To Leave or Not to Leave, That is the Question!

Created by

Lina Mattar

 

Summary

This is a follow up activity after studying the short story Eveline by James Joyce. Based on the Seven Elements of Negotiation and Pathways sentence stems (inquiry, acknowledgement and advocacy), students are asked to create scenes between Eveline, Frank and Eveline’s father to discuss and resolve their conflicts.

 

Learning Objectives

  • To deepen understanding of the short story “Eveline”.
  • To develop negotiation skills.
  • To practice speaking and writing English.
  • To apply the HOTS of Problem Solving and Distinguishing Different Perspectives.
  • To expand students’ lexical items

 

Lead-in / Preparation

  • The short story Eveline by James Joyce.
  • Pathways preparation sheet – seven elements (handout)
  • Elements of negotiation definitions (handout)
  • Pathways Sentence Stems (inquiry, acknowledgement, advocacy) (Handout)
  • Post reading tasks (Handout)

 

 

Estimated Class-Time Required

Two lessons (90 min)

 

Description of Activities

  • Teacher presents a conflict and asks students to discuss. (10 min.) “Your parents promised you a car your senior year if you get an average of 90 in your report card every semester. You have worked very hard and accomplished this goal. The summer of your senior year, you receive a ticket due to speeding, and now your parents have decided not to buy you a car.” How would you resolve this conflict?
  • Teacher presents the seven elements of negotiations and analyze conflict above according to the model of negotiation with the students.(10 min)

Activity:

  • Group work: Teacher divides the class into three groups and gives each one in the group the Pathways seven element worksheet and the elements definition handout to prepare before engaging in a role-play.(15 min)
  • In each group, they share ideas, interests, options, relationships with the other characters and discuss conflicts the character has with the other two characters.
    • Group A represents Eveline
    • Group B represents Frank
    • Group C represents Mr. Hill Eveline’s father
  • Regrouping: Students are divided into groups of three (where there are representatives of the 3 characters in each group) and they are asked to choose one of the tasks to write a role-play trying to resolve their conflicts and act it out. They students will be provided with a handout of Pathways sentence stems (inquiry, acknowledgement ,advocacy) to help them with the task.(25 min)
    • Task One: Just before leaving home, Eveline’s father comes home and knows she is about to leave and go to Boenos Aires with Frank. Write the conversation they had bearing in mind a positive outcome.
    • Task Two: Frank and Eveline’s father meet again, but this time they do not fight. Write the new conversation as they try to reconcile.
    • Task Three: At the North Wall station, Eveline decides to stay home while Frank has prepared everything for starting a new life in Boenos Ayres. Write a conversation trying to resolve this conflict.
  • Groups act out their role plays in front of the class voluntarily. (Each role-play should not exceed 5 min.) (20 min)
  • Whole class discussion: (10 min.)
    • Were the characters of Eveline, Frank and Mr. Hill able to resolve their conflicts? What helped them accomplish it?
    • Did you enjoy the activity? What part was the most enjoyable? What part was hard to relate to?
    • How would learning about the seven elements of negotiation help you in your daily life? Give examples.

 

Key Vocabulary / Phrases

Interests, options, legitimacy, alternatives, commitment, relationship, communication, inquiry, acknowledgement, advocacy, right, duty, resolve conflict.

Pathways sentence stems.

 

Assessment

Monitoring the students during the activity and checking their work and performance.

The students’ participation and engagement in the activity.

 

Reflection

Students are asked to relate to the following questions in writing as an individual task.

  1. Were the characters of Eveline, Frank and Mr. Hill able to resolve their conflicts? What helped them accomplish it?
  2. Did you enjoy the activity? What part was the most enjoyable? What part was hard to relate to?
  3. How would learning about the seven elements of negotiation help you in your daily life? Give examples.

 

Comments

It is better to carry out this activity after students are familiar with the terms of inquiry, acknowledgement and advocacy.

 

Post reading Tasks – Eveline

Choose one of the tasks to complete:

Task One: Just before leaving home, Eveline’s father comes home and knows she is about to leave and go to Boenos Aires with Frank. Write the conversation they had bearing in mind a positive outcome.

Task Two: Frank and Eveline’s father meet again, but this time they do not fight. Write the new conversation as they try to reconcile.

Task Three: At the North Wall station, Eveline decides to stay home while Frank has prepared everything for starting a new life in Boenos Ayres. Write a conversation trying to resolve this conflict.


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To Leave or Not to Leave, That is the Question!

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  • January 6, 2020 Last Updated
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