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Subject

English Language Arts (NYS P-12 Common Core)

Learning Context/ Introduction

Students will draw correlations between Kohlberg's Theory of Moral Development and Camus' The Stranger to create either newscasts or web pages. These products show students understanding of the novel and the theory and their ability to analyze and synthesize these texts.

Essential Question

How can an understanding of literary theory enhance an understanding of character development?

Duration

• Classes are 42 minutes long and meet every day.
• It takes students 8-10 days to finish the novel on their own.
• One or two days are devoted to review of the novel prior to beginning this project.
• This project alone takes 7-8 days, with one day of teacher preparation.

Procedure

Prior Work - Students have already worked on making websites on Google. (Details are attached) Students will have read Camus' The Stranger prior to beginning their work on this project.

Day 1
• Copies of Kohlberg's Theory are distributed.
• Students are given 10 minutes to read silently and make a list of questions or responses to the theory.
• The remaining class time is spent on a discussion wherein students question, review, and expound upon the ideas presented in the theory.
• Homework is to write a paragraph in their class discussion forum or blog that explains whether Mersault is at Stage 1 or Stage 6 of the theory, and why. (I have used both Wikispaces and ANGEL for this. Wikispaces is free for educators.)

Day 2
• Homework assignments are used as the foundation for further discussion and/or clarification.
• Handouts are distributed for the project and guidelines are reviewed.
• Students groups are formed and the remainder of the period is devoted to brainstorming.

Days 3 to 6
• Devoted to group work on projects.

Day 7
• Projects are shared with the class.

Stanger BLOG.doc

Stranger 2.doc

The Stranger - NY Learns final project.doc

Assessment

Rubric for completed projects (See attached).

Kohlberg rubric.xls

Student Work

Students will work in groups to develop newscasts or web pages with news articles that correlate their understanding of the novel with their understanding of the theory.

• Student Sample High Level
• Student Sample Mid Level

Stranger Rubric Level High.pub

Stranger Rubric Level Medium.pub

Instructional/Environment Modifications

This course is an honors level course, so there are generally no modification needs. However, modifications with regard to individual IEP and 504 plans would be adhered to.

Related Resource

Computer access for website creation or video editing. Digital video cameras

Reflections and Feedback

Upon completion I realized that the written newspaper form of the project was more focused for student products. Video productions were very creative, but tended to lose the focus of the actual assignment and analysis of the literature. Newspaper samples are included with this lesson. I did not include video samples, however details for the elements of the video assignment are attached.

Related Academic Standards

New York State

WST.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

WST.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

MST2.C.P.IS.1.2 Students prepare multimedia presentations demonstrating a clear sense of audience and purpose. (Note: Multimedia may include posters, slides, images, presentation software, etc.)