Fachdidaktik II.

Dozent: Hansjürg PerinoClaudia Ziegler

The Wave

Chapters: 13, 14, beginning of 15

Topics: split society, freedom of the press, fear, mob-feeling

Goal of lesson: students see how society changes and understand the consequences for the individual; they are aware of the importance of freedom of the press, and think about mob-experiences

Time / Aims / Procedure / Interaction / Materials / Media
required
20’ / Chapter 13: understand how the wave creates outsiders, limits freedom and spreads fear; element of threat / In class read dialogue between Brad and Lauries (distributed roles?)
Question to class:
- What has happened to the community since the wave has taken off? (Comprehension: creates outsiders, limits freedom, spreads fear,etc) .→ collect on bb
- ‘I am not saying anything. I am just telling you’ – What could Brad be alluding to? (threat) / t-sus / bb
20’ / 14: understand what is the role of the press, importance of freedom of the press / Distribute cartoons on ‘freedom of the press’
In groups discuss:
- What is on the picture? What does it mean?
- How can you connect it to the wave?
In class discus results, connect to ‘grapevine’ , establish connection to political reality behind the cartoons / Groups
t-sus / cartoons
20’ / Understand how the ‘game’ has become a real threat / Read together, esp. Laurie’s flight.
Discuss in class:
- Why is Laurie afraid?
- Is her fear justified? / t-sus
20’ / Think about ‘mob-feeling’, how individual dissolves; sus’ own experiences of ‘strength through community’ / Watch ‘tomorrow belongs to me’-scene (Cabaret)
Sus alone note thoughts while watching, impressions, feelings pos/neg
T asks:
- Why did I show you this? (hopefully get answer about group-feeling of togetherness, that’s scary and empowering)
- Have you had a group-experience where you were caught up, felt stronger and more important as a group? (football, concerts, demonstrations, etc) / S
t-sus / Cabaret nazi-scene
Other movie?

The Wave

Chapters: 15, 16

Topics: David’s change and violence; characters and character development; characters in society; Ross’ solution?

Goal of lesson: students understand in what ways the wave ruins society, discuss the different roles people play I society and how they interact and matter; think about what Ross could do to end it.

Time / Aims / Procedure / Interaction / Materials / Media
required
15’ / 15: Understand how ‘the good of the whole’ is no justification for violence to an individual; understand what made David change his mind / Read David-Laurie scene in class
In pairs discuss:
- Why did David change his mind?
- What exactly happened inside his head? Write down his thoughts. / t-sus
s-s
15’ / 15: understand in what ways the wave ruins society / Watch David’s and Laurie’s visit to Ross (2x?)
Sus take notes
- in what different ways does the wave affect society?
(no more room to be yourself , no freedom of speech, fear if not in the wave, spying, fear of being overheard)
In class collect on board
(maybe look for parallels in historical totalitarian regimes – connect to reality) / S
t-sus / Bb, movie
30’ / 16: character and character development: understand the different role in soc. Of each type; practice in character detection / Each group is assigned one character:
Expert groups:
  • Determine character
  • Does he/she change? Why?
  • How does she/he respond to the wave?
Jigsaw groups:
  • Exchange results, so everyone has a complete character-sheet
  • Imagine four societies, each one consisting only of Davids/Lauries/Roberts/Amy&Brians and a leader; what would happen in this society?
  • How would they react to a leader?
Class discussion, compare ideas, maybe talk about the society we live in..? / Expert groups
Jigsaw groups
30’ / 16:How could Ross end it profitably? / In groups:
- come up with solutions and schemes how Ross could end it.
For aid look through notes, at black board etc, to understand the problem he’s facing and the goals he has.
(guiding question: what do they believe in? what does he want them to understand?) / groups

The Wave

Chapters: 17

Topics: Ross’ speech; what character strength does it take to withstand the wave, Robert’s problem

Goal of lesson: students find individually what lesson they would have learnt, think about what character strengths it would take to withstand or even counteract such a movement, think about the ‘underdog’ problematic.

Time / Aims / Procedure / Interaction / Materials / Media
required
Understand the most important points in Ross’s speech; Sus get involved themselves finding what ‘lesson’ is most important in their opinion (from topics such as responsibility, leader, outsiders,…) / Reread 133-136, make sure they understand
Students go through text individually,
- make up minds what three passages are the most important ones to them; get together in pairs and discuss why they think that (don’t have to agree)
in class collect ideas and complete reasons why these passages are important / s-s
t-sus
Think about what character strengths does it take to withstand or even counteract such a movement? / Get together in jigsaw groups, discuss
- what character strengths it would take to withstand and oppose such a movement; what could you do, as an individual? (refer to notes from last lessons, characters, mob, etc) – each takes notes
Discuss in class
Possible written task! / Jigsaw groups
t-sus
Written task
Think about the role and difficulty of the underdog (Robert) in society / Read ending again, Ross and Robert
Discuss in class:
- Why is he crying?
- What cold Ross tell him?
- Why is Robert’s character important in the novel?
Students take notes
Discuss in class
Possible written task!
Or: sus write dialogue between Ross and Robert / groups
t-sus
Written task

The Wave

Topics: review, reflect, feedback

Goal of lesson: think about blame, merit and teacher’s responsibility; students reflect on novel personally

Time / Aims / Procedure / Interaction / Materials / Media
required
Think about blame vs. importance of the experience, and teacher’s responsibility / Watch interviews form ‘The Lesson Plan’ with conflicting views: ‘Ross is evil’ vs. ‘every student should go through this process’
Discuss in pairs, groups or class / t-sus/s-s/groups / ‘The Lesson Plan’ - movie
Review and personal connection / Did you like the book? Why?
Do you think it is relevant to you?
Maybe show list of topics we discussed, ask which they remember best, what task they most enjoyed, etc….