esson 3

“Codes of Silence”

What’s on for today and why?

Today the class will be continuing the film (chapters 13-20) and will continue with their filmanalysis. Today’s section of the movie is the rising action within the film. The scenes will focuson codes of silence, its roots and how it affects one’s moral behavior (honesty and dignity). For homework the students will be asked to read three quotes that are relevant to the major themes inthe film from today’s scenes. They will be asked to draw the connections they see between thequotes and the film by using Voicethread.com with a combination of audio, video and writtentext.

What to Do

On the board write: Do Now: “SILENCE!” Draw student’s attention to the Do Now and thenonce the room is quiet; tell them they have two minutes to make a list of the benefits andnegatives of being

Silent

. Give them 2-3 minutes to write.Begin the conversation by offering a simple scenario, “Is it OK to keep silent when your siblinggets made fun of?” Encourage the conversation to start with simple scenarios and move ontomore complex social dilemmas, “You’re failing in most of your subjects and you’re tooembarrassed to get help, but you’re going to get kicked off the soccer team and grounded for amonth. Is it OK to keep silent?”Briefly go around the room and have students share their responses. To segue into the film, tellthem to closely focus on the plot and its effect on the character development of Terry Malloy.Require them to take down notes of the specific scenarios Terry is placed and more importantlyhow his choice to speak out or to be silent will hurt him and those around him.In order to give time for the end of class, begin showing the film as soon as possible (chapters13-20). *First tell students to take their number from the day before and subtract it by one. (If they had the # 1, just have them focus on #4.)This new number (coinciding to the number on the board) will be their new element to take notes on.1.Imagery2.Camera Shots / Angles3.Set/ Scenery4.Audio / Music

*Symbolism & Themes*

With the remaining time left, ask them to share their findings for symbolism and themes. Ask what’s happening to Terry. What’s his moral dilemma? What will happen if he tells Edie thetruth? Should he tell Edie the truth? *

If there is not enough time leave the questions for the next day. *

Go over the homework assignment with them before class lets out.

Homework

UsingVoicethread.com, log into our class section. You should be familiar with the tools to usethe website based on previous assignments. There will be three separate pages with threeseparate quotes. First listen to the teacher’s postings and questions. Respond using at least theaudio and text. If you have a camera, please add in the video. Your task is to post your understanding of the quote, how the quote relates to the themes within the movie and any other references or inferences you would like to add.

First they came for the Communists, and I didn't speak up, because I wasn't a Communist.Then they came for the Jews, and I didn't speak up, because I wasn't a Jew. Then they came for the Catholics, and I didn't speak up, because I was a Protestant. Then they came for me, and by that time there was no one left to speak up for me.

- Pastor Martin Neimoller, Concentration camp Survivor

"People who advocate freedom, yet deprecate agitation, are people who want crops without plowing the ground. They want rain without the awful roar of the thunder and lightning.Without struggle, there is no progress. This struggle might be a moral one. It might be a physical one. It might be both moral and physical, but it must be a struggle. Power concedesnothing without a demand. It never did and it never will. People may not get all that they pay for in this world, but they certainly pay for all that they get."

- Frederick Douglas (1817-1896)

History will have to record that the greatest tragedy of this period of social transition was not the strident clamor of the bad people, but the appalling silence of the good people.

- Martin Luther King, Jr.

How Did It Go?

Today’s assessment should be evaluated on the following:

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Were students able to make coherent responses that outlined the codes of silence themewithin the film? Were they able to draw their own personal examples of how silence can be both positive and negative? Were students attentive during the film and thinkinganalytically in regards to their element to examine? Was the voicethread assignment