Summary
Is it really worth it? In this lesson, students will read “The Bet” by Anton Chekhov and view “The Silence,” an episode from the Twilight Zone, analyzing the motives and outcomes of the characters. Students begin by participating in a word cloud listing things they’d be willing to give up. Next, they generate a double bubble map and discuss their thoughts with a partner. Students culminate the lesson by writing an argumentative essay based on the topics discussed in the stories.
Essential Question(s)
How does media and literature influence our opinions on meaningful life issues?
Snapshot
Engage
Students consider things in their own lives that they would be willing to sacrifice to prove a point using a Collaborative Word Cloud.
Explore
Students use a Double Bubble Map to generate thoughts and ideas comparing and contrasting the death penalty versus life in prison and material wealth versus freedom.
Explain
Students read the short story “The Bet” and view The Twilight Zone episode, “The Silence,” while considering character's perspectives using Step In, Step Out, Step Back.
Extend
Students write an argumentative essay based on the topics discussed in the stories.
Evaluate
Students reflect on their learning through Walking Vote and class discussions.
Materials
Lesson Slides (attached)
Double Bubble Map (attached; one per student)
The Bet by Anton Chekhov (attached; one per student)
Step In, Step Out, Step Back (attached; one per student)
The Silence Script (attached; one per student)
Argument Outline (attached; one per student)
Argumentative Essay Evaluation Rubric (attached; one per student)
Student devices with Internet access
Highlighters
Engage
15 Minute(s)
Use the Lesson Slides to guide the lesson. Introduce the lesson by asking the essential question and explaining the objectives on slides 2-4.
Display slide 5 to share the link to the Collaborative Word Cloud generator that you set up earlier with the class. As students type in their examples, present the changing word cloud to the class. As their ideas are generated, guide them to make the observation that the larger the word in the cloud, the more consensus the class has on what the main symbols of power are.
Lead a conversation with the class, asking the following questions:
Are there any words that surprise you?
Are there any words that stick out to you?
Are there any words that make you wonder?
Explore
30 Minute(s)
Display slide 6. Explain to students that they will complete two Double Bubble maps using the Double Bubble Map strategy. Distribute the Double Bubble Maps handout (attached). Direct students to the first map on “Death Penalty versus Life in Prison.” Let the students know they will fill out the map with as many ideas, examples, points of view, and feelings as correspond to this topic. Give the students 4 minutes to complete this map.
Display slide 7 and direct students to the second map on “Material Wealth versus Freedom.” Let students know they will fill out the map with as many ideas, examples, points of view, and feelings as correspond to this topic. Give the students 4 minutes to complete this map.
Once students have completed both maps, display slide 8. Partner students and ask them to share their thoughts from both maps. Instruct students to add any information from their partner's maps that resonates with them.
After students are done discussing as partners, invite students to share a few responses with the class.
Explain
90 Minute(s)
Distribute a copy of The Bet by Anton Chekhov handout (attached) to each student. Instruct students that they will be using the Categorical Highlighting strategy. Display slide 9. Explain to students that they will use two different colored highlighters; one color for each of the two main characters, the banker and the young lawyer, highlighting details and information about each that show us what their opinion is on the topic.
Distribute the Step In, Step Out, Step Back handout (attached) to each student. Ask students to write in the banker and the young lawyer on the front side of their handout in the character boxes.
Display slide 10. Prompt students to review the details and information they highlighted from the text to respond to the prompts on the handout for each character.
Display slide 11. Explain to students that now they will watch an episode from The Twilight Zone. Distribute The Silence Script handout (attached) and explain to students that they will use two different colored highlighters; one color for each of the two main characters, Colonel Archie Taylor and Jim Tennyson, highlighting details and information about each as they watch.
Display slide 12 and prompt students to flip over the Step In, Step Out, Step Back handout and write in Colonel Archie Taylor and Jim Tennyson from “The Silence” in the next two character boxes. Ask students to review the details and information they highlighted on the script to respond to the prompts on the handout for each of these characters.
As students respond to the Step In, Step Out, and Step Back prompts, ask prompting questions to make sure students are picking nuances and finding the details that give insights into each of the character’s motives, ideas, and actions. Ask students to think about why the characters do what they do.
Extend
60 Minute(s)
Explain to students that they will be composing an argumentative essay in which they take on the perspective of one of the main characters they’ve explored earlier in the lesson. Students should think about decisions of that character to argue a claim for or against a decision their character made.
Distribute the Argument Outline handout (attached) for brainstorming. Display slide 13 and read through potential thesis sentences with the class. Explain that students can use these starters to generate ideas for their thesis or they can come up with one on their own.
Once students have had enough time to brainstorm claims, evidence, and reasonings for their essay, prompt students to begin writing their argumentative essay. Display slide 14 or provide a copy of the Argumentative Essay Evaluation Rubric handout (attached) to each student and review the rubric grading criteria with the class so they know what their essays should include.
Evaluate
15 Minute(s)
Explain to students that they will be participating in a Walking Vote to decide between two options. Display slide 15 with the first two choices: “What is more humane—the death penalty or life in prison?” Instruct students to move to the side that aligns with their choice. Once students have moved to the side they most agree with, have them discuss in the group the questions on the slide.
Display slide 16 with the next prompt: “What is more meaningful—material wealth or personal freedom?” Instruct students to move to the side that aligns with their choice. Again, have students discuss in their group the questions on the slide.
Resources
Chekhov, Anton. (1889). The bet. CommonLit. https://www.commonlit.org/en/texts/the-bet
K20 Center. (n.d.). Collaborative word cloud. Strategies. https://learn.k20center.ou.edu/strategy/103
K20 Center. (n.d.). Double bubble map. Strategies. https://learn.k20center.ou.edu/strategy/3035
K20 Center. (2021, September 21). K20 Center 4 minute timer [Video]. YouTube. https://www.youtube.com/watch?v=kpCsfuvzQeY&list=PL-aUhEQeaZXLMF3fItNDxiuSkEr0pq0c2&index=6
K20 Center. (n.d.). Mentimeter. Tech tools. https://learn.k20center.ou.edu/tech-tool/645
K20 Center. (n.d.). Step in, step out, step back. Strategies. https://learn.k20center.ou.edu/strategy/1585
K20 Center. (n.d.). Walking vote. Strategies. https://learn.k20center.ou.edu/strategy/4126
Serling, R. (Writer) & Sagal, B. (Director). (1961, April 28). The silence (Season 2, Episode 25) [TV series episode]. In Serling, R. (Executive Producer), The twilight zone. CBS.