The Pursuit of Unhappiness is a module with a special focus on three advanced literary skills: 1) negotiating different voices in a single text; 2) recognizing shifts and contrasts; and 3) understanding multiple meanings o fa concept. By analyzing how the writer uses sources, text structures, and connotative language to develop and support his argument, students critically engage the central paradox of Darrin McMahon's op-ed piece, "the Pursuit of Unhappiness." People who actively pursue superficial forms of happiness are unlikely to find real joy. McMahon's article article invites students to explore several apparent contradictions. Re pleasure and happiness mutually exclusive? Does thinking about happiness lead to depression? Can people only find happiness by not seeking it? Adding to these complexities are the multiple voices with which McMahon layers his article. Thomas Carlyle, John Stuart Mill, economists, sociologists, and the average American all vie for the reader's attention in varying degrees of volume and visibility. Figuring out who is saying what -- and to what extent McMahon (and the reader) agrees or disagrees with each of them -- is the key to answering the central question at issue.
Module Objectives
Readings for this Module
Students will be able to:
Identify the main ideas, including the author's main argument or claim within a text
Negotiate different voices in a signle text
Use connotation to determine how the author uses language to construct meaning
Annotate the text in a purposeful manner, recognizing shifts and contrasts
Summarize the text in a concise and accurate manner
Formulate a response to the text based on experience and observation as they relate to the text
Evaluate the credibility of different types of evidence
Revise an essay with a focus on organizational structure
McMahon, Darrin. "In Pursuit of Unhappiness." New York Times, 29 Dec. 2005. Web. 15 Sept. 2012. <https://www.nytimes.com/2005/12/29/opinion/in-pursuit-of-unhappiness.html>.
"Overall Results for Youth Inside the Church." CenterforYouthStudies.com. Center for Youth Studies, n.c. Web. 26 Jan. 2012.
"Overall Results for Youth Outside the Church." CenterforYouthStudies.com. Center for Youth Studies, n.c. Web. 26 Jan. 2012.
Sept 17, Monday - SWBAT be introduced to our new unit, "In Pursuit of Unhappiness"
IR
Names activity: I will read aloud the person's anagram and you have to guess who it is. The person will stand up and say their name and one thing about them (favorite color, or hobby).
Activity 1: Getting Ready to Read
Activity 2: Quickwrite - After analyzing the graph, respond to the following prompt: Agree or disagree with the statement that people can determine their own happiness.
Sept. 19, Wednesday (Block) - SWBAT analyze the use of text features. CCSS. 9-10.RI.5a.
IR
Happiness activity
Activity 3:Explore Key Concepts - What is happiness?
Activity 4: Survey the Text
Activity 5: Making Predictions - read each section of the text given to you, one at a time. Before you continue to the next quote, answer these questions: (1) What do you notice? (2) What words and ideas seem to be important? (3) What do you predict the next section will be about?
Activity 6: Asking questions - Answer the given questions about the text
Activity 7: SOAPSTone (complete handout)
Activity 8: Understanding Key Vocabulary
HW: Finish Activities 6-8
Sept. 20, Thursday - SWBAT read the text "Pursuit of Unhappiness" for understanding as I model a "think aloud." CCSS.9-10.RI.1.; SL.1.
IR
Activity 9: Reading for Understanding
Activity 10: Consider the Structure of a text.
HW: Finish reading the article and annotating for things you notice
Sept. 21, Friday - SWBAT Consider the structure of a text by completing a descriptive outline. CCSS.9-10. RI.5.
IR & BBB#3
Set up Book Talk template page in IR notebook. I will model what a book talk is.
Activity 10: Consider the Structure of a text.
HW: Finish Activity 10
Sept. 24, Monday - SWBAT notice the language of an information text by analyzing a Calvin and Hobbes cartoon. CCSS.9-10.L.1.a-b.
IR
Activity 11: Noticing Language
Activity 12: Understanding connotations
Connotations activity
Sept. 26, Wed. (Block) - SWBAT annotate and question the text using the next article. as they determine the central idea of a text and analyze its development. CCSS.9-10.RI.2.
IR - 15 mins & Evaluate your progress by reviewing your reading survey. Write an honest reflection in your IR notebook.
IR Visual Representation prompt - complete one of the prompts for your IR book and draw a visual representation.
Grammar: [1] Subject, Object, Verb Review; [2] Direct and Indirect Objects
Sept. 27, Thurs. - SWBAT summarize and respond to an informational text and they write an explanatory text to examine and convey complex ideas. CCSS.9-10.W.1f.
Activity 18: Thinking Critically - Choose two questions from each section to respond to (six questions total).
HW: Finish Activity 18
Oct. 3, Wed. (Block)- SWBAT develop and strengthen writing as needed by planning how they will respond to the prompt .
IR
Discuss Activity 18: what is ethos, logos, pathos
Begin the Writing Task - Activity 20: Consider the writing task - Plan, write and revise an essay on the given prompt. Together we will annotate and analyze the prompt; break it down to its most important, crucial pieces to respond to.
explain the writer's argument. This should be paraphrased, not quoted, demonstrating that students understand the argument. Students must decide if the argument the writer makes in convincing and if the conclusion is justified.
You must take a position on the writer's conclusion to the argument.
You must construct at argument in response. You can agree, disagree, or in part or in full.
Students will freewrite for 5 mins about their stance in response to McMahon's argument. I will post his thesis on the board and they will respond as thoroughly as possible, using evidence for support.
Activity 21: Taking a Stance
Activity 22: Gathering Evidence
Activity 23: Using the words of others
HW: Finish Activities 21-23
Oct. 4, Thurs. - SWBAT Begin their draft. CCSS.W.9-10.1,4,9,10.
HW: Finish Activity 25. Your essay's rough draft is due Tues. when we come back! (Handwritten or typed. Must be able to access your document if you type it.
Oct. 5- 8 NO SCHOOL
Oct. 9, Tues. (No Block)- SWBAT revise rhetorically after they peer edit each other's essay. CCSS. SL.9-10.1. [chromebooks]
Activity 26: Reviewing the Draft and Revising Rhetorically. Peer edit and make revisions today. Start typing up your essay on the chromebooks.
HW: Edit essay
Oct. 10, Wed. -PSAT today: Special Schedule SWBAT revise rhetorically and edit their essay. CCSS. SL.9-10.1. [chromebooks]
IR
Activity 27: Edit your essay using Activity 27.
HW: Bring back your revisions/edits tomorrow. We will have chromebooks again tomorrow so you can type up and submit your essay. It is due on turnitin.com by 11:59 p.m. Friday night (Oct. 12)
Oct. 11, Thursday - SWBAT make final edits and revisions to their essay. CCSS.W.9-10.10.
Activity 27: Edit your essay using Activity 27.
Activity 28: Reflecting on your writing process.
Submit onto turnitin.com
HW: Essay final draft due Sunday night 11:59 p.m. on turnitin.com
Oct. 12, Fri. - SWBAT work on their Independent Reading Assignment
Essay Due Oct. 14, 11:59 p.m., Sunday Night! online - turnitin.com Activities 1-28 will be due at the beginning of class on Monday.