TateUPLAN5LessonsPart2


 * Attending to Feedback:** I had some people tell me that I should put what grade level this was for, since I have them reading two chapters a night. I chose 12th grade. Dr. Sherry suggested that I incorporate activities that had to do with working towards my summative assessment. There's vocabulary on the unit test, so I had students make a word wall for certain chapters. He also suggested to attend to different learning styles, so I have the students making a character portrait as one of my lessons, which appeals to the visual learners.

Julia Tate 1. Given textual evidence, students will be able to extend on ideas presented in the text. 2. Given textual evidence and their own extended ideas, students will be able to engage in discussion.
 * Unit:** The Kite Runner **Date:** 11/7/13
 * Lesson 6:** Chapter 9 **-** Class Discussion
 * Time Limit:** 50 minutes
 * Grade Level:** 12th Grade World Literature
 * Instructional Objectives:**
 * Materials needed:** Fake money, 25 copies of books
 * Technology needed:** none

CC.1.2.11–12.A Determine and analyze the relationship between two or more central ideas of a text, including the development and interaction of the central ideas; provide an objective summary of the text CC.1.3.11–12.B Cite strong and thorough textual evidence to support analysis of what the text says explictly, as well as inferences and conclusions based on and related to an author’s implicit and explicit assumptions and beliefs.
 * Academic Standards:**

1. Students will enter the room and respond to the prompt on the board: “Write down one question or observation you had about Chapter 9 for class discussion.” 2. The teacher will have students arrange their desks in a circle and sit with them for class discussion. 3. The teacher will collect student questions and place them, folded, in a box. 3. Once all students are seated, the teacher will pass around fake coins to students, with each student having two coins. 4. Each time a student contributes to class discussion, they put a coin in the jar to contribute their “two cents” for the day. 5. If students use up both their coins, they get full participation for the day. If they use only one coin, they get half participation points. If they do not use up any coins, they will get no participation points. This is to ensure that all students get a chance to talk. 6. The teacher draws a question from the box and poses it to students, letting the students take control of the conversation. If there is a lull in conversation, the teacher will draw a different question. The teacher’s purpose is to keep conversation flowing and keep discussion relevant to the chapter. 7. After 45 minutes, the students will put their desks back into rows. With the remaining time, students can start on chapter 10.
 * Lesson Activity:**


 * Assessment:** Student responds a certain number of times using their coins and contributes to discussion in a meaningful way.


 * Homework:** Read chapters 10 and 11.

Julia Tate 1. Given textual evidence, students will be able to identify unfamiliar vocabulary found in the text. 2. Given textual evidence and their own extended ideas, students will be able to engage in discussion.
 * Unit:** The Kite Runner **Date:** 11/7/13
 * Lesson 7:** Chapters 10 & 11**–** Unfamiliar Terms
 * Time Limit:** 50 minutes
 * Grade Level:** 12th Grade World Literature
 * Instructional Objectives:**
 * Materials needed:** 25 copies of books, construction paper, markers
 * Technology needed:** none

CC.1.2.11–12.J Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college‐ and career‐readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. CC.1.2.11–12.K Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on grade‐level reading and content, choosing flexibly from a range of strategies and tools.
 * Academic Standards:**

1. Students will enter the classroom and work on the prompt on the board: “Write down two words or phrases that confused you in chapters 10 and 11.” They will have permission to look through their books. 2. The teacher will arrange students in pairs. Students will compare the confusing words or phrases with each other and come up with definitions for our word wall. 3. Students will write their word or phrase on a piece of construction paper and put it on the word wall. 4. If time allows, students will present their definitions to the class and start on chapter 12.
 * Lesson Activity:**


 * Assessment:** Two confusing words or phrases defined and written down for our word wall.


 * Homework:** Read chapters 12 and 13.

Julia Tate 1. Given textual evidence, students will create a character portrait in order to better understand how characters have developed over the course of the text thus far. 2. Given their chosen character and a created character portrait, students will present their portrait to the class in order to explain how their character has developed thus far in the novel.
 * Unit:** The Kite Runner **Date:** 11/7/13
 * Lesson 8:** Chapters 12 & 13**–** Character Portrait
 * Time Limit:** 50 minutes
 * Grade Level:** 12th Grade World Literature
 * Instructional Objectives:**
 * Materials needed:** 25 copies of books, construction paper, markers
 * Technology needed:** none

CC.1.3.5.C Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text.
 * Academic Standards:**

1. Students will enter the room and begin working on the prompt on the board: “Who is your favorite character so far in the novel? Why?” 2. The teacher will separate students into group of 4. Each group will be assigned a character.
 * Lesson Activity:**
 * Group 1 – Amir
 * Group 2 – Baba
 * Group 3 – Soraya
 * Group 4 – General Taheri
 * Group 5 – Rahim Khan

3. In their groups, the students will cite evidence from the text up until chapter 13 for their character portrait. The teacher will provide page numbers for each character for the students to start out with. 4. In their groups, students will use poster paper and markers to draw a picture of their character. Surrounding the character should be quotes from the novel showing how the character has developed up until this point. 5. Students will have 30 minutes to complete this activity. The remaining time will be used to present character portraits to the class.


 * Assessment:** Fully developed character portrait with character’s name, a drawing of the character and 3 quotes from the text to demonstrate how the character has developed over the course of the novel.


 * Homework:** Read chapters 14 and 15.

Julia Tate 1. Given time to read, students will be able to progress farther in the novel in order to finish the text by the end of the unit.
 * Unit:** The Kite Runner **Date:** 11/7/13
 * Lesson 8:** Chapters 14 & 15**–** Reading Day
 * Time Limit:** 50 minutes
 * Grade Level:** 12th Grade World Literature
 * Instructional Objectives:**
 * Materials needed:** 25 copies of books
 * Technology needed:** none

CC.1.2.11–12.A Determine and analyze the relationship between two or more central ideas of a text, including the development and interaction of the central ideas; provide an objective summary of the text
 * Academic Standards:**

Today students will have the full period in class to catch up on reading the novel in order to be finished by the end of the unit. They are to read chapters 14 and 15 in class and should come to the teacher with any questions. Students can feel free to discuss ONLY the novel with their peers.
 * Lesson Activity:**


 * Homework:** Read chapters 16 and 17.

Julia Tate 1. Given time to read, students will be able to progress farther in the novel in order to finish the text by the end of the unit.
 * Unit:** The Kite Runner **Date:** 11/7/13
 * Lesson 8:** Chapters 17 to the end**–** Reading Day
 * Time Limit:** 50 minutes
 * Grade Level:** 12th Grade World Literature
 * Instructional Objectives:**
 * Materials needed:** 25 copies of books
 * Technology needed:** none

CC.1.2.11–12.A Determine and analyze the relationship between two or more central ideas of a text, including the development and interaction of the central ideas; provide an objective summary of the text
 * Academic Standards:**

Today students will have the full period in class to catch up on reading the novel in order to be finished by the end of the unit. They are to read from chapter 17 on in class and should come to the teacher with any questions. Students can feel free to discuss ONLY the novel with their peers.
 * Lesson Activity:**


 * Homework:** Finish the book before the unit test! We will be watching the film adaptation in class, so students will have time to finish the book before the test in a week.