1. Three’s a Great Crowd: Literature, Music &Art Massachusetts Standards: 9.7 Relate a literary work to the seminal ideas of its time 11.6 Apply knowledge of the concept that a text can contain more than one theme. 11.7 Analyze and compare texts that express a universal theme, and locate support in the text for the identified theme

2. Brief Summary of Unit This eight-day mini unit concludes a larger four or five-week unit (the length of the unit is contingent on the established reading ability of the class) that features Margret Atwood’s, The Handmaid’s Tale as the central work of literature. Students will learn to identify and analyze different themes found in literature, art and music. Using a close reading task that focuses on formal literary elements, combined with reader response journals that allow students to explore their personal reactions to, and feelings about the supplementary novel, Persepolis: The Story of a Childhood, the students will be able to establish a working methodology for thematic analysis. In-class work will include using the PATRIOT Act as a model to analyze themes in current literature, as well as historical visual propaganda (that both supports and opposes the Act). Students will analyze a song of their choice in which they will identify a theme (or more than one, if possible), and demonstrate the criteria used in their analyses. The teacher will have modeled the methods of analysis prior to the culminating assignment. Thus for the Exhibit Project: Part I, students will understand how to find a universal theme in literature, visual art, and music/song lyrics. Moreover, students will find a universal theme that also transcends a particular time period or era. The second part of the final project will be a reflective essay, in which the students will be able to reflect on their learning and the importance of the final project.

3. Essential Question Is it possible for a particular theme found in a work of literature to have relevance in a time other than the time in which it was written? Does it matter? Why? Topical Question What is a universal theme from The Handmaid’s Tale that is relevant in the 21 st century, as well as prior to when it was written (1985)?

4. Culminating Task: Part 1 The first part of the culminating project will incorporate the activities of the mini-lesson. In class activities and performance tasks provided the scaffolding for this project. The students will find an interesting universal theme in The Handmaid’s Tale, and find that theme in a song and work of artanalyze the theme while paying particular attention to formal elements. The analysis will include a close reading of at least three passages from the novel; a formal analysis of the lyrics/music of a song; and a work of art. The literature, song, and art may not be products of the same era. Students will organize their presentation as if it were an exhibit.

5. Why this is worth doing As students assess the work of other students, they will understand that there can be several themes found within a work of literature, piece of visual art, and music/song. Through this exercise they will experience the universality of themes.

6. Part II After completing the Exhibit, students will reflect on the unit in its entirety. The student will be asked to reflect on important themes found in the novel, as well as the value of finding a universal theme in a work of literature, visual art, and music/song. Most importantly, student will reflect on his or her methods of analysis, and how this leads to a greater understanding of a universal theme.

7. Ahh…Reflection Now that your _____ (adverb) ______(adjective) exhibition is becoming a mere memory, it is time to reflect on all the hard work that you’ve done. It is time to ask,“Why did I even do this project?” “What was so important?” For your final task of the unit, write an essay that answers why this theme is important to you. You should also reflect on the Exhibition Project and discuss any new understandings that you have developed as a result of completing the project or commenting on other student projects. Some questions to think about as you compose your essay: *Why did you choose this theme? *What makes this theme universal? *What makes it important- To you? To others? *Did you find (in your project or a student’s) that you connected to one medium (art, literature, or song lyrics) more than you did to another? Why do you think this is the case? *Did you find it easy or difficult to find a *Would it be sufficient to read a novel or look at a piece of art and analyze it based on only one theme? Consider how this might hinder the audience’s experience and/or the integrity of the work. You should discuss a couple of the questions from this list. However, do not limit your essay by simply answering a couple of these questions- you should be using these questions as a foundation to create an in-depth, cohesive paper. Assessment: Paper should be 3-5pages in length *This paper will be assessed based on quality, not necessarily quantity (though it must be at least 3 pages).While this paper is more of a reflective piece, it will be scored heavily based on depth of thought and strength of voice. Assessment will follow the ELA Scoring Guide for Compositions