One Flew Over The Cuckoo's Nest, Ken Kesey Unit, 84 pages.

One Flew Over The Cuckoo's Nest, Ken Kesey Unit, 84 pages.
One Flew Over The Cuckoo's Nest, Ken Kesey Unit, 84 pages.
One Flew Over The Cuckoo's Nest, Ken Kesey Unit, 84 pages.
One Flew Over The Cuckoo's Nest, Ken Kesey Unit, 84 pages.
One Flew Over The Cuckoo's Nest, Ken Kesey Unit, 84 pages.
One Flew Over The Cuckoo's Nest, Ken Kesey Unit, 84 pages.
One Flew Over The Cuckoo's Nest, Ken Kesey Unit, 84 pages.
One Flew Over The Cuckoo's Nest, Ken Kesey Unit, 84 pages.
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Completely rewritten & expanded July 2011

This is a complete, loosely-structured novel unit. There is no strict schedule or pacing guide here, though the quizzes, study guides, the concluding essay, the Socratic seminar, and the chapter quizzes and study guides would logically dictate the order of lesson delivery. You may find that you skip some activities, alter some activities and documents, and change the order of delivery year by year, based on your scheduling, teaching style, and type of students.

Study Guides: There are nineteen student Study Guides for One Flew Over the Cuckoo's Nest. Each study guide is one to two pages in length, and includes a section of easy, comprehension-level questions and then a more thought-provoking set of analysis questions. The analysis questions will, for the most part, require some time, some thought, and some short, essay-style answers. There are also nineteen quizzes and discussion prompt documents that you can use as answer keys for the study guides. (The study guides and the quizzes are reformatted versions of the same documents to be used in different ways and settings.)

These Study Guides make for great homework assignments, great in-class group assignments, great individual class-time assignments, or great pre-discussion assignments. I typically have students complete these at home, and then use the analysis prompts to guide us through an in-class discussion, this way, the students have worked over the ideas and have something to say.

There are also nineteen combination chapter Quizzes and Discussion Prompts: these sets of quiz and discussion prompts are to be used verbally. There are, of course, many ways to use such prompts, but for the record, here's how I use them. I assign reading, either in class or as homework. At the start of the next day's period, I verbally recite the quiz questions, or at least three of them. Students write their answers on binder paper. Then, students trade papers and I recite the answers. There are sometimes negotiations and debates about the answers and sometimes I allow for a student to add something to the answer key. Then, I read the discussion prompts to the students, all at once, so they can process them for a few moments. Finally, we proceed through the questions one-by-one. Sometimes I skip questions; sometimes I add questions. Go ahead and alter things to suit your needs. The purpose of the quiz questions is to assess the level of student reading and student comprehension. And, let's be honest, to make students accountable for the reading assignments. I want to be clear: the quiz questions are not analytical, but the discussion prompts are. The quiz questions have the answers written immediately under the questions. Again, this is a verbal quiz. You cannot hand these out. If you don't like verbal quizzes, use the study guides instead--see above. Note: combination Quizzes and Discussion Guides and the Study Guides are reformatted versions of the same document; you will want to use one or the other, but not both.

Essay assignments. There are several essay prompts in this unit, as well as a grading rubric. Choose the ones you like, or use them as starting points to brainstorm your own prompts.

Group activities are to be done in your own style. I usually put students into groups of 3 and then collect one written assignment for the group, giving all members of the group a shared grade.

Introductory research is usually a 24-hour assignment in which students use the internet or library to find information that will be relevant to the novel or play. This is a way to establish schema, or background knowledge about the unit.

Seminar preparation/questions. When we have a seminar (in which students sit in a circle and discuss the book with very little input from the teacher), I typically pass out questions for students to sketch out their responses. This allows students to come prepared to the seminar, and allows shy students to participate early in the discussion with their prepared response. I grade these by printing out a class roster and then putting a check next to a student's name each time they contribute thoughtfully.

Challenge Statements: these are statements, sometimes correct, sometimes incorrect, and sometimes ambiguous. Put students into groups and have each group, on a sheet of paper, respond to each of the statements. They are to agree or disagree with each statement and then support their agreement or disagreement with a quote from the text. This requires them to really consider the text, literally and metaphorically.

Journal prompts and quick writes (QW): Just what it sounds like, these are short writing prompts that work nicely before a discussion.


Finally, as the table of contents suggests, there are many, many other assignments that an instructor may use, alter, augment, or skip. The unit is designed to revolve around either the Study Guides or the Combination Quizzes and Discussion Prompts (or a combination of both), and to terminate in a Seminar, and/or culminating essay, and/or final exam. Along the way an instructor will choose from the additional activities and lessons so as to end with a unit that suits the instructor�s style, schedule, and students.
This is a complete, loosely-structured unit. Rather than a day-by-day schedule, you will find a collection of materials that you may use in any sequence. You will likely skip some activities, alter some activities and documents (these are writable Word documents), and change the order of delivery year by year, based on your scheduling, style, and type of students.

If you are starting a new book and don't yet have your own quizzes and activities, this will be a great asset to you. Over time you will probably want to add more lessons and quizzes to the unit.




Table of Contents
Quizzes and Discussion Prompt Documents 3-31
Study Guides 32-50
Challenge Statements 51
Bio Paragraph 52
Seminar Prompts and Instructions 53
In-Class Writing 55-57
Process Essay Prompts 58
Process Essay Rubric 59
Materials for Any Literature Unit 60-84
Multimedia Project: Common-Core Aligned 60
Archetypes Activity 62
Close Analysis Activity Common-Core Aligned 63
Close Analysis Lecture Rubric 64
Metacognitive Preview 65
Reading Quiz Makeup 66
Reading Journal Prompts 68
The Post Film Essay 69
Thematic Flowchart 70
Rubric for Thematic Flowchart 71
Cooperative Essay Assignment 72
Cooperative Essay: Group Rating 73
Biography paragraphs 74
Group Hunt: Common Core Standards 75
Book Notes 76
Poetic Analysis 77
Vocabulary Activity 79
The Book Review Essay 81
Process essay prompts 82
Process essay rubric 83
The book Summary 84
Total Pages
84 pages
Answer Key
N/A
Teaching Duration
3 Weeks
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