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The central focus of the lesson is to explore the themes and characters in the

Purpose of the Enriques Journey. For example, how does immigration affect families? Is
Lesson: Central immigration always the best choice? What are the long-term effects of parent/
Focus child separation? How does this story help you understand your personal story
with immigration?
Vocabulary and language acquisition.
Identify and analyze complex characters
Learning Objective(s)
Reflect, tie in personal experience with the text
Identify and explore emerging themes presented in the text.
Students are placed in small groups around round tables. The layout of the
classroom makes it so no students are too far from the front where instruction is
being given. One student from each group will be assigned to hand out the
copies of the book, this will reduce unnecessary distractions. I then will go over
the guiding handout. Have students read instructions, check to see if they
understand the language in the instructions, and then ask if anything needs
Facilitation & Safety
clarifying. During each task I will make regular rounds around the groups of tables
to help students remain on task and further clarify instructions as questions arise.
The biggest distraction students face is socializing and cell phone games. If these
issues become a big distraction, certain students can be separated and gadgets
can be removed from the students possession.

Language Students will analyze and reflect on the reading of Enriques Journey.
Reading- Students will first read portions of chapter one from Enriques Journey.
Unknown vocabulary words will be defined and idioms and expressions
Academic Language

Writing- Writing will be demonstrated when they reflect on the reading and
Vocabulary answer follow up and thematic questions.
Listening- Students will listen when others are reading from the text and during
the group discussion on the reflective and thematic questions.
Speaking- Opportunities will be given for participating in reading and during a
discussion over the themes.
Students will demonstrate their understanding of the syntax/ discourse through
participation in the group reading activity as well as completing the guiding
Syntax or
handout that accompanies the reading. Students will demonstrate their
comprehension through listening and speaking during the post reading
ELAGSE11-12RL2: Determine two or more themes or central ideas of text and
analyze their development over the course of the text, including how they
GSE - Georgia interact and build on one another to produce a complex account; provide an
Standards of objective summary of the text.
Excellence ELAGSE11-12RL4: 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 in particularly fresh, engaging, or beautiful. (Include
Shakespeare as well as other authors.)
ELAGSE11-12W9: Draw evidence from literary or informational texts to support
analysis, reflection, and research.
Informal assessment will be conducted as an ongoing process throughout the
lesson. I will gauge whether students understand the tasks and the reading. My
Formal and Informal
formal assessment will be executed through the guiding handout. I will evaluate
the attention and depth in their reflections to assess if students grasped the
content or not.
Introduction First show a short video to engage students and pique their interest. Next
(10 minutes) mention some topics discussed in a previous lesson that built background
knowledge to get students thinking about the content of the text.
After handing out copies of the book I will go over the guiding handout using
Instructional Strategies & Learning Tasks that Support Diverse Student Needs

the smartboard so students understand what activities they will be doing. As a

pre-reading activity I will frontload some more difficult vocabulary found in the
text. The guiding handout will have the words and quick definitions on it.
Students are then to find the word listed in the text and write down the sentence
it is used in. This will help them ascertain the contextual meaning of the
vocabulary word.
As a class we will read the first portions of chapter 1 together. First volunteers
will be selected to read a paragraph at a time. After each paragraph I will ask
comprehension questions to assess whether the students understand the
material or not.
After reading, students will then refer back to the guiding handout for post-
Body reading activities. First they will fill out the character information. I will require
(30 minutes) them to tell me who the character is and describe them. I will differentiate the
assessment based on their output abilities. Students with more advanced
language skills can describe characters in more depth and complete sentences,
whereas students with more limited skills can simply state who the character is
and use a single word to describe the character. Students will next answer the
reflective question and fill in the chart for thematic development. The first part
of the reflective question requires students to simply explain, using textual
evidence for their answer. The second part gives students the opportunity to
express their opinion. The final activity on the guiding handout requires students
to provide textual evidence for the emerging themes. I will again differentiate my
assessment of their language output.
I will allow twenty minutes for reading and fifteen for completing the guiding
As a class we will review the guiding handout. We will discuss the characters and
how we might see them develop. I will have students volunteer to share their
reflections based on their reading. Lastly I will provide an opportunity for
(10 minutes)
students share what textual evidence they found to support the emerging
themes. During this time I can informally assess whether the students
understand and are engaging in the material and content. I can use this time to
reflect on my lesson and approach and make necessary improvements where
The class is comprised of all ELLs. It is a sheltered 11th grade literature class. The
students have varying ranges of English language proficiency. Differentiation will
best be achieved in the assessment. Based on their ACCESS scores I can
Modification(s), and
determine what level of output they should be performing at and assess their
work accordingly. To my knowledge no students in this class will need
I will employ the internet to show a hook video at the beginning of class.
The guiding handout will be uploaded to the google classroom account so
students will be able to do their homework digitally. They will also have
the option of using the paper copy.
Materials Computer or IPad
Individual guiding handouts
Non-fiction reading material Nazario, Sonia (2006). Enriques Journey.
New York, Random House LLC