Kim Summers

C 403
Unit Lesson Plan A #5

End-of-Reading Activities

TIME
50 minutes


SETTING

Refer to student population


THEORY INTO PRACTICE BACKGROUND
"ntegrate quizzes.and various other means of assessment throughout the reading of
the book to measure comprehension and keep students accountable. Avoid questions
the Cliff Notes Reader could answer (Burke, 2008, p. 63).

We have chosen to give our students Weekly Reading Check (reading quizzes)
to assess their comprehension of the text and to ensure that they are keeping up
with the reading that is assigned for homework. These tests are formative
assessments that help us track the progress of each student and to see if we
need to adjust or change outreaching techniques to better support the unique
learning styles of each one of our students.

"Writing is an activity that forces thought: You cannot write without thinking, for to
arrange language into meaningful unitessentences, phrases, poems, narrativesis to
use the mind (Burke, 2008, p, 245).

By having the students complete the End-of-Writing Reflection, we are offering
them the opportunity to stop and think about what they have read throughout this
unit. We are asking them to think about the strength and purpose of how the
author ended the novel and giving them the opportunity to change the ending
based upon their own interpretation of the book.

The students have taken several Reading Checks by this point, so they are familiar with
the procedure; however, this one will be an extended response instead of matching,
true/false, fill-in-the-blank, and short responses. will have already advised them of the
change in format prior to this class period so they are not surprised. The students are
going to write an "End-of-Reading Reflection in which they will have to justify why they
like how the book ended, or they will write a different ending to the book if they did not
like how it ended. This is an activity that we have used with other books/short stories we
have read this year, so they are familiar with the format and expectations. This lesson is
linked to other lessons through the continued use of the Reading Checks and the
different ways we have chosen to read and explore the text in the classroom setting. t
is also linked to other units through the ending activity where students either justify or
rewrite the ending to the story.


OBJECTIVES
Students will establish connections between personal experiences and prior knowledge
to the texts and assignments in this unit.

Students will produce writing examples that are grammatically correct that are written to
a specific audience.


MATERIALS
"Reading Check Week 7
Rubric: "Reading Check Week 7
Assignment Sheet "End-of-Reading Reflection
Rubric - "End-of-Reading Reflection


PREPARATION
Make copies of "Reading Check Week 7
Make copies of the Rubric for "Reading Check Week 7
Make copies of the Assignment Sheet for the "End-of-Reading Reflection
Make copies of the Rubric for the "End-of-Reading Reflection


PROCEDURE

1. Finish reading the text as a group (25 minutes)
a. Ask for student volunteers to read
b. Discuss the text as the students read
i. Do you think that Kwan died?
ii. How do you think the influx of people into Changmian after the
disappearance of Kwan affected the village and its people
iii. f you had been George, would you have had Kwan declared legally
dead so you could get married?
iv. Do you think Olivia's baby is a gift from Kwan?

2. End-of-Reading Reflection assignment (5 minutes)
a. Explain that the students must write an essay for homework tonight and
that they have two options to choose from
i. Option 1: f you liked how the story ended you will write an essay
justifying why this was a great way for Amy Tan to end the novel
ii. Option 2: f you did not like how the story ended you will write a
new ending to the story and then state why your ending is better
b. Review the rubric for the "End-of-Reading Reflection
c. Ask if there are any questions about the assignment or the rubric
d. Tell the students they can start writing there essay once they are finished
with the last Reading Check.

3. Have students take the weekly "Reading Check Week 7 (18 minutes)
a. See attachment
b. Before the students begin working read the directions and review the
rubric for the assessment
c. Ask if there are any questions

4. Wrap-up (2 minutes)
a. Remind students that the "End-of-Reading Reflection is due at the
beginning of class tomorrow
b. Ask if there are any additional questions



DISCUSSION IDEAS
How does Olivia evolve as a character throughout the story?
How does Kwan evolve as a character throughout the story?
What do you think will happen between Olivia and Simon?
Did you like Kwan's stories, or did they slow down the primary plot?
Do you think Olivia and Kwan really are half-sisters?


BILINGUAL/ESL AND ENGLISHES ACCOMMODATIONS
The ESL students will have extra time to complete the weekly Reading Check if they
need it, and will have it translated into Spanish if they wanted me to.

The ESL students will receive a Spanish version of the assignment sheet and the rubric
for the "End-of-Reading Reflection at least two day in advance. This way they can have
time to read, ask questions, and get help if they need it. They can also choose to type
their reflection in Spanish and have it translated into English.


SPECIAL EDUCATION ACCOMMODATIONS
The student with Asperger Syndrome will have extra time to complete the weekly
Reading Check if he needs it so he has plenty of time to read the material and ask any
questions he may have. He may also choose to complete the Reading Check in the
Special Education room where it will be quieter and he will not be distracted. He can
also type his answers instead of writing it if he chooses. He will also receive the
assignment sheet and the rubric for the "End-of-Reading Reflection at least two day in
advance.so that he can have time to read, ask questions, and get help if he needs it. He
can also choose to type this assignment if he chooses to.

For the student who has ADHD will try to make the reading interactive or assign him a
special task (like taking a note down to the office) so that he does not have to sit in his
chair the entire period,. will at least allow him use the balancing board in the back of
the classroom so that he can be more active. He can also use the standing desk to write
when he is completing the Reading Check, or he can choose to us the balance chair if
he wants to stay as his desk.


ASSESSMENT
"Reading Check Week 7 is an extended response that will help assess their
understanding and interpretation of the book. t is a formal formative assessment that
will be used as a means to measure the students' ability to make connections from
details they have read throughout the book. t will be graded based upon the criteria and
expectations found in the rubric.

The "End-of-Reading Reflection is a formative assessment that will allow the students
to write about the book while drawing upon their personal interpretations. t will allow
them to move outside the text by creating a different ending or by personally justifying
Amy Tan's ending to the story. t will be graded based upon the criteria and
expectations found in the rubric.


EXTENSION IDEAS
Have the students create a project that they can present to the class to defend whether
or not they liked the ending to the book.

Skype or write letters/emails to Amy Tan so they can find out more about the text and
why she chose to end the story the way she did.


SOURCE OF ACTIVITY
My group came up with the idea for the projects.


RESOURCES AND REFERENCES

Burke, J. (2008). The English teacher's companion: A complete guide to classroom,
curriculum, and the profession. Portsmouth, NH: Heinemann.


ILLINOIS STATE ENGLISH LANGUAGE ARTS GOALS
Reading: 1.B.5a Relate reading to prior knowledge and experience and make
connections to related information.
Students will establish connections between personal experiences and prior
knowledge to the texts by supporting or changing the end of the story

Writing: 3.A.5 Produce grammatically correct documents using standard manuscript
specifications for a variety of purposes and audiences.
Students will produce writing examples that are grammatically correct that are
written to a specific audience.


REFLECTION
This is a lesson plan that hope to use in the future, so will reflect on it at that time.
cannot reflect on it at this time, because it is merely hypothetical.





Name: ______________________

Reading Check - Week 7

Answer ONE of the following two questions. Your response should be at
least two paragraphs (with 5 to 7 sentences in each paragraph).You will not
be graded on grammar or spelling, but make sure that you are writing in
complete sentences. You will be assessed on the content of what you
write. Remember, cannot grade your answer if am unable to read it.

Please review the attached rubric for expectations and requirements. This
assessment is worth a total of 10 points.


Question 1
n what ways are the two half-sisters, Olivia and Kwan, different from one another? How
would you describe their relationship? And how does each reflect the two cultures:
traditional Chinese and 20th century American?

Questions 2
Discuss the ways in which the taboos of race, class, and politics affect the fate of the
doomed lovers, Yiban and Miss Banner.




kubr|c kead|ng Check Week 7

Student Name ________________________________________


CA1LCC8? 10 7 4 1
locus on 1oplc
(ConLenL)
1here ls one clear
wellfocused Loplc
Maln ldea sLands
ouL and ls
supporLed by
deLalled
lnformaLlon
Maln ldea ls clear
buL Lhe supporLlng
lnformaLlon ls
general
Maln ldea ls
somewhaL clear
buL Lhere ls a need
for more
supporLlng
lnformaLlon
1he maln ldea ls
noL clear 1here ls
a seemlngly
random collecLlon
of lnformaLlon
SupporL for 1oplc
(ConLenL)
8elevanL Lelllng
quallLy deLalls glve
Lhe reader
lmporLanL
lnformaLlon LhaL
goes beyond Lhe
obvlous or
predlcLable
SupporLlng deLalls
and lnformaLlon
are relevanL buL
one key lssue or
porLlon of Lhe
sLoryllne ls
unsupporLed
SupporLlng deLalls
and lnformaLlon
are relevanL buL
several key lssues
or porLlons of Lhe
sLoryllne are
unsupporLed
SupporLlng deLalls
and lnformaLlon
are Lyplcally
unclear or noL
relaLed Lo Lhe
Loplc
SenLence SLrucLure
(SenLence lluency)
All senLences are
wellconsLrucLed
wlLh varled
sLrucLure
MosL senLences
are well
consLrucLed wlLh
varled sLrucLure
MosL senLences
are well
consLrucLed buL
have a slmllar
sLrucLure
SenLences lack
sLrucLure and
appear lncompleLe
or rambllng
llow 8hyLhm
(SenLence lluency)
All senLences
sound naLural and
are easyonLhe
ear when read
aloud Lach
senLence ls clear
and has an obvlous
emphasls
AlmosL all
senLences sound
naLural and are
easyonLheear
when read aloud
buL 1 or 2 are sLlff
and awkward or
dlfflculL Lo
undersLand
MosL senLences
sound naLural and
are easyonLhe
ear when read
aloud buL several
are sLlff and
awkward or are
dlfflculL Lo
undersLand
1he senLences are
dlfflculL Lo read
aloud because Lhey
sound awkward
are dlsLracLlngly
repeLlLlve or
dlfflculL Lo
undersLand
Addlng ersonallLy
(volce)
1he wrlLer seems
Lo be wrlLlng from
knowledge or
experlence 1he
auLhor has Laken
Lhe ldeas and
made Lhem hls
own
1he wrlLer seems
Lo be drawlng on
knowledge or
experlence buL
Lhere ls some lack
of ownershlp of
Lhe Loplc
1he wrlLer relaLes
some of hls own
knowledge or
experlence buL lL
adds noLhlng Lo
Lhe dlscusslon of
Lhe Loplc
1he wrlLer has noL
Lrled Lo Lransform
Lhe lnformaLlon ln
a personal way
1he ldeas and Lhe
way Lhey are
expressed seem Lo
belong Lo someone
else



Assignment Sheet - End-of-Reading RefIection

You will write a reflection for the end of this novel, and you will choose from ONE of the
following two options. You will need to write a minimum of four paragraphs (5-7
sentences for each paragraph), and it can be typed or handwritten. f you choose to
handwrite your answer, please make sure that it is legible; after all, if cannot read it
cannot grade it. Use details and support from the text to support your views, and make
sure that you tell the reader that this is your opinion. This assignment is due at the
beginning of class tomorrow and it is worth 20 points.

Option 1
f you liked how the story ended you will write an essay explaining why this was a great
way for Amy Tan to end the novel. Make sure that you use details from the story to
support your views.


Option 2
f you did not like how the story ended you will write a new ending to the story and then
state why your ending is better. Make sure that you use details from the story to support
your views.


kubr|c Lndofkead|ng kef|ect|on

Student Name ________________________________________


CA1LCC8? 20 13 10 3
lnLroducLlon llrsL paragraph has
a grabber or
caLchy beglnnlng
llrsL paragraph has
a weak
grabber
A caLchy beglnnlng
was aLLempLed buL
was confuslng
raLher Lhan caLchy
no aLLempL was
made Lo caLch Lhe
readers aLLenLlon
ln Lhe flrsL
paragraph
locus on Asslgned
1oplc
1he enLlre sLory ls
relaLed Lo Lhe
asslgned Loplc and
allows Lhe reader
Lo undersLand
much more abouL
Lhe Loplc
MosL of Lhe sLory ls
relaLed Lo Lhe
asslgned Loplc 1he
sLory wanders off
aL one polnL buL
Lhe reader can sLlll
learn someLhlng
abouL Lhe Loplc
Some of Lhe sLory
ls relaLed Lo Lhe
asslgned Loplc buL
a reader does noL
learn much abouL
Lhe Loplc
no aLLempL has
been made Lo
relaLe Lhe sLory Lo
Lhe asslgned Loplc
CrganlzaLlon 1he sLory ls very
well organlzed
Cne ldea or scene
follows anoLher ln
a loglcal sequence
wlLh clear
LranslLlons
1he sLory ls preLLy
well organlzed
Cne ldea or scene
may seem ouL of
place Clear
LranslLlons are
used
1he sLory ls a llLLle
hard Lo follow 1he
LranslLlons are
someLlmes noL
clear
ldeas and scenes
seem Lo be
randomly
arranged
Accuracy of lacLs All facLs presenLed
ln Lhe sLory are
accuraLe
AlmosL all facLs
presenLed ln Lhe
sLory are accuraLe
MosL facLs
presenLed ln Lhe
sLory are accuraLe
(aL leasL 70)
1here are several
facLual errors ln
Lhe sLory
CreaLlvlLy 1he sLory conLalns
many creaLlve
deLalls and/or
descrlpLlons LhaL
conLrlbuLe Lo Lhe
readers
en[oymenL 1he
auLhor has really
used hls
lmaglnaLlon
1he sLory conLalns
a few creaLlve
deLalls and/or
descrlpLlons LhaL
conLrlbuLe Lo Lhe
readers
en[oymenL 1he
auLhor has used hls
lmaglnaLlon
1he sLory conLalns
a few creaLlve
deLalls and/or
descrlpLlons buL
Lhey dlsLracL from
Lhe sLory 1he
auLhor has Lrled Lo
use hls
lmaglnaLlon
1here ls llLLle
evldence of
creaLlvlLy ln Lhe
sLory 1he auLhor
does noL seem Lo
have used much
lmaglnaLlon