Keystone International Schools 2021-22 Academic Year

Subject ELA Weeks/ Lessons per Unit 8

Name of the Unit

The Breadwinner

Learning Objectives of the To analyse plot development in a novel

Unit (refer to Ontario curriculum to To analyse character depth and point of view
specify objectives and use the code To read for specific information and find evidence in a text
of each specific expectation) To reflect on equality and community
To express personal opinions about a novel in writing

Skills to be developed and

focused on Categories            Skill clusters

Social                       Collaboration

                 
                      
Research            Information literacy
            research on the author and afghanistan, learning about the taliban
Thinking            Critical thinking finding evidence in the text(connotation denotation)

Summative Assessment Worksheet packet

Project: Puppet show of The Breadwinner

Resources Novel “The Breadwinner”

Notebook for notes on literary concepts
Posters/ Bulletin Board
 Keystone International Schools 2021-22 Academic Year

Real Life Connection ● Communities

(Field trips, outdoor learning ● Fairness and development
engagements, experiments,
community service, etc.)

Interdisciplinary Links Possible Links to Social studies: Culture/traditions, Human rights, poverty, war, women
studies; Geography: Travel

Week 1
 Keystone International Schools 2021-22 Academic Year

Content Learning Experiences and Formative Assessment Differentiation

Teaching Strategies
(Activities, Tasks, etc)

Orientation: Establishing classroom and

school policies; designing Flash cards PPT
the homeroom space; going
through the syllabus;
introducing and preparing
the interactive notebooks;
discussing grading rubrics;
starting typing lessons

Ontario Standards:
(Use the code of each specific expectation)
 Keystone International Schools 2021-22 Academic Year
Week 2
Content
*Intro to Book and author
Have students each
research two facts about
Afghanistan (e.g.,
languages, religion,
population, area, capital, life
expectancy, literacy rate,
monetary unit, flag,
geographical features,
climate, historical
information, art,
architecture, music, media).
Have volunteers compile the
information for a “Quick
Facts”
-sheet or a bulletin board
Learning Experiences and
Teaching Strategies
(Activities, Tasks, etc)
Research individually
Bulletin Display Group
activity
Learn about author (at home
and discuss together in class)
Formative Assessment Differentiation
* Ss research facts about
Afghanistan
*Class discussion of presenting the
Afghanistan display/project,working
individually on research,
* Make a bulletin board with
sharing ideas
the facts (groups)
* Read about the author.
Group working
Together in class
Have them research at home
as HW.
 Keystone International Schools 2021-22 Academic Year
display. • Read the Author’s
Note (pages 167–69) for
background information and
context.

Ontario Standards:
(Use the code of each specific expectation)

Purpose 2.1 identify a variety of purposes for speaking and explain how the purpose and intended audience influence the choice of form (e.g., to clarify thinking
through dialogue; to explore different points of view through drama and role playing; to present information to a group)

Week 3

Content Learning Experiences and Formative Assessment Differentiation

Teaching Strategies
(Activities, Tasks, etc)

Ch.1-2
1. What characters do you
meet in this chapter? Begin
character profiles for each
one: write their names or
sketch the character and
write some notes about what
you have learned about each
Art- draw character profiles Drawn character profiles Role play
individually Written context clues in
Class discussion notebook Art (drawing)
How to read a map
Class discussion
Write about how you would
feel if you were in this Visual learning with map
situation
Group project: make a box Analyzing text to find context
 Keystone International Schools 2021-22 Academic Year
of them. room and act out the scene clues
2. How has life changed for from book.
Parvana’s family in ten Reading clues in book,
years? context clues.
3. Imagine that suddenly you
were not allowed to go to
school. How would you feel
after the first day? After the
first month? After a year?
See the maps on pages 4–5 of
the book, and encourage
students to refer to them as
they encounter place names
during their reading.
4. How long has it been since
the mother and children,
except for Parvana, have
been outside the house?
Imagine you were not
allowed to leave your home.
How do you think you would
cope?
5. What do you learn about
the Taliban in this chapter?
Chapter Two
1. What did the soldiers do to
the family? Where do you
think they have taken the
 Keystone International Schools 2021-22 Academic Year
father?
2. Why do you think the
books are so important to the
family? What do they
represent?
3. Draw a sketch of the room
where the family lives and its
contents.--- maybe make a
box room and act out?
4. What happened to
Hossain, the oldest brother?
5. When you are reading,
what techniques do you use
to figure out a word you
don’t know (e.g., read ahead
and back to see if it is
defined; use the glossary; use
context)? How does the
author give clues to a word’s
meaning (e.g., how does
“stretched out on a toshak”
help a reader understand
what a “toshak” is)?

Ontario Standards: 1.4 demonstrate an understanding of the information and ideas in increasingly complex oral texts in a variety of
ways (e.g., summarize and explain information and ideas from an oral text, citing important details; ask questions to confirm
inferences and value judgements during discussions after listening)
(Use the code of each specific expectation)
 Keystone International Schools 2021-22 Academic Year

Week 4

Content Learning Experiences and Formative Assessment Differentiation

Teaching Strategies
(Activities, Tasks, etc)

Chapter Three Class discussions Worksheets Class Discussion

Worksheets Tone of book written in
Learning tone of book. Reading clues in book, notebook
1. Why did the Taliban order context clues.
Analyzing text to find context
all windows to be painted
clues
over with black paint? Game/activity
2. What emotions did you
feel as you were reading this
chapter? What caused them? Worksheets
3. What character strengths
has Parvana shown in the
novel so far?
Chapter Four
1. What has happened to the
mother?
2. How do Parvana and
Nooria differ on how they
should handle their mother?
3. “Everybody leans on
everybody in this family”
(page 18). What does
 Keystone International Schools 2021-22 Academic Year
Parvana mean by this?
Would you say this is true in
your own family? How could
you be a better support for
family and/or friends?
Grammar- parts of speech
(classifying
nouns,verbs,adverbs,pronou
ns, and adjectives)

Ontario Standards:
(Use the code of each specific expectation)

2.4 identify various elements of style – including voice, word choice, and the use of hyperbole, strong verbs, dialogue, and complex sentences – and explain
how they help communicate meaning (e.g., hyperbole provides drama and emphasis in a persuasive article; a complex sentence allows the author to combine
ideas for succinctness and improved flow)

Week 5

Content Learning Experiences and Formative Assessment Differentiation

Teaching Strategies
(Activities, Tasks, etc)

Chapter 6 Class discussions Worksheets Class Discussion

What is the plan that Mrs. Worksheets
Weera thought of? How well Reading clues in book, Vocab Quiz (ch.1-4)
did it work on the first day? context clues.
Analyzing text to find context
2. How does Parvana feel
clues
when she is out in the market
 Keystone International Schools 2021-22 Academic Year
as a boy?
3. The author mentions
Parvana’s special red Worksheets
shalwar kameez on page 69,
already described on page 24.
Why is it important to
Parvana? As you read, watch
for further mentions of it and
think about what it might
symbolize.
Chapter Seven
1. What is Parvana’s job?
How does she feel about it?
2. Why do you think the
author included the scene
with Parvana reading the
letter for the Talib?
3. Parvana must sell her
special shalwar kameez. How
would you feel if you were
forced to sell something that
was important to you?
Grammar- classifying parts
of speech
Vocab Quiz

Ontario Standards: 5 interpret oral texts by using stated and implied ideas from the texts : “What messages did you get from the
speaker’s tone of voice/body language/facial expressions?” “How does paying attention to a speaker’s body language help you
 Keystone International Schools 2021-22 Academic Year
interpret what is being said?”
(Use the code of each specific expectation)

Week 6

Content Learning Experiences and Formative Assessment Differentiation

Teaching Strategies
(Activities, Tasks, etc)

Chapter Eight Class discussions worksheets Class Discussion

1. How does the family’s life Worksheets
Reading clues in book, writing
change when Mrs. Weera context clues.
moves in? Writing a summary of the
Analyzing text to find context
2. Nooria says that she had chapter
clues
forgotten how good the sun
feels on her face. Maryam Worksheets
has to be helped to walk
down the stairs. If you were
forced to stay indoors, what
would you miss most about
being outside? Why is it
unhealthy to be indoors for
so long?
3. Why do you think the
woman in the window is
throwing small items down to
Parvana?
4. What do you predict will
happen when the “tea boy”
 Keystone International Schools 2021-22 Academic Year
recognizes Parvana?
Chapter Nine
1. How are Parvana’s and
Shauzia’s lives similar? How
are they different?
2. What two plans do Mrs.
Weera and the mother have?
Why are the plans
dangerous?

Ontario Standards:
(Use the code of each specific expectation)
Organizing Ideas
1.5 identify and order main ideas and supporting details and group them into units that could be used to develop a structured, multi-paragraph piece of writing,
using a variety of strategies (e.g., making outlines, writing notes, filling in a ranking grid) and organizational patterns (e.g., order of importance)
 Keystone International Schools 2021-22 Academic Year

Week 7

Content Learning Experiences and Formative Assessment Differentiation

Teaching Strategies
(Activities, Tasks, etc)

Chapter Ten Class discussions Worksheets Class Discussion

1. What is the job the girls Worksheets
do? Do you think you would Reading clues in book, Puppet Show Project
be able to do it? What do you context clues.
Booklet Analyzing text to find context
think makes them able to do
clues
it?
2. “Kabul has more land Vocab Quiz(ch.12-15)
mines than flowers,” the
father used to say (page 109). Worksheets
Share what you know about
land mines.
3. The girls say that they
H.W Assignments:
must remember the
experience of bone-digging Puppet Show Project
when they are rich old ladies (arts,crafts,group work)
drinking tea together. Do you
think that vision of their Booklet (writing
future will come true? Why reading,comprehension)
do you think that?
Chapter Eleven
1. Why did Parvana end up
 Keystone International Schools 2021-22 Academic Year
telling her family about the
bone-digging even though she
had said she wouldn’t?
2. How did digging bones
lead to the girls’ new job?
3. How is the relationship
between Parvana and Nooria
changing?
4. What happens at the
soccer stadium? Why do you
think the author chooses to
include scenes like this one
and the scene about the bone-
digging?
Chapter Twelve
1. What is Shauzia’s dream?
What is your opinion of her
wanting to leave?
2. Why did Parvana’s
parents disagree about
leaving Afghanistan?
3. What does Parvana want
her life to be like? Are you
surprised by what she wants?
Chapters Vocabulary

Ontario Standards: 1.6 extend understanding of oral texts by connecting, comparing, and contrasting the ideas and information in
them to their own knowledge, experience, and insights; to other texts, including print and visual texts; and to the world around them
 Keystone International Schools 2021-22 Academic Year
(e.g., use dialogue or drama to explore similarities and differences between ideas in oral texts and their own ideas)
(Use the code of each specific expectation)

Week 8

Content Learning Experiences and Formative Assessment Differentiation

Teaching Strategies
(Activities, Tasks, etc)

Chapter Thirteen Class discussions Class Discussion

1. How is Nooria’s life going Worksheets Puppet Show Project
to change? How does she feel Reading clues in book,
about it? context clues. Booklet
Analyzing text to find context
2. Parvana feels both relieved
Movie clues
and sulky about not going to
Mazar-e-Sharif. Describe a
time you have felt that kind
of mixed emotion. Worksheets
Chapter Fourteen
1. What do we learn about
Parvana’s character from
 Keystone International Schools 2021-22 Academic Year
her actions toward Homa, H.W Assignments:
the woman she finds?
2. Why was getting back to Puppet Show Project
Parvana’s house so (arts,crafts,group work)
dangerous?
3. What news does Homa Booklet (writing
report to Parvana and Mrs. reading,comprehension)
Weera? How do their
Movie (visual)
responses to the news differ?
How do you think you would
have responded?
4. What do you predict has
happened to Parvana’s
family?
5. Had you predicted that the
father would return? Why or
why not?
Chapter Fifteen
1. What do Parvana and
Shauzia say they are working
toward? Why are their plans
different?
2. What do you know about
refugee camps and camps for
internally displaced persons
(IDPs)? What do you think
the camps are like?
3. How does Parvana say
 Keystone International Schools 2021-22 Academic Year
goodbye to the Window
Woman? What has their
interaction meant to both
Parvana and the woman?
4. How does the author give a
sense of hope in this chapter?
5. What do Parvana and
Shauzia plan to do in twenty
years? Do you think this plan
will come true? Explain your
reasoning.

Ontario Standards:
(Use the code of each specific expectation)

Presentation Strategies 1.9 identify a variety of presentation strategies used in oral texts and analyse their effect on the audience (e.g., the unexpected use of
humour or of changes in pace)

Reflection
 Keystone International Schools 2021-22 Academic Year

Signature Signature
Course Teacher Head of Department