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OVERVIEW In this lesson, students explore the concept of individuality and how people manifest and then sustain the uniqueness of who they are. After viewing clips from the documentary Iris, students delve into what makes them unique individuals. The video clips provided with this lesson are from Iris, a film that pairs the late documentarian Albert Maysles (Grey Gardens, Gimme Shelter), then 87, with Iris Apfel, the quick-witted, flamboyantly dressed then-93-year-old style maven who has been an outsized presence on the New York fashion scene for decades. More than a fashion film, the documentary is a story about creativity and how a soaring free spirit continues to inspire. Iris portrays a singular woman whose enthusiasm for fashion, art and people are her sustenance. She reminds us that dressing—and indeed, life—is nothing but a grand experiment. "If you're lucky enough to do something you love, everything else follows." POV offers a lending library of DVDs that you can borrow anytime during the school year-FOR FREE! Get started by joining our Community Network. OBJECTIVES By the end of this lesson, students will be able to: GRADE LEVELS: 6-8, 9-12 SUBJECT AREAS Arts, Language Arts, Social Studies MATERIALS ESTIMATED TIME NEEDED One 50-minute class period (plus homework assignment and review during class) FILM CLIPS Film clips provided with this lesson are from Iris. Clip 1: "Individuality: Breaking Rules" (2:42 min.) The clip starts at 00:16 with Iris looking into a mirror and saying, "I like to improvise." It ends at 02:58 with Iris trying on bracelets and saying, "I don't have any rules because I would only be breaking them, so it's a waste of time." Clip 2: "An Artist" (2:26 min.) The clip starts at 07:21 with photos of Iris, and a man's voice in the background saying, "Iris is an artist." The clip ends at 09:47 with Iris showing a newspaper clipping and saying, "That's what I looked like then." Clip 3: "Clothing as Art" (7:45 min.) The clip starts at 21:26 with an image of a sign that reads "digital." It ends at 29:11 with Iris saying, "The jacket is made of barnyard feathers." Clip 4: "Big & Bold & Pizazz" (3:54 min.) The clip starts at 42:09 with Iris being pushed in a wheelchair through a hallway and music in the background. It ends at 46:03 with Iris saying, "I can't remember that far back." Clip 4: "Rare Bird of Fashion" (2:53 min.) The clip starts 48:52 with David asking, "Iris, can I tell you what we set up?" It ends at 51:45 with Linda saying, "Gee, I wonder who this is." ACTIVITY Step 1: Distribute or post the lyrics of the songs/spoken-word listed below for students to analyze. (If distributed, small groups can receive one set of lyrics to read and discuss; if posted around the classroom, small groups can walk to each set to read and discuss). Ask students what the essence of the lyrics seems to be (i.e., being yourself, not following the crowd, uniqueness, individuality). Do My Thing Estelle/feat. Janelle Monáe Source: http://feelgoodsongs.info/song/do-my-thing-estelle Am I Wrong Nico and Vinz Source: http://feelgoodsongs.info/song/am-i-wrong Spoken word by Kendrick Lamar Source: http://theboombox.com/kendrick-lamar-expresses-individuality-new-reeboks-classic-leather-campaign/?trackback=tsmclip Note that this is a commercial for Reebok. Students should focus on the spoken word, not on the commercial itself. Whatever Oasis Source: http://feelgoodsongs.info/song/whatever-oasis Everybody Got Their Something Nikka Costa Source: http://feelgoodsongs.info/song/everybody-got-their-something Believe In Me Demi Lovato Source: http://feelgoodsongs.info/song/believe-in-me If You Want to Sing Out, Sing Out Cat Stevens Source: http://feelgoodsongs.info/song/if-you-want-to-sing-out-sing-out Step 2: Write INDIVIDUALITY on chart paper or on a whiteboard/Smart Board. Ask students to reflect on the song lyrics and, using their understanding of individuality, to define the term. (OPTIONAL: The cooperative "popcorn" method can be used here: After students have reflected for a bit, the instructor says "popcorn," inviting students to "pop up" voluntarily and quickly to offer responses. Seated students write down these responses.) Drawing on the various definitions, students come to consensus on one. Step 3: Share one definition of individuality from a trusted source (e.g., https://www.vocabulary.com/dictionary/individuality) that will resonate with students. Probe with students how individuality comes to be. Step 4: Explain that the class will have an opportunity to become familiar with a very unique individual, Iris Apfel. (Some students might recognize her from a photo.) Offer background on Iris and show the clips. As students watch, have them jot down qualities and sayings that illustrate Iris's individuality. Step 5: After viewing the clips, pose some or all of the following discussion questions: Step 6: Tell students they will share personal qualities they believe best demonstrate their individuality. Each student can choose a preferred format for self-expression. For example, students might: In their work, students should illustrate how they maintain their individuality despite what is "expected" of them. Encourage students to think about a variety of qualities, behaviors, characteristics and so on that illustrate what makes them stand out as unique individuals. NOTE: It might be useful to focus on a specific category in order for students to avoid overly personal concepts and/or cross certain boundaries. If a class can negotiate what might be beyond its comfort zone, then any category would work. Assignment: Students can work on their presentations. Consider giving students a few days to complete them and then assign a due date. Students can post their projects in class. (If projects are media-based, see if a computer can be made available for showing videos or slideshows.) Modification: To modify the lesson not to include an assignment, give students time in-class to write short poems, songs or responses. The forms, lengths and styles of the pieces can demonstrate their individuality and the qualities brainstormed earlier in the lesson. Optional: If the lesson can be extended, conduct a "gallery walk" that has students look at all of the projects and share what emerges about individuality. Probe with them what they thus conclude about the role of individuality in their lives, in the lives of others and in society at large. EXTENSIONS 1. Re-envisioning Beauty (High school) Have students work in small groups to define beauty (include qualifiers such as physical and intellectual attributes). As a class, students apply each group's definitions to come to a group understanding of what beauty is. Ask students how Iris redefines what standard views of beauty are (in the United States), and in that context, what it means for people to be "beautiful" as they age. What is the common view about aging and beauty? How does Iris contradict that perspective? And why is this contradiction an important statement? Ask students to revisit their reflections to assess whether their perceptions of beauty are representative of the many ways people are "beautiful" across age ranges. Brainstorm ways to alter current standards of beauty, outlining a campaign they can undertake in school that jumpstarts this re-envisioning. 2. Clothes As Art? (Middle and high school) The film points to Iris's style of dress as the intersection between fashion, interior design and art. Iris is identified as a "rare bird of fashion." Might she also be a rare bird of art? Students explore the idea of whether sporting a certain type of clothing—worn in specific ways—is possibly also an art form. Have students discuss how or whether Iris's clothing can be considered art. In small groups, students can look at clothing from different cultures, clothing exhibitions (such as the exhibition of outfits from Iris's collection at the Costume Institute of the Metropolitan Museum of Art), people wearing non-traditional clothing, models wearing designers' creations, the outfits of performers like Lady Gaga and so on to determine whether clothing, under certain circumstances, is less about style and fashion and more about art. Each group presents its perspective in a format/style of its choice. In the presentation, students must explain whether worn clothing can be art, using evidence to support their perspectives. Questions to be considered: To jumpstart their exploration, they might read one or more of the following: 3. Individualism vs. Individuality: What's the Difference? (High school) Students might think that individuality and individualism are the same. But they are distinctly different. They can explore these differences, and also familiarize themselves with the ideology of Individualism and debate whether it is valuable to society. The following are some of the many websites a teacher can use for background on the concept of Individualism: RESOURCES POV: Iris http://www.pbs.org/pov/Iris The film's official POV site includes a discussion guide with additional activity ideas and resources. Magnolia Pictures http://www.magpictures.com/Iris/ The Magnolia Pictures Iris website provides information on the film, special features, a press kit and photo gallery, plus additional clips. Maysles Films Inc. http://mayslesfilms.com/film/Iris/ The Maysles Films, Inc. site for Iris includes a synopsis of the film and links to information on Albert Maysles, his filmography and other resources. Maysles Documentary Center http://maysles.org/ The Maysles Documentary Center is a non-profit organization promoting documentary films as a catalyst for dialogue and action. The website includes information on their educational programming, memberships and film screenings. Peabody Essex Museum: "Iris Apfel: All Dolled Up" http://www.pem.org/sites/Iris/ An interactive feature from the Peabody Essex Museum allows users to create outfits with items from Iris' collection. The Peabody Essex Museum website has additional information on their ‘Rare Bird of Sahion: The Irreverent Iris Apfel' exhibition website: http://www.pem.org/exhibitions/21-rare_bird_of_fashion_the_irreverent_Iris_apfel POV: Media Literacy Questions for Analyzing POV Films http://www.pbs.org/pov/educators/media-literacy.php This list of questions provides a useful starting point for leading rich discussions that challenge students to think critically about documentaries. STANDARDS Common Core State Standards for English Language Arts/Literacy (http://www.corestandards.org/read-the-standards/) RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. RL.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone. RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging or beautiful. SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led) with diverse partners on grade 6 topics, texts and issues, building on others' ideas and expressing their own clearly. SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text or issue under study. SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led) with diverse partners on grade 7 topics, texts and issues, building on others' ideas and expressing their own clearly. SL.7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text or issue under study. SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led) with diverse partners on grade 8 topics, texts and issues, building on others' ideas and expressing their own clearly. SL.8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led) with diverse partners on grades 9-10 topics, texts and issues, building on others' ideas and expressing their own clearly and persuasively. SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led) with diverse partners on grades 11-12 topics, texts and issues, building on others' ideas and expressing their own clearly and persuasively. SL.11-12.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. Content Knowledge: (http://www2.mcrel.org/compendium/browse.asp) a compilation of content standards and benchmarks for K-12 curriculum by McREL (Mid-continent Research for Education and Learning). Self-Regulation, Standard 5: Maintains a healthy self-concept. ABOUT THE AUTHOR Michele Israel owns Educational Writing & Consulting (www.micheleisrael.com), where she works with large and small educational, nonprofit and media organizations to bolster products and programs. Her rich career spans more than 25 years of successful experience developing educational materials and resources, designing and facilitating training, generating communication materials and grant proposals and assisting in organizational and program development. Her long list of clients includes Tiffany & Co., Frost Valley YMCA, Teaching Tolerance, the Public Broadcasting Service, the Association for Supervision and Curriculum Development, the New York City Department of Health and Mental Hygiene, WETA Public Television, Religion & Ethics NewsWeekly and the Harm Reduction Coalition." ["post_title"]=> string(35) "Iris: Lesson Plan: On Individuality" ["post_excerpt"]=> string(144) "In this lesson plan, students will explore the concept of individuality and how people manifest and then sustain the uniqueness of who they are." 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Download the Lesson Plan

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OVERVIEW In this lesson, students explore the concept of individuality and how people manifest and then sustain the uniqueness of who they are. After viewing clips from the documentary Iris, students delve into what makes them unique individuals. The video clips provided with this lesson are from Iris, a film that pairs the late documentarian Albert Maysles (Grey Gardens, Gimme Shelter), then 87, with Iris Apfel, the quick-witted, flamboyantly dressed then-93-year-old style maven who has been an outsized presence on the New York fashion scene for decades. More than a fashion film, the documentary is a story about creativity and how a soaring free spirit continues to inspire. Iris portrays a singular woman whose enthusiasm for fashion, art and people are her sustenance. She reminds us that dressing—and indeed, life—is nothing but a grand experiment. "If you're lucky enough to do something you love, everything else follows." POV offers a lending library of DVDs that you can borrow anytime during the school year-FOR FREE! Get started by joining our Community Network. OBJECTIVES By the end of this lesson, students will be able to: GRADE LEVELS: 6-8, 9-12 SUBJECT AREAS Arts, Language Arts, Social Studies MATERIALS ESTIMATED TIME NEEDED One 50-minute class period (plus homework assignment and review during class) FILM CLIPS Film clips provided with this lesson are from Iris. Clip 1: "Individuality: Breaking Rules" (2:42 min.) The clip starts at 00:16 with Iris looking into a mirror and saying, "I like to improvise." It ends at 02:58 with Iris trying on bracelets and saying, "I don't have any rules because I would only be breaking them, so it's a waste of time." Clip 2: "An Artist" (2:26 min.) The clip starts at 07:21 with photos of Iris, and a man's voice in the background saying, "Iris is an artist." The clip ends at 09:47 with Iris showing a newspaper clipping and saying, "That's what I looked like then." Clip 3: "Clothing as Art" (7:45 min.) The clip starts at 21:26 with an image of a sign that reads "digital." It ends at 29:11 with Iris saying, "The jacket is made of barnyard feathers." Clip 4: "Big & Bold & Pizazz" (3:54 min.) The clip starts at 42:09 with Iris being pushed in a wheelchair through a hallway and music in the background. It ends at 46:03 with Iris saying, "I can't remember that far back." Clip 4: "Rare Bird of Fashion" (2:53 min.) The clip starts 48:52 with David asking, "Iris, can I tell you what we set up?" It ends at 51:45 with Linda saying, "Gee, I wonder who this is." ACTIVITY Step 1: Distribute or post the lyrics of the songs/spoken-word listed below for students to analyze. (If distributed, small groups can receive one set of lyrics to read and discuss; if posted around the classroom, small groups can walk to each set to read and discuss). Ask students what the essence of the lyrics seems to be (i.e., being yourself, not following the crowd, uniqueness, individuality). Do My Thing Estelle/feat. Janelle Monáe Source: http://feelgoodsongs.info/song/do-my-thing-estelle Am I Wrong Nico and Vinz Source: http://feelgoodsongs.info/song/am-i-wrong Spoken word by Kendrick Lamar Source: http://theboombox.com/kendrick-lamar-expresses-individuality-new-reeboks-classic-leather-campaign/?trackback=tsmclip Note that this is a commercial for Reebok. Students should focus on the spoken word, not on the commercial itself. Whatever Oasis Source: http://feelgoodsongs.info/song/whatever-oasis Everybody Got Their Something Nikka Costa Source: http://feelgoodsongs.info/song/everybody-got-their-something Believe In Me Demi Lovato Source: http://feelgoodsongs.info/song/believe-in-me If You Want to Sing Out, Sing Out Cat Stevens Source: http://feelgoodsongs.info/song/if-you-want-to-sing-out-sing-out Step 2: Write INDIVIDUALITY on chart paper or on a whiteboard/Smart Board. Ask students to reflect on the song lyrics and, using their understanding of individuality, to define the term. (OPTIONAL: The cooperative "popcorn" method can be used here: After students have reflected for a bit, the instructor says "popcorn," inviting students to "pop up" voluntarily and quickly to offer responses. Seated students write down these responses.) Drawing on the various definitions, students come to consensus on one. Step 3: Share one definition of individuality from a trusted source (e.g., https://www.vocabulary.com/dictionary/individuality) that will resonate with students. Probe with students how individuality comes to be. Step 4: Explain that the class will have an opportunity to become familiar with a very unique individual, Iris Apfel. (Some students might recognize her from a photo.) Offer background on Iris and show the clips. As students watch, have them jot down qualities and sayings that illustrate Iris's individuality. Step 5: After viewing the clips, pose some or all of the following discussion questions: Step 6: Tell students they will share personal qualities they believe best demonstrate their individuality. Each student can choose a preferred format for self-expression. For example, students might: In their work, students should illustrate how they maintain their individuality despite what is "expected" of them. Encourage students to think about a variety of qualities, behaviors, characteristics and so on that illustrate what makes them stand out as unique individuals. NOTE: It might be useful to focus on a specific category in order for students to avoid overly personal concepts and/or cross certain boundaries. If a class can negotiate what might be beyond its comfort zone, then any category would work. Assignment: Students can work on their presentations. Consider giving students a few days to complete them and then assign a due date. Students can post their projects in class. (If projects are media-based, see if a computer can be made available for showing videos or slideshows.) Modification: To modify the lesson not to include an assignment, give students time in-class to write short poems, songs or responses. The forms, lengths and styles of the pieces can demonstrate their individuality and the qualities brainstormed earlier in the lesson. Optional: If the lesson can be extended, conduct a "gallery walk" that has students look at all of the projects and share what emerges about individuality. Probe with them what they thus conclude about the role of individuality in their lives, in the lives of others and in society at large. EXTENSIONS 1. Re-envisioning Beauty (High school) Have students work in small groups to define beauty (include qualifiers such as physical and intellectual attributes). As a class, students apply each group's definitions to come to a group understanding of what beauty is. Ask students how Iris redefines what standard views of beauty are (in the United States), and in that context, what it means for people to be "beautiful" as they age. What is the common view about aging and beauty? How does Iris contradict that perspective? And why is this contradiction an important statement? Ask students to revisit their reflections to assess whether their perceptions of beauty are representative of the many ways people are "beautiful" across age ranges. Brainstorm ways to alter current standards of beauty, outlining a campaign they can undertake in school that jumpstarts this re-envisioning. 2. Clothes As Art? (Middle and high school) The film points to Iris's style of dress as the intersection between fashion, interior design and art. Iris is identified as a "rare bird of fashion." Might she also be a rare bird of art? Students explore the idea of whether sporting a certain type of clothing—worn in specific ways—is possibly also an art form. Have students discuss how or whether Iris's clothing can be considered art. In small groups, students can look at clothing from different cultures, clothing exhibitions (such as the exhibition of outfits from Iris's collection at the Costume Institute of the Metropolitan Museum of Art), people wearing non-traditional clothing, models wearing designers' creations, the outfits of performers like Lady Gaga and so on to determine whether clothing, under certain circumstances, is less about style and fashion and more about art. Each group presents its perspective in a format/style of its choice. In the presentation, students must explain whether worn clothing can be art, using evidence to support their perspectives. Questions to be considered: To jumpstart their exploration, they might read one or more of the following: 3. Individualism vs. Individuality: What's the Difference? (High school) Students might think that individuality and individualism are the same. But they are distinctly different. They can explore these differences, and also familiarize themselves with the ideology of Individualism and debate whether it is valuable to society. The following are some of the many websites a teacher can use for background on the concept of Individualism: RESOURCES POV: Iris http://www.pbs.org/pov/Iris The film's official POV site includes a discussion guide with additional activity ideas and resources. Magnolia Pictures http://www.magpictures.com/Iris/ The Magnolia Pictures Iris website provides information on the film, special features, a press kit and photo gallery, plus additional clips. Maysles Films Inc. http://mayslesfilms.com/film/Iris/ The Maysles Films, Inc. site for Iris includes a synopsis of the film and links to information on Albert Maysles, his filmography and other resources. Maysles Documentary Center http://maysles.org/ The Maysles Documentary Center is a non-profit organization promoting documentary films as a catalyst for dialogue and action. The website includes information on their educational programming, memberships and film screenings. Peabody Essex Museum: "Iris Apfel: All Dolled Up" http://www.pem.org/sites/Iris/ An interactive feature from the Peabody Essex Museum allows users to create outfits with items from Iris' collection. The Peabody Essex Museum website has additional information on their ‘Rare Bird of Sahion: The Irreverent Iris Apfel' exhibition website: http://www.pem.org/exhibitions/21-rare_bird_of_fashion_the_irreverent_Iris_apfel POV: Media Literacy Questions for Analyzing POV Films http://www.pbs.org/pov/educators/media-literacy.php This list of questions provides a useful starting point for leading rich discussions that challenge students to think critically about documentaries. STANDARDS Common Core State Standards for English Language Arts/Literacy (http://www.corestandards.org/read-the-standards/) RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. RL.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone. RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging or beautiful. SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led) with diverse partners on grade 6 topics, texts and issues, building on others' ideas and expressing their own clearly. SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text or issue under study. SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led) with diverse partners on grade 7 topics, texts and issues, building on others' ideas and expressing their own clearly. SL.7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text or issue under study. SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led) with diverse partners on grade 8 topics, texts and issues, building on others' ideas and expressing their own clearly. SL.8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led) with diverse partners on grades 9-10 topics, texts and issues, building on others' ideas and expressing their own clearly and persuasively. SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led) with diverse partners on grades 11-12 topics, texts and issues, building on others' ideas and expressing their own clearly and persuasively. SL.11-12.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. Content Knowledge: (http://www2.mcrel.org/compendium/browse.asp) a compilation of content standards and benchmarks for K-12 curriculum by McREL (Mid-continent Research for Education and Learning). Self-Regulation, Standard 5: Maintains a healthy self-concept. ABOUT THE AUTHOR Michele Israel owns Educational Writing & Consulting (www.micheleisrael.com), where she works with large and small educational, nonprofit and media organizations to bolster products and programs. Her rich career spans more than 25 years of successful experience developing educational materials and resources, designing and facilitating training, generating communication materials and grant proposals and assisting in organizational and program development. Her long list of clients includes Tiffany & Co., Frost Valley YMCA, Teaching Tolerance, the Public Broadcasting Service, the Association for Supervision and Curriculum Development, the New York City Department of Health and Mental Hygiene, WETA Public Television, Religion & Ethics NewsWeekly and the Harm Reduction Coalition." ["post_title"]=> string(35) "Iris: Lesson Plan: On Individuality" ["post_excerpt"]=> string(144) "In this lesson plan, students will explore the concept of individuality and how people manifest and then sustain the uniqueness of who they are." 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OVERVIEW In this lesson, students explore the concept of individuality and how people manifest and then sustain the uniqueness of who they are. After viewing clips from the documentary Iris, students delve into what makes them unique individuals. The video clips provided with this lesson are from Iris, a film that pairs the late documentarian Albert Maysles (Grey Gardens, Gimme Shelter), then 87, with Iris Apfel, the quick-witted, flamboyantly dressed then-93-year-old style maven who has been an outsized presence on the New York fashion scene for decades. More than a fashion film, the documentary is a story about creativity and how a soaring free spirit continues to inspire. Iris portrays a singular woman whose enthusiasm for fashion, art and people are her sustenance. She reminds us that dressing—and indeed, life—is nothing but a grand experiment. "If you're lucky enough to do something you love, everything else follows." POV offers a lending library of DVDs that you can borrow anytime during the school year-FOR FREE! Get started by joining our Community Network. OBJECTIVES By the end of this lesson, students will be able to: GRADE LEVELS: 6-8, 9-12 SUBJECT AREAS Arts, Language Arts, Social Studies MATERIALS ESTIMATED TIME NEEDED One 50-minute class period (plus homework assignment and review during class) FILM CLIPS Film clips provided with this lesson are from Iris. Clip 1: "Individuality: Breaking Rules" (2:42 min.) The clip starts at 00:16 with Iris looking into a mirror and saying, "I like to improvise." It ends at 02:58 with Iris trying on bracelets and saying, "I don't have any rules because I would only be breaking them, so it's a waste of time." Clip 2: "An Artist" (2:26 min.) The clip starts at 07:21 with photos of Iris, and a man's voice in the background saying, "Iris is an artist." The clip ends at 09:47 with Iris showing a newspaper clipping and saying, "That's what I looked like then." Clip 3: "Clothing as Art" (7:45 min.) The clip starts at 21:26 with an image of a sign that reads "digital." It ends at 29:11 with Iris saying, "The jacket is made of barnyard feathers." Clip 4: "Big & Bold & Pizazz" (3:54 min.) The clip starts at 42:09 with Iris being pushed in a wheelchair through a hallway and music in the background. It ends at 46:03 with Iris saying, "I can't remember that far back." Clip 4: "Rare Bird of Fashion" (2:53 min.) The clip starts 48:52 with David asking, "Iris, can I tell you what we set up?" It ends at 51:45 with Linda saying, "Gee, I wonder who this is." ACTIVITY Step 1: Distribute or post the lyrics of the songs/spoken-word listed below for students to analyze. (If distributed, small groups can receive one set of lyrics to read and discuss; if posted around the classroom, small groups can walk to each set to read and discuss). Ask students what the essence of the lyrics seems to be (i.e., being yourself, not following the crowd, uniqueness, individuality). Do My Thing Estelle/feat. Janelle Monáe Source: http://feelgoodsongs.info/song/do-my-thing-estelle Am I Wrong Nico and Vinz Source: http://feelgoodsongs.info/song/am-i-wrong Spoken word by Kendrick Lamar Source: http://theboombox.com/kendrick-lamar-expresses-individuality-new-reeboks-classic-leather-campaign/?trackback=tsmclip Note that this is a commercial for Reebok. Students should focus on the spoken word, not on the commercial itself. Whatever Oasis Source: http://feelgoodsongs.info/song/whatever-oasis Everybody Got Their Something Nikka Costa Source: http://feelgoodsongs.info/song/everybody-got-their-something Believe In Me Demi Lovato Source: http://feelgoodsongs.info/song/believe-in-me If You Want to Sing Out, Sing Out Cat Stevens Source: http://feelgoodsongs.info/song/if-you-want-to-sing-out-sing-out Step 2: Write INDIVIDUALITY on chart paper or on a whiteboard/Smart Board. Ask students to reflect on the song lyrics and, using their understanding of individuality, to define the term. (OPTIONAL: The cooperative "popcorn" method can be used here: After students have reflected for a bit, the instructor says "popcorn," inviting students to "pop up" voluntarily and quickly to offer responses. Seated students write down these responses.) Drawing on the various definitions, students come to consensus on one. Step 3: Share one definition of individuality from a trusted source (e.g., https://www.vocabulary.com/dictionary/individuality) that will resonate with students. Probe with students how individuality comes to be. Step 4: Explain that the class will have an opportunity to become familiar with a very unique individual, Iris Apfel. (Some students might recognize her from a photo.) Offer background on Iris and show the clips. As students watch, have them jot down qualities and sayings that illustrate Iris's individuality. Step 5: After viewing the clips, pose some or all of the following discussion questions: Step 6: Tell students they will share personal qualities they believe best demonstrate their individuality. Each student can choose a preferred format for self-expression. For example, students might: In their work, students should illustrate how they maintain their individuality despite what is "expected" of them. Encourage students to think about a variety of qualities, behaviors, characteristics and so on that illustrate what makes them stand out as unique individuals. NOTE: It might be useful to focus on a specific category in order for students to avoid overly personal concepts and/or cross certain boundaries. If a class can negotiate what might be beyond its comfort zone, then any category would work. Assignment: Students can work on their presentations. Consider giving students a few days to complete them and then assign a due date. Students can post their projects in class. (If projects are media-based, see if a computer can be made available for showing videos or slideshows.) Modification: To modify the lesson not to include an assignment, give students time in-class to write short poems, songs or responses. The forms, lengths and styles of the pieces can demonstrate their individuality and the qualities brainstormed earlier in the lesson. Optional: If the lesson can be extended, conduct a "gallery walk" that has students look at all of the projects and share what emerges about individuality. Probe with them what they thus conclude about the role of individuality in their lives, in the lives of others and in society at large. EXTENSIONS 1. Re-envisioning Beauty (High school) Have students work in small groups to define beauty (include qualifiers such as physical and intellectual attributes). As a class, students apply each group's definitions to come to a group understanding of what beauty is. Ask students how Iris redefines what standard views of beauty are (in the United States), and in that context, what it means for people to be "beautiful" as they age. What is the common view about aging and beauty? How does Iris contradict that perspective? And why is this contradiction an important statement? Ask students to revisit their reflections to assess whether their perceptions of beauty are representative of the many ways people are "beautiful" across age ranges. Brainstorm ways to alter current standards of beauty, outlining a campaign they can undertake in school that jumpstarts this re-envisioning. 2. Clothes As Art? (Middle and high school) The film points to Iris's style of dress as the intersection between fashion, interior design and art. Iris is identified as a "rare bird of fashion." Might she also be a rare bird of art? Students explore the idea of whether sporting a certain type of clothing—worn in specific ways—is possibly also an art form. Have students discuss how or whether Iris's clothing can be considered art. In small groups, students can look at clothing from different cultures, clothing exhibitions (such as the exhibition of outfits from Iris's collection at the Costume Institute of the Metropolitan Museum of Art), people wearing non-traditional clothing, models wearing designers' creations, the outfits of performers like Lady Gaga and so on to determine whether clothing, under certain circumstances, is less about style and fashion and more about art. Each group presents its perspective in a format/style of its choice. In the presentation, students must explain whether worn clothing can be art, using evidence to support their perspectives. Questions to be considered: To jumpstart their exploration, they might read one or more of the following: 3. Individualism vs. Individuality: What's the Difference? (High school) Students might think that individuality and individualism are the same. But they are distinctly different. They can explore these differences, and also familiarize themselves with the ideology of Individualism and debate whether it is valuable to society. The following are some of the many websites a teacher can use for background on the concept of Individualism: RESOURCES POV: Iris http://www.pbs.org/pov/Iris The film's official POV site includes a discussion guide with additional activity ideas and resources. Magnolia Pictures http://www.magpictures.com/Iris/ The Magnolia Pictures Iris website provides information on the film, special features, a press kit and photo gallery, plus additional clips. Maysles Films Inc. http://mayslesfilms.com/film/Iris/ The Maysles Films, Inc. site for Iris includes a synopsis of the film and links to information on Albert Maysles, his filmography and other resources. Maysles Documentary Center http://maysles.org/ The Maysles Documentary Center is a non-profit organization promoting documentary films as a catalyst for dialogue and action. The website includes information on their educational programming, memberships and film screenings. Peabody Essex Museum: "Iris Apfel: All Dolled Up" http://www.pem.org/sites/Iris/ An interactive feature from the Peabody Essex Museum allows users to create outfits with items from Iris' collection. The Peabody Essex Museum website has additional information on their ‘Rare Bird of Sahion: The Irreverent Iris Apfel' exhibition website: http://www.pem.org/exhibitions/21-rare_bird_of_fashion_the_irreverent_Iris_apfel POV: Media Literacy Questions for Analyzing POV Films http://www.pbs.org/pov/educators/media-literacy.php This list of questions provides a useful starting point for leading rich discussions that challenge students to think critically about documentaries. STANDARDS Common Core State Standards for English Language Arts/Literacy (http://www.corestandards.org/read-the-standards/) RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. RL.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone. RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging or beautiful. SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led) with diverse partners on grade 6 topics, texts and issues, building on others' ideas and expressing their own clearly. SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text or issue under study. SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led) with diverse partners on grade 7 topics, texts and issues, building on others' ideas and expressing their own clearly. SL.7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text or issue under study. SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led) with diverse partners on grade 8 topics, texts and issues, building on others' ideas and expressing their own clearly. SL.8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led) with diverse partners on grades 9-10 topics, texts and issues, building on others' ideas and expressing their own clearly and persuasively. SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led) with diverse partners on grades 11-12 topics, texts and issues, building on others' ideas and expressing their own clearly and persuasively. SL.11-12.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. Content Knowledge: (http://www2.mcrel.org/compendium/browse.asp) a compilation of content standards and benchmarks for K-12 curriculum by McREL (Mid-continent Research for Education and Learning). Self-Regulation, Standard 5: Maintains a healthy self-concept. ABOUT THE AUTHOR Michele Israel owns Educational Writing & Consulting (www.micheleisrael.com), where she works with large and small educational, nonprofit and media organizations to bolster products and programs. Her rich career spans more than 25 years of successful experience developing educational materials and resources, designing and facilitating training, generating communication materials and grant proposals and assisting in organizational and program development. Her long list of clients includes Tiffany & Co., Frost Valley YMCA, Teaching Tolerance, the Public Broadcasting Service, the Association for Supervision and Curriculum Development, the New York City Department of Health and Mental Hygiene, WETA Public Television, Religion & Ethics NewsWeekly and the Harm Reduction Coalition." ["post_title"]=> string(35) "Iris: Lesson Plan: On Individuality" ["post_excerpt"]=> string(144) "In this lesson plan, students will explore the concept of individuality and how people manifest and then sustain the uniqueness of who they are." 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Iris: Lesson Plan: On Individuality

POV

Download the Lesson Plan

Jump to:

OVERVIEW

In this lesson, students explore the concept of individuality and how people manifest and then sustain the uniqueness of who they are. After viewing clips from the documentary Iris, students delve into what makes them unique individuals.

The video clips provided with this lesson are from Iris, a film that pairs the late documentarian Albert Maysles (Grey Gardens, Gimme Shelter), then 87, with Iris Apfel, the quick-witted, flamboyantly dressed then-93-year-old style maven who has been an outsized presence on the New York fashion scene for decades. More than a fashion film, the documentary is a story about creativity and how a soaring free spirit continues to inspire. Iris portrays a singular woman whose enthusiasm for fashion, art and people are her sustenance. She reminds us that dressing--and indeed, life--is nothing but a grand experiment. "If you're lucky enough to do something you love, everything else follows."

POV offers a lending library of DVDs that you can borrow anytime during the school year-FOR FREE! Get started by joining our Community Network.

OBJECTIVES

By the end of this lesson, students will be able to:

GRADE LEVELS: 6-8, 9-12

SUBJECT AREAS
Arts, Language Arts, Social Studies

MATERIALS

ESTIMATED TIME NEEDED
One 50-minute class period (plus homework assignment and review during class)

FILM CLIPS
Film clips provided with this lesson are from Iris.

Clip 1: "Individuality: Breaking Rules" (2:42 min.)
The clip starts at 00:16 with Iris looking into a mirror and saying, "I like to improvise." It ends at 02:58 with Iris trying on bracelets and saying, "I don't have any rules because I would only be breaking them, so it's a waste of time."

Clip 2: "An Artist" (2:26 min.)
The clip starts at 07:21 with photos of Iris, and a man's voice in the background saying, "Iris is an artist." The clip ends at 09:47 with Iris showing a newspaper clipping and saying, "That's what I looked like then."

Clip 3: "Clothing as Art" (7:45 min.)
The clip starts at 21:26 with an image of a sign that reads "digital." It ends at 29:11 with Iris saying, "The jacket is made of barnyard feathers."

Clip 4: "Big & Bold & Pizazz" (3:54 min.)
The clip starts at 42:09 with Iris being pushed in a wheelchair through a hallway and music in the background. It ends at 46:03 with Iris saying, "I can't remember that far back."

Clip 4: "Rare Bird of Fashion" (2:53 min.)
The clip starts 48:52 with David asking, "Iris, can I tell you what we set up?" It ends at 51:45 with Linda saying, "Gee, I wonder who this is."

ACTIVITY

Step 1: Distribute or post the lyrics of the songs/spoken-word listed below for students to analyze. (If distributed, small groups can receive one set of lyrics to read and discuss; if posted around the classroom, small groups can walk to each set to read and discuss). Ask students what the essence of the lyrics seems to be (i.e., being yourself, not following the crowd, uniqueness, individuality).

Do My Thing
Estelle/feat. Janelle Monáe
Source: http://feelgoodsongs.info/song/do-my-thing-estelle

Am I Wrong
Nico and Vinz
Source: http://feelgoodsongs.info/song/am-i-wrong

Spoken word by Kendrick Lamar
Source: http://theboombox.com/kendrick-lamar-expresses-individuality-new-reeboks-classic-leather-campaign/?trackback=tsmclip
Note that this is a commercial for Reebok. Students should focus on the spoken word, not on the commercial itself.

Whatever
Oasis
Source: http://feelgoodsongs.info/song/whatever-oasis

Everybody Got Their Something
Nikka Costa
Source: http://feelgoodsongs.info/song/everybody-got-their-something

Believe In Me
Demi Lovato
Source: http://feelgoodsongs.info/song/believe-in-me

If You Want to Sing Out, Sing Out
Cat Stevens
Source: http://feelgoodsongs.info/song/if-you-want-to-sing-out-sing-out

Step 2: Write INDIVIDUALITY on chart paper or on a whiteboard/Smart Board. Ask students to reflect on the song lyrics and, using their understanding of individuality, to define the term. (OPTIONAL: The cooperative "popcorn" method can be used here: After students have reflected for a bit, the instructor says "popcorn," inviting students to "pop up" voluntarily and quickly to offer responses. Seated students write down these responses.) Drawing on the various definitions, students come to consensus on one.

Step 3: Share one definition of individuality from a trusted source (e.g., https://www.vocabulary.com/dictionary/individuality) that will resonate with students. Probe with students how individuality comes to be.

Step 4: Explain that the class will have an opportunity to become familiar with a very unique individual, Iris Apfel. (Some students might recognize her from a photo.) Offer background on Iris and show the clips.

As students watch, have them jot down qualities and sayings that illustrate Iris's individuality.

Step 5: After viewing the clips, pose some or all of the following discussion questions:

Step 6: Tell students they will share personal qualities they believe best demonstrate their individuality. Each student can choose a preferred format for self-expression. For example, students might:

In their work, students should illustrate how they maintain their individuality despite what is "expected" of them. Encourage students to think about a variety of qualities, behaviors, characteristics and so on that illustrate what makes them stand out as unique individuals. NOTE: It might be useful to focus on a specific category in order for students to avoid overly personal concepts and/or cross certain boundaries. If a class can negotiate what might be beyond its comfort zone, then any category would work.

Assignment: Students can work on their presentations. Consider giving students a few days to complete them and then assign a due date. Students can post their projects in class. (If projects are media-based, see if a computer can be made available for showing videos or slideshows.)

Modification: To modify the lesson not to include an assignment, give students time in-class to write short poems, songs or responses. The forms, lengths and styles of the pieces can demonstrate their individuality and the qualities brainstormed earlier in the lesson.

Optional: If the lesson can be extended, conduct a "gallery walk" that has students look at all of the projects and share what emerges about individuality. Probe with them what they thus conclude about the role of individuality in their lives, in the lives of others and in society at large.

EXTENSIONS

1. Re-envisioning Beauty (High school)
Have students work in small groups to define beauty (include qualifiers such as physical and intellectual attributes). As a class, students apply each group's definitions to come to a group understanding of what beauty is.

Ask students how Iris redefines what standard views of beauty are (in the United States), and in that context, what it means for people to be "beautiful" as they age. What is the common view about aging and beauty? How does Iris contradict that perspective? And why is this contradiction an important statement?

Ask students to revisit their reflections to assess whether their perceptions of beauty are representative of the many ways people are "beautiful" across age ranges. Brainstorm ways to alter current standards of beauty, outlining a campaign they can undertake in school that jumpstarts this re-envisioning.

2. Clothes As Art? (Middle and high school)
The film points to Iris's style of dress as the intersection between fashion, interior design and art. Iris is identified as a "rare bird of fashion." Might she also be a rare bird of art? Students explore the idea of whether sporting a certain type of clothing--worn in specific ways--is possibly also an art form.

Have students discuss how or whether Iris's clothing can be considered art. In small groups, students can look at clothing from different cultures, clothing exhibitions (such as the exhibition of outfits from Iris's collection at the Costume Institute of the Metropolitan Museum of Art), people wearing non-traditional clothing, models wearing designers' creations, the outfits of performers like Lady Gaga and so on to determine whether clothing, under certain circumstances, is less about style and fashion and more about art. Each group presents its perspective in a format/style of its choice. In the presentation, students must explain whether worn clothing can be art, using evidence to support their perspectives.

Questions to be considered:

To jumpstart their exploration, they might read one or more of the following:

3. Individualism vs. Individuality: What's the Difference? (High school)
Students might think that individuality and individualism are the same. But they are distinctly different. They can explore these differences, and also familiarize themselves with the ideology of Individualism and debate whether it is valuable to society. The following are some of the many websites a teacher can use for background on the concept of Individualism:

RESOURCES

POV: Iris
http://www.pbs.org/pov/Iris
The film's official POV site includes a discussion guide with additional activity ideas and resources.

Magnolia Pictures
http://www.magpictures.com/Iris/
The Magnolia Pictures Iris website provides information on the film, special features, a press kit and photo gallery, plus additional clips.

Maysles Films Inc.
http://mayslesfilms.com/film/Iris/
The Maysles Films, Inc. site for Iris includes a synopsis of the film and links to information on Albert Maysles, his filmography and other resources.

Maysles Documentary Center
http://maysles.org/
The Maysles Documentary Center is a non-profit organization promoting documentary films as a catalyst for dialogue and action. The website includes information on their educational programming, memberships and film screenings.

Peabody Essex Museum: "Iris Apfel: All Dolled Up"
http://www.pem.org/sites/Iris/
An interactive feature from the Peabody Essex Museum allows users to create outfits with items from Iris' collection. The Peabody Essex Museum website has additional information on their 'Rare Bird of Sahion: The Irreverent Iris Apfel' exhibition website: http://www.pem.org/exhibitions/21-rare_bird_of_fashion_the_irreverent_Iris_apfel

POV: Media Literacy Questions for Analyzing POV Films
http://www.pbs.org/pov/educators/media-literacy.php
This list of questions provides a useful starting point for leading rich discussions that challenge students to think critically about documentaries.

STANDARDS

Common Core State Standards for English Language Arts/Literacy (http://www.corestandards.org/read-the-standards/)

RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

RL.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.

RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging or beautiful.

SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led) with diverse partners on grade 6 topics, texts and issues, building on others' ideas and expressing their own clearly.

SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text or issue under study.

SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led) with diverse partners on grade 7 topics, texts and issues, building on others' ideas and expressing their own clearly.

SL.7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text or issue under study.

SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led) with diverse partners on grade 8 topics, texts and issues, building on others' ideas and expressing their own clearly.

SL.8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led) with diverse partners on grades 9-10 topics, texts and issues, building on others' ideas and expressing their own clearly and persuasively.

SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led) with diverse partners on grades 11-12 topics, texts and issues, building on others' ideas and expressing their own clearly and persuasively.

SL.11-12.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

Content Knowledge: (http://www2.mcrel.org/compendium/browse.asp) a compilation of content standards and benchmarks for K-12 curriculum by McREL (Mid-continent Research for Education and Learning).
Self-Regulation, Standard 5: Maintains a healthy self-concept.

ABOUT THE AUTHOR
Michele Israel owns Educational Writing & Consulting (www.micheleisrael.com), where she works with large and small educational, nonprofit and media organizations to bolster products and programs. Her rich career spans more than 25 years of successful experience developing educational materials and resources, designing and facilitating training, generating communication materials and grant proposals and assisting in organizational and program development. Her long list of clients includes Tiffany & Co., Frost Valley YMCA, Teaching Tolerance, the Public Broadcasting Service, the Association for Supervision and Curriculum Development, the New York City Department of Health and Mental Hygiene, WETA Public Television, Religion & Ethics NewsWeekly and the Harm Reduction Coalition.