RESPONDING TO QUOTES AND APHORISMS
Critical Analysis and Writing
By Raven Tyler, Assistant Editor with Online NewsHour and a former high school English and Journalism teacher

• Objective: The objective of this lesson plan is use famous quotes/aphorisms about fear or anxiety as a springboard for conversation about war and terrorism. Students will then create their own quote/aphorism and share and compare interpretations with other classmates who have chosen the same topic. The original quotes/aphorisms can be compiled into a classroom "Book of Quotes." This lesson includes warm up, pre-writing and discussion questions, and a writing activity.
• Grade level: 9-12
• Estimated class time: 1-2 class periods
• Materials: A copy of the handout with selected quotes, a copy of Bartlett's Quotations or access to the Internet (Bartleby.com), dictionaries, paper, pen.
• Handout: List of anxiety quotes, warm up questions, discussion questions, and pre-writing questions
• Website resource:Bartleby.com

Correlations to National Standards

Introductory and Developmental Activity: Have students answer the warm-questions on the handout, then review as a class.

Warm-up questions

1). What are quotations? Aphorisms? Explain the differences between the two.

2). Why do you think people use quotations or aphorisms to explain certain situations?

3). Can you think of any of your favorite quotations? Share with the class.

*Guided practice activities*

Pre-writing activity: Have students answer the discussion questions individually, then as a class review the answers. Introduce the word anxiety and explain to students that it is normal to feel anxiety and that it can increase during times of uncertainty. Students will create their own Web cluster defining the word, supplying related words and examples of times students have felt some form of anxiety.

Discussion Questions:
1). Do you feel any anxiety about the U.S. entering into a war with Iraq? Why? Why Not?

2). What are some ways that your school and/or community is dealing with the war in Iraq? Are there specific plans or precautions being taken?

3). Do you feel a direct impact, indirect impact, or no impact at all?

Writing activity: Next, provide students with the handout of selected quotes about anxiety. Have the students select one of the quotes for interpretation. Students will first answer the five prewriting questions, then write a 200 to 250 word response using the answers to the prewriting questions. Students should use the dictionary to define any words in the quote they don't know.

Prewriting Questions:

1). Why did you choose this quote/aphorism?

2). What was the author trying to convey with his/her quote/aphorism?

3). People often use quotes/aphorisms to help explain a topic. Do you think it is an effective way to communicate?

4). Do you think this quote/aphorism relates to the U.S. war with Iraq?

5). Compare/contrast anxiety and fear.

Handout--Anxiety Quotes

1). "Anxiety is the dizziness of freedom." Soren Kierkegaard, Danish philosopher

2) "Anxiety is the beginning of conscience, which is the parent of the soul but is not compatible with innocence." Angela Carter, British author

3) "A free spirit must be able to surmount anxiety time after time." Mason Cooley, U.S. writer

4) "Anxiety is not fear, being afraid of this or that definite object, but the uncanny feeling of being afraid of nothing at all. It is precisely Nothingness that makes itself present and felt as the object of our dread." William Barrett, U.S. philosopher, editor

5). "The natural role of twentieth-century man is anxiety." Norman Mailer, U.S. author

6). "Anxiety is interest paid on trouble before it is due." Dean Inge, U.S. author

7) "Anxiety weighs down the human heart, but a good word cheers it up." Bible: Proverbs 12:25

*Independent activities/Assessment*

Classroom assignment: Students will become the authors of their own "famous and witty" quote. As a class, students should create a list of "abstract" terms, (i.e., love, independence) then choose a "top ten" list. After students have completed their interpretation, divide students into groups with other students who chose the same quote to interpret. Have the students then share their different responses with each other and discuss. Compile the responses into a classroom "Book of Quotes."

Correlations to National Standards:

MCREL Thinking and Reasoning Standards

Standard 1-Understands and applies the basic principles of presenting an argument
Standard 2-Understands and applies basic principles of logic and reasoning
Standard 4-Understands and applies basic principles of hypothesis testing and scientific inquiry
Standard 5-Applies basic trouble-shooting and problem-solving techniques
Standard 6-Applies decision-making techniques

MCREL Life Skills, Working with Others Standards:

Standard 1-Contributes to the overall effort of the group
Standard 4 -Displays effective interpersonal communication skills
Standard 5 - Demonstrates leadership skills

MCREL Language Arts-Reading Standard 6, Level 10 Relates personal response or interpretation of the text with that seemingly intended by the author.

Author Raven Tyler is an Assistant Editor with Online NewsHour Extra and is a former high school English and Journalism teacher.

To find out more about opportunities to contribute to this site, contact Leah Clapman at extra@newshour.org