Erik Nelson, Invisible Man Unit Week 5

Week Overview: This is the fifth week of the Invisible Man unit. Students will read through
Chapter 22.
Enduring Understanding: Students will learn how forces both internal and external play
critical roles in developing individual identity.
Objectives: SWBAT:
1. understand how symbols can be used to develop themes.
2. use close-reading strategies to gain deeper understanding of complex texts
3. analyze techniques an author uses to create three-dimensional characters
4. examine fiction writing as social commentary
Materials:
All Unit
class copies of Invisible Man, writing utensils, journals, essential
themes graphic organizer
This Week
Are blacks to blame for cops actions? - Chicago Tribune
Injustice in Ferguson, Long Before Michael Brown - Bloomberg
Businessweek
Inside the Tragedy of Ferguson - Time
Excerpt from Julius Caesar - William Shakespeare
Monday

Historical significance
Independent Reading. Students
- connection to dancer, vet,
will be silently reading IM.
Trueblood
Respond to journal prompt during
Paranoia following the
class period: Discuss the importance of
encounter - in his guilt and fear,
one of the following: the anonymous
what has narrator been missing?
note, Rainbow of Americas Future
HW: Ch. 20, one question or
poster, Tarps leg chain. Explore for
comment
deeper meaning, try to answer any
Wednesday
questions you might have about these
Read aloud account of Cliftons
things.
murder (435-437)
Remind students of dates for test
Journal Prompt: What did you feel
and essay. Hand out essay
as you read about Cliftons murder?
requirements and prompts.
Physical, emotional reactions. What did
HW: Ch. 19, one question or
it make you think of?
comment
Share out responses Tuesday
connections to Ferguson, Garner, King,
Guided discussion based on
Martin - description could be an article
student questions/comments - make
in a newspaper today
sure to discuss these topics
Jigsaw reading: 3 groups
note, poster, and leg
Are blacks to blame
chain - students who journaled
for cops actions?
about these share thoughts
Inside the Tragedy of
examining character Ferguson
Tarp v. Wrestrum (differing
Injustice in Ferguson,
ideologies), Tarp v. Bledsoe re:
Long Before Michael Brown
chain (different experiences)
Split class into 3 groups of eight,
Mini-debate: one half of room
each group gets copies of one article.
support Wrestrum, one half support IM Read together and respond to
does Wrestrum have a point? whats his
questions:

goal?
Discuss Ch. 19
Why is she interested
in IM sexually? Why does he
choose to engage?
What was IMs role in
this? What is ours when these
things happen?
Choose a line from
your article that best correlates to
an aspect of Chapter 20
Groups share out, discuss cultural
relevance of 1952 novel in 2015
HW: Ch. 21, write down one line,
phrase, sentence or passage that you
find most moving/powerful/impactful
Thursday
Whip around room. Each student
reads line, phrase, sentence they chose
from eulogy. Repetition is fine. May
share why they chose line.
Discuss eulogy: What was IMs
goal? Who was it really for? What was
reaction of people? Why is this speech
so persuasive?
Hand out excerpt of Julius Caesar.
Students compare/contrast eulogies
persuasive
techniques?
goal/objective?
reaction of audience?
HW: Ch. 22, one question or
comment
Friday
Group Presentations: Group 4
teaches entire class period on Ch. 22,
focusing on major plot points,
symbolism, themes
Topics to discuss if not addressed
by Ss:
Brotherhoods
objection to speech
Brother Tobitts wife
IMs snarkiness
Brother Jacks
blindness
HW: Ch. 23, one comment or
questions

Summarize your
article
What commonalities
exist between your article and
IM?
What would be
different if Clifton was murdered
today?