

Anatomical Chart Company. (2006). //<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;">English/Spanish Anatomical Chart Desktop Collection: 34 Comprehensive Anatomy and Disease Topics Presented in Both English and Spanish. // <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;"> Hagerstown, MD, USA: Lipincott Williams & Wilkins.

Borras, A. C. (2001). //<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;">Atlas Basico De Anatomia (Spanish Edition). // <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;"> Barcelona, Spain: Parramon.

Joanna Rios, J. F. (2004). //<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;">McGraw Hill's Complete Medical Spanish: Practical Medical Spanish for Quick and Confident Communication. // <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;"> New York, NY, USA: McGraw Hill.

Quia Web. (n.d.). //<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;">Body Parts/El Cuerpo // <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;">. Retrieved March 3, 2010, from []


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 14pt;"> XII. Reflection: **

// If this is a “taught” unit, please include a reflection that addresses the following: what was the reaction of the students to the unit? What understandings, attitudes, and skills did students gain as a result of this unit? Were there any surprises? What would you change, if anything, in the future? What did you learn as a result of teaching this unit? //

Format A ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 15px; line-height: 22px;">__**I. Topic: Body Worlds 2: A Learning Odyssey**
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 11pt; text-align: center;">STUDENT TEACHING JOURNAL


 * II. Sequence of events for:**__

__**<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">Carl Peahota **__<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;"> Students were attentive to lesson at hand. I found particular areas for concern in:
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;">equation manipulation of rotational motion and entropy
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;">grasp of general ideas regarding entropy
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;">inability to use more advanced mathematical tools (calculus, differential equations) for the puposes of understanding more advanced topics

__**<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">Dan Hufford **__<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;"> My class was eager to learn about //<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;">El Día de los Muertos //<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;"> and while some students paid excellent attention during the anatomy vocab lesson that I presented before it, others resisted having to learn more words. My main concerns follow below:
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;">Some students were reluctant to participate in the vocabulary lesson
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;">Students often mispronounce words that they should be able to
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;">Confusion between proper uses of “por” and “para”

__**<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">Kim Harner **__<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;"> The students had some prior knowledge of <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">//<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;">Frankenstein // <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;"> through different films that they had previously seen and were generally attentive during class. I did find some concerns in:
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 15px; line-height: 22px;">understanding specific vocabulary in novel
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;">grasping symbolism in the beginning of the novel
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;">participation in discussion in beginning of class

__**<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">Holly Lewis **__<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;"> Students were interested in the lesson, however they had a hard time making the connection between the past cultural mindset and the current. They could only view the body through a present frame of mind and couldn’t grasp a full understanding of the Victorians' fear.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;"> **<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">__III. Highlights of one or two notable events for:__ **

__**<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">Carl Peahota **__<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;"> My goal in this unit was to get all of my students to comprehend the most general concepts of kinematics and thermodynamics. Despite a few setbacks with some of the more complex math that was involved, I believe that all of my students understood the basic concepts. My belief is based upon several well-designed rubrics that scored the students on basic understanding and experimental concepts. It is my opinion that utilizing the "Visible Human" models helped in the students' understanding. I am confident their comprehension and I feel that, in a short amount of time, I will be able to incorporate higher mathematics that will aid in a better sense of kinematics and thermodynamics.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">**__Dan Hufford__** We started off with a simple discussion of the human anatomy, going over the English descriptors for the parts of the body. Then I introduced the vocabulary words from the textbook and had students label the blank diagram of the anatomy using the SmartBoard and their notes. Along with the scavenger hunt that the students will be required to do on their field trip, I included a worksheet and assessment rubric for them to complete for a quiz grade. The worksheet is designed to reinforce the vocabulary lesson and the rubric will allow me to objectively judge the qualitative and quantitative knowledge gains made by the students.

The second portion of the lesson covered //<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">El Día de los Muerto //<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">s. I introduced the topic to the students with a concept map that covered celebration-specific vocabulary, traditions for celebrating it, origins of the celebration and geographical locations and differences in celebrations.

I feel that I was able to connect with most students. The class as a whole has an impressive propensity to learn about the Spanish language and whenever we use audiovisual aids to spur conversation, the students amaze me with their creativity and curiosity.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;">I thought incorporating the Body Worlds 2 exhibit into the unit on //Frankenstein// was an excellent way for students to visualize and understand the mindset of Dr. Frankenstein. It is also helpful for students to understand some basic ideas about the human body to be able to understand some of the more scientific jargon in the novel. The class was receptive to the new unit. I started out with a power point on the Smart Board giving some details about the life and culture of the author to give some background.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">__Kim Harner__ **

When given their outline handouts and first journal assignment, the students seemed somewhat intimidated, but after answering some questions and giving explanations on the assignments, the students seemed more at ease with this unit. I want the students to have an understanding of what this novel meant in Shelley’s era and how it still applies in society today. I also want students to be able to analyze and gain understanding of the themes in the novel.

__**<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">Holly Lewis **__<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;"> My goal in this unit was to have my students draw connections between the current view of the body, death and burial in comparison to the Victorians. The Victorians had intense beliefs about the body and death, and took extreme measures at burial to accommodate these beliefs. My goal was for students to gain an understanding of culture of the Victorians and then compare it to our current views of the body. After doing so, I wanted them to read a piece of literature and analyze it from the past cultural mindset (the Victorians) and current mindset to gain a better understanding of how literature documents a cultural past.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;"> <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">**__IV. Analysis of the event(s) for:__**

__**<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">Carl Peahota **__<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;"> I feel very charged and eager in teaching the concepts of kinematics and dynamics as it relates to the human body. I can see that the students are genuinely interested and motivated. I attempted to introduce, too quickly, the more complex math that would be need to understand these concpts in a much broader light. It was something that will not be repeated again.

I feel that these concepts could be related to the lower grade levels and so, I ask, how can that be accomplished in a way that is comensurate with the learning that younger grades receive. It is something I plan to investigate with my collegues from the lower grades.

I have learned that students have the ability to absorb a great deal of information. The key to help them accomplish this is to present the material in a way that they find interesting and even useful, if possible. I feel that this trip to Body Worlds has certainly peaked their curiosity.

__**<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">Dan Hufford **__<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;"> Going into this lesson, the students wanted to move through the vocabulary portion because they wanted to see the presentation on the Day of the Dead. The kids really love to learn visually. I was excited to be teaching such an interesting topic and was glad to see the students’ enthusiasm. However, I felt that I allowed myself to rush through the initial vocabulary presentation just so that there would be enough time to devote to the Day of the Dead presentation. After conferring with my cooperating teacher we decided that letting the presentation wait till the next class meeting would be more beneficial because I could assign homework to reinforce the lesson before the next class.

One of the most important things that I have learned is “live to fight another day.” There is always more time to teach the lesson so I vow to always have a backup plan for my lessons. The class became bored with the vocabulary introduction because they knew that there was a presentation with video and a concept map handout that they would be able to study from. Rather than give out the full lesson plan at the beginning of class, I’ll try to keep some things to myself and use them as a reward for the students’ diligence.

I think that the students were very well prepared by their trip to Body Worlds for this unit. They were able to recall information that they learned while at the exhibit and apply it to the lessons in class. I underestimated the level of enthusiasm that they would have for this unit; the field trip was a definite success!

<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt; font-weight: normal;">I thought this lesson was definitely successful. It was a nice introduction to what we will be focusing on in the upcoming days. The students became somewhat bored by the opening power point on Shelley’s life and background, but when discussion started about the culture in her era and culture now, many students participated. The Body Worlds exhibit definitely gave the students some excellent background knowledge to understand the though process of Dr. Frankenstein and I am hoping this will be something we can explore further as we continue our study of this novel.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;"> __Kim Harner__ **

__**<span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">Holly Lewis **__ <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;"> I believe this lesson surrounding the body and Edgar Allen Poe was quite interesting. It focuses on select themes from a classic piece of literature and develops them so that students can understand the text from different angles. Instead of just focusing on the work, we focused on the cultural period and its effect on the work. Then, we compared it to our current culture and determined whether the text still produced the same emotions in the reader.

The students were all thoroughly involved in this lesson. They all participated and enjoyed the Body’s World exhibit. The exhibit existed within this lesson to supplement the students with a better understanding of our culture’s current attitude on the body. They did, however, struggle to view the text from the Victorian perspective.