Masks

THEME: Why “Masks” ? Taught in the Hebrew month of Adar- a time for masquerades and hidden meanings. The poem, “Richard Cory” by E.A. Robinson describes a man who tries to hide his true self with a false front..

Students Tenth grade girls Social Interaction (Speaking): Foundation Level Presentation (Oral and Written): Foundation Level Access of information from text ( Comprehension of ideas): Low Intermediate Level Appreciation of Culture and Language (Response to literary text): Intermediate Level

Whenever Richard Cory went down town, We people on the pavement looked at him: He was a gentleman from sole to crown, Clean favored, and imperially slim. And he was always quietly arrayed, And he was always human when he talked; But still he fluttered pulses when he said, "Good-morning," and he glittered when he walked. And he was rich - yes, richer than a king - And admirably schooled in every grace; In fine we thought that he was everything, To make us wish that we were in his place So on we worked, and waited for the light, And went without the meat, and cursed the bread; And Richard Cory, one calm summer night, Went home and put a bullet through his head. ROBINSON, EDWIN ARLINGTON ( ) RICHARD CORY

Lesson One  Class Rules  Five Truth Signs  Mask on Board- “Who am I?” “Who are you?”  Discussion of students’ lives: 1. Likes 2. Dislikes 3. Family background 4. Source of family name  Homework: 1. Create a mask about some aspect of one’s life. 2. Tell about this mask.

Lesson One: Class Rules RESPECT: SELF EACH OTHER PROPERTY

TRUTH # 1 It is all right to make mistakes. That is why pencils and boards have erasers.

TRUTH #2 We all have different time clocks. Some learn more slowly. Some learn more quickly. We all get there.

TRUTH # 3 Different people learn in different ways. Some write. Some sing. Some dance. Some listen.

TRUTH # 4 It is smart to ask for HELP. We are here for each other.

TRUTH # 5 It is a good idea to take a risk! When you speak up in class you are very brave! That is how you learn!

Lesson Two “Fill in the blanks” quiz on “Five Truths.” I wear Purim mask and act like a clown. Students tell me who I am. Students present their masks and act out who they are. Rest of class ascertains who they are. I put on a glittery crown and strut around the room in a commanding manner. I re-enter the room and speak to each student privately in a friendly manner. Students are given a list of ”personal characteristics” and are asked to chart (in pairs), the qualities they would prefer in a friend and the qualities they would avoid. Students take turns writing information on board. Homework: Define vocabulary words from poem.

Lesson Three Review: Students are given definitions typed in a large font to match vocabulary words pasted in same font on board. Access to dictionaries is provided. Students are given a questionnaire to fill out about how they assess people based on appearances. First two lines of poem are read by student. I draw stick figures of setting and characters on board. Comparison is made to people and settings in their town. Homework: Define words in Hebrew.

Lesson Four Town sketched on board Key words acted out Chart on board contrasting “Richard Cory” and “People.” Students are asked to contrast the two as the poem is read. Students help explain the poem with the aid of word lists. Students work in pairs to chart differences between “Cory” and “People” with the aid of the characterization list. Students volunteer information for comparison chart on board. Irony is identified when ”rich,” ”happy” man kills himself. Theme: ”Masks” and “All that glitters is not gold” is discussed.

Summary and Assessment Review sheets are given to students to help them understand material.

Self-Evaluation Problems: Though students are well behaved and eager to learn, reading and speaking are challenging. I simplified material from ETAI site, but it was still too difficult for them. Students were embarrassed to speak up despite constant encouragement.

Self Evaluation Solutions: I would simplify the material to an even greater degree in the following areas: 1. Language 2. Content 3. Number of questions asked 4. Format I would have students present to each other before they present to the group to minimize and help overcome embarrassment.

 Sources ETNI site about ”Richard Cory” with lessons written by Iris Ellish for grades 10 and 11. Harmin, Merrill. Strategies to Inspire Active Learning. The Inspiring Strategy Institute Teachers in classroom and Professors of Morim Olim Class in David Yellin College.Jerusalem Special Thanks to Lois Ben-David and Laureen Rabbe, coordinators of the Morim Olim program. You really kept us going through thick and thin! Yeyasher Kochachem!