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Artifact One

Artifact One

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Published by Shoshanna Shaoul
By: Shoshanna Shaoul
By: Shoshanna Shaoul

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Published by: Shoshanna Shaoul on Jan 15, 2013
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01/15/2013

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Revised 7/29/2011
Lesson Plan 3: Diversity Lesson 3 Wednesday the 18
th
 
Instructor:
Shoshanna Shaoul
 Topic:
The Kite Runner 
by Khaled Hosseini Subject: EnglishCheck box if part of a larger unit: _X_Where does the lesson fit in: Begin __ Middle X__ End __Duration of Lesson: 50 minues Grade: English 3 (Junior)Other adult involved in instruction: (Check appropriate)Paraeducator ____ co-teacher_______ volunteer _____
Understanding Your Learners through contextual details
(ELLs & ELD levels, IEP/IDP, 504, GATE, Gender, Ethnicity)
In a snapshot narrative paragraph, describe the context of theinstructional group. Describe major areas such as cultural, familystructures, ELL levels. SES, etc.? What are the most importantdetails that may inform your instruction and support your learners?
This is a junior-level high school classroom with 20 students.The high school is located in a suburb of a large metropolitanarea and is 54.3% white, 10.4% black, 22.8 Hispanic, 8.6%Asian, 3.5% multiracial, and .3% American Indian. 14% of theschool is categorized under low socioeconomic status and61.8% of the school population meets or exceeds standardsaccording to No Child Left Behind. The total school populationis 4,522.In our classroom specifically, there is large parentalinvolvement and the students generally complete assignment inclass and for homework. There are 3 Hispanic students that areEnglish Language Learners; however, they generally keep upwith the rest of the class and are provided some modifications,but do not qualify for IEPs. Theodore, listed below, is the onlystudent in the class with an IEP.
IEP Goals
Directions: List students’ goals as they apply
to this lesson.
 
Lesson Objective/s:
Students will be able to explore the theme of ―belonging‖ as
it pertains to the novel and to the larger historical significance of Afghanistan.
 State Standard/s:
CCSS.ELA-Literacy.RL.11-12.2 Determine two or more themes orcentral ideas of a text and analyze their development over the course of the text, includinghow they interact and build on one another to produce a complex account; provide anobjective summary of the text
 Formative Assessment/s:
I will observe how students are able to discuss thetheme of belonging by looking at their quick-writes and listening to their group
discussions. The student’s pictures will tell me of their knowledge of Afghanistan
and the novel.
 Summative Assessment/s:
Observing various themes and connecting them to thehistorical facts of Afghanistan and to the events of the novel will help students inperforming their final project. Their project will involve the students to do thesame thing, by connecting various historical conflicts to themes of the novel.
 
Revised 7/29/2011
Large Group/Whole Class Instruction
 –
Select 2-4 students for instructional focus.Small Group / Individualized Instruction (< 5 students)Student(s) IEP Goal/Objective(standards based)
Theodore Theodore is diagnosed with a mild reading disability (dyslexia). Theodore followsthe same standards/objectives as the rest of the class; however, the mainaccommodation that works for Theodore is accompanying the reading of the book with an audio version.LESSON PLAN & PROCEDURES
LessonElements
Identify Formative Assessment as it occurs in the lesson
 
Time What are thestudentsdoing?What is otheradult doing?CheckforUnderstandingMaterialsLessonIntroduction
(connect &buildbackgroundknowledge)
 
 
Lesson goals/objective
 
Anticipatory Set
 – 
activating prior knowledge -
 
Front loading concepts
 
Quick-write in journal: Have this question written on theboard: What does it mean to belong to a certain group? Is itsomething you are born into? Something you choose? Andif you make a choice to become a part of a group, does thatautomatically mean that you are a part of it? What otherfactors are involved?
 
Bring class together and begin a large group discussion.How did you respond to this quick-write? What are thevarious factors involved in joining a certain group? Is itcomplicated? Straightforward?
5minutes towrite,5-7minutes todiscussStudents arewriting in their journals andthen discussingtheir writings asa large group.Students will beactivating theirprior knowledgeby thinkingabout thequestion of belonging. I leftthe questionopen-ended, sothey can think about thequestion in termsof the novel, orin terms of theirown lives.Chalkboard, journals
Lesson Body
 
The theme of belonging is a major one for this novel.After reading chapters 18 and 19, would you say that Amirbelongs to the country anymore? Why or why not? That iswhat we are going to explore in this activity today (if 
10-15minutes todrawStudents will beworking ingroups of threeBy making animage of theirversion of Afghanistan, thePaper(slightlybigger than8 x 11),
 
Revised 7/29/2011students want to respond let them, but it is more of arhetorical question)
 
Group up with the people around you in groups of about 3:take 10-15 minutes right now and discuss this question:What is Afghanistan? And who are Afghans? How can wecharacterize it? Who does it belong to in the novel, andwho belongs to it?
o
 
Each group should come up with at least 5 bulletpoints for their answer and you must draw apicture. (bring markers or colored pencils andpaper)
o
 
When working, think about the people, thegeography, wars, peace, different time periods.What stands out to you the most when you think of Afghanistan?
 
o
 
Discuss how diverse the country is. Show how it is
geographically diverse, ethnically, religiously…
o
 
Relate it back to the chapters: When you leave theplace you grew up, does that mean it is not yourhome? Did anyone include a figure that remindedyou of Amir? Someone that is of Afghan heritage,
 but no longer lives there…an American Afghan?
o
 
Think back to the chapters
 — 
How did Farid
introduce Amir to his family? (pg. 234: ―He’s fromAmerica‖
 
o
 
Talking about his occupation as a writer (pg 235):
Farid’s
family tells Amir he should write aboutAfghanistan. Should he? Does he have that duty?(Is it even his duty to get Sohab? Who determinesthat? Duty and obligation is another major theme of the novel)
o
 
Think about your own pictures and the ones fromthe
timeline: How did you represent people’s socio
-economic standing? Did you at all? Did yourepresent poor and wealthy people? Did they
theirpicture of Afghanistan25minutes toshowtimelineanddiscusspicturesanddiscuss thechapterto draw apicture of whatthey see asAfghanistan.They will alsobe writing a 5bullet-pointdescription of their picture.Theodore willwork with agroup of students whowill helpscaffold hislearning, andwhen they referback to thereading, heshould have noproblemkeeping up.The studentswill bewatching thetimeline, I willbe explainingeach picture,and thenopening up theconversation tothe whole class.Students will beparticipatingand sharinghow their imageof Afghanistangoes along withor diverts fromthe depiction of the timeline.They will think about theirchoices theymake to includesome aspects butnot others willdisplay the ideaand theme of belonging andrelate them to thenovelspecifically.They will beginto ask themselves whythey made thechoices theymade and whatfactorsinfluenced thosechoices.The timeline willgive themanother historylesson onmodernAfghanistan andsome newinformation of the politics,religion,ethnicities, andgeography of thecountry.Connecting thethemes of thebook to thishistory will helpthem to think about their finalproject as well.markers orcrayons.A computerandprojector toshow thetimeline

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