Nic Stone, Dear Martin:
Gespeichert in:
| Beteilige Person: | |
|---|---|
| Weitere beteiligte Personen: | |
| Format: | Buch |
| Sprache: | Englisch |
| Veröffentlicht: |
Braunschweig
Westermann Schulbuchverlag
[2024]
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| Ausgabe: | Druck A |
| Schriftenreihe: | EinFach Englisch. Literature Unterrichtsmodell
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| Schlagwörter: | |
| Links: | http://deposit.dnb.de/cgi-bin/dokserv?id=abec53744692468cab0acacce35f0bb6&prov=M&dok_var=1&dok_ext=htm http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=035375860&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| Beschreibung: | Das vorliegende Unterrichtsmodell bezieht sich auf folgende Textausgabe: Nic Stone: Dear Martin. Hrsg. von Iris Edelbrock. ©2024 Westermann Bildungsmedien Verlag GmbH ISBN: 978-3-14-127392-2 |
| Umfang: | 174 Seiten Illustrationen 29.6 cm x 21 cm |
| ISBN: | 9783141274882 3141274886 |
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Datensatz im Suchindex
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|---|---|
| adam_text |
iiiiiii Overview of lessons and material Konzeption der EinFach Englisch-Unterrichtsmodelle 6 errichtsmodell D Thematische Einbettung in den Unterricht 8 Konzeption des Modells 9 Weiterführende Materialien und Literatur 10 Der Ron Contents 12 Structure 12 Characters 16 Info II TA I I I " 2 TA J I I I I I Hintergrundinformationen und Unterrichtsverlauf Justyce McAllister - a different person in different contexts? Characterization of Justyce Characterizing a figure in literature (TA, S. 160-163) styce McAllister-a different person in different contexts? Creating a freeze frame 20 | I I | W I Characters as stereotypes? I Stereotypes and associations ■ Stereotype costumes ■ Stereotypes and characterization ■ formal and informal English ■ Stereotypes and language Stereotypical pictures ■ Stereotypical costumes ■ Stereotypes and characterization illoween costumes and stereotypes Concepts of race and racism ) Definitions of racism »The term‘race’«Characters and their view of‘race’ I Dagmar Röhrlich: Menschheitsgeschichte: Es gibt keine Rassen (TA, S. 152-154) ) | Concepts of race and racism T I Dagmar Röhrlich: Menschheitsgeschichte: Es gibt keine Rassen w Hintergrundinformationen und Unterrichtsverlauf T I I I 1 T6 J I 21 23 27 28 29 I 31 35 36 38 40 ' 44 45 46 All men are created equal? Declaration of independence ■ Societal Evolution Class ■ different positions on equality Meaning of the phrase ■ different positions on equality and on Manny’s situation Excerpt: Declaration of Independence (TA, S. 146) ' | Info: Scenic interpretation - putting the novel into action 1 47 49 ' 53
1 54 You are too sensitive - Manny as an example of (in-)equality Improvising and altering scenes with Manny Iluating improvised scenes Evaluating altered scenes 55 57 63 64 Affirmative action | ■ tides on affirmative action ■ evaluating quotes ■ evaluating the discussion in the novel Affirmative action in college admission: History, arguments Group work: Quotes on affirmative action 65 67 71 72 73 tar Martin - letters to Martin Luther King Jr. 1 | 3
Info О1 1 Hintergrundinformationen und Unterrichtsverlauf 1 Dear Martin - the letters 1 ; 1 Topics of the letters ■ reasons for writing· development i Martin Luther King Jr. ■ Justyce’s “Dear Martin” letters ■ Justyce’s reasons for writing to Martin Luther King Jr. 1 I out Martin Luther King Jr. (TA, S. 143) The US American Civil Rights Movement (1954-1968) (TA, S. 144-145) Einleitung zur Rede: “I Have a Dream” (TA, S. 145) I lave a Dream - Martin Luther King Jr.’s speech in the context of the Civil Rights Movement I 1 1 Have a Dream - Martin Luther King Jr. and the Civil Rights Movement Wirkung der Rede ■ Verknüpfung mit Hintergrundinformationen zur Rede ■ Struktur und 1 1 1 Inhalt der Rede ■ die Rede aus der Sicht von Justyce 1e “1 Have a Dream” speech - its effect on you and its context ■ The speech and MLK as a role model ■ “The Dream has been realized”? Einleitung zur Rede: “1 Have a Dream” (TA, S. 145) I 1 Analysing a speech (TA, S. 167-169) Martin Luther King Jr.: Speech (abridged): “1 Have a Dream” I ©I / 1 Have a Dream - speech analysis 79 85 92 W 94 θθ 100 101 1 Hintergrundinformationen und Unterrichtsverlauf 1 Violence in the novel 103 1 1 Violence in the novel | W 1 Who Was George Floyd and What Happened to Derek Chauvin? (TA, S. 148-150) 105 Violence in the novel - a logical chain of events? lence in Dear Martin 109 110 102 I Black Lives Matter - violence in context J Black Lives Matter ■ police violence ■ statistics ■ cartoons I Bar charts, cartoons (TA, S. 150-152) Black Lives Matter-violence in context I I 111 113 ■ A | I 119 I Violence and discrimination in
African American history © I I I Violence and discrimination against African Americans © Cartoons on Police-Related Violence, Racial Profiling and the Black Lives Matter Movement (TA, S. 151-152) 121 123 Cartoon description: “I can’t breathe” (2020) ■ Cartoon analysis A chronology of violence against African Americans Violence against African Americans: cartoon analysis 4 77 i Themes: future outlook, American history ■ Stylistic devices: religious and emotional appeal, imagery and symbols, structure and sound Literary terms: Stylistic devices, Analysing a speech (TA, S. 166) Analysinga speech (TA, S. 167-169)· 1 Have a Dream - speech analysis: conclusion 1 Group work: 1 Have a Dream - speech analysis | W f 1 ТА tw 1 и 76 127 128 129
■■■■ info !1 Hintergrundinformationen und Unterrichtsverlauf 1 Love, family and race: white perspectives 1 Love, family and race: white perspectives I I Characterizing SJ Characterizing a figure in literature (TA, S. 160-163) ve, family and race: white perspectives I Love, family and race: Justyce, Mama and Manny: African American perspectives I Love, family and race: African American perspectives on relationships Justyce’s thoughts on dating SJ ■ Mama’s objections against SJ as Justyce’s girlfriend in 130 I I 131 133 137 I I I | I 138 139 141 144 I 145 ve, family and race: African American perspectives о I Keeping the races separate? - Miscegenation laws in the US I Miscegenation laws in the US j Consequences of the New Orleans plaçage system »The history of anti-miscegenation laws T 15 in the US Keeping the races separate? I Component 6 - The novel as plot and structure Info JI I | I Supreme Court cases | _ I 154 Hintergrundinformationen und Unterrichtsverlauf The novel: themes and plot I The plot ■ points of tension ■ main theme and otherthemes ■ plot summaries Points of tension in the novel’s plot ■ Themes of the novel Dear Martin | Ф Structure and characteristic elements of a novel (TA, S. 155-160) ting out the synopsis of the novel - roles and instructions J Acting out the synopsis of the novel - reading text I Reviewing Dear Martin Judging the quality of a book ■ analysing a review· writing a review ■ 155 157 160 anca Smith: Book Review: Dear Martin by Nic Stone (TA, S. 147-148) I Text types and the media in Dear Martin xt types·
stylistic devices· effects of different text types »the media I Text types and the media in Dear Martin Abkürzungen und Symbole Info: Hintergrundinformationen zum Component © © Unterrichtsverlauf für eine Unterrichtseinheit Erwartungshorizont Tafelbilder _ Kopiervorlagen Verweis auf die Textausgabe; ISBN 978-3-14-127392-2 Unterrichtseinheiten für LKs oder leistungsstarke GKs Vorschläge für einen „Schnelldurchgang“ T I | | | | ■ Class categories to rate the novel ■ Bianca Smith’s review EW 18 151 , 152 153 I © 146 148 I | I 161 162 163 165 168 I I | I III 169 171 174 |
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| discipline | Anglistik / Amerikanistik |
| edition | Druck A |
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