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A Thousand Splendid Suns Unit Plan
Blair Bucci, Kaitlyn Henaghan, and Claire Wilmsen
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Student Population: Kaitlyn Henaghan
We are teaching in a high school in central Illinois in a 10th grade English classroom. Each
regular class period is 50 minutes long. The school district is 41.2 percent white, 34.9 percent
black, 9.7 percent Asian, 8.8 percent Hispanic, and 5.4 Middle Eastern. About half of these
students are low income and will receive free or reduced lunches.
There are 23 students in the classroom, 10 boys and 13 girls. 5 of these students are African
American, 3 are Hispanic, and there is 1 Asian (Chinese) student. The Asian student and 1 of theHispanic students are English Language Learners. The African American students speak with
African American Vernacular English.
Twelve of the students qualify for free or reduced lunch, and are classified as coming from a
low-income family. Two of the students have ADD and another student has mild autism, and
these students often have trouble staying focused on tasks. The reading level of the class ranges
from 8th to 12th grade, but a majority of the students are reading at the 10th grade level.
There is a projector in the classroom that can hook up to the teacher‟s laptop. There is a dry erase
board at the front of the classroom. There are also copies available for each student of The
Awakening and A Thousand Splendid Suns so they are able to take the book home for reading
assignments. Copies of additional texts will also be available for students.
Theoretical Rational:
Our overarching question for our entire unit is “How have gender roles changed or remained the same throughout different time periods, settings, and cultures?” and “How are
people impacted by these beliefs?” The texts we have chosen support these questions becausethey both portray the struggles for women living in male-dominated societies. The characters in
these texts share similar experiences despite the fact that one text takes place in New Orleans in1899 and the other is set in Afghanistan from the 1970s-2000s. Our final goal for the class to
have achieved throughout this unit is to be able to answer the previous questions. We came up
with the progression of our unit with this goal in mind, (Burke 267). In exploring thesequestions we included the themes of ethnicity, race, relationships, family, and identity and how
each theme affects or are affected by our question.
Theme was one of several elements we focused on throughout the unit. We felt this wasan important component of the unit because that is something that students will continue to use
to develop their critical thinking skills for the future. Theme is also a big focus because that is
what connects these two texts together. We emphasized the similar themes that existed despite
the differences in setting, time period, and culture. Another integral factor we focused on wasthe idea of point of view and being open to accepting different points of view. We accomplished
this by having several lessons involving writing, speaking, and performing as a character in the
story. These activities developed students‟ thinking skills because they had to study the
characters.Another one of our goals was to develop cultivated thinkers; we aimed to accomplish this
through exposing our students to as much variety as possible. We have included a wide variety
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of activities and assessments throughout the unit which include reading, writing, speaking,
listening, constructing, and performing. By incorporating all of these aspects of literacy, we areable to address the strengths and struggles of students in order to prepare them to be college-
ready students. By doing this we are able to touch on a lot of the Illinois State English Language
Arts goal and the Common Core English Language Arts Standards. We also incorporated variety
through the texts we used. From these texts, students learned about a range of historical eventsand were exposed to a variation of points of view.
We chose to design our unit this way, beginning with The Awakening because it takes
place first chronologically and is a traditional piece of American literature. We sequenced into A
Thousand Splendid Suns because it still features some of the themes that were similar to those of
the cannon text. This piece of literature qualifies for the Common Core standard which requires
students to read from a non-American point of view. Using The Awakening as our basis for therest of the unit allowed us to have students begin exploring our focus questions through a text
that would seem more relatable to them, as it takes place in America and they will have
background knowledge of historical events in America. Then when we read A Thousand
Splendid Suns, the history was new but the themes were able to be recognized from having
background knowledge to relate them to. While we read the books sequentially, we still wantedto discuss and relate them together, so we have several lessons which tie the two texts together so
that students can transcend the knowledge they have learned across their reading experiences.The two texts share similar themes and messages, but they are different enough as to where it is
still meaningful for students to read both texts. As mentioned, the books take place almost one-
hundred years apart in places that are across the globe from each other. The plots, character
developments, and writing styles are both distinctly dissimilar from each other.To enhance the unit we decided to show the film, The Kite Runner , within our unit for
several reasons. First, since the protagonists in both texts are females, we wanted to show a text
that was from a male point of view. Also, we thought it would provide a useful picture andbackground for A Thousand Splendid Suns since they share the same author and both take place
in Afghanistan around the same time period. This allows for students to gain new knowledge
about A Thousand Splendid Suns through the use of another text. Plus, we wanted to incorporate
different forms of text and use technology to engage the students.Throughout the entire unit we focused on establishing the classroom as a safe
environment so that students would feel at ease sharing their thoughts and experiences
(Weinstein 28). In order to maintain this environment we did not include tests or quizzes as partof our assessments. By using papers and projects for cumulative assessments we felt that it
would make students feel more at ease and allow them to provide a better expression of their
understanding of the material rather than just regurgitating information on a written exam.Regular everyday activities also focused on incorporating the practice of skills such as writing
conventions and vocabulary. By basing the exercises used to strengthen these skills on the
readings, it makes the task more relevant and therefore engaging to the students.
Works Cited
Burke, Jim. The English Teacher’s Companion: A Complete Guid e to Classroom, Curriculum,
and the Profession. 3rd
Edition. Portsmouth, NH: Heinemann. Print. 2008.Weinstein, Carol S., Novodvorsky, Ingrid. Middle and Secondary Classroom Management:
Lessons from Research and Practice. 4th
Edition. New York, NY: McGraw Hill
Companies. Print. 2011.
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Anchor Texts: Claire Wilmsen
Usage of texts
This unit begins with the text The Awakening and concludes with A Thousand Splendid
Suns. The order of the texts go in chronological order, stating with the past and continuing on to
modern day depictions of similar themes. The texts are introduced consecutively to show thesimilarities and the differences of gender norms in literature across time and culture.
The Awakening by Kate ChopinThis novel tells the story of Edna Pontellier a young married woman in the late 1800s. In
the story she is vacationing in Grande Isle with her husband Leonce and other wealthy
inhabitants of the nearby New Orleans. Throughout the novel Edna struggles to accept her placein a patriarchal society. She realizes that she does not fit the role of a doting wife and mother.
Edna experiences a journey of self-discovery as she distances herself from her marriage and
societal expectations and begins to explore her capacity of self-expression by creating art. In the
end Edna realizes that after she has experienced the freedom outside of her marriage she cannot
go back. However she feels that there is no true place for her in society. Edna returns to thevacation spot in Grande Isle and swims out into the ocean never to return.
Kate Chopin: Author Biography and Update
Kate Chopin was born Kate O'Flaherty in St. Louis, Missouri in 1850 to Eliza and
Thomas O'Flaherty. She was the third of five children, but the only child to live past the age of
twenty-five. In 1855, at age five, she was sent to The Sacred Heart Academy, a Catholicboarding school in St. Louis. Her father was killed two months later when a train on which he
was riding crossed a bridge that collapsed. For the next two years she lived at home with her
mother, grandmother, and great-grandmother, all of them widows. Her great-grandmother,Victoria Verdon Charleville oversaw her education and taught her French, music, and the gossip
on St. Louis women of the past. Kate O'Flaherty grew up surrounded by smart, independent,
single women. They were also savvy and came from a long line of groundbreaking women.
Victoria's own mother had been the first woman in St. Louis to obtain legal separation from herhusband, after which she raised her five children and ran a shipping business on the Mississippi.
Until Kate was sixteen, no married couples lived in her home, although it was full of brothers,
uncles, cousins, and borders. Kate returned to the Sacred Heart Academy and was top of herclass. She won medals, was elected into the elite Children of Mary Society, and delivered the
commencement address.
In 1870, at the age of twenty, she married Oscar Chopin, the son of a wealthy cotton-
growing family in Louisiana. Oscar adored his wife, admired her independence and intelligence.
After their marriage they lived in New Orleans where she had five boys and two girls, all beforeshe was twenty-eight. Oscar was not an able businessman, and they were forced to move to hisold home in a small Louisiana parish. Oscar died of swamp fever there in 1882 and Kate took
over the running of his general store and plantation for over a year.
In 1884 she sold up and moved back to St. Louis to live with her mother. Sadly, Eliza
died the next year, leaving Kate alone with her children again. To support herself and her young
family, she began to write. She was immediately successful and wrote short stories about people
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she had known in Louisiana. The Awakening was inspired by a true story of a New Orleans
woman who was infamous in the French Quarter. The Awakening was published in 1899, and bythen she was well known as both a local colorist and a woman writer, and had published over
one hundred stories, essays, and sketches in literary magazines.
As a writer, Kate Chopin wrote very rapidly and without much revision. The content andmessage of The Awakening caused an uproar and Chopin was denied admission into the St. Louis
Fine Art Club based on its publication. She was terribly hurt by the reaction to the book and inthe remaining five years of her life she wrote only a few short stories, and only a small number
of those were published. Like Edna, she paid the price for defying societal rules. Kate died
abruptly of a cerebral hemorrhage on August 22 1904.
A Thousand Splendid Suns by Khaled Hosseini
A Thousand Splendid Suns tells the story of two women from Afghanistan and howtragedy and fate cause their lives to intersect. The story begins with Mariam a young villager girl
of illegitimate birth living with her mother in a solitary hut in Herat. When Mariam runs awayfrom home to ask her wealthy father to take her in her mother commits suicide and leavesMariam guilt ridden for life. Mariam is married off as a 14-year-old girl to a man much older
than her. Mariam experiences a long line of small tragedies that make up the majority of heradult life. In the second part of the novel the story of Laila is told. Laila is a young girl from
Kabul who lives with her mother and father. Laila‟s father who works as a schoolteacherencourages her to work hard in school so that she can attend a university. The family experiences
several violent political upheavals close to home until only Laila is left alive. Laila now without
a family or a home ends up living with Mariam and her husband and their lives are changed
forever.
Khaled Hosseini: Biography and UpdateKhaled Hosseini was born in Kabul, Afghanistan, in 1965. His father was a diplomat with
the Afghan Foreign Ministry and his mother taught Farsi and History at a large high school in
Kabul. In 1976, the Afghan Foreign Ministry relocated the Hosseini family to Paris. They were
ready to return to Kabul in 1980, but by then Afghanistan had already witnessed a bloodycommunist coup and the invasion of the Soviet army. The Hosseinis sought and were granted
political asylum in the United States. In September of 1980, Hosseini's family moved to San
Jose, California. Hosseini graduated from high school in 1984 and enrolled at Santa Clara
University where he earned a bachelor's degree in Biology in 1988. The following year, heentered the University of California-San Diego's School of Medicine, where he earned a Medical
Degree in 1993. He completed his residency at Cedars-Sinai Hospital in Los Angeles. Hosseini
was a practicing internist between 1996 and 2004.
While in medical practice, Hosseini began writing his first novel, The Kite Runner , in
March of 2001. In 2003, The Kite Runner , was published and has since become an internationalbestseller, published in 70 countries. In 2006 he was named a goodwill envoy to UNHCR, the
United Nations Refugee Agency. His second novel, A Thousand Splendid Suns was published in
May of 2007. Currently, A Thousand Splendid Suns is published in 60 countries. Khaled has
been working to provide humanitarian assistance in Afghanistan through The Khaled Hosseini
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Foundation. The concept for The Khaled Hosseini Foundation was inspired by a trip to
Afghanistan Khaled made in 2007 with the UNHCR. He lives in northern California.
Works Cited:
Wyatt, Neal. "Biography of Kate Chopin." Biography of Kate Chopin. N.p., n.d. Web. 12 Dec.
2012."Khaled Hosseini | Biography." Author Bytes. N.p., n.d. Web. 13 Dec. 2012.
<http://www.khaledhosseini.com/hosseini-bio.html>
Historical Contexts: Blair Bucci
The Awakening
Creole Society
“Mrs. Pontellier, though she had married a Creole, was not thoroughly at home in the society of
Creoles; never before had she been thrown so intimately among them. There were only Creoles
that summer at Lebrun's. They all knew each other, and felt like one large family, among
whom existed the most amicable relations. A characteristic which distinguished them and whichimpressed Mrs. Pontellier most forcibly was their entire absence of prudery. Their freedom of
expression was at first incomprehensible to her, though she had no difficulty in reconciling itwith a lofty chastity which in the Creole woman seems to be inborn and unmistakable,” (23).
In the Creole society, it is believed that a man has full power over his wife. Women areconsidered to be possessions of their husbands, and it is the duty of the wife to tend to the
husband and children. This is important to the text because Edna feels disconnected from her
husband and children and does not fulfill her wifely duties as declared by the Creoles. It is
because of the beliefs of this society that Edna feels that she is a prisoner in her marriage andbecomes greatly unhappy. Throughout the novel she defies the expectations of the Creole
society which creates more and more tension between her and her husband, children, and other
Creoles.
The above quote shows the protagonist, Edna Pontellier‟s, disconnect with the Creole society. Itsets up the plot line for conflicts between her and members of this society, even though sheshould technically be considered one of these members through her marriage to a Creole.
Because the quote states that there are only Creoles around her, to me it shows how overruled
she is and will be when she defies the expectations these people have of her. It also tells howisolated she will be and already is. It also shows this woman as a character of revolution in that
she is the only person who resists the standards of women in this mini-culture.
The website listed below describes the beliefs of the Creole society, explains who its members
were, and major defining aspects of the culture including architecture and clothing.
Bauman, Harriet. French Creoles in Louisiana: An American Tale. Yale-New Haven Teachers
Institute. 1992. Web. 17 Dec. 2012.<http://www.yale.edu/ynhti/curriculum/units/1992/2/92.02.02.x.html.>
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Feminist Movement
“‟I know that; I told you I couldn't explain. Her whole attitude -- toward me and everybody andeverything -- has changed. You know I have a quick temper, but I don't want to quarrel or be
rude to a woman, especially my wife; yet I'm driven to it, and feel like ten thousand devils after
I've made a fool of myself. She's making it devilishly uncomfortable for me,‟ he went on
nervously. „She's got some sort of notion in her head concerning the eternal rights of women; and-- you understand -- we meet in the morning at the breakfast table.‟
The old gentleman lifted his shaggy eyebrows, protruded his thick nether lip, and tapped the
arms of his chair with his cushioned fingertips.
„What have you been doing to her, Pontellier?‟
„Doing! Parbleu!’
„Has she,‟ asked the Doctor, with a smile, „has she been associating of late with a circle of pseudo-intellectual women -- super-spiritual superior beings? My wife has been telling me about
them,‟” (171).
The Awakening takes place in 1899 while the feminist movement was taking place. From this
quote you can see that men, especially those of the Creole society, did not take women‟s rightsseriously. In this passage Mr. Pontellier thinks his wife is sick because she is not acting like a
typical wife is expected to, to which the doctor responds by asking if she is taking part in thefeminist movement.
This is significant because we now do not hold such expectations in today‟s society for how
women should act. While social norms still exist, they are not as strict as they were during thetime this book takes place. The extent to which the beliefs that women should devote their lives
to their husbands and sons were accepted as norms of society shows how much of a struggle
Edna has to go through in this book. She is viewed as a possible ill or insane for opposing suchexpectations.
This entire piece is viewed as one of the first examples of feminist literature in how it opposes
the norms and behaviors that women were expected to uphold. The pressure created by thesebeliefs are what drive Edna to the point of realization that she will never be able to overcome the
imbalance of power between men and women which is her struggle throughout the entire piece.
The website listed below talks about the origin of the feminist movement and lists and describes
important events of the movement.
Haslanger, Sally, Tuana, Nancy and O'Connor, Peg, "Topics in Feminism". The Stanford
Encyclopedia of Philosophy. 2012. Web. 17 Dec. 2012.
<http://plato.stanford.edu/archives/win2012/entries/feminism-topics/>.
Industrial Revolution
“‟You are burnt beyond recognition,‟ he added, looking at his wife as one looks at a valuable
piece of personal property which has suffered some damage,” (3).
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While the Industrial Revolution is not mentioned directly within The Awakening, the premise is
greatly dependent on this historical event. The Industrial Revolution was the cause for thegrowth of American society and the development of a new upper class and middle class, which
the Pontelliers belong to, most likely because of the economic growth form the revolution.
The Industrial Revolution also led to an increase in jobs for women which then gave women
more empowerment during the feminist movement which also plays a big role in this novel.
The Industrial Revolution also contributes to this piece because it led to the increase in clothing
and textile industry. In this piece there are many important examples of clothing imagery that areused to enhance the themes of the piece.
In my reading, I found the Industrial Revolution to be an integral factor in the setting andbackground of this text. An after effect of the revolution was the growth of consumerism.
Leonce Pontellier also participates in this desire of possession and consumerism. He is very fond
of owning and buying things; he feels as though his wife is a possession of his and that he can
buy his children‟s love just as any other possession. The passage above displays this mindset of
Edna‟s husband.
The following resource explains major events within the Industrial Revolution and the effects ithad on America, including effects of women.
Dublin, Thomas. “Women and the Early Industrial Revolution in the United States”. History
Now. The Gilder Lehrman Institute of American History. 17 Dec. 2012.<http://www.gilderlehrman.org/history-by-era/jackson-lincoln/essays/women-and-early-
industrial-revolution-united-states>.
A Thousand Splendid Suns (and The Kite Runner )
The People’s Democratic Republic of Afghanistan, Death of Muhammad Daoud Khan
“‟A revolutionary council of the armed forces has been established, and our watan will now be
known as the Democratic Republic of Afghanistan,‟ Abdul Qader said. „The era of aristocracy,nepotism, and inequality is over, fellow hamwatans. We have ended decades of tyranny. Power
is now in the hands of the masses and freedom-loving people. A glorious new era in the historyof our country is afoot. A new Afghanistan is born. We assure you that you have nothing to fear,
fellow Afghans. The new regime will maintain the utmost respect for principles, both Islamic
and democratic. This is a time of rejoicing and celebration,‟” (102).
The People‟s Democratic Republic of Afghanistan was a party with Marxist principles thatoverthrew the Afghan government. They were strongly supported by the Soviet Union, who
intervened when the PDPA showed signs of deterioration. This invasion sparked the creation of the Islamic Unity of Afghanistan Muhajideen and the Afghan Civil War.
The passage above shows that the PDRA portrayed itself as a liberating party which aimed to
unite the beliefs of all Afghans. However, in the text we are shown the harsh laws and customsput in place by this group and see the horrifying effects of this civil war. One of the
protagonists, Laila‟s, brothers join to fight with the Muhajideen and are killed, and her parents
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are also killed during an attack. Because of the death of her parents, she marries Rasheed, who is
also married to the other protagonist of the story, Mariam. This is important to the story becausethe rest of the plot relies on the marriage between these three characters.
I also think that this historical event is significant to the book because it creates a parallel
between the conflicts occurring at a national level to the conflicts existing within the city, Kabul,and the family at focus. The resource listed below gives a history of the People‟s DemocraticRepublic of Afghanistan and describes the major events and people during its existence.
“1978-1992: Democratic Republic of Afghanistan”. Afghanistan Documentation Project .
Washington DC: American University Washington College of Law.Web. 17 Dec. 2012.
<http://www.afghandocproject.org/index.php/contact-us/24-1978to1992>.
Victory of the Mujahideen
“Najibullah surrendered at last and was given sanctuary in the UN compound near Darulaman
Palace, south of the city. The jihad was over. The various communist regimes that had held power since the night Laila was born were all defeated. Mammy‟s heroes, Ahmad‟s and Noor‟s
brothers-in-war, had won. And now, after more than a decade of sacrificing everything, of
leaving behind their families to live in mountains and fight for Afghanistan‟s sovereignty, theMujahideen were coming to Kabul, in flesh, blood, and battle-weary bone,” (159).
This event marks the conclusion of the civil war described in the previous section about the
People‟s Democratic Republic of Afghanistan. After the death of Laila‟s two brothers, Laila‟smother, Fariba, frequently exclaims that she will not be satisfied until her brother‟s enemies are
defeated. She also said she would not leave Afghanistan until she witnessed this defeat happen.Because she refused to leave, she and her husband are killed ruing an attack, as mentioned in the
previous section. Consequently, she is never able to see the defeat of her son‟s enemies, so Lailamakes it an objective of hers to witness for her mother and brothers.
Similar to the parallel between the national and personal conflicts created by the People‟sDemocratic Republic of Afghanistan, to me, this event is an act of liberation, not just for the
nation of Afghanistan, but also for Laila. After this event occurs, Laila is finally able to livehappily ever after with the mad she truly loves, rather than the man who took her in as if she
were a possession. This event is still a major celebration in Afghanistan as it has been declared a
national holiday known as Muhajideen Victory Day.
Holstead, Lt. Joseph R. “Afghan Victory Day Celebrated in Kabul”. Afghanistan International
Security Assistance Force. NATO. Web. 17 Dec. 2012.
<http://www.isaf.nato.int/article/news/afghan-victory-day-celebrated-in-kabul.html>.
September 11th
“The TV is tuned to BBC. On the screen is a building, a tower, black smoke billowing from itstop floors. Tariq says something to Sayeed and Sayeed is in mid-reply when a plane appears
from the corner of the screen. It crashes into the adjacent tower, exploding into a fireball that
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dwarfs any ball of fire that Laila has ever seen. A collective yelp rise from everyone in the
lobby. In less than two hours, both towers have collapsed. Soon all the TV stations are talkingabout Afghanistan and the Taliban and Osama bin Laden,” (384).
This even was shocking and horrifying to the Afghan people in this book, but it was not as
monumentous of an event as it is to us in America. While the everyday people of Afghanistanviewed this as a tragic event, they were also somewhat relieved because it meant that the
Americans would finally intervene in Afghanistan, as they had been waiting for. It is mentioned
several times in the novel that citizens of Afghanistan hope the Americans will come to stop allof the attacks and resolve the ongoing conflicts within their nation.
I think this is an important part of the book because it shows the perspective of the Afghanistanpeople. When this event took place in America, it was as though everyone in Afghanistan was
the enemy, but from reading this passage, and also the article from the resource listed below, we
can see the perspective of the other side and see that they were just as shocked as we were.
Tokhi, Fareed. “Afghanistan Before and After 9/11 from the Perspective of an Afghan Muslimstudying near Ground Zero”. New York, NY: New York University. 15 Dec. 2001. Web.
17 Dec. 2012. < http://www.nyu.edu/classes/keefer/joe/tokhi10.html>.
Annotations:
Claire‟s Annotations
http://www.madglibs.com – This resource is a free website in which you can generate your own MadLibs. There are options to make original Mad Libs and to use pre-created ones. This website also gives
you the option to print the activities out as worksheets or to fill them out electronically.
Special Education for Today's Teachers: An Introduction – This textbook by Rosenberg is anintroductory text about accommodating students with special education needs. I chose to use this
text to inform my accommodations for my students.
"Voices of NY Video: Back Home, to a War Zone" – This is a Voices of NY video by Kanika
Chadda and Peter Moskowitz. This video a true account of a reporter who was born in
Afghanistan. The video follows the reporter as she returns back to her war torn country for thefirst time since she left as a child. I chose to include this video to help students realize the reality
of the themes in this novel. I wanted the students to see that even though the book is a work of
fiction, events in the novel have occurred in real life.
“Kabul” – In the novel A Thousand Splendid Suns, two lines of this poem by Tabrizi, Saib-e are
included. The title of the novel also comes from this poem. The poem is about the beauty of the
city of Kabul. I wanted to incorporate this poem because it is an opportunity to introduce poetry
while reading the novel in a relevant way. The poem also can help students to understand moreabout the city that most of the text is set in.
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How to Read Literature like a Professor: A Lively and Entertaining Guide to Reading between
the Lines – I included one chapter of this text by Thomas C. Foster. The chapter is aboutsymbolism and how to identify it within a text. This chapter will help students to think abstractly
and get them warmed up before the beginning of the lesson. This chapter also includes examples
that students can refer to throughout the unit.
Symbolism – This YouTube video is a brief video that explains what symbolism is. I chose to
include this source as a quick review for students about the concept before the beginning of the
lesson. This video explains what symbolism is and provides students with visuals to go alongwith the examples.
Grooveshark - Free Music Streaming – This website will be used to play music during class on the daysthat students are working on their soundtrack projects. This website can also be used for students‟presentations. This resource allows students to use whatever music they prefer for the project without
requiring them to purchase it. It also allows me to review the appropriateness of the music before
permitting students to play it in class.
Blair‟s Annotations
Lesson Plan 2: Article Presentations
The following two articles are being used to provide background knowledge about the Soviet
Invasion, which was a major event within the text A Thousand Splendid Suns, and also
communism to give even more information. Students will read these articles and use theinformation they obtain for it to present to the rest of the class.
http://www.britannica.com/EBchecked/topic/1499983/Soviet-invasion-of-Afghanistan
http://www.britannica.com/EBchecked/topic/129104/communism
The following two articles are being used to provide background knowledge about the Taliban.
This group had a major influence on the setting and culture throughout the text A Thousand
Splendid Suns. Students will read these articles and use the information they obtain for it to
present to the rest of the class.
http://www.cnn.com/2010/WORLD/asiapcf/12/07/taliban.explainer/index.html http://www.cfr.org/afghanistan/taliban-afghanistan/p10551
The following two articles are being used to provide background knowledge about the history of
the ethnic/tribal divides within Afghanistan. These cultural divides are prevalent throughout the
plot and character relations throughout the text A Thousand Splendid Suns. Students will read
these articles and use the information they obtain for it to present to the rest of the class.http://countrystudies.us/afghanistan/54.htm
http://www.nps.edu/programs/ccs/Ethnic_identity.html
The following two articles are being used to provide background knowledge about Ahmad Shah
Massoud. Massoud was a prominent figure, and eventual leader, within Afghanistan during the
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time period of A Thousand Splendid Suns. He is mentioned frequently for being very
controversial in his tactics. Students will read these articles and use the information they obtainfor it to present to the rest of the class.
http://www.telegraph.co.uk/news/obituaries/1340726/Ahmad-Shah-Massoud.html
http://www.afghan-web.com/bios/yest/asmasood.html
The following two articles are being used to provide background knowledge about the history
societal beliefs and customs of Afghanistan. These customs and beliefs play an important role inthe plot and character developments within A Thousand Splendid Suns. Students will read these
articles and use the information they obtain for it to present to the rest of the class.
http://www.nytimes.com/2012/08/16/opinion/the-women-ofc-afghanistan.html http://www.britannica.com/EBchecked/topic/7798/Afghanistan/226137/Daily-life-and-social-
customs
Kaitlyn‟s Annotations
Twilight : https://reader009.{domain}/reader009/html5/0412/5aced0eb41d2e/5aced0f0df296.jpg
I used this movie poster because it is based off of a movie and book that many of thestudents of this age group can recognize. This will help them when they are creating posters of
their own, directly seeing how a book can translate into movie poster form. This movie poster
may appeal more to the girls in class.
The Amazing Spiderman: http://collider.com/wp-content/uploads/amazing-spider-man-movie-
poster.jpg
I chose this movie poster because it portrays a character that most students in the classwould be familiar with. This movie is an action film more than it is a romance, so this can help
demonstrate a different appeal. This movie may appeal more to the males in the class.
Avatar: https://reader009.{domain}/reader009/html5/0412/5aced0eb41d2e/5aced0f0eda14.jpg
I chose this movie poster because it was such a unique and popular movie that I thought it
would be interesting for the students to see how it was promoted to audience. Most students in
the classroom would be familiar with this movie, and it is gender neutral.
Elf: https://reader009.{domain}/reader009/html5/0412/5aced0eb41d2e/5aced0f17ac41.jpg
I chose this movie poster because it demonstrates yet another appeal for audiences,comedy. I want the students to see the vast approaches that movie studios use when creating their
posters so the students can see all the options that they have. Although they likely will not use
comedy in their posters, it is good to see the other useful techniques such as visual appearance
and organization that this poster uses.
Wordle link: http://www.wordle.net/show/wrdl/6157237/A_Thousand_Splendid_Suns_Pt_2
I used the Wordle so the students are able to visually see what the most used words arethroughout the chapter. This can help students figure out what words are going to be most
important throughout the chapter and can guide their prediction making. They can also consider
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the events from the previous chapter while they are viewing the Wordle to make even stronger
predictions.
Assessment:
Throughout the unit students will be assessed through both formative and summative
assessments. The students will be expected to participate in class but this will not be a gradedvalue. The largest percentage of the students‟ grades will come from the projects they willcomplete in this unit. The projects will span the course of several days and students will be
provided with plenty of time during class to work on these projects and use school resources.There is only one formal paper for this unit therefore it only comprises 10% of the overall graded
work in the class. However students will be writing frequently throughout the unit. The in class
activities and assigned homework will ensure that students are reading closely, thinkingcritically, and practicing good writing techniques. The breakdown of point values in percentage
form is as follows:
In class work 30%
Homework 25%Formal Paper 10%
Projects 35%
Calendar:
S M T W T F S
31
1
Awakening
Debate Activity
(LP1)
2
Awakening
Debate Activity
Cont. (LP1)
3
Introduce
Awakening final
paper
4
Work on
Awakening paper
5
Peer Review for
paper
6
7
8Splendid Suns
Intro
HW: Ch 1 & 2
9Farsi words &
vocab (LP2)
HW: Ch 3
10How to usecontext to make
predictions
HW: Ch 4
11
HW: Ch 5
12
HW: Ch 6 & 713
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14 15 16 17 18 19 20
21 22 23 24 25 26 27
28 29 30 1 2 3 4
5 6 7 8 9 10 11
12 13 14 15 1617
18
19 20 21 22 23 24 25
26 27 28 29 30 31 1
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LP 1 Blair Bucci
Title: The Awakening Debate
Time: Two class periods, 100 minutes
Theory into Practice:“Conversation as Curriculum: Using Talk to Help Students Think” (Burke 241). Burke
recommends a variety of activities to use in this theory, including debates, class discussions, and
arguments. All of these activities require collaborative talk which empowers students in comingtogether to share and form new ideas. This activity is a combination of debate, class discussion,
and arguments. Students will choose a stance on a topic and use contextual material to defend
their decisions. Students will then discuss, defend, and question theirs and others‟ stances on thesame topic. This activity will promote new ideas and ways of thinking as mentioned in the
theory.
“Using Writing to Help Students Think” (Burke 245). Burke describes the significance of
having students respond to other students‟ ideas. Doing this places emphasis on listening anddeveloping new ideas. During this activity students will participate in a class debate about
particular interpretations to the ending of the novel, The Awakening. Students are to take astance on the question in focus, but must also pay attention to the opposing viewpoint. Doing
this is meant to open students‟ minds to the possibility of another perspective and to further develop students‟ own perspectives.
Objectives: By the end of this activity students will have practiced strong reading and writing
skills of using context material to form and support a particular stance of an argument. Students
will also be participating in a classroom debate and will therefore be exercising skills of speakingand listening. Students will need to have prepared statements to support their claims, and also
other examples prepared to use as rebuttals from opposing viewpoints. Students will share and
be exposed to multiple viewpoints meant to enhance their reading and thinking.
Materials: Copy of the Awakening, Debate Discussion handout
Preparation: Students will have completed the novel The Awakening and severalactivities/handouts about the book. Have seats arranged in two groups facing each other for day
two.
Procedure:
Day one: Read the final chapter of The Awakening together as a class. Discuss whatstudents think the ending means. Does Edna die? Is it a suicide? Accident? How can you
tell? Main question: Is Edna liberated through her death? Offer up opposing viewpoints if
most of the class sides one way or another. Introduce activity- students will take a side,
“Edna is liberated” vs. “Edna is not liberated”. Class will have the remainder of this classperiod to formulate and build their stance while completing handout (attached). Students
may work individually or with others who share their stance. Students need to useexamples from the text, but can also use any other material from previous activities about
this novel. Students will share and debate their sides the following day in class.
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Day two: Read the final pages of the book once more. Have students sit according totheir position on the topic (desks will be arranged in two groups facing each other; one
group for each viewpoint). To begin discussion, pick one viewpoint and have severalstudents give their arguments, and then have several students from the opposite side
answer and give their viewpoints. Allow discussion to flow freely. If conversation
reaches a stand-still offer a discussion question to promote further discussion. Studentswill be filling out an additional handout (attached) in which they take notes on both sides
of the argument.
Students will be writing a paper on this topic after this activity, so they will want to takedetailed notes and hang on to them for reference.
Discussion Ideas:
How does the recurring symbol of bird imagery affect the ending of the book?
What does Edna mean by “she would give up the unessential, but she would never
sacrifice herself for her children” (300)?
Why does Edna say that she will be back in time for dinner?
What is the significance of Edna requesting to have fish for dinner?
Language and Accommodations:
Languages: ELL and AAVE students will be allowed to record notes and handouts in their
preferred language (but will have to explain what is written to teacher in English). Students may
work with partners or in small groups if they want peer assistance. I will provide a translated
copy of the final chapter in Spanish and Chinese for these students to have so they can morecomfortably form and support their arguments.
Accommodations: I will provide a handout with a list of thinking points for students with ADDand autism (attached). The point of this handout will be to get students focused on particular
elements of the novel which will generate ideas and stances. Students will be given pagenumbers associated with each guided question to find examples of support. Students will be able
to use these guided questions as part of their arguments. These students will be allowed to movearound during activities.
Assessment:
Students will turn in all handouts to be assessed. Assessment will be based on students‟ abilitiesto use evidence from the book to support claims. These handouts will be returned as soon as
possible so students can use them for reference during paper. Student performance during classdebate will also be assessed (rubric attached). Rubric for future paper assignment is also
attached.
Extension Ideas:
Students will be writing a formal paper based on this argument.
During A Thousand Splendid Suns, there will be a journal response prompt connectingthat novel to this assignment.
Have students respond to their peer‟s arguments/performances. Were they effective intheir argument?
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Source of Activity:
This activity was inspired by a lesson plan that was co-created with my field experience mentorin the s pring semester of 2012. This teacher was Kristi McGee. She introduced me to the “Takea Stand” activity in which students choose how much they agree with a particular standpoint for
an issue. Students then participate in a class conversation to explain their outlook and listen to
other students‟ outlooks.
Resources and References:
Burke, Jim. The English Teacher’s Companion: A Complete Guide to Classroom, Curriculum,
and the Profession. 3rd
Edition. Portsmouth, NH: Heinemann. Print. 2008.
Rubrics were made using rubistar.4teachers.org
Illinois State English Language Arts Goals:
4.A.4b Apply listening skills in practical settings (e.g., classroom note taking, interpersonal
conflict situations, giving and receiving directions, evaluating persuasive messages.Students will achieve this standard when they participate in the debate. While other students
share their arguments, listeners will evaluate the effectiveness of the speaker‟s persuasivemessages. Students will then have to react to such messages during their own speaking.
2.B.4b Analyze form, content, purpose and major themes of American literature and literature of
other countries in their historical perspectives
This standard will be achieved because students will be analyzing the aspects of the novel listedabove. The example of literature being used is American.
Common Core English Language Arts Standards:
CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9 – 10 topics,
texts, and issues, building on others‟ ideas and expressing their own clearly and persuasively.
This standard will be achieved during the debate/discussion portion of the activity. This uniqetype of discussion will create a wider range of speaking/listening situations in the classroom for
students to participate within. They will have to convey their ideas effectively for this type of
setting.
CCSS.ELA-Literacy.W.9-10.2 Write informative/explanatory texts to examine and convey
complex ideas, concepts, and information clearly and accurately through the effective selection,organization, and analysis of content.
This is an appropriate standard for this activity because students will be writing and presenting
information exploring the question at hand: Is Edna‟s death at the end of The Awakening an act
of liberation or defeat?
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Name ____________________________
The Awakening Conclusion
Circle the statement below which best describes your interpretation of the ending of The
Awakening. Use the rest of this handout to record examples of evidence from the text
and/or other class materials to support your argument. In the left column record quotes
you wish to use, and in the right column explain why these quotes support your claim.
Edna’s death is an act of liberation. Edna’s death is an act of defeat.
Example of Evidence Reason for Support
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The Awakening Conclusion Part 2
Use this handout to record the arguments you and your classmates make during this
discussion. Fill in the columns with corresponding examples of arguments made and
examples of evidence used.
Edna’s death is an act of liberation. Edna’s death is an act of defeat.
Do you still agree with your original stance? Why or Why not?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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Guide Questions for The Awakening Argument
Bird Symbolism: What do birds represent throughout the story? What role do they play in
this final chapter?
______________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________
Color and Clothing imagery: What patterns exist within the colors and clothing described
throughout the story? What do these patterns tell you about the final chapter of the book?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________Emotions and Relationships: Who are some of Edna’s positive relationships with?
Negative? Who is mentioned during this final chapter? What might that tell you about
Edna’s emotions during this passage?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Scenery: Pay close attention to the way the setting is described by Edna in this final
passage. What feelings and emotions are evoked from this?______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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Class Debate : The Awakening Conclusion
CATEGORY 4 3 2 1
Information All information
presented in the
debate was clear,accurate and
thorough.
Most information
presented in the
debate was clear,accurate and
thorough.
Most information
presented in the
debate was clear andaccurate, but was not
usually thorough.
Information had
several inaccuracies
OR was usually notclear.
Use of Contextual
Material
Every major point
was well supported
with several relevant
facts, statistics
and/or examples.
Every major point
was adequately
supported with
relevant facts,
statistics and/or
examples.
Every major point
was supported with
facts, statistics
and/or examples, but
the relevance of
some was
questionable.
Every point was not
supported.
Organization All arguments were
clearly tied to anidea (premise) and
organized in a tight,
logical fashion.
Most arguments
were clearly tied toan idea (premise)
and organized in a
tight, logical
fashion.
All arguments were
clearly tied to anidea (premise) but
the organization was
sometimes not clear
or logical.
Arguments were not
clearly tied to anidea (premise).
Rebuttal All counter-
arguments were
accurate, relevant
and strong.
Most counter-
arguments were
accurate, relevant,
and strong.
Most counter-
arguments were
accurate and
relevant, but several
were weak.
Counter-arguments
were not accurate
and/or relevant
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Essay : The Awakening Paper
CATEGORY4 -
Above Standards
3 -
Meets Standards
2 -
Approaching Standards
1 -
Below Standards
Position
Statement
The position
statement providesa clear, strong
statement of the
author\'s position
on the topic.
The position
statement providesa clear statement
of the author\'s
position on the
topic.
A position statement is
present, but does notmake the author\'s
position clear.
There is no
position statement.
Support for
Position
Includes 3 or more
pieces of evidence
that support the
position statement.
The writer
anticipates the
reader\'s concerns,
biases or
arguments and has
provided at least 1
counter-argument.
Includes 3 or more
pieces of evidence
that support the
position
statement.
Includes 2 pieces of
evidence that support the
position statement.
Includes 1 or
fewer pieces of
evidence
Evidence
and
Examples
All of the evidence
and examples are
specific, relevant
and explanations
are given that
show how each
piece of evidence
supports the
author\'s position.
Most of the
evidence and
examples are
specific, relevant
and explanations
are given that
show how each
piece of evidence
supports the
author\'s position.
At least one of the pieces
of evidence and examples
is relevant and has an
explanation that shows
how that piece of
evidence supports the
author\'s position.
Evidence and
examples are NOT
relevant AND/OR
are not explained.
Audience Demonstrates a
clear
understanding of
the potential
reader. Anticipates
reader\'s questions
and provides
thorough answers
appropriate for
that audience.
Demonstrates a
general
understanding of
the potential
reader and uses
vocabulary and
arguments
appropriate for
that audience.
Demonstrates some
understanding of the
potential reader and uses
arguments appropriate for
that audience.
It is not clear who
the author is
writing for.
Grammar &
Spelling
Author makes no
errors in grammar
or spelling thatdistract the reader
from the content.
Author makes 1-2
errors in grammar
or spelling thatdistract the reader
from the content.
Author makes 3-4 errors
in grammar or spelling
that distract the readerfrom the content.
Author makes
more than 4 errors
in grammar orspelling that
distract the reader
from the content.
LP 2 Claire Wilmsen
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Expanding Your Vocabulary and Identifying Farsi Words
Theory Into Practice BackgroundI. Theories and Concepts
In chapter 5 of The English Teacher’s Companion, Burke lists reasons why teachingstudents a wide range of vocabulary is useful. He mentions that it can help students
understand difficult texts, aid them in expressing themselves more precisely, raise theirscores on standardized texts, and empower them socially by giving them the language of
the culture of power (116, Burke). This vocabulary lesson encompasses this message.
For this lesson I also took into consideration the text Special Education for Today’s Teachers. Inthis text the academic challenges for students with ADHD are listed as, “inability to pay closeattention to details, carelessness in school work, difficulty sustaining attention, and difficulty
with organization” (Rosenberg, 239). I looked at all of these challenges and addressed them
through the activities in this lesson. By having the students keep track of the vocabulary wordson a classroom wall all students will have access to them and be able to look at their definitions
at any time if they need a reference. This also helps students who have a hard time keepingthings organized because it eliminates a piece of paper that students would have to keep track of.
According to Teaching English Learners and Immigrant Students in Secondary Schools ,“Traditional high school reading lists often lack diver sity. Diversifying reading lists will help
prepare students more effectively for college-level reading” (Faltis and Coulter, 87). I took this
into account for this lesson and for this unit overall based on the texts that I chose. A Thousand
Splendid Suns is a diverse text rich in culture-specific vocabulary. This lesson will help studentsto identify the language used and to get the most out of it in the text. This will also help them to
develop skills to identify any other culture specific language that they may encounter in the
future.
This lesson reflects the teaching philosophy reflected in Weinstein‟s Middle and
Secondary Classroom Management. Weinstein states, “Most problems of disorder inclassrooms can be avoided if teachers foster positive student-teacher relationships,
implement engaging instruction, and use good preventive management strategies”(Weinstein, 6). The Mad Libs activity and the student-selected vocabulary words will
help to keep students engaged and interested in the lesson and also provide them with a
sense of ownership over their own learning because they have choice.II. Background/ Content Information
Before the start of this lesson students will already have read chapters 1 and 2 of the novel AThousand Splendid Suns
A wall in the classroom will be dedicated to the class‟ vocabulary list
Mad Libs handouts will be passed out to students and filled out using their own words
III. Explanation of Background/ Content Information In order for students to get started on this activity it helps if they have already began reading the
text. They are to go back through the text and select Farsi words (they are italicized) and
unfamiliar words to identify.
A wall in the classroom will be dedicated to keeping track of the words that students choose todefine from the text. They will be displayed throughout the unit to be used in activities and toencourage students to use a wider range of vocabulary in their writing.
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The activity that the students will do to use the vocabulary and Farsi words will be Mad Libs.Students will be able to use any of the words they identify as a class. This will help them to
remember the words‟ meanings, parts of speech, and correct usages. This will also be anengaging activity that will include the entire class.
IV. Link to future Lessons
The use of Farsi words will continue throughout the text and students will continue to track themon the designated wall
By looking up self-selected vocabulary words this will also get students in the habit of lookingup words they do not know
The activity will also help them to work on the skill of determining the meaning of words based
on context clues
The activity will encourage the students to use a wider range of vocabulary in their writing
Objectives
From this lesson students should be able to:
Choose Farsi words and self-selected vocabulary words from the reading
Make predictions about the meaning of these words based on context Look up the definitions of these words
Keep a class log of the words they research as they continue to read
Use the vocabulary and Farsi words properly in the Mad Lib activity and in their writing
MaterialsThis lesson will require the following:
Copies of the novel for each student
Dictionaries for class to use
Display on wall for the Vocabulary Collection
Note cards
Markers
Tape
Mad Lib worksheets
Preparation
Prior to class I will need to:
Prepare wall in the classroom to serve as the display for the class‟ vocabulary words
Create and print out Mad Lib worksheets for all students
Procedure
Opening When students first arrive in class I will ask them to take out their copies of A Thousand
Splendid Suns, a piece of paper, and something to write with. (1min)
I will introduce the activity to the students by first asking them if they came across any words inthe previous night‟s reading that they were unfamiliar with. I will then instruct the class to gothrough the first two chapters and write down five of those words. Students will be required to
choose at least one Farsi word out of the five they select (words in the text that are in Farsi are
italicized). (5min)
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Next I will assign the students a partner and they will together use a context clues to define theFarsi words and a dictionary to define the words that are in English. The students will be
required to write down their definitions and agree on them as a pair. (10min)
When students have completed their vocabulary words they will be given markers and computerpaper to make posters for their words. I will have a display set up on one of the classroom walls
and the students will tape their words up on the wall. (7-10 min)Body
As a class we will go over the words that are up on the wall. I will make any necessarycorrections and answer any questions (5-7 min)
Next I will pass out Mad Libs worksheets (taken from http://www.madglibs.com) and students
will fill them out using the vocabulary list we have created as a class. We will briefly go over theparts of speech as a review so that students will not have trouble with the worksheets.
Students will work in the same pairs as before. If time allows both students will complete aworksheet. (7 min)
Closing
To wrap up the activity I will ask a few groups of students to share their Mad Libs with the class.
If any errors are made we will discuss as a class why each item is incorrect. (5 min) Students will be encouraged to add to the wall display of vocabulary words throughout the unit.
We will end class with a brief discussion about how using a diverse range of vocabulary can
improve writing.
Before students leave class I will have them fill out an exit slip. On the exit slip students will berequired to use one of the vocabulary words in an original sentence.
Discussion Ideas1) In what ways could expanding your vocabulary improve your writing?
2) Why do you think the author includes words in Farsi in the novel?
3) What does it mean to have an authentic voice as a writer?
Language Accommodations
In my class there are two English Language Learner students who may require accommodations. One of
the student‟s first language is Spanish, the other‟s is Chinese. This lesson accommodates them in thefollowing ways:
The lesson begins with a class discussion of what words are unfamiliar. These students will havethe opportunity to ask any questions they may have about the meaning of words without feeling
threatened because this is what the entire class will be doing
Students will be working in pairs that I will assign. The pairs will be mixed heterogeneouslybased on reading comprehension levels. This is based on Faltis and Coulter‟s statement,
“Grouping students heterogeneously not only integrates students who might otherwise have
minimal contact, but also improves the performance of all members of a learning community”(Faltis and Coulter, 38).
Special Education Accommodations:
There are several students who require special education accommodations in this class. This lessonaccommodates them in the following ways:
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The lesson incorporates many different small activities, discussions, and work periods. Bybreaking the class period up into small segments students will be aided in maintaining their focus
in class.
The directions for this lesson will also be stated very explicitly so that students understand whatis expected of them. I will be walking around during work periods to offer students additional
support as well. The structure of the lesson encourages the students to use each other as resources and work
together. This will help all students to get the most out of the lesson and in particular should be
beneficial to the student with mild Autism. This student should feel comfortable being in the
social situations for this lesson because they are very structured.
Assessment
In order to assess the effectiveness of this lesson I will:
Walk around as students are working in pairs to ensure that all students are contributing
Collect the students‟ Mad Lib worksheets to see if they are making mistakes on identifying partsof speech. This will also hold them accountable for completing the worksheets
Collect the exit slips to determine if the students are using the new vocabulary words correctly
Extension Ideas:To extend this activity I could
Assign students to add additional vocabulary words for each chapter they read of the novel
Require the students to use the vocabulary words in their papers that I will assign later in the unit
Have the students create their own Mad Lib and exchange with a partner for further practice
Source of Activity: The idea of using Mad Libs for teaching the parts of speech comes from my elementary school teacher
Mrs. Marquart. Although she used this technique for a 6th
grade class I still believe that it can work in a
high school setting. Mad lib worksheets that could be printed and used for this lesson can be found athttp://www.madglibs.com. The idea to display the words in the classroom for the entire unit comes from
my most recent cooperating teacher as she frequently displayed student work in the classroom for
students to contribute to and use as a reference.
Resources and References:
Burke, Jim. The English Teacher's Companion. 3rd. Portsmouth: Heinemann, 2008. Print.
Faltis, C.J. & Coulter, C.A. (2008). Teaching English Learners and Immigrant Students in
Secondary Schools. Upper Saddle River, NJ: Allyn & Bacon
Hosseini, Khaled. A Thousand Splendid Suns. New York: Riverhead, 2007. Print
"Mad:)Takes - Free Mad Libs Online." Mad:)Takes. N.p., Web. 15 Dec. 2012.
<http://www.madglibs.com/>.
Rosenberg, Michael S., David L. Westling, and James McLeskey. Special Education for
Today's Teachers: An Introduction. Upper Saddle River, NJ: Pearson/Merill/PrenticeHall, 2008. Print.
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Weinstein, Carol Simon., and Carol Simon. Weinstein. Middle and Secondary Classroom
Management: Lessons from Research and Practice. 4th Ed. Boston: McGraw-Hill, 2007.
Print.
Illinois State English Language Arts Goals:Knowledge Indicator 1E - The competent teacher understands the impact of linguistic and cultural
diversity on learning and communication.
This lesson takes into consideration students‟ diversity in language. It provides students
with the opportunity to look at another culture‟s specific vocabulary and recognizes the
legitimacy of languages and vocabulary outside of Standard English.
Performance Indicator 1J – The competent teacher differentiates strategies, materials, pace,
levels of complexity, and language to introduce concepts and principles so that they are
meaningful to students at varying levels of development and to students with diverse learning
needs.
This lesson incorporates many different activities that break up the period. Students areable to work with partners at their own desired pace. The activities also work together to
help students learn new vocabulary and usage in a way that is engaging yet effective.
Common Core English Language Arts Standards:
CC.9-10.L.4.a Vocabulary Acquisition and Use: Use context (e.g., the overall meaning of asentence, paragraph, or text; a word‟s position or function in a sentence) as a clue to the meaningof a word or phrase.
In this lesson students must use the context clues in the text to determine the meaning of the words in Farsi.
CC.9-10.L.4.c Vocabulary Acquisition and Use: Consult general and specialized reference
materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the
pronunciation of a word or determine or clarify its precise meaning, its part of speech, or itsetymology.
In this lesson students will also select words to look up in the dictionary. They will define
these vocabulary words and then have to know their part of speech/function in order touse them in the planned activities.
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LP 3 Blair Bucci
Title: Article Presentation
Time: One class period, 50 minutes
Theory into Practice Background“Standards for Speaking and Listening” (Burke 224). Burke claims that different speaking
contexts have different standards to abide by. Students should practice speaking and listening
not just through formal presentations or speeches, but rather in a variety of situations so as topractice speaking in a mixture of ways. This type of speaking will range on the less-formal end
of the spectrum. Students are to present their findings of particular articles to the rest of the
class. Hey will do so by presenting information and summarizing the articles using a projector infront of the class. By having students practice speaking in less formal situations in front of the
class I believe it will make them more comfortable for when the type of speaking is more formal.
Students will also practice listening in different settings. While this will be similar to listening to
a teacher, it will prepare students to be attentive listeners when their peers speak in class.
“Designing and Implementing Effective Group Work” (Weinstein 267). Weinstein explains the
use of cooperative group work as “coordinating individual efforts to produce a final group
product,” (Weinstein 269). This form of group work is suitable for this particular assignmentbecause it is a short activity meant for students to be able to focus on one topic and be able to
share their findings with the rest of the class so that students may be exposed to multiple topics
in a quick way. In this activity students will be placed into one of five groups; each group willhave an assigned topic with articles about the topic which they are to read and summarize for the
class. This theory connects to this activity because the students will use what they have each
gotten out of the readings in order to produce a short presentation for the rest of the classtogether.
Objectives: By the end of this lesson students should obtain knowledge of topics covered in the
book in order to enhance their reading and understanding of the content. Students will havenotes to refer back to during reading to have a better idea of how the topics we discuss affect the
plot and characters. Students will also practice working in groups and oral presentation skills.
Students will read nonfiction texts and practice weeding out necessary information from entiretext in order to share precise and useful knowledge with the rest of the class.
Materials
Enough copies of each article for group members, printed on brightly-colored paper
(different color for each group/topic)
Handout to record notes on
Preparation
Have copies of articles made
Have heterogeneous groups prepared (five groups of 4-5 members)
Have desks arrange in five pods with group members listed at corresponding pods
Have transparencies, markers, projector ready
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Procedure
Students arrive and find assigned groups/seats
Ask where book takes place (Afghanistan), ask what students know about Afghanistan(probably will mention 9/11, Al Qaeda, terrorism), ask when this takes place (1970s-80s),
ask if anyone knows anything that were taking place at this time. (about 5 minutes) Explain that history plays important role in this piece, historical fiction. Having
background knowledge will enhance reading and understanding.
Explain activity
o Each group will be given a topic to „research‟. Will have two articles about each
topic. Read each article and record/highlight important information.Teach/present this information to the rest of the class. Record important facts (at
least 5) on transparency; present to class using the projector. Rest of class will
take notes on each topic to use as reference material for the rest of the novel.
o Each member must contribute (mark initials next to the fact(s) contributed byeach member), each person must speak during presentation
o Groups will have about 20 minutes to work, and 5 minutes to present.o Presentations will include introduction of topic, was it a person, event, group,
issue? Give basic facts, background. Talk about article. Tell how topic connects
to the novel.
Group Topics and Articles
o Soviet Invasion (and Communism)http://www.britannica.com/EBchecked/topic/1499983/Soviet-invasion-of-Afghanistan
http://www.britannica.com/EBchecked/topic/129104/communism
o Taliban
http://www.cnn.com/2010/WORLD/asiapcf/12/07/taliban.explainer/index.html http://www.cfr.org/afghanistan/taliban-afghanistan/p10551
o Tribal Conflicthttp://countrystudies.us/afghanistan/54.htm http://www.nps.edu/programs/ccs/Ethnic_identity.html
o Ahmad Shah Massoud
http://www.telegraph.co.uk/news/obituaries/1340726/Ahmad-Shah-Massoud.html http://www.afghan-web.com/bios/yest/asmasood.html
o Women‟s Roles
http://www.nytimes.com/2012/08/16/opinion/the-women-of-afghanistan.html
http://www.britannica.com/EBchecked/topic/7798/Afghanistan/226137/Daily-life-and-social-customs
Discussion Ideas After presentations have students write a response about how they think each of the
things we just learned about will/have already effected the novel
Discuss how each knowledge of these events/issues effect understanding of the book
Languages and Accommodations
Languages: Provide translated copies of articles for ELL students (one is Spanish, one in
Chinese). Allow students to record notes on presentations in preferred language.
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Accommodations: Students with specials needs will be given handouts to organize and record
their notes while they are working in groups. Because assessment will not include students‟abilities to record notes while groups present, students with special needs will not be required to
take notes. Instead, the next day I will provide a handout recalling the information which was
presented so that these students can focus on the presentations and absorb this informationwithout being distracted and preoccupied by trying to simultaneously listening and writing.
AssessmentGroups will turn in their transparencies to be assessed. Students will also be assessed on how
well they work together in groups; Did everyone participate? Did group members stay on task?
Did everything get accomplished in allotted time? Did groups work together at a reasonablevolume so as to not disrupt others? Presentations will be part of assessment as well; Did
everyone speak? Did members speak at clearly, loudly, at a reasonable pace? Was the
information presented useful, meaningful, and accurate?
Extension Ideas Students look up another topic outside of class to share with the rest of class.
Students pick one of the topics they just heard about and write about how this topic has orwill/may affect the story.
Class makes a timeline and fills in where all of the events/people/issues fit in. Use thistimeline to refer to during the novel. Can also fill in parts of the novel on the timeline.
Source of Activity
This activity was inspired by the “jig saw” activity which was used frequently in CI 403 under the direction of Professor Willis. It resembles this activity in that texts are divided up into
groups, rather than making each group read every text. It differs from this activity because
instead of having groups members intersperse with other to share information, groups with justpresent to everyone else together.
This was also inspired by having students act as teachers to share knowledge with the rest of the
class. This technique was highly emphasized by Professor Dressman during the courses CI 401
and CI 402.
Resources and References
Burke, Jim. The English T eacher’s Companion: A Complete Guide to Classroom, Curriculum,
and the Profession. 3rd Edition. Portsmouth, NH: Heinemann. Print. 2008.
Weinstein, Carol S., Novodvorsky, Ingrid. Middle and Secondary Classroom Management:
Lessons from Research and Practice. 4th
Edition. New York, NY: McGraw Hill
Companies. Print. 2011.
Articles
"Afghanistan". Encyclopædia Britannica. Encyclopædia Britannica Online. EncyclopædiaBritannica Inc., 2012. Web. 15 Dec. 2012
<http://www.britannica.com/EBchecked/topic/7798/Afghanistan/226137/Daily-life-and
social-customs>.
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“Ahmad Shah Massoud”. The Telegraph. Telegraph Media Group Limited . 17 Sep. 2001. Web.
15 Dec. 2012. <http://www.telegraph.co.uk/news/obituaries/1340726/Ahmad-Shah-Massoud.html.>
Bajoria, Jayshree. “The Taliban in Afghanistan”. Council on Foreign Relations. 6 Oct. 2011.
Web. 15 Dec. 2012. <www.cfr.org/afghanistan/taliban-afghanistan/p10551.>
Blood, Peter R. “Tribes”. Afghanistan: A Country Study. Washington: GPO for the Library of Congress, 2001. Web. 15 Dec. 2012. <countrystudies.us/afganistan/54.htm.>
"Communism". Encyclopædia Britannica. Encyclopædia Britannica Online. Encyclopædia
Britannica Inc., 2012. Web. 15 Dec. 2012.<http://www.britannica.com/EBchecked/topic/129104/communism >.
“Ethnic Identity in Afghanistan”. Program for Culture and Conflict Studies. U.S. Navy. Web.
15 Dec. 2012. <http://www.nps.edu/programs/ccs/Ethnic_identity.html.>
Qazi, Abdullah. “Biography: Ahmad Shah Massoud”. Afghanistan Online. 18 Nov. 2007. Web.
15 Dec. 2012. <http://www.afghan-web.com/bios/yest/asmasood.html.>
“Soviet Invasion of Afghanistan”. Encyclopedia Britannica. Encyclopedia Britannica Online.
Encyclapedia Brittanica Inc., 2012. Web. 15 Dec. 2012.
<http://www.britannica.com/EBchecked/topic/1499983/Soviet-invasin0of-Afghanistan>.“Taliban‟s History in Afghanistan”. CNN World. Cable News Network. Turner Broadcasting
System, Inc. 8 Dec. 2010. Web. 15 Dec. 2012.<http://www.cnn.com/2010/WORLD/asiapcf/12/07/taliban.explainer/index.html.>
“The Women of Afghanistan”. The New York Times. The New York Times Company. 15 Aug.
2012. Web. 15 Dec. 2012. <http://www.nytimes.com/2012/08/16/opinion/the-women-of-
afghanistan.html?_r=1&.>
Illinois State English Language Arts Goals 4.A.4a Apply listening skills as individuals and members of a group in a variety of settings (e.g.,lectures, discussions, conversations, team projects, presentations, interviews).
This standard will be achieved because students will have to actively listen to the presentations
from their peers. This setting is different from listening to a teacher lecture or another student‟s
formal speech, which will create a wider range of presentations to listen to.
4.B.4b Use group discussion skills to assume leadership and participant roles within an assigned
project or to reach a group goal.Students will be working together in groups to produce a small presentation. It will be up to
students to take on certain group roles. All students will have to take on a leadership role,
though, when they present the information they have read.
Common Core English Language Arts StandardsCCSS.ELA-Literacy.RI.9-10.1 Cite strong and thorough textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from the text.Students must use actual facts from articles in their presentations and will be using these details
to form a basic argument/stance about the topic.
CCSS.ELA-Literacy.SL.9-10.4 Present information, findings, and supporting evidence clearly,concisely, and logically such that listeners can follow the line of reasoning and the organization,
development, substance, and style are appropriate to purpose, audience, and task.
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Groups will present information they have read about a certain topic in order to share this
knowledge with peers. Presentation should follow the guidelines listed in this particular standardso as to practice speech skills, and to benefit the listener.
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LP 4 Kaitlyn Henaghan
TITLE Chapter 16 Prediction A Thousand Splendid Suns
TIME 50 minutes
THEORY INTO PRACTICE BACKGROUND
The “interrupted reading” strategy that I am incorporating in this lesson is useful becausestudents can stop and discuss the predictions of each portion of the chapter before moving on
(Burke, 233). This also gives the students the chance to discuss any confusing events or ideasthat are discussed up until this point. This is very beneficial for ELL students, but I also chose
this activity because supports that are positive for ELL students are often helpful for all students
because many cognitive aspects for reading are similar in English (NCTE). This lesson is an
example of completely cooperative learning: the students are doing equal shares of the reading,
helping each other on predictions, and build on each other‟s ideas (Weinstein, 269).Prior to this lesson, the students will have already read up to Chapter 16, and they can use
this information to help make their predictions for what is going to happen next. They will alsohave practiced making predictions in other units, and can recall this information for when they
are making predictions about A Thousand Splendid Suns. This lesson is linked to future lesson
because the students began Part 2 of the novel, and this is a beginning point to get them thinking
about what is going to come for the rest of the book. This skill is going to be useful in a futurelesson when a student has to make predictions about what they think happened after the story
ends.
OBJECTIVES
Student will be able to…
Demonstrate comprehension of what they have read so far (Part 1).
Practice out loud reading skills in pairs, as well as practicing etiquette.
Practice prediction-making skills and use evidence from text to support predictions.
Articulate predictions and ideas out loud, both within partnered reading and in groupdiscussion.
MATERIALSWordle link: http://www.wordle.net/show/wrdl/6157237/A_Thousand_Splendid_Suns_Pt_2
Pen and Paper (provided by students)
Prediction Worksheet
Copy of A Thousand Splendid Suns
PREPARATION
Create Wordle using summary of Chapter 16. Make sure that Wordle is pulled up on laptop and
that laptop is connected to overhead projector. Make sure the Prediction Chart worksheet isready to be handed out to each student. The notebook paper is for the students to make any
additional notes while they view the Wordle or read the chapter and is provided by the students.
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PROCEDURE
OPENING:
Bell ringer: Write a brief, 2 paragraph summary about what has happened thus far in A
Thousand Splendid Suns. This will be collected as a reading check to make sure students
are doing assigned homework (10 minutes) Show Chapter 16 Wordle to class. Have class fill out box 1 on prediction chart about
what they think is going to happen in Part 2 (Chapter 16 is the first chapter of Part 2). (3
minutes)
Discuss predictions with class. (6 minutes)
BODY:
Read Chapter 16 quietly in pairs. At each page break in the chapter (there are there are
two, three including the end of the chapter), the students should individually make
predictions as to what they think is going to happen next and what evidence is causingthem to make this prediction. The pair should then discuss the predictions each of them
wrote before moving on to the next reading section. At the end of Chapter 16, thestudents will make a prediction about what they think is going to happen next in thebook (25 minutes).
CLOSING:
The class will come together in a group discussion and volunteer to explain what they
think is going to happen and why (6 minutes).
DISCUSSION IDEAS
How is this section already connected or similar to Part 1? Different?
How was Mariam from Part 1 similar to Edna from The Awakening? What role do the different men in A Thousand Splendid Suns play so far?
LANGUAGES ACCOMMODATIONSSharing the Wordle at the beginning of the class and having the students make
predictions as a class is useful for the ELL students to understand the task that is being asked of
them. Wordle is also a visually appealing unit of technology: it takes the words from a textprovided and makes the words that show up the most frequently biggest. This will help the ELL
students recognize the relativity of how important certain words are in comparison to others.
The “interrupted reading” technique benefits the ELL students (Burke, 234). They are
able to practice reading out loud, but in a more intimate setting so they may feel more
comfortable. This strategy also gives the ELL students time to ask questions in case they arehaving trouble understanding some of the words or interpretations. ESL students often take
metaphors literally, so I would pair them with a student in the class that is willing to help them
make the appropriate connection. The ELL students should only read out loud as much as theyfeel comfortable.
SPECIAL EDUCATION ACCOMMODATIONS
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Working in a completely cooperative group will be beneficial for the students with
disabilities in my classroom because they will be able to better stay on task. In a one-on-oneinteraction, there is less opportunity for distraction. I will continue to walk around the classroom
throughout the assignment so that students remember to work quietly: this will also eliminate a
distraction that the students with disabilities may typically encounter.
The worksheet for the assignment is considered a “guided worksheet”. It has veryspecific, but simple instructions on top. There are also specific titled rows and columns, which
will help the student organize their information better. Students with disabilities also benefit
from written instructions because they have something to be continuously referring to as theycomplete the assignment. The students with special needs should only read out loud as much as
they feel comfortable.
ASSESSMENT
Bell ringer will be collected just as a formative check to see if students are doing reading. They
either get a point, or they do not.
The students will then be assessed based on the worksheet they are going to turn in for the
lesson. I am going to be grading them based on their ability to come up with predictions as wellas their ability to use evidence to support their claims.
Student provides reasonable predictions for every box=4 points
Student provides acceptable evidence for each prediction=4 points
TOTAL POINTS: 8 8=A 7=B 6=C 5=D <5=F
Essentially, they will earn one point for each box, provided that the information in the box is
relevant and thoughtful.
EXTENSION IDEAS
At the end of each chapter, the students can make brief predictions about what they think is going to happen next in the novel.
When they are finished with all reading assignments for the unit, the students can write ashort story about what they think happened after the book‟s conclusion.
Students can create a PSA about the events that are occurring in the Middle East to help
raise awareness to people living in the United States.
SOURCE OF ACTIVITY
I would like to thank a teacher I worked with at a local public school for inspiring this idea. Sheused partner reading and predictions an incredible amount in her classroom, and I thought it wasvery effective and helped the students build relationships with one another. I would also like to
thank a fellow classmate: I observed her teach a lesson about predictions and she emphasized
how important it was to pause and give students time to make predictions throughout the reading.I would also like to thank my Curriculum and Instruction professors for providing me with
helpful strategies for accommodating the diverse needs of instruction and introducing me to
different facets of differentiated instruction.
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RESOURCES AND REFERENCES
Burke, Jim. The English Teacher's Companion. 3rd. Portsmouth: Heinemann, 2008.Print.
Henaghan, Kaitlyn. “A Thousand Splendid Suns Part 2”
http://www.wordle.net/show/wrdl/6157237/A_Thousand_Splendid_Suns_Pt_2 Online.December 17, 2012.
Hosseini, Khaled. A Thousand Splendid Suns. New York: Riverhead, 2007. Print.
National Council of Teachers of English “English Language Learners”. The Council
Chronicle. 2008. Online
Weinstein, Carol Simon. Middle and Secondary Classroom Management: Lessons from
Research and Practice. 4th Ed. Boston: McGraw-
Hill, 2007. Print.
ILLINOIS STATE ENGLISH LANGUAGE ARTS GOALS
My standard is Learning Environment .
My Knowledge Indicator is “4C) understands how to help students work cooperatively and
productively in groups”. This is evident in my lesson because I am having my students work inpairs in order to have them build their predictions off of each other. I also want them to read out
loud together because they can help each other out if one of them does not know a word‟spronunciation or meaning. Throughout the lesson, I will walk around the classroom to ensure
that all students are working respectfully and talking quietly so they do not disturb the class.
My Performance Indicator is “4J) creates clear expectations and procedures for communication
and behavior and a physical setting conducive to achieving classroom goals”. This is applicable
to my lesson because I am going to make sure that my students understand the directions that areexpected of them before they begin the assignment. I am also going to reiterate the fact that Iexpect them to stay on task while in their groups and work cooperatively with their seat partners.
COMMON CORE ENGLISH LANGUAGE ARTS STANDARDS
“CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners
on grades 9 –10 topics, texts, and issues, building on others‟ ideas and expressing their
own clearly and persuasively.” This is present in my lesson because my students aregoing to be working in one on one groups, which is going to help them practice their out
loud reading skills and their ability to have a discussion about what they think is going to
happen next in the text. After hearing what the other has to say, a student may reconsidertheir prediction and feel that their partner may be on the right track. It will require
discussion as well as building off of each other‟s ideas.
“ CCSS.ELA-Literacy.RL.9-10.1 Cite strong and thorough textual evidence to supportanalysis of what the text says explicitly as well as inferences drawn from the text.” This
is relevant to my lesson because not only do the students have to make predictions basedon what they have read, but they need to support it with evidence pulled directly from the
novel.
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PREDICTION WORKSHEET
NAME:
INSTRUCTIONS: The first column indicated the points in Chapter 16 that you are
required to stop in make a prediction. The middle column is for your prediction, and thebox on the far right is the evidence that lead you to make this claim. You will partner-read
and work on your predictions with your seat partners, but you each will need to fill out
your own worksheet.
PREDICTIONS EVIDENCE
WORDLE
PREDICTION
BREAK 1
BREAK 2
END OF
CHAPTER
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Blair Bucci
Title: Compare and Contrast The Kite Runner
Time: Three class periods; 150 minutes
Theory into Practice:“Evolving Notions of Literacy” (Burke 35). In this section Burke describes the four keyliteracies, one of which being situated knowledge. This type of literacy involves “the ability to
translate among modes, speech events, signs, and stance” (Burke 36). During this lessonstudents will be viewing the film The Kite Runner as an anchor text to the novel A Thousand
Splendid Suns. Using a film as an anchor text with a novel will exercise the students‟ abilities to
absorb information from different types of texts and presentations. They will also practice
negotiated knowledge which is concerned with students‟ ability to look at an issue from multiplepoints of views.
“Multimodal Literacies and Technology” (NCTE). This statement by the NCTE states,
“integration of multiple modes of communication and expression can enhance or transform themeaning of the work beyond illustration or decoration.” Technology is a major part of students‟
lives and so by incorporating it into the classroom will make material more relevant andengaging to them. Students will be watching a film which takes place during the same time and
in the same place as the novel we are reading in class, however the protagonists have very
different backgrounds and consequently have different experiences during the same events. By
seeing these experiences through different forms students will be able to transfer their knowledgefrom each mode to the other to enhance their reading and viewing experiences.
Objectives: After this activity students will gain more knowledge of the time and setting of thenovel A Thousand Splendid Suns through watching the film The Kite Runner . This film will be
used because it is based off of a novel written by the same author as the class novel and takes
place during the same time period. Students will gain new perspective on what they are reading
by seeing some of the same issues through a different point of view. By watching the film andcomparing and contrasting it to the book, students will improve their knowledge and
understanding of the material and how authors use different techniques to create different
characters and outlook s. They will also see how the historical events we are learning abouteffect different people based on gender and social class.
Materials: Film, Handout to record notes on
Preparation: Have film and TV reserved. Have handouts copied. Have a letter to
parents/guardians sent home ahead of time explaining that there is a controversial scene in the
movie; if parents show concern then this portion of the movie will be skipped.
Procedure:
Movie runtime is 120 minutes; will be spread out over 3 class period.
Day One: Students arrive, explain sequence of events for next three days. Class will bewatching The Kite Runner , movie based on a book written by the same author as A
Thousand Splendid Suns. Ask students what some things that they think they will be
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seeing in the movie that they have read about. During the movie students will fill out a
chart (their choice of organization: Venn diagram, T-chart, etc.) in which they recordsimilarities and differences between the pieces. Watch movie, fill in chart.
Day Two: Before watching movie have every student write at least one similarity ordifference on the board, briefly discuss. Continue watching movie and filling out chart.
Day Three: Finish movie and chart. Add more to statements on board from previous day.Students will complete an additional writing assignment reflecting on the similarities anddifference they have recorded. Students will answer the following prompt: Choose 2
similarities and 2 differences you have recorded and explain how/why they are different
or similar in about two paragraphs. Then write a reflection in which you explore thereasons for why these similarities and difference exist, ex. culture, gender, social class,
politics. Students will complete this assignment outside of class and turn it in the
following day.
Discussion Ideas
What were some things in the movie that agreed or disagreed with what you pictured in
the book? What are some stylistic features of each text that give tell you each was written by the
same author?
Do you think the author was more effective writing in the male perspective over thefemale? Why or why not?
How are the family structures similar or different? How do family structures compare tosocial structures and customs?
Languages and Accommodations
Languages: Much of the film is spoken in Farsi with the use of English subtitles. Since these goby quickly and may be hard for the ELL students to read on the screen I will provide a translated
copy of the screenplay if possible for these two students to have. These students will also beallowed to record their notes and a draft of their response in their preferred languages, however
the written response at the end of the film will need to be written in English.
Accommodations: The students with ADD and autism will be given stress balls to hold onto
during the movie to be able to have some movement throughout the class period. I will also notewhen less important parts of the movie take place and tell these students they may get up for a
minute or so to get a drink of water and walk around to relieve some energy so that that they will
not miss something important. I will also provide a guided handout for these students to use tofill out their notes. (Handout attached)
Assessment:Students will be assessed on their compare and contrast notes and their responses at the end of the film. Assessment breakdown will be as follows:
Compare and Contrast Notes
At least 5 examples of differences and similarities (10 total) 10pts
Journal Response
Discusses 2 similiarities and 2 differences 8pts
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Uses other contextual material to analyze similarities and differences 4pts
Student acknowledges other forces‟ (culture, gender, etc) contribution to these 4ptsUses proper writing conventions 2pts
At least 1 page in length 2pts
Total 30pts
Extension Ideas Students use knowledge they have from the film to make predictions about the rest of the
novel
Students continue adding similarities and differences as we finish the rest of the novel
Students compose a scene in which a character from the film encounters a character fromthe novel
Source of Activity
I owe the inspiration of this activity to any teacher that had shown a movie in class in
accompaniment with a novel. Also, to the author of the books A Thousand Splendid Suns and
The Kite Runner , Khaled Hosseini, for crating both texts.
Resources and ReferencesBurke, Jim. The English Teacher’s Companion: A Complete Guide to Classroom, Curriculum,
and the Profession. 3rd
Edition. Portsmouth, NH: Heinemann. Print. 2008.
“Multimodal Literacies and Technology”. National Council on Teachers of English. 27 Aug.2008. Web. 15 Dec. 2012. <http://www.ncte.org/governance/MultimodalLiteracies.>
Illinois State English Language Arts Goals
2.A.4c Describe relationships between the author‟s style, literary form (e.g., short stories,novels, drama, fables, biographies, documentaries, poetry, essays) and intended effect on the
reader.
Students will discuss and write about similarities and differences of the author‟s style betweenthe film and the novel.
2.B.4a Critique ideas and impressions generated by oral, visual, written and electronic materials.
Students will be comparing the viewpoints demonstrated through film and a novel. This willinclude the effects that each mode has on such viewpoints.
Common Core English Language Arts Standards
CCSS.ELA-Literacy.L.9-10.1 Demonstrate command of the conventions of Standard English
grammar and usage when writing or speaking.
Students will practice and will be assessed on grammatical conventions within their journal
responses.
CCSS.ELA-Literacy.SL.9-10.1d Respond thoughtfully to diverse perspectives, summarize points
of agreement and disagreement, and, when warranted, qualify or justify their own views andunderstanding and make new connections in light of the evidence and reasoning presented.
Area of focus during this activity will be on the viewpoints of the main characters that differ in
gender, background, socioeconomic class, and culture. Students will also share their ownviewpoints.
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Compare and Contrast A Thousand Splendid Suns to The Kite Runner
Splendid Suns Both The Kite Runner
Family
Politics,
Customs,
Hist.
Events
Gender
Roles
Social
Class
Other
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LP 6 Kaitlyn Henaghan
TITLE Part 1 and 2 Theme Collage
TIME50 minutes
THEORY INTO PRACTICE BACKGROUNDStudents will need some time to brainstorm and think creatively for this lesson, which
may end up taking more time than planned: because of this, I am going to apply flexibility to this
lesson (Burke, 274). One of my extension ideas is that students may need to work on thisassignment another day in class. If I realize that students are working really hard and are still not
finishing it on time, this can be arranged. Another big part of this lesson is cooperation: I am
going to require my students to work in a “helping permitted” situation: that is, they can share
magazines and markers, but they are still required to do their own individual assignments
(Weinstein, 269). By working cooperatively and respectfully throughout the unit in theclassroom, the students are building their own classroom community. This, in turn, will prepare
them for participating in outside of school communities (Faltis, 33).Prior to this lesson, the students will have read both Parts 1 and 2. In a previous unit, they
will have learned themes and how to identify themes: I am having them practice this skill several
times throughout the unit because it will make interpreting literature much easier for them in the
future. They will need to effectively pick out one over-arching theme between the two chaptersin order to make a successful collage. The project may need to be continued in the lesson
immediately following this one, but it would not take up more time than this. They will need to
keep the themes in mind as they continue to read the book and work on their character journalsand other assignments to see how, if at all, it is evolving.
OBJECTIVES
Student will be able to…
Recognize and understand a significant theme across both Parts 1 and 2.
Apply present day images to support his/her theme idea.
Work quietly and individually on his/her own collage.
Effectively organize information in an appealing and comprehensible way to create his collage.
Critically think while viewing peers‟ collages.
MATERIALS Large construction paper
MarkersMultiple magazines
Tape
PREPARATION Make sure there is enough construction paper for each student in the classroom. Students willhave to share markers, but I will bring in about 50 and the students can share as they work. I will
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make sure the dry erase board is already free of any other writing before beginning my class. I
will bring in a number of different magazines so students have a wide range of images to choosefrom. For example, I will bring in National Geographic as well as Good Housekeeping. I will
ask around my friends and family and see if they are willing to donate old magazines they do not
want anymore as well as buy and bring in my own. I will also ask the students in the classes
leading up to this one if they are willing to bring in any magazines from home that they do notneed anymore and would not mind cutting pictures from.
PROCEDURE
OPENING:
Discuss possible themes from Part 1 and Part 2 of A Thousand Splendid Suns as a class.Write themes on dry erase board (7 minutes).
Provide students with verbal instructions of collage: they will be using pictures from thenumerous magazines I will have provided as well as their own drawings. Materials will
also be handed out at this time (3 minutes).BODY:
Students will create their theme collages individually. They are allowed to talk quietlyamongst each other because they are going to be sharing markers and magazines.
However, the actual project is an individual effort. When students finish their collages,they should tape it anywhere on the walls of the classroom (30 minutes).
CLOSING:
Student will write exit slip, briefly summarizing the theme that they chose and how it wasrepresented in their collage (10 minutes).
DISCUSSION IDEAS What was the most common theme that was portrayed in the collages of your peers?
How did you decide what theme you wanted to portray?
How are some of these themes related to the themes we discussed from The Awakening?
LANGUAGES ACCOMMODATIONS
This lesson can be beneficial for the Chinese and Hispanic students because they maywork better expressing the content through pictures and brief captions rather than an extensive
paper about theme. However, I do still want all students to practice writing in some way, which
is why I am requiring the students to write a brief explanation of the theme that they chose and
how it is represented in their collage. This can be beneficial for the ELL students because I will
be grading based on the content of their response, not their grammar or conventions. If theirexplanation and collage are both completely incomprehensible, I will provide the student with
the opportunity to meet with me before or after class so I can help them better understand eitherthe definition of theme or what the assignment was asking them.
SPECIAL EDUCATION ACCOMMODATIONSThe students with ADD and autism in this unit may be very distracted by the magazine
images and have a hard time staying on track during this lesson: I will continuously walk around
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the classroom and make sure that they are progressing on the assignment to ensure that this is not
the case. The classroom is allowed to talk, but I will remind them to keep the noise level to aminimum: excess conversations and noise can be over-stimulating to a student with a disability.
During the class discussion, I will write the themes that are brought up on the dry erase
board. This is something the student with a disability can refer to if they are having trouble
coming up with an idea of their own to focus on. However, I still expect them to be able toexplain how the theme is relevant in A Thousand Splendid Suns and how their collage is an
appropriate depiction of this theme. I will consistenly make sure that all students are aware of
how much time they are getting on each activity and how much time is remaining several timesthroughout the lesson: this can reduce the stress that students with disabilities feel about not
being able to finish on time. I will also remind all students that as long as everyone is working
hard and staying focused, they may be able to have an extra in-class work day. This may help thestudents with disabilities in the classroom relax, knowing that they do not have to rush through
the assignment but that they do have to work hard and focus on it during the whole class period.
ASSESSMENT
This is an appropriate assessment because I want to make sure that the student understands the
relationship between the first two parts of the novel. I also want to assess the students on the timeand effort they put into the project in order to make it appealing and comprehensible. I also feel
that the student needs to be able to explain their theme so that I know they did not just choose
random pictures that all seemed to fit in one category: the theme needs to be explained in regards
to A Thousand Splendid Suns.
CATEGORY 4 3 2 1
tention to Theme The student gives a
reasonableexplanation of how
every item in thecollage is related to
the chosen theme. For
most items, therelationship is clear
without explanation.
The student gives a
reasonableexplanation of how
most items in thecollage are related to
the chosen theme. For
many of the items, therelationship is clear
without explanation.
The student gives a
fairly reasonableexplanation of how
most items in thecollage are chosen to
the assigned theme.
The student\'s
explanations are wand illustrate diffic
understanding howrelate items to the
chosen theme.
me and Effort Class time was used
wisely. Much timeand effort went into
the planning anddesign of the collage.
Class time was used
wisely. Student couldhave put in more time
and effort.
Class time was not
always used wisely.
Class time was not
used wisely.
ality of
nstruction
The collage showsconsiderable attention
to construction. The
items are neatlytrimmed. All items
are carefully and
The collage showsattention to
construction. The
items are neatlytrimmed. All items
are carefully and
The collage showssome attention to
construction. Most
items are neatlytrimmed. All items
are securely attached
The collage was putogether sloppily.
Items appear to be
\"slapped on\". Piemay be loose or
hanging over the
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securely attached to
the backing. Thereare no stray marks,
smudges or glue
stains. Nothing is
hanging over theedges.
securely attached to
the backing. A fewbarely noticeable
stray marks, smudges
or glue stains are
present. Nothing ishanging over the
edges.
to the backing. A few
barely noticeablestray marks, smudges
or glue stains are
present. Nothing is
hanging over theedges.
edges. Smudges,
stains, rips, unevenedges, and/or stray
marks are evident.
les and Text Titles and text werewritten clearly and
were easy to read
from a distance. Textvaried in color, size
and/or style for
different text
elements.
Titles and text werewritten clearly and
were easy to read
close-up. Text variedin color, size and/or
style for different text
elements.
Titles and text werewritten clearly and
were easy to read
close-up. There waslittle variation in the
appearance of text.
Titles and/or text ahard to read, even
when the reader is
close.
SCORING GUIDE:
Total points: 16. 14-16=A 11-13= B 8-10=C 5-7=D <5=F
EXTENSION IDEAS
If students do not finish collage in class, they can spend time working on it the next day and the
schedule can be adapted.
Make a similar collage, but connecting themes from entire book of A Thousand Splendid Suns
and The Awakening.
Write an essay about a theme in A Thousand Splendid Suns and compare it to a theme in The Kite
Runner movie.
Find one article either online or in the newspaper related to the events that occurred or are
occurring in Afghanistan.
SOURCE OF ACTIVITY
I would like to thank my high school literature teacher for inspiring this activity. We hadto do collages about the main theme of our personal lives, but I think it translates perfectly into
doing the theme of a text. I would also like to thank my SPED 405 professor for adequately
preparing me for accommodations I will have to make for my students, specifically for
emphasizing the importance of differentiated instruction. I would also like to thank my CIinstructors for preparing me for the diversity that is going to be prevalent in my classroom.
RESOURCES AND REFERENCES
Burke, Jim. The English Teacher's Companion. 3rd. Portsmouth: Heinemann, 2008.
Faltis, C.J. & Coulter, C.A. (2008). Teaching English Learners and Immigrant Students
in Secondary Schools. Upper Saddle River, NJ: Allyn & Bacon
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Weinstein, Carol Simon. Middle and Secondary Classroom Management: Lessons from
Research and Practice. 4th Ed. Boston: McGraw- Hill, 2007. Print.
ILLINOIS STATE ENGLISH LANGUAGE ARTS GOALS
My standard is Content Area and Pedagogical Knowledge
My Knowledge Indicator is “2B) understands major concepts, assumptions, debates, and
principles; processes of inquiry; and theories that are central to the disciplines;” This is present inmy lesson because I am having my students focus on the themes from the novel, and having
them practice being able to represent these themes. The concepts of theme and representation are
two very prominent literary elements: the more students practice identifying themes, the more
critically they will read texts in the future.
My Performance Indicator is “2K) engages students in the processes of critical thinking andinquiry and addresses standards of evidence of the disciplines”. This is evident in my lesson
because I am asking my students to critically think about A Thousand Splendid Suns andexamine the content between Parts 1 and 2 to find a common theme. During the beginning
discussion about possible themes, I will require my students to provide evidence from the text to
help the class understand where the theme was derived from.
COMMON CORE ENGLISH LANGUAGE ARTS STANDARDS
“CCSS.ELA-Literacy.RL.9-10.2 Determine a theme or central idea of a text and analyzein detail its development over the course of the text, including how it emerges and isshaped and refined by specific details; provide an objective summary of the text.” This is
evident in my lesson because I am asking my students to analyze the themes between
both Part 1 and 2, which demonstrates their ability to recognize how a theme develops as
a text progresses.
“CCSS.ELA-Literacy.SL.9-10.1a Come to discussions prepared, having read andresearched material under study; explicitly draw on that preparation by referring to
evidence from texts and other research on the topic or issue to stimulate a thoughtful,well-reasoned exchange of ideas.” This is a very important standard for this lesson. If thestudents have not read both Part 1 and 2 by this time, they will have a very hard time
making an acceptable theme collage. Coming to class prepared with an understanding of the reading is very beneficial.
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LP 7 Claire Wilmsen
A Thousand Splendid Suns: Poetry and the Home Land
Theory Into Practice Background
I. Theories and Concepts In Teaching English Learners and Immigrant Students in Secondary Schools it is states that,
“You should plan and organize your classroom discussions and activities so that the
language used with students seeks to accomplish three interrelated language goals geared
to helping them: A. Make meaning with oral and written language B. Understand how oral
and written language operates as codes of language sounds, letters, words, sentence
conventions, and cultural meanings to make sense of and convey meaning; and C. Use oral
and written language as tools for learning about academic content in both real and
imagined communities of practice” (Faltis and Coulter, 39). This lesson helps students to
look at the poem and decipher what it means and how it conveys meaning when used
within the novel.
For this lesson I also took into consideration the text Special Education for Today’s Teachers. Inthis text the academic challenges for students with ADHD are listed as, “inability to pay closeattention to details, carelessness in school work, difficulty sustaining attention, and difficulty
with organization” (Rosenberg, 239). I looked at all of these challenges and addressed themthrough the activities in this lesson by incorporated many modes of presentation. Students will
listen to the poem being read aloud to them, use visual representations to work through the text,
watch a video and compare it to the poem and text, and create their own poetry. Students will beworking independently, with small groups, and as a collective class. The variety in the lesson and
structured plan will help students to maintain focus and stay on track.
The idea to have students create their own poems after analyzing the one in the lessoncomes from The English Teacher's Companion. Author, Burke, explains, “Construction-
of a class, of knowledge, of relationships, of meaning, of a story- implies occupation in both senses of the word: to work and inhabit”(Burke, 9).
II. Background/ Content Information
“Kabul” by Saib-e-Tabrizi
Video from Voices of NY (http://voicesofny.org/2012/08/video-back-home-to-a-war-zone/)
III. Explanation of Background/ Content Information
Two lines of this poem are featured in the novel A Thousand Splendid Suns. This poem is wherethe title of the book comes from. This poem is about the city of Kabul, the setting of the novel,and will provide the students with an image of the city from a positive viewpoint.
The video is about a reporter who was born in Afghanistan but left when she was very young dueto the war going on. The reporter decides to travel back to her old hometown and talks about
how she still feels nostalgic for her home. This will help students to understand what thecharacters in the novel are going through when they have to leave Kabul. It will help them to see
why they would want to return to their hometown even though it has seen so much destruction
and tragedy.
I will use both sources to help students to connect to their own experiences and to write theirown poems.
IV. Link to future Lessons
The idea of returning home will be visited again at the conclusion of the novel
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In the lesson when students compare characters we will discuss their attitudes toward Kabul andthe differences in their upbringings
We will discuss the opinions the characters have of Afghanistan compared to what we as a classknow/think about the Middle East.
ObjectivesFrom this lesson students should be able to:
Recognize and identify literary devices employed in the poem “Kabul”
Interpret the meaning and tone of the poem
Connect the poem, especially the 2 lines featured in the novel, with the plot thus far
Watch the video from Voices of NY and make connections to the text
Write their own poems about their hometown
MaterialsThis lesson will require the following:
Copies of the poem for each student
SMART board and access to internet for the video Highlighters in different colors for students
Blank paper for students to work with (for writing their own poems)
Preparation
Prior to class I will need to:
Remind students to get caught up/ stay on track with the reading the day before the lesson
Make copies of the poem for each student
Divide students up into groups for the small group activity
Procedure
Opening
To start class I will hand out a copy of the poem “Kabul” to each student. I will have the studentstake out their copies of the novel and I will read aloud the passage when the two lines of the
poem are introduced in the text. (3 min)
Then I will read the entire poem aloud to the class and ask them to just listen and think aboutwhat they think the poem is trying to portray. I will then read the poem aloud a second time but
this time I will instruct the class to take notes on their sheet about their interpretations. (4-5min)
Next I will lead the class through a discussion of what the poem is about using guided questions.For example, how do you think the author feels about Kabul? What lines make you think that?
Etc. (5 min)
I will then break the students up into small groups and assign each group a stanza of the poem.The students of each group will have to interpret their stanza and identify any literary devices. I
will pass out highlighters of different colors for groups to use to identify these devices. (5min)
Then I will go around the room and each group will share their stanzas with the class, (5min)Body
At this point the class should have discussed that the poem was a poem about someone singingthe praises of their hometown. We will discuss why Laila‟s father is quoting this poem as they
are packing to leave the war-torn city of Kabul. (3-5min)
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Next I will show the video from Voices of NY. I will ask students to compare the reporter in thisvideo to the characters in the text. We will talk about what it means to have a hometown, what it
means to leave your home, and why this is important to people. We will also brainstorm on theSMART board what sort of things (tangible and intangible) make a home feel like home. (7-10
min)
Closing Students will spend the remaining time in class writing their own poems about their hometown
or any other place that is special to them. Students will be given a rubric for the poem to show
what is expected of them. Students will have to finish their poems for homework. (10min)
Discussion Ideas1) Make a list of what comes to mind when you think of home. IS your list mostly sensory details, items,
or people?
2) If your family had to leave your home because it was no longer safe (like Laila‟s) and you could onlytake one item with you what would you choose?
3) Make a prediction for the text: do you think Laila will ever return to her childhood home? What about
Mariam?
Language Accommodations
In my class there are two English Language Learner students who may require accommodations. One of
the student‟s first language is Spanish, the other‟s is Chinese. This lesson accommodates them in thefollowing ways:
For the final poem activity students are allowed to incorporate words in other languages ordialects if that is relevant to the theme. Since the assignment is to write a poem about yourhometown students with English as a second language and students who speak other languages at
home are encouraged to write in the way they feel most comfortable and capable of expression.
Discuss as a class the tasks that students need to accomplish during class time as well as
distribute written copies of the directions to the class. This will ensure that every studentunderstands clearly what is expected of him or her.
If need be, I will provide students with translations of the instructions. (If students had needed
translations of either text, those would have already been provided in previous lessons).
Special Education Accommodations:There are several students who require special education accommodations in this class. This lesson
accommodates them in the following ways:
For students who have trouble focusing this lesson plan is accommodating because it breaksdown a long and difficult poem into smaller sections.
Also, for students who require more time to process information this lesson accommodates them
by having the poem activity due the next day. This way the students can continue to work ontheir poems at home. Also, students will have access to the rubric and the assignment written out
because I will pass out copies of both for all students.
The structure of the lesson encourages the students to use each other as resources and work together. This will help all students to get the most out of the lesson and in particular should be
beneficial to the student with mild Autism. This student should feel comfortable being in the
social situations for this lesson because they are very structured.
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Assessment
In order to assess the effectiveness of this lesson I will:
Monitor students during the activity and discussions to make sure that everyone is participating
Collect and grade the poems based on the following rubric:
3 2 1 CommentsRequirements All of the written
requirements (10 lines,
2 labeled uses of
figurative language,
rhyme scheme labeled)
were met.
Almost all the written
requirements were
met.
Many
requirements
were not met.
Title Title is creative, sparks
interest and is related to
the poem and topic.
Title is related to the
poem and topic.
No title.
Spelling and
Punctuation
There are no spelling or
punctuation errors in
the final draft.
There is one spelling
or punctuation error in
the final draft.
The final draft
has more than 3
spelling and
punctuationerrors.
Total:___/3
Extension Ideas:
To extend this activity I could
Have students draw illustrations to represent their poems
Have a whole-class poetry jam in which students would recite their poems in front of the class
Have students decide which lines of their poem best represent their message like the two lines of
“Kabul” that are featured in the novel
Have students all submit their poetry via email, then insert all of their poems into a wordle
(www.wordle.net) to see what all of the class‟ poems have in common. This could be followedwith a discussion about what makes a home feel like home.
Source of Activity:
I chose to incorporate this poem into the unit because it is where the title of the novel comes from. Theauthor, Khaled Hosseini, provided the author of the poem in the back of the novel. I was inspired to add
the poetry writing activity by an activity I did in high school. I also thought that having students write
poems about their hometowns would be a way for everyone to feel connected to the text.
Resources and References:
Burke, Jim. The English Teacher's Companion. 3rd. Portsmouth: Heinemann, 2008. Print.
Chadda, Kanika, and Peter Moskowitz. "Voices of NY Video: Back Home, to a War Zone."
Voices of NY Video Back Home to a War Zone Comments. N.p. Web. 13 Dec. 2012.
Faltis, C.J. & Coulter, C.A. (2008). Teaching English Learners and Immigrant Students in
Secondary Schools. Upper Saddle River, NJ: Allyn & Bacon
Hosseini, Khaled. A Thousand Splendid Suns. New York: Riverhead, 2007. Print
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Rosenberg, Michael S., David L. Westling, and James McLeskey. Special Education for
Today's Teachers: An Introduction. Upper Saddle River, NJ: Pearson/Merrill/Prentice
Hall, 2008. Print.
Tabrizi, Saib-e. ""Kabul"" Afghan Network . N.p., n.d. Web. 14 Dec. 2012.
Illinois State English Language Arts Goals:
Knowledge Indicator 5F – The competent teacher knows strategies to maximize studentattentiveness and engagement.
This lesson incorporates several different forms of instruction to keep students engaged.It has students working together, watching a video, using the SMART board, and creating
their own products.
Performance Indicator 7J – The competent teacher uses assessment results to determine studentperformance levels, identify learning targets, select appropriate research-based instructional
strategies and implement instruction to enhance learning outcomes.
This lesson includes a graded student-generated product in its conclusion. Students are gradedbased off a very specific rubric that they will have access to as they are completing their work.This will promote students to creating quality products and ensures that they understand what is
expected of them.
Common Core English Language Arts Standards:
CC.9-10.R.L.4 Craft and Structure: Determine the meaning of words and phrases as they areused in the text, including figurative and connotative meanings; analyze the cumulative impact of
specific word choices on meaning and tone (e.g., how the language evokes a sense of time andplace; how it sets a formal or informal tone).
For this lesson students have to recognize the figurative language used in the poem. They
have to use the figurative language and other context clues to determine the meaning and
the tone of the poem. They also have to understand how to use elements of figurativelanguage for when they compose their own poems.
CC.9-10.R.I.7 Integration of Knowledge and Ideas: Analyze various accounts of a subject told in
different mediums (e.g., a person‟s life story in both print and multimedia), determining whichdetails are emphasized in each account.
Students will look at the ideas conveyed in the novel, the poem, and the video. All of themediums tell a similar story and students will have to compare and contrast them.
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This poem was written in the 17th Century by Saib-e-Tabrizi
(Translated by Dr. Josephine Davis)
KABUL
Ah! How beautiful is Kabul encircled by her arid mountains
And Rose, of the trails of thorns she envies
Her gusts of powdered soil, slightly sting my eyesBut I love her, for knowing and loving are born of this same dust
My song exhalts her dazzling tulips
And at the beauty of her trees, I blush
How sparkling the water flows from Pul-I-Bastaan!May Allah protect such beauty from the evil eye of man!
Khizr chose the path to Kabul in order to reach Paradise
For her mountains brought him close to the delights of heaven
From the fort with sprawling walls, A Dragon of protection
Each stone is there more precious than the treasure of Shayagan
Every street of Kabul is enthralling to the eye
Through the bazaars, caravans of Egypt pass
One could not count the moons that shimmer on her roofs
And the thousand splendid suns that hide behind her walls
Her laughter of mornings has the gaiety of flowersHer nights of darkness, the reflections of lustrous hair
Her melodious nightingales, with passion sing their songs
Ardent tunes, as leaves enflamed, cascading from their throats
And I, I sing in the gardens of Jahanara, of Sharbara
And even the trumpets of heaven envy their green pastures
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LP 8 Kaitlyn Henaghan
TITLEJournal Introduction
TIME 50 minutes
THEORY INTO PRACTICE BACKGROUND
Burke uses the example of the “character log”, which is very similar to what thischaracter journal. He suggests prompting students with broad questions about the characters in
the book to get the student to start thinking more complexly (Burke, 196). However, I think Iwould rather have the student write each week and discuss the character‟s emotion or perspective
based on the events that have happened during that week‟s reading assignment. The events thatoccurred can be the “journal jump start”, which Burke explains can get the student to begin
thinking about what it is they want to write about (Burke, 191). Most any event can be used as
this technique. I also provide students with several questions to think about on the worksheet incase they are having a hard time getting started. The idea that the students should have a choice
in what they write is another big aspect of this lesson. Giving students the freedom to choose acharacter, choose a journal topic, and choose what appropriate feeling to express can be very
empowering and help a student understand that they are respected individuals in the classroom
(Faltis and Coulter, 90).
Prior to this lesson, the students will have read 29 chapters of the book, including all of Part 1 and Part 2. They will have met all of the characters that they can use for their journal.
They will also have learned grammar rules in previous units, and these should be applied
appropriately to the journals. The students will be doing several journal entries throughout theunit in order to continue analyzing a character and practicing their grammar skills.
OBJECTIVES
Students will be able to…
Write in the style of the character he chose, demonstrating that he understands the character and
plot well enough to write from this different perspective.
Construct a paper implies good knowledge of grammar rules and spelling.
Work cooperatively in partners.
MATERIALS
Pen and paper (provided by each student)
Handout of journal Instructions
PREPARATIONCreate journal instruction worksheet. Print and make copies so that there are enough for
each student in the classroom to have his own. Make sure all of the journal instruction handoutsare ready to be passed out.
PROCEDURE
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OPENING:
Handout journal instructions. Read out loud as a class (6 minutes).
BODY:
Student begins independently working on journal of character of his choice (other than
Laila and Mariam). The journal should be up to one full page, handwritten. (20 minutes Students will exchange their character journals in groups of three, which are made up of
people that are sitting nearest them in the classroom. The first time, each student will be
grading based on content and perspective relevance. (10 minutes).
Students will exchange their journals with the other person in their group of three. This
time, students will review the paper based on grammar (10 minutes).
CLOSING:
Students will get their original journal back. Based on the comments of their peers andtheir own opinions, students will write a brief paragraph about what their strengths andweaknesses are for their character journal. The journal entry and reflection will be
collected and given feedback for students to keep in mind for their future character journals of the unit. (4 minutes).
DISCUSSION IDEAS
What was most challenging about trying to write from a different perspective than thoseprovided by Mariam or Laila?
How did you choose what character you were going to write as?
Was the way the book is written ineffective because you only get two perspectives?Would it have been better if there were more? Explain.
What if the book was only written about Mariam‟s story? What would have been lost?
Gained?
LANGUAGES ACCOMMODATIONS
For this first journal entry, I am having students work in peer groups. I feel like this is an
effective accommodation for an ELL student. These students may be unsure of exactly what theyare supposed to be writing about: they can quietly ask the other people in their peer group. The
written feedback provided by the other students in their group will also be beneficial because
they can refer back to what their strengths and weaknesses are when they are making their journals in the future.
The ELL students can also take this time to practice their writing skills. I expect the
grammar and syntax to be appropriate, and the students in the classroom will only improve with
time and practice. This journaling is also a way for the ELL students to get more deeply involvedwith A Thousand Splendid Suns. They may have been overwhelmed by all of the characters and
lost track of the content: focusing on one specific character‟s perspective of how things are
unfolding can help the ELL student do the same.
SPECIAL EDUCATION ACCOMMODATIONS
The students with disabilities in my classroom will benefit from the written instructionsthat are going to be provided on the handout. This will not only benefit them for this lesson, but
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also for all lessons that require them to do journal writing for this particular unit. The group peer
evaluations will also be beneficial for the students with disabilities because they will be able toask questions of their peers in a smaller group setting.
I will also make sure to consistently tell the class how much time they have left for each
peer editing session. Students with disabilities are also distracted by not knowing how much time
is left for any given lesson and can become so unfocused that they do not edit their peers‟ papers.The journal is also a good way to help provide structure for the ELL students while still giving
them a choice: that is, they are told to use specific events or relationships from the book to
compose their journal entry, but they are able to choose which events and which character theywant to write about. Choice for all students is consistently an important feature to utilize in the
classroom. The worksheet will also provide “jump start” questions for students to think about
while they are writing, which is helpful for students that may have trouble beginning papers orfocusing on a topic to talk about.
ASSESSMENT
I am assessing the students based on 4 main categories for each journal. This is an appropriateassessment because it determines if the students understand the content of A Thousand Splendid
Suns, can appropriately apply it via the journal medium, and demonstrate effective writing skills.This will be a formative assessment because I will be looking for student improvement with each
journal entry. The student will receive a copy of the rubric at the beginning of the lesson so they
know what they should be aiming for when they write.
Student demonstrates appropriate reactions, emotions, and perspective based on the
character chosen.
Student demonstrates strong writing skills, with few grammatical or spelling errors.
Student‟s journal is organized in a comprehensible way.
Student uses relevant content from A Thousand Splendid Suns while creating journal.
TOTAL OUT OF 4
4=A 3=B 2=C 1=D 0=F
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EXTENSION IDEAS
Write a letter to another character in the book as the character that you did your journal
on. Keep in mind how they feel about the person they are writing to. Use appropriateletter writing format.
Make a character web to use as a resource that helps depict how all the characters areconnected.
Make an ongoing timeline to hang somewhere in the classroom when different historicalevents happen. This will help the students remember historical context as they continue toread A Thousand Splendid Suns and create their journals.
SOURCE OF ACTIVITY
I would like to thank a teacher I observed last semester for inspiring this lesson. I sawpeer editing groups work really successfully in her class in groups of three, and the students
really enjoyed the chance to interact with each other. I would also like to thank my Curriculumand Instruction teachers for providing me with the resources I needed to successfully teach mylessons to a diverse group of students. I would also like to thank my Special Education teacher
for providing me with information on how to best accommodate students with different
disabilities.
RESOURCES AND REFERENCES
Burke, Jim. The English Teacher's Companion. 3rd. Portsmouth: Heinemann, 2008.Print.
Faltis, C.J. & Coulter, C.A. (2008). Teaching English Learners and Immigrant Students
in Secondary Schools. Upper Saddle River, NJ: Allyn & Bacon
ILLINOIS STATE ENGLISH LANGUAGE ARTS GOALSMy standard is Planning For Differentiated Instruction
My Knowledge Indicator is “3C) understands cultural, linguistic, cognitive, physical, and social
and emotional differences, and considers the needs of each student when planning instruction”.This is present in my lesson because I am aware that not all students process content in the same
way. I think this lesson will benefit the special needs students because it gives them the
opportunity to practice their writing skills and focus more deeply on the content of the novel. If these students did not stop once a week for this writing activity, they might continue reading the
book without fully understanding what is happening.
My Performance Indicator is “3H) establishes high expectations for each student‟s learning and behavior”. This is present in my lesson because I am holding my students, including ELL and
students with disabilities, responsible for the work that they turn in. I am setting expectations for
each student based on their individual ability, and make accommodations such as peer evaluationso that they are able to reach these expectations.
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COMMON CORE ENGLISH LANGUAGE ARTS STANDARDS
“CCSS.ELA-Literacy.RL.9-10.6 Analyze a particular point of view or cultural experience
reflected in a work of literature from outside the United States, drawing on a wide reading of
world literature.” This is evident in my lesson because I am asking the students to writefrom the point of view of the characters, which are living in the Middle East throughoutthe entirety of the book, specifically Afghanistan and Pakistan. The cultural experience
depicted is vastly different than that of the United States, and the students are required to
mentally place themselves in this challenging position.
“CCSS.ELA-Literacy.W.9-10.3 Write narratives to develop real or imagined experiencesor events using effective technique, well-chosen details, and well-structured event
sequences.” This is present in my lesson because students are required to write from the
point of view of their character, but it also has to demonstrate the fact that theyunderstand the text and the experiences that the character would have had. The details the
student uses are going to be derived from the events and character relationships that existin the book.
JOURNAL INSTRUCTION WORKSHEET IS ON THE NEXT PAGE.
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JOURNAL INSTRUCTIONS
Choose a character. For each journal, create a one-page entry written from the perspective of the
character you chose. You may NOT choose Laila or Mariam, but all of the other characters are
acceptable options.
Some questions to consider:
What significant events have happened recently? Why did it happen?
What kind of relationships does this character have? With who?
What would the character want to write down and remember?
What does the character think might happen next?
These questions are just jumping off points. Feel free to write about anything, but make sure you
use relevant content from the book. You do not need to cite the book specifically, but you needto use specific events that are in the book.
***KEEP IN MIND*** You will be writing from the perspective of the SAME character
every week. Make sure you choose a character that you are going to want to get to know!
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LP 9 Claire Wilmsen
Mariam and Laila: Compare and Contrast
Theory Into Practice Background
I. Theories and Concepts This lesson reflects Faltis and Coulter‟s philosophy on assessment. According to them
assessment can be devastating to English language learners. Teachers need to ensure that
students are being assessed fairly (Faltis and Coulter, 162). For these reasons I have created myassessment of this lesson to accommodate ELL students in my class. The students are not
expected to do less than English proficient students, but by having the assessment focus on the
specific elements we discussed during class instead of on English grammar, all students are
being prepared to be successful if they participate during class
For this lesson I also took into consideration the text Special Education for Today’s Teachers. Inthis text the academic challenges for students with ADHD are listed as, “inability to pay closeattention to details, carelessness in school work, difficulty sustaining attention, and difficulty
with organization” (Rosenberg, 239). I looked at all of these challenges and addressed themthrough the activities in this lesson by having students work with worksheets to guide them. I
also had students moving around in the classroom in between activities to help them to refocus.
Also, according to Burke in The English Teacher's Companion, “We always learn things better if we have to teach them to others” (Burke, 98). For this reason I have studentsworking cooperatively with one another. This lesson has students using each other as
resources to enhance learning.
II. Background/ Content Information
Students have previously done character analyses and have learned the terms characterization,direct characterization, and indirect characterization.
At this point in the unit students have read about both Mariam and Laila‟s childhoods.
III. Explanation of Background/ Content Information Because students have previously done character analyses we will only have to briefly go over
the terminology for this lesson
This gives the class a good starting point for where to begin their compare/contrast worksheetsIV. Link to future Lessons
Students will come back to this lesson later in the unit when the create journals for a character.They can use this information as a source of information.
We will also as a class revisit the predictions that students make at the end of this class period.We will discuss as a class how students made these predictions and if any of them came close to
being correct.
This lesson is also important for the future because it gives them practice using textual evidence
to support their claims. The class will likely be able to use the evidence they found today to helpsupport their claims when they are writing a paper for this unit.
Objectives
From this lesson students should be able to:
Compare and contrast the characterizations of the main characters Mariam and Laila
Be comfortable with conducting other character analyses based on this activity in the future
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Find textual evidence in the novel to support the characterizations they put on their Venndiagram
Make predictions about the characters
Find textual evidence in the novel to explain the dynamic of the relationship between Mariamand Laila
MaterialsThis lesson will require the following:
Venn diagram handouts for all students
SMART board
Computer paper
PreparationPrior to class I will need to:
Print out Venn diagram sheets and character questions for each student
I will decide how the class will be split up into small groups
ProcedureOpening
I will begin class by giving students an opportunity to ask any questions or ask for clarificationon the reading thus far. We will briefly summarize where we are in the reading so far as a classso that everyone starts on the same page. (5 min)
I will then explain that we will be focusing on the characters Mariam and Laila. As a class we
will review the definition of characterization. We will discuss what the difference is between
direct characterization and indirect characterization. (5min)
Characterization is the process by which the writer reveals the personality of a character. Direct
characterization includes the adjectives that the author uses to describe a character. Indirect characterization
includes the actions of the character, the physical appearance of the character, the character‟s dialogue,other‟s reactions to the character, and the character‟s private thoughts)
Next I will assign one half of the class to start looking through the text and brainstorming
characterizations of Mariam and the other side of the class characterizations of Laila. Students
will be instructed to make a list on a sheet of scrap paper and will be encouraged to write downpage numbers. (5-7 min).
Body
I will pass out the Venn diagram charts to all the students and tell them that they will be workingon filling them out in small groups. I will divide the class up into groups of 4 (two students wholooked at characterizations of Mariam and two who looked at characterizations of Laila) and
have the students move their desks together. (3min)
I will then allow students to work in their groups to fill out the chart. (10-15 min)
Next we will come together as a class and discuss what the groups came up with. I will havestudents come up and write main ideas on the smart board and have all students take notes. Thisis to ensure that all groups end up with accurate information. (5min)
We will discuss how the characters are characterized differently depending on whose perspectiveit comes from. What do the characters think of themselves compared to what others think of
them? Etc. (5-7 min)Closing
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To wrap up the lesson the students will be given a blank sheet of paper. They will be given a fewminutes to think and then will be asked to write down a prediction for either one or both of the
characters we discussed. I will collect the predictions and hold onto them until we finish thenovel. (5-7 min)
Discussion Ideas1) Are Mariam and Laila more alike than they are different? Why or why not?
2) How does each of the characters feel about wearing burqas? Does this surprise you?
3) If Mariam and Laila had met on other circumstances do you think they would have gotten along?4) Tragedy can bring people together or tear them apart. Explain how this is true in relation to the novel
specifically considering the characters Mariam and Laila.
Language AccommodationsIn my class there are two English Language Learner students who may require accommodations. One of
the student‟s first language is Spanish, the other‟s is Chinese. This lesson accommodates them in the
following ways:
The class begins with a review/ summary of the reading. In the case that any of the studentsmisinterpreted the text or have any questions these concerns can be cleared up before the start of
the lesson.
When students are working in their small groups I will be going around the room to make surethat all students are comfortable with and capable of contributing to the discussion. I will also beanswering any questions that students might have.
If a student is better able to describe the characters and quotes in their first language then I willallow them to do so. If that is the case the students will still be expected to participate with the
group and will have to work with me to translate their ideas to the rest of the class.
Special Education Accommodations:
There are several students who require special education accommodations in this class. This lessonaccommodates them in the following ways:
This activity is accommodating to the students with ADHD because it allows students to interact
with one another but in a focused way. Students will have tasks they need to accomplish
throughout the lesson to keep them focused.
For the student with autism this activity will encourage him to work on his communication skillswith the class and with small groups.
However, if any students are uncomfortable speaking in front of the entire class, they can chooseto participate in other ways (small groups, partners, in writing).
Assessment
In order to assess the effectiveness of this lesson I will: Make sure that all students are participating cooperatively in their groups
Collect the Venn Diagram worksheets and grade for completion
Assess students as they are contributing to the class‟ main idea list on the SMART board.
I will collect the students‟ predictions. Students will receive a point for turning theirs in andpotentially extra credit if they predict correctly.
Extension Ideas:
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To extend this activity I could
Have students create a scrapbook page for one or both of the characters. They could use thecharacterizations they found for Mariam and Laila to help them decide what each characterwould put on the page.
Have students choose a character from the Awakening to compare/contrast to either Laila or
Mariam and explain their choice in a short paper.
Source of Activity:
My inspiration for this lesson comes from a lesson that I wrote for the novel Flowers for Algernon. I
found that in books where the characters‟ lives have many similarities and intersections that a Venndiagram is a good way of organizing their traits. The idea for having the students potentially create
scrapbook pages for a character comes from a project I did in a college level history class.
Resources and References:Burke, Jim. The English Teacher's Companion. 3rd. Portsmouth: Heinemann, 2008. Print.
Faltis, C.J. & Coulter, C.A. (2008). Teaching English Learners and Immigrant Students inSecondary Schools. Upper Saddle River, NJ: Allyn & Bacon
Hosseini, Khaled. A Thousand Splendid Suns. New York: Riverhead, 2007. Print
Rosenberg, Michael S., David L. Westling, and James McLeskey. Special Education for
Today's Teachers: An Introduction. Upper Saddle River, NJ: Pearson/Merrill/Prentice
Hall, 2008. Print.
Illinois State English Language Arts Goals:
Knowledge Indicator 3E – The competent teacher understands the appropriate role of
technology, including assistive technology, to address student needs, as well as how toincorporate contemporary tools and resources to maximize student learning;
This lesson has the students looking at characterization in the novel individually and insmall groups. However to accommodate all students‟ needs the content of the lesson is
also gone over together as a class on the SMART board. The ideas behind this lesson
address that students‟ have different learning styles and aim to work with everyone‟sstrengths.
Performance Indicator 4M – The competent teacher organizes, allocates, and manages time,
materials, technology, and physical space to provide active and equitable engagement of studentsin productive learning activities.
This lesson makes the most of all of the available class time. It begins with a brief review and avideo to introduce the subject and quickly moves onto the bulk of the lesson. This lesson is a
good example of bell-to-bell teaching. The structured format of the class will also help to keepstudents interested and engaged.
Common Core English Language Arts Standards:
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CC.9-10.R.L.3 Key Ideas and Details: Analyze how complex characters (e.g., those with
multiple or conflicting motivations) develop over the course of a text, interact with othercharacters, and advance the plot or develop the theme.
This lesson requires students to look at the main characters of the text and compare and
contrast them. The lives of the characters are very different yet there are many ways thattheir lives intersect so students will have to explore this.
CC.9-10.R.L.1 Key Ideas and Details: Cite strong and thorough textual evidence to supportanalysis of what the text says explicitly as well as inferences drawn from the text.
Students are required in this lesson to back up all of their characterizations with evidencepulled from the text, Students must also explain how the quotes they choose support theirclaims.
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Character Compare & Contrast Name:_________________
Date:___________________
Use evidence from the text to answer these questions. Please provide page numbers. Feel
free to include any other characterizations you find on the diagram.
1) What do you know about each character’s childhood? (hometown, family, hobbies,
education, relationships, hopes, fears, etc)
2) What do the characters look like?
3) What do others think about these characters?
MariamLaila
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LP 10 Kaitlyn Henaghan
TITLE
Character Letters
TIME 50 minutes
THEORY INTO PRACTICE BACKGROUNDIt is obviously critical to incorporate writing skills within the classroom, but this can be
done through a number of different mediums. I wanted to utilize a type of writing that is useful
for the students‟ future, and letter writing of any kind felt to be one of the most beneficial
(Burke, 206). I chose friendly letter because it is the most basic of the letter writing formats, and
the content of the letters the students are going to be writing is going to be more informal than
the content of a business letter would be.The purpose of peer evaluation is to help students recognize their strengths and
weaknesses as help them build strong collaborative relationships. The students will be workingin a helping obligatory situation: that is, the students are required to help each other evaluate
their letters, but they each complete individual assignments (Weinstein, 269). This also makesthe students feel valued, that the feedback they are providing their peers is something of value.
Students will appreciate this recognition by the teacher (Burke, 305).
Prior to this lesson, they will have already chosen what character they are going to bewriting the letter from, because it is going to be the same character that they have been writing
journals for. They should have already done some exploration about the character, such as what
kinds of experiences he/she has had or what other characters he/she has strong relationships with.
They will also have learned the proper format of a letter, and should apply this knowledgecorrectly to this assignment. They should continue to access A Thousand Splendid Suns to help
best create their letter using specific events and themes. They can take the letter home to correct
and revisions they decided on during peer editing, and bring it in the following day to becollected for assessment. This lesson will help the student continue to get involved with the
character they will be continuing to incorporate into their student journals while simultaneously
exploring more content of A Thousand Splendid Suns.
OBJECTIVES
Student writes character letters in proper friendly letter format.
Student has clear understanding of their character‟s feelings towards the character thatthey are writing the letter to as well as their character‟s exper iences.
Student applies grammar and convention rules that were learned throughout the various
units. Student can identify strengths and weaknesses in letters during peer evaluation.
MATERIALSPen and paper (provided by student)
Exit Slip
Letter format worksheetCopies of rubric
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Copy of A Thousand Splendid Suns for each student
PREPARATION
Create exit slip. Print and make copies of exit slip so that there is a copy for each student. Make
sure that each hand out is ready to be passed out at the beginning of the class. Class should haveletter format worksheet from the lesson the day prior that they will use for reference during the
lesson. Prepare rubric and copies of rubric to hand out to the class so they know what they are
being assessed on.
PROCEDURE
OPENING:
Students verbally refresh themselves on the format of a letter, going through the differentfeatures on the worksheet in a class discussion. Students can raise their hand and
volunteer to explain each part of the letter (4 minutes).
BODY:
Students will write a friendly letter in lieu of a character journal for events that haverecently occurred up to Chapter 42. The letter will be written to another character in the
book from the character that they have been writing their character journals for. Theyshould write it in the friendly letter format they learned the day previously (25 minutes).
Students will exchange their letters with their seat partners. Their partners will peer-editthe paper based on the letter format, content, and grammar and conventions (15 minutes).
CLOSING:
Students will complete exit slip, answering questions about the strengths and weaknesses
of their letter writing (6 minutes).
DISCUSSION IDEAS
Why is your character writing the letter at this particular time to this specific character?
How did you choose what was significant to include and what could be left out?
How have letters been significant in A Thousand Splendid Suns so far?
Write a letter to the United Nations to offer solutions for the issues in the Middle East(Burke, 207).
LANGUAGES ACCOMMODATIONS
I have made several accommodations in order to help benefit the Chinese and Hispanic
ELL students within the classroom. Because the class just learned the proper format of a letterthe day before, they have a worksheet that they can refer to if they need any help refreshing their
memory on the way the format should look. The peer evaluation will also be useful for these
students because they can ask their peers for help if they are having trouble understandingsomething in the paper. I will be grading the students on grammar, but the students have a packet
of grammar rules from a previous unit that they can refer to throughout the semester if they need
a reference. Reflection in the exit slip can be much more informal, written for content and notgrammar. This is useful for the ELL students because they can recognize what parts they
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struggled with the most while constructing the letter without worrying if they are spelling words
write or using appropriate punctuation.ELL students would also greatly benefit from meetings with me before or after school. I
could give them an extension on their letter as long as they met with me and demonstrated that
they wanted to write it to the best of their ability. In meetings with me, I can reteach them a
concept from the letter that they are obviously struggling with.
SPECIAL EDUCATION ACCOMMODATIONS
The special needs students in my classroom will benefit greatly from the worksheet withthe letter format on it that they received the day before to refer to as they write their letter. These
three students would be sitting relatively near the front, which would help them to better focus
on instructions that I am providing for this specific lesson. Working in pairs will help thestudents in case they need any clarification: they will be able to talk quietly with the person they
are working with if they need any assistance. Additionally, I will be walking around the
classroom and stopping at groups to ask how they are doing with the assignment, so I can make
sure that the students with disabilities are staying on task and understanding the task.
Like the ELL students, the special needs students can benefit from a reasonable extensionto complete their assignment. Many times, students with disabilities may be distracted by the
time limit. They should get as much as they can in class, but I will quietly let them know thatthey can complete the rest of it at home. They should still participate in peer reviews for the
portion that they have done. Throughout the class period, I will make the class aware of how
much time they have remaining to complete any given task: this can help the special needs
students because they will not have to constantly obsess over how much time is left.
ASSESSMENT
Students will be assessed on both their brief reflection exit slip, and on their revised paper whenit is turned in the next day. The student will be given the rubric prior to writing the paper, so they
will understand what is expected of them to achieve the highest possible score. The exit slip
score will be added to the final score of the letter assessment because it is a reflection based on
how they feel they are doing on the assignment based on their peer response. It is also used tomake sure that they are staying on task during class and working with their peers on the
evaluations. The items on the rubric are what I am focusing on to formatively assess where my
students are at in terms of these specific content areas.
CATEGORY 4 3 2 1
Format Complies with all therequirements for a
friendly letter.
Complies with almostall the requirements
for a friendly letter.
Complies withseveral of the
requirements for afriendly letter.
Complies with hany of the
requirements fofriendly letter.
Grammar & spelling
conventions)
Writer makes noerrors in grammar or
spelling.
Writer makes 1-2errors in grammar
and/or spelling.
Writer makes 3-4errors in grammar
and/or spelling
Writer makes mthan 4 errors in
grammar and/or
spelling.
Content Accuracy The letter contains at
least 5 appropriate
The letter contains 3-
4 appropriate details
The letter contains 1-
2 appropriate details
The letter conta
appropriate deta
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Total Points for actual letter: 12
EXIT SLIP: What were the strengths and weaknesses of your character letter? Please answer inno less than 5 sentences.
3 Points: Strengths and weaknesses are both described.2 Points: Only strengths or only weaknesses are described.
1 Point: Student did not write 5 sentences.
0 Points: Student did not write anything related to their strengths or weaknesses.
Total points for exit slip: 3. Will be added to assessment total of letter rubric
TOTAL POINTS FOR ASSESSMENT: 15 14-15=A 12-13=B 9-11=C 7-8=D <7=F
EXTENSION IDEAS
Students will take home their papers with their peers‟ comments and make the revisionsthey feel are appropriate, also recalling the strengths and witnesses they considered
during their exit slip reflection. They will turn it in the next day for a grade.
The students can exchange letters with their seat partners and answer the letter from the
point of view of the person the letter was addressed to. Students can write a poem based on the character they have been writing their journals
and letter for.
SOURCE OF ACTIVITYI would like to thank my English 481 classmates for aiding in inspiring the foundation of
this lesson. They would talk about how they would have their students create a Facebook for
characters in the book, making statuses and liking pages that they believe their characters wouldhave liked, which inspired my character journaling and letter writing. I would also like to thank
my Curriculum and Instruction professors for helping me accommodate to the diverse students
that are going to be in my classroom. I would also like to thank my Special Education teacher for
reminding me that all students learn differently, and students with disabilities will need extrasupport. This support should not be seen as having an advantage of other students in the
classroom, but helps level the playing field.
RESOURCES AND REFERENCES
Burke, Jim. The English Teacher's Companion. 3rd. Portsmouth: Heinemann, 2008.Print.
details about the
topic.
about the topic. about the topic. about the topic.
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Hosseini, Khaled. A Thousand Splendid Suns. New York: Riverhead, 2007. Print.
Weinstein, Carol Simon. Middle and Secondary Classroom Management: Lessons from
Research and Practice. 4th Ed. Boston: McGraw-Hill, 2007. Print.
ILLINOIS STATE ENGLISH LANGUAGE ARTS GOALS
My standard is Reading, Writing, and Oral Communication
Knowledge Indicator: “6G) understands how to design, select, modify, and evaluate a wide rangeof materials for the content areas and the reading needs of the student;
6G)”. This is present in my lesson because I am requiring my students to use the content they
have read in A Thousand Splendid Suns and incorporate it into a written letter. This gives
students the opportunity to practice their reading skills and apply them to a writing assignment. Iam also having them work in peers: this will give them the opportunity to ask questions of the
person that wrote the letter they will be reviewing, in case they have trouble reading or
understanding the information.
Performance Indicator: “6O) teaches students to develop written text appropriate to the contentareas that utilizes organization (e.g., compare/contrast, problem/solution), focus, elaboration,
word choice, and standard conventions (e.g., punctuation, grammar)”. This is evident in mylesson because I am having my students make appropriate writing decisions based on how they
believe their character would write. This is hugely applicable to the word choice of the
characters, as well as what the focus of their letter would be. The organization type that thestudents are going to be using is a letter.
COMMON CORE ENGLISH LANGUAGE ARTS STANDARDS
“CCSS.ELA-Literacy.RL.9-10.3 Analyze how complex characters (e.g., those withmultiple or conflicting motivations) develop over the course of a text, interact with other
characters, and advance the plot or develop the theme.” This is present in my lesson
because students will be writing their letters in the middle of the text, and they have towrite based on what has happened and is happening to their characters. This can help
them explore the complexity of their character and how they have interacted with the
plot.
“CCSS.ELA-Literacy.W.9-10.3d Use precise words and phrases, telling details, andsensory language to convey a vivid picture of the experiences, events, setting, and/or
characters.” This is present in my lessons because my students will need to be very
specific in what they are writing to the other character in order to portray what hashappened to them at this point in the book, using specific experiences from the text to
create a letter that flows.
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Friendly Letter Format Worksheet is located on the next page.
FRIENDLY LETTER FORMAT WORKSHEET
(SENDER ADDRESS)
1234 Fun Lane
Campus, IL 61820(SALUTATION)
Dear Friend,
(BODY PARAGRAPH 1)
(BODY PARAGRAPH 2(
(BODY PARAGRAPH 3)
(etc.)
(SENDER CLOSING)Sincerely,
Me.
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LP 11 Blair Bucci
Title: Silent Conversation Lesson
Time: One class period, 50 minutes
Theory into Practice Background:“Using Writing to Help Students Think” (Burke 245). Burke suggests writing to unveil the
subconscious thoughts that we are not always are of while we are reading something. By writing
we pay more attention to our thoughts at the time. During this lesson students will be using theirnovels and taking frequent pauses form reading to write an entry about what they are thinking
about as they read. In this activity students will be writing about what they are reading in the
novel to focus more on their own thoughts towards what is happening. They also will be sharingthese thoughts with a partner in order to possibly be exposed to another point of view to enhance
their experience.
“Building Caring Relationships among Students” (Weinstein 70). Weinstein recommends
conducting activities in which students are able to work cooperatively in order to form bonds andrelationships. Doing this will foster an environment of camaraderie and will allow students to
feel safer in class and more comfortable to participate in other scenarios. In this activity studentswill be working in pairs to read selected chapters from the class novel and then hold a silent
conversation through read for the duration of the reading. The material of this particular section
is very heavy and may evoke strong emotions and concerns from readers, so my having students
work silently together in pairs it will make the shared experience more private and intimate andcreate a stronger experience for the students. Through this shared experience students will be
able to form new bonds will each other.
Objectives: By the end of this lesson students should be used to and practice the skill of
reflecting and asking questions while reading in order to gain new perspective and make
predictions. Exercising these skills will enhance students‟ strength as readers and thinkers.
Students will also practice looking at issues at another point of view by sharing thoughts withothers. This will make students more empathetic to other experiences, cultures, identities, etc.
Materials: Novel, Paper, Pen
Preparation: Have students read up to chapter 45. Have partners prepared, have desks set up in
pairs with names on desks
Procedure:
Students arrive, find assigned seat
Briefly discuss what has last happened in the book (Ch. 44- Zalmai has just told Rasheedthat Tariq was at the house). Make predictions about what will happen
Explain silent discussion activity
o Everyone will be reading chapters 45-46 silently to themselves, every two pages
you will stop and write to your partner. Students will be given a guided handout to
use during this activity (handout attached). In your entries to your partner youcan ask a question, comment on something, make a connection, or predict
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something. Then switch papers with your partner and respond to what they have
said. Return original papers to owner and read response. Return to reading andrepeat until you reach the end, you should finish with a total of 8 entries.
o When you have reached the end make a prediction about what will happen, share
with partner, respond, read.
After this, we will join as a class to discuss what was read and comments/questions thatwere made during your conversation. Then we will share predictions for the rest of the
book.
Students will turn in all entries/responses and prediction
Discussion Ideas
How did sharing ideas with a partner enhance or influence the way you thought aboutwhat you were reading?
Did you have similar reactions as your partner? If not, did his/her reaction affect or
change your own?
Do you think Mariam meant to kill Rasheed? Why or why not? If so, why did she want
to? What would you have done if you were Mariam?
Are Mariam‟s actions justified? How would you choose to punish her? How do you think she will be punished?
Languages and Accommodations
Languages: I will tell the English language learners that we will be conducting this activity thenight before so that they can read the section beforehand and be more comfortable with it during
the activity. This will give them the opportunity to ask me to clarify any parts which they were
confused by. Because I will be selecting the pairs on students to be working together
beforehand, I will make sure these two students are working with students that are good at
including other students and will be willing to work with their partner. Also, during this activityI will be walking around the class checking in on pairs, so I will tell these students to mark parts
of the novel that are giving them difficulty with a colored post-it note so that I can see that theyneed extra assistance and will come speak to them quietly so as to not draw attention from
others.
Accommodations: I will do all of the things for the students with special needs as I will be doingfor the ELL students, but with some additions. Since this activity requires students to focus for a
very long period of time, I will give the students with ADD and autism each a stress ball to hold
onto as they read to allow them to be doing something in their seat. I also will allow them to use
illustrations in their entries with their partners. I expect the reading portion of this activity to
take about 30 minutes so after each 10 minute segment I will give all students the option to takea break and walk and talk for two minutes to give students a chance to refocus.
AssessmentStudents will turn in their „conversations‟ and predictions at the end of class. These will be
assessed based on completion, using specific details from the book to formquestions/comments/predictions, responding to partners entries in a thoughtful manner, and
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completing a longer prediction at the end of the passage based on information from the text and
other background knowledge. Grading breakdown will be as follows:
Conversation
Completion (8 Entries) 8pts
Used in text material to form comments, questions, etc. 8ptsResponded to partner‟s thoughts in a meaningful way 4pts
Prediction
Meets length requirement (1 page) 2ptsUsed in text material to support prediction 4pts
Used background knowledge to support prediction 4pts
Total 30pts
Extension Ideas
Pick 1 or 2 of the comments your partner wrote and write 1-2 paragraphs about how thiscompared to your own ideas. Did you agree? Disagree? Was this a new idea to you? Did
it change the way you continued your reading?
What Would You Do? Write a page as if you were a character in the story, Laila,Mariam, Zalmai, during this section and tell what you would do.
Source of Activity
This activity was something that was shown to our class by Professor Willis. We used articlesabout gay-rights and it showed us that this can be a good activity to use when reading material
that may be controversial or evoke strong emotions. This part of the story deals with intense
violence so I wanted to take a sensitive approach when reading and discussing the content.
Resources and References
Burke, Jim. The English Teacher’s Companion: A Complete Guide to Classroom, Curriculum,
and the Profession. 3
rd
Edition. Portsmouth, NH: Heinemann. Print. 2008.Weinstein, Carol S., Novodvorsky, Ingrid. Middle and Secondary Classroom Management:
Lessons from Research and Practice. 4th
Edition. New York, NY: McGraw Hill
Companies. Print. 2011.
Illinois State English Language Arts Standards
1.C.4a Use questions and predictions to guide reading.Students will stop periodically while reading to make a comment or prediction or to ask a
question. Students will also compose a more thorough prediction at the end of the section being
read.
1.C.4b Explain and justify an interpretation of a text.Students will answer each others‟ questions or comments using details form the text to support
their claims.
Common Core English Language Arts Standards
CCSS.ELA-Literacy.RL.9-10.1 Cite strong and thorough textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from the text.
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This standard will be achieved during this lesson because students will be answering questions
and comments that their partners have written by using support from the book.
CCSS.ELA-Literacy.W.9-10.1a Introduce precise claim(s), distinguish the claim(s) from alternate or
opposing claims, and create an organization that establishes clear relationships among claim(s),
counterclaims, reasons, and evidence.Students may have conflicting interpretations as their partners. This will encourage them to
complete a deeper reading to find examples of evidence which can support their claim. Students
may also choose to be more accepting of the counterargument.
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Silent Conversation
My Name ______________________ My Partner’s Name ________________ ________
______________________________________________________________________________
Pgs. 344-345
My Comment/Question/Prediction
My Partner’s Response
______________________________________________________________________________
Pgs. 346-347
My Comment/Question/Prediction
My Partner’s Response
______________________________________________________________________________
Pgs. 348-349
My Comment/Question/Prediction
My Partner’s Response
______________________________________________________________________________
Pgs. 350-351
My Comment/Question/Prediction
My Partner’s Response
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Pgs. 352-353
My Comment/Question/Prediction
My Partner’s Response
______________________________________________________________________________
Pgs. 354-355
My Comment/Question/Prediction
My Partner’s Response
______________________________________________________________________________
Pgs. 356-357
My Comment/Question/Prediction
My Partner’s Response
______________________________________________________________________________
Pgs. 358-360
My Comment/Question/Prediction
My Partner’s Response
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Based on the chapters you have just read make a prediction for the next chapter, next few
chapters, or rest of the book. Your predictions must be based on information you have
read in the text or from other activities we have done. Use the designated space on this
sheet to record examples of evidence from the book or other notes. Then write your
prediction below.
Examples of Evidence
Prediction
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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LP 12 Blair Bucci
Title: End of Part 3 Skits
Time: One class period, 50 minutes
Theory into Practice:“Setting the Stage: Building Background Through Anticipatory Activities” (Fisher 19). In this
theory, Fisher describes and recommends using activities in which student take on different
roles. By doing this, he says that students will think in new points of view, and will „research‟information in a more effective way because since they are acting as though they are actually in
the text, the information in the text becomes more relevant to them. Students will practice this
theory by taking on roles to create and perform a new scene which connects two texts we haveand are currently reading. In his activity, students will have to pay attention to the styles used by
the authors, and connect the pieces through common themes.
“Playing to Deepen Understanding of How Texts Work” (Wilhelm 135). Wilhelm strongly
encourages the use of dramatic enactments, activities in which students take on the role of someone else to perform an existing or created scene. By doing this, he says that reading
becomes more personal and immediate because the experiences of the character have becomemore real for the student. Some of the benefits from this type of activity include thinking with a
new point of view and acknowledging and experimenting with new writing/speaking styles.
Students will practice this theory as they take on the roles of characters from different pieces.
This will force students to think and speak as the characters would. Like Wilhelm says, they willalso be thinking in new points of view, because though these characters share some similar
experiences, they are very different characters in very different settings.
Objectives: By the end of this activity, students will be able to think in different points of view
as they will have to think, speak, and act as the characters from the novels would. This exercise
will also have them thinking about the motivations and styles of the author, as they will now
have to become the author as they write their scripts. Students will have to study the styles usedby the characters and styles so that they can replicate this in their own writing/acting. Students
will also be practicing narrative writing; they will have the opportunity to fictionalize some of
their writing/acting, but new ideas must be able to be supported by actual context from thepieces.
Materials: Papers from The Awakening, copies of A Thousand Splendid Suns and The
Awakening, paper, pens
Preparation: Tell students to keep their The Awakening papers when they are returned. Students
will have read Chapters 45-46 in previous class. Have writing prompt on the board. Have desksarranged in pods; three groups of 5, and two groups of 4, with groups members listed at each
pod. Students will have read chapter 47 for homework.
Procedure:
As students enter classroom they will begin a quick write activity. The prompt will tellthem to reflect on what has just happened in chapter 47. “Is Mariam‟s death an act of
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liberation or defeat?” Then we will share responses and reflect briefly. Ask students how
this compares to The Awakening (about 5 minutes)
Introduce and begin activity: students will be working in groups to create and performskits connecting the pieces The Awakening, Edna, and A Thousand Splendid Suns.
Activity: Students will write a script and perform a scene which ties the two texts
together. .
Discussion Ideas:
Did you view Mariam‟s/Edna‟s death as an act of liberation or defeat?
Did you have the same view for both? Why, why not?
What would you constitute as being an act of liberation or defeat?
Did either death influence your view on the other?
What does this tell you about gender roles across time periods and cultures?
Languages and Accommodations:
Languages: Students who are English Language Learners are suggested to write a draft of their
scripts/speaking roles in their native language and then a translated copy if they have difficultywriting in English to begin with. These students will not graded on their writing, not
performance.
Accommodations: Students with ADD and autism will be given an additional organizer to guide
them with taking notes for their assignment. This guide (attached) will be more explicit in what
they should be using in their assignment. It will also have suggested topics and themes for thestudents to look at when finding information to support their writing.
Assessment: Students will be assessed on their scripts and performances based on the criteria on
the rubric (attached). Main focus will be on students‟ abilities to connect themes and ideas from
the two texts, and also on their skills of being able to think and write as the author.
Extension Ideas:
Students write reflections on the performances of their peers
Have discussion about the similarities and differences they saw in skits
Source of Activity: This activity was inspired by the theory of using role play in Jeffrey
Wilhelm‟s book, Action Strategies for Deepening Comprehension.
Resources and References:
Fisher, Douglas and Frey, Nancy. Improving Adolescent Literacy: Content Area Strategies at
Work . 3rd
Edition. Boston, MA: Pearson Education, Inc. 2012. Print.
Wilhelm, Jeffery D. Action Strategies for Deepening Comprehension. New York, NY:
Scholastic , Inc. 2002. Print.
Illinois State English Language Arts Goals:
2.A.4d Describe the influence of the author‟s language structure and word choice to convey the
author‟s viewpoint.
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Students will achieve this goal because they will have to pay attention to the writing style used
by the authors in two texts in order to compose their own text in which elements from each textare combined.
3.B.4a Produce documents that exhibit a range of writing techniques appropriate to purpose and
audience, with clarity of focus, logic of organization, appropriate elaboration and support andoverall coherence.
Students will be composing a script/screenplay, which is a variation of the type of writing they
have completed previously. They will also be writing from the point of view of differentcharacters, which requires that they will be using different styles for each character.
Common Core English Language Arts Standards:
CCSS.ELA-Literacy.RL.9-10.3 Analyze how complex characters (e.g., those with multiple or
conflicting motivations) develop over the course of a text, interact with other characters, and
advance the plot or develop the theme.
Students will have to use skills of analysis to study the way in which the characters at focus
interact with others so they that can formulate a conversation between characters.
CCSS.ELA-Literacy.W.9-10.3 Write narratives to develop real or imagined experiences or eventsusing effective technique, well-chosen details, and well-structured event sequences.
Students will be composing an imagined sequence in which two characters from different texts
interact. Students will need to use effective techniques in order to replicate the styles of each
text and make their correspondence believable.
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The Awakening and Splendid Suns SkitIn this activity you and your group will write and perform a skit in which you
connect the two texts The Awakening and A Thousand Splendid Suns. This activity
will require that you use both material from the texts and also material which you
have created. You can be creative in how you choose to have all of yourcharacters come together and interact, but conversations should be supported by
the text. For example, you may choose to have Edna and Mariam meet at a
coffee shop to talk about their husbands.
Components
Writing must be in screenplay format
You should include topics regarding their relationships with their husbands,
friends, and family, society, and gender roles within your skit.
Use at least 3 quotes (total) from the texts.
You must write/speak in the style of each character; think about content,
vocab, style, etc.
Skit should be about 5 minutes (about 5 pages of script)
You MUST include Mariam and Edna as characters; others to choose from
are Mr. Pontellier, Rasheed, Laila, Zalmai, Tariq, Nana, or Jalil.
You may use the rest of this sheet to record and organize notes/connections.
The Awakening A Thousand Splendid Suns
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Additional Organization Guide
Edna Mariam
Relationship andexperience w/ husband
Relationship and
experience w/ friends
Relationship and
experience w/ family
Beliefs and customs of
society
Expectations regarding
gender roles
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Rubric
Assignment written in screenplay format. Uses standard conventions and format of a screenplay, including speaking
lines and actions.
5pts
Mentions details regarding marriage, friendship, family, society, and
gender roles at least once each
10pts
At least 5 minutes long
Script should be about 5 pages long
Each character should have at least 30 seconds of action/speaking
8pts
Uses at least 4 quotes from the texts
Should use quotes from each text, not all 4 from one
8pts
Portrayals of characters can be supported by context Writing replicates the style used by the author, speakers sound as they
would in the book
8pts
Uses style and vocabulary of the characters/authors Separate/different from using exact quotes
E.g. Mariam’s use of Farsi words
6pts
Members work and perform well together
Members work cooperatively and effectively
Speak clearly and audibly for audience
5pts
Total 50pts
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LP 13 Kaitlyn Henaghan
TITLE
A Thousand Splendid Suns Movie Poster
TIME 50 minutes
THEORY INTO PRACTICE BACKGROUND
When creating my lessons, I always attempt to make it an enjoyable learning experience
for the student. According to Burke, “creativity is inherently joyful, challenging, and absorbing”,and I applied this theory when I was constructing this lesson (Burke, 7). By asking my students
to create a movie poster for a movie that does not exist, I am causing them to think in an original
way, but by doing something that they may actual enjoy engaging in. This activity is an example
of them “reconstructing text to better understand how [it] works and what [it] means” (Burke, 9).
I am also providing them with a general outline of what I expect of them, but am giving themfreedom to display their ideas on a movie poster in the way that they feel is going to be the most
meaningful (Burke, 9). According to Weinstein, it is important to have a good relationship withyour students and use preventative behavior whenever necessary (Weinstein, 6). This is evident
in my lesson because I am going to be walking around the classroom while the students work to
make sure students are staying on task and working quietly amongst their pairs. I do not mind if
they talk quietly, but they cannot be disruptive while their peers are working.Prior to this project, the class will have finished the entire book. We will have had in
class discussions about themes and significant scenes throughout the unit, so they should already
have an idea of possible things they can focus on for their project. For this lesson, students willneed to recall the meaning of theme and the overall plot of the book, or their movie poster will
likely not have good images or tagline. After this lesson, they have to finish working on their
posters the next day and present them in class. The last thing after the movie poster assessment is
going to be the soundtrack, in which they choose the music that they think would be appropriatefor the novel.
OBJECIVESStudents will be able to…
Recognize the appeals used in each example movie poster based on the appeals that theyhad learned during a previous unit.
Organize an appealing and appropriate movie poster, obviously considering the content
and themes from A Thousand Splendid Suns. Effectively collaborate with partner, and not one single student is doing all of the work.
MATERIALSPoster Board (1 board for each pair)
Markers
Example Movie Posters:
Twilight : https://reader009.{domain}/reader009/html5/0412/5aced0eb41d2e/5aced11156116.jpg
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The Amazing Spiderman: http://collider.com/wp-content/uploads/amazing-spider-man-
movie-poster.jpg
Avatar: https://reader009.{domain}/reader009/html5/0412/5aced0eb41d2e/5aced1121b1b2.jpg
Elf: https://reader009.{domain}/reader009/html5/0412/5aced0eb41d2e/5aced11221368.jpg
Copy of A Thousand Splendid Suns for each student
PREPARATIONConnect laptop to overhead projector. Pull up example movie posters of popular movies from the
Internet. Make sure the poster board is ready to be given to each pair of students. Have plenty of
markers (at least 50) so that each group can at least have three or four: they can switch amongsteach other as needed once they are handed out.
PROCEDURE
OPENING:
Students will view example movie posters on overhead projector (3 minutes)
The students will then raise their hands and explain why each movie poster was effectiveor appealing to them (5 minutes).
BODY:
The poster board and markers will be passed out to each pair of students while I giveverbal instructions about creating the movie poster: the movie poster needs to be visually
appealing and creative, include at least one image and one “tagline” to hook audiences.The students will be working with their seat partners. (2 minutes)
The students will design a movie poster in their pairs for A Thousand Splendid Suns usinga scene or theme that was important to them from the book.(35 minutes)
CLOSING:
Students will put their posters upside down on the ledge in the classroom so nothing canruin the image. They will continue working on them tomorrow. Markers should be turned
in to the bin in the front. (2 minutes)
Once in seats, students can raise their hands and volunteer for what order they will bepresenting their movie posters tomorrow. If students eventually stop volunteering, they
will be assigned to present at the end of the order based on the order of the rows they are
sitting in (4 minutes). Students will answer exit slip to reflect on what they have of their movie poster so far. (4
minutes).
DISCUSSION IDEAS
What is the main goal when creating a movie poster?
Who are you trying to appeal to most when specifically creating the A Thousand Splendid
Suns movie poster?
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What specific appeals did you think would work most when creating this poster? (Humor,fear, bandwagon, rational, etc)
LANGUAGES ACCOMMODATIONS
There are two students in this classroom that are English Language Learners, and thislesson was created with that in mind. I am having them create a movie poster, which may be
beneficial for the ELL students because they may have a hard time putting what they are learning
into words effectively: giving them the opportunity to draw pictures can help them better expresstheir ideas.
All of the students in the class are working with their seat partners for this project. I will
already have the ELL students sitting next to peers that are comfortable with explaining
assignments to the ELL students. Working in pairs can be beneficial for the ELL studentsbecause they may feel more comfortable participating in a small setting than they would if they
were involved in a large group discussion. The partner setting is also a way for the ELL students
to build off of ideas that they are sharing with their partner. Often times, an ELL student may
feel completely lost on content if they are doing it alone, but this intimate setting gives them theoption to discuss and ask questions if they are confused.
The example posters are also beneficial for the ELL students. They may be unfamiliar
with the concept of a movie poster, so the images can help them to understand what they aretrying to accomplish. The discussion after each poster will also help the ELL student understand
why the poster used these particular images, which can be helpful for them even if they have not
seen the specific movie mentioned.
SPECIAL EDUCATION ACCOMMODATIONS
Two of my students has ADD and one of them has a mild case of Autism, which means
focus is an issue for these students. These three students would be seating near the front of the
classroom so they have less distractions between them and my instruction. I will also have all of the students completely clear their desks during the movie poster examples that I am going to be
putting up at the beginning of the class period: this will eliminate another possibility of distraction for these students.
Working in partners may help these students stay on task. I am going to remind all of the
students to remain relatively quiet while working in their pairs: the quietness can help the
students with disabilities concentrate more on what is happening within their own pair and helpthem to not focus on the noise that is going on in the rest of the classroom. Giving the class the
task to draw something on their movie poster is helpful for the students with disabilities as well
because often times they have trouble focusing on what exactly it is they want to say and may
struggle putting ideas into words: drawing can be a good substitute of expression.
ASSESSMENT
This is an appropriate assessment for the movie poster because it is assessing on the both the
students‟ understanding of the content as well as their ability to organize in an effective and
appealing way. The students will be able to see the rubric beforehand so they are aware of whatI will be assessing them on before they even start. This assessment will determine if the students
understand the significant moments from the book and apply them to a creative medium.
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TOTAL: _______/12 11-12=A 9-10=B 7-8=C 5-6=D <5=F
EXTENSION IDEAS
Present the posters in class.
Come up with a cast for the Thousand Splendid Suns movie.
Have groups of students put on a skit using a chapter from the book, as long asthey are using an appropriate scene.
Write a review of the book that is going “to be published” in a literary magazine.
SOURCE OF ACTIVITY
I would like to thank one of the teachers I worked with in a local public high school forinspiring this idea. I saw the movie poster idea work in her classroom and thought it was a greatidea. I would also like to thank my SPED 405 professor for preparing me so adequately for how
to accommodate for the special education students that are going to be in my classroom. I would
also like to thank my CI professors from both this year and last year for preparing me for thediverse groups of students that I am definitely going to have in my classroom and teaching me
how to accommodate. I would also like to thank all of my education professors for reminding me
how important differentiated instruction is to help promote learning for all students.
CATEGORY 4 3 2 1
Content –
Accuracy
Student has very clear
understanding of aspecific attention-
getting scene from the
novel.
Student has decent
understanding of asignificant scene from
novel.
Student chose a scene
for poster that isunderstandable, but
does not really relate
a significant point inthe novel.
Student does no
apply acomprehensible
scene from the n
on poster.
Attractiveness The poster is
exceptionally
attractive in terms of
design, layout, andneatness.
The poster is
attractive in terms of
design, layout and
neatness.
The poster is
acceptably attractive
though it may be a bit
messy.
The poster is
distractingly me
or very poorly
designed. It is noattractive.
Graphics -
Relevance
The tagline and
graphics are related tothe theme and make it
easier to understand.
The tagline is related
to the theme, andsome graphics most
make it easier to
understand.
The tagline does not
really to the theme,and some of the
graphics are related
to the topic, but it ishard to understand.
Neither the tagli
nor graphics relathe topic.
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RESOURCES AND REFERENCES
“The Amazing Spiderman. http://collider.com/wp-content/uploads/amazing-spider-man-
movie-poster.jpg. 2012. Online. 15, December 2012. “Avatar”. https://reader009.{domain}/reader009/html5/0412/5aced0eb41d2e/5aced11349609.jpg 2009. Online. 15
December, 2012.
Burke, Jim. The English Teacher's Companion. 3rd. Portsmouth: Heinemann, 2008.Print.
“Elf”. https://reader009.{domain}/reader009/html5/0412/5aced0eb41d2e/5aced1134f5c3.jpg. 2008. Online. 15 December, 2012.
Hosseini, Khaled. A Thousand Splendid Suns. New York: Riverhead, 2007. Print.
“Twilight”. https://reader009.{domain}/reader009/html5/0412/5aced0eb41d2e/5aced1135dddc.jpg2008. Online. 15December, 2012.
Weinstein, Carol Simon. Middle and Secondary Classroom Management: Lessons from
Research and Practice. 4th Ed. Boston: McGraw-Hill, 2007. Print.
ILLINOIS STATE ENGLISH LANGUAGE ARTS GOALSMy standard is Planning For Differentiated Instruction
Knowledge Indicator “3E: understands the appropriate role of technology, including assistivetechnology, to address student needs, as well as how to incorporate contemporary tools and
resources to maximize student learning”. This is present in my lesson because I am using the
laptop and projector to display the movie posters. The movie posters are also tools derived from
pop culture that I am using to help students understand what is expected of them when they are
creating their own.
Performance Indicator “3Q: develops or selects relevant instructional content, materials,
resources, and strategies for differentiating instruction”. This is present in my lesson because Iam using movie poster examples that the students are likely familiar with as a way to help them
understand the relevance of the image that needs to be on their own poster.
COMMON CORE ENGLISH LANGUAGE ARTS STANDARDS
“CCSS.ELA-Literacy.RL.9-10.5 Analyze how an author‟s choices concerning how tostructure a text, order events within it (e.g., parallel plots), and manipulate time (e.g.,
pacing, flashbacks) create such effects as mystery, tension, or surprise.” In this lesson,
students are required to recognize these choices because it will help them determine themood their movie poster should evoke. For example, it is unlikely that a student that
understood the author‟s choices would depict this movie poster in being a happy,
uplifting way.
“CCSS.ELA-Literacy.L.9-10.1b Use various types of phrases (noun, verb, adjectival,adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun,relative, adverbial) to convey specific meanings and add variety and interest to writing or
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presentations.” This is represented in my lesson when the students are required to put a
“tagline” on their movie poster that will hook their audience. In order to do this, theyneed to choose a way to write an impactful phrase that would be most effective for their
goal of getting people interested in the movie.
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LP 14 Claire Wilmsen
A Thousand Splendid Suns: Splendid Symbolism
Theory Into Practice BackgroundI. Theories and Concepts
In Teaching English Learners and Immigrant Students in Secondary Schools, Faltis and Coultermention many ways that to ensure a classroom environment remains inclusive; students shouldbe given opportunities to participate actively, students at differing ability levels should be
integrated, students should be given choice, voice, and responsibility in class and many others
(Faltis and Coulter, 90). This lesson holds all students responsible for contributing but also gives
them many opportunities to do so.
This lesson helps to accommodate all students in the classroom. By giving students extra time to work
independently, collaborate in groups, and finally share out information, all students are given an adequate
amount of time to process information and make conclusions. This lesson provides access to all students
including those who may have learning disabilities.
For this lesson I also took into consideration the text Special Education for Today’s Teachers. Inthis text the academic challenges for students with ADHD are listed as, “inability to pay close
attention to details, carelessness in school work, difficulty sustaining attention, and difficulty
with organization” (Rosenberg, 239). This lesson takes this into account by providing students
with a variety of engaging activities throughout the period.
I have also incorporated group work in this lesson for the purpose of increasing students‟motivation and engagement. In Middle and Secondary Classroom Management
Weinstein states, “Motivation and learning are enhanced if students are allowed to work
with one another” (Weinstein, 231). II. Background/ Content Information
Short YouTube video about symbolism (http://www.youtube.com/watch?v=pNfHfIAQoQk)
The Splendid Symbolism worksheet
How to Read Literature Like a Professor chapter 12III. Explanation of Background/ Content Information
This two-minute video will serve as a quick review for the class on symbolism. Also because ithas both visual and audio components it should help the students to become engaged with thelesson from the very beginning
The Splendid Symbolism worksheet will help students to organize their ideas and to keep track of the symbols they encounter as they continue to read the novel.
This chapter of the book How to Read Literature Like a Professor will help students tounderstand how to recognize symbols in the text. I want students to look at the 3 symbols I call
their attention to but I also want them to be able to pick out their own examplesIV. Link to future Lessons
The symbols that the students analyze during this lesson should be helpful to them as they beginto work on their soundtrack projects. Students can make use of these symbols when creating the
album art for their project and can use the textual evidence they find during this lesson to support
their choices.
Looking closely at symbols is a skill that students will utilize in the future beyond this novel andbeyond this unit
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Looking at the text abstractly will help students to prepare for working on their projects
ObjectivesFrom this lesson students should be able to:
Explain what a symbol is an how it functions in a text
Identify symbols in A Thousand Splendid Suns Analyze the meaning behind the symbols in the text
Materials
This lesson will require the following:
Copies of A Thousand Splendid Suns for every student
Projector and access to internet
Copies of chapter 12 “Is that a symbol” of How to Read Literature Like a Professor
Symbolism worksheet for every student
Preparation
Prior to class I will need to: Make copies of the worksheets for all students
Print out copies of chapter 12 “Is that a symbol” of How to Read Literature Like a Professor for
every student
Make sure class is up to date on the reading
ProcedureOpening
I will begin class by showing the YouTube video about symbolism and then answer anyremaining questions students have about the topic (5 min)
Next I will pass out the copies of chapter 12 of the Foster book. As a class we will read anddiscuss the chapter. (7-10 min)
Body
I will pass out the symbolism worksheets to the class
As a class we will read the first passage. I will give the students time to respond to the questionsand then collaborate with a neighbor. Repeat this process for the remaining two passages.Students will be required to turn this worksheet in for credit (20 min)
I will ask for volunteers to share some of their ideas for each of the symbols and we will discuss
as a class (5-7 min)Closing
As a last activity I will ask students if they found any other symbols in their reading. We willalso take the time to think back to the book we read before this, The Awakening, and see if we
can recall any symbols from that text. (5min)
As a final discussion we will talk about how we can look for symbols in our reading in thefuture. (5min)
In the last few minutes of class I will pass out an exit slip. Student must write down a definitionof symbolism in their own words and an example (other than the 3 on the worksheet) that we
discussed today and turn it in before they leave. (3min)
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Discussion Ideas
1) What is the purpose of incorporating symbols in a novel?2) Can symbols be in other things?
3) Were there any symbols present in the film The Kite Runner?
4) Think of an example where something could be a symbol for something good and bad.
Language Accommodations
In my class there are two English Language Learner students who may require accommodations. One of
the student‟s first language is Spanish, the other‟s is Chinese. This lesson accommodates them in thefollowing ways:
Students will be provided with translations of the specific pages we will look at for the activity if it is necessary. Instructions can also be translated and provided to students.
This activity allows students to communicate verbally to think critically about the material andthis is accommodating to the students for whom English is a second language because theirspoken English is better than their written English.
Special Education Accommodations:There are several students who require special education accommodations in this class. This lesson
accommodates them in the following ways:
The lesson incorporates many different small activities, discussions, and work periods. Bybreaking the class period up into small segments students will be aided in maintaining their focusin class.
The directions for this lesson will also be stated very explicitly so that students understand whatis expected of them. I will be walking around during work periods to offer students additional
support as well.
The structure of the lesson encourages the students to use each other as resources and work together. This will help all students to get the most out of the lesson and in particular should be
beneficial to the student with mild Autism. This student should feel comfortable being in thesocial situations for this lesson because they are very structured.
Assessment
In order to assess the effectiveness of this lesson I will:
Collect the worksheets and grade them based on completion
The students‟ definitions of symbolism will be graded out of 2 points. They will get one point forwriting a definition and one point for providing an example. If students are able to complete both
of these I can feel confident that they understood the lesson and paid attention to the discussion.
Extension Ideas:
To extend this activity I could Have students make posters to illustrate a symbol they found in the text
Have students write their own short story and incorporate symbolism into the writing
Show a short video clip and have students pick out examples of symbolism
Source of Activity:I was inspired to incorporate the text How to Read Literature Like a Professor in my CI class this
semester with Professor Willis. I think this text is perfect for helping 10th
grade students to think about a
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text abstractly. I created the worksheet for students to keep track of the symbolism in the text. My idea
to have students complete an exit slip as an assessment came from a professor I had last year, HillarieWelsh. Thank you to all my inspirations!
Resources and References:
Faltis, C.J. & Coulter, C.A. (2008). Teaching English Learners and Immigrant Students inSecondary Schools. Upper Saddle River, NJ: Allyn & Bacon
Foster, Thomas C. How to Read Literature like a Professor: A Lively and Entertaining Guide to
Reading between the Lines. New York: Quill, 2003. Print.
Hosseini, Khaled. A Thousand Splendid Suns. New York: Riverhead, 2007. Print
Rosenberg, Michael S., David L. Westling, and James McLeskey. Special Education for
Today's Teachers: An Introduction. Upper Saddle River, NJ: Pearson/Merrill/Prentice
Hall, 2008. Print.
Slkmcphee. "Symbolism." YouTube. YouTube, 23 Mar. 2008. Web. 12 Dec. 2012.
Weinstein, Carol Simon., and Carol Simon. Weinstein. Middle and Secondary Classroom
Management: Lessons from Research and Practice. 4th Ed. Boston: McGraw-Hill, 2007.
Print.
Illinois State English Language Arts Goals:
Knowledge Indicator 1E – The competent teacher understands the impact of linguistic and
cultural diversity on learning and communication.
This lesson reflects this standard because in the beginning of class I will show a video
that explains that symbolism may be different cross-culturally. This lesson does not makeassumptions about the students‟ prior knowledge. Instead it goes over the basics of thecontent so that all students begin at the same starting point.
Performance Indicator 1I – The competent teacher stimulates prior knowledge and links newideas to already familiar ideas and experiences.
This lesson has students look back at texts they have read earlier in the semester and comparethem to the current reading. This lesson on symbolism is also something that will continue to be
relevant to them as they look at literature throughout high school and even when they move on to
college level courses.
Common Core English Language Arts Standards:
CC.9-10.R.ST.4 Craft and Structure: Determine the meaning of symbols, key terms, and otherdomain-specific words and phrases as they are used in a specific scientific or technical context
relevant to grades 9 – 10 texts and topics.
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This lesson requires students to analyze symbolism in the text and to find their ownexamples of symbolism as well. Students must understand how symbolism functions in a
text in order to complete the activities.
CC.9-10.R.I.5 Craft and Structure: Analyze in detail how an author‟s ideas or claims aredeveloped and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a
section or chapter).
This lesson requires students to look closely at small portions of text and analyze theideas that are being portrayed. The worksheet has students focus on one page at a time to
identify the symbolism that is functioning within that page.
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Name: _________________
Date:__________________
1. Go back and reread page 259 and then consider the following:-What is the main symbol here?
-What do you think it could mean?
-What could this symbol be foreshadowing?
-Is this a positive image or a negative one?
2. Reread page 275 and consider the following:-What is the main symbol here?
-What do you think it could mean?
-What could this symbol be foreshadowing?
-Is this a positive image or a negative one?
3. Reread page 343 and consider the following:-What is the main symbol here?
-What do you think it could mean?
-What could this symbol be foreshadowing?
-Is this a positive image or a negative one?
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LP 15 Claire Wilmsen
A Thousand Splendid Suns: Introducing the Soundtrack Project
Theory Into Practice Background
I. Theories and Concepts According to Carol Simon Weinstein‟s text Middle and Secondary Classroom
Management, there are five main functions of the classroom setting. These are security
and shelter, social contact, symbolic identification, task instrumentality, and pleasure(Weinstein, 27). Based on these functions I planned this lesson. The activity that I am
presenting is one that students can enjoy and use their creativity to produce while still
holding students to high expectations. The presentation portion of the project is also
important because it gives students an opportunity to get used to public speaking in a lowrisk situation.
For this lesson I also took into consideration the text Special Education for Today’s Teachers. Inthis text the academic challenges for students with ADHD are listed as, “inability to pay close
attention to details, carelessness in school work, difficulty sustaining attention, and difficultywith organization” (Rosenberg, 239). I looked at all of these challenges and addressed them
through the activities in this lesson
This lesson reflects the teaching philosophy reflected in Weinstein‟s Middle and
Secondary Classroom Management. Weinstein states, “Most problems of disorder inclassrooms can be avoided if teachers foster positive student-teacher relationships,
implement engaging instruction, and use good preventive management strategies”
(Weinstein, 6). This lesson is engaging for students because it allows them to presenttheir work in a variety of mediums. The project has a writing component, a visual
component, and incorporates their choice of music.
This lesson is also based on the text by Weinstein when it is stated, “When students
successfully engage in the practices of academic communities, which in turn belongto larger outside communities of practice, they imagine themselves as future
members of these outside communities” (Weinstein, 33). The presentation portion
of the project gives students an opportunity to take pride in their work and share it
with the community. II. Background/ Content Information
Example project
A Thousand Splendid Suns III. Explanation of Background/ Content Information
I will create an example project that we will go over as a class. The project will be available tothe students to look at while they are working on their own projects. This ensures that students
have not only instructions but also an example of what kind of work I am looking for.IV. Link to future Lessons
This lesson will introduce the project that the students will be working on for the next coupledays and will be presenting to the class
ObjectivesFrom this lesson students should be able to:
Select music that is relevant to the characters/events/themes/tones they are trying to portray
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Effectively use textual evidence to support their claims
Be prepared to present to the class in the following days
Produce a creative and relevant illustration to serve as the album cover for their project and be
able to explain it to the class
MaterialsThis lesson will require the following:
Access to the internet
Ability to play audio in classroom
Computer paper
Markers/colored pencils etc
PreparationPrior to class I will need to:
Create a sample project using the previous text, The Awakening
Select music to play during class
Gather all materials students will need to create the album covers for their projects
ProcedureOpening
As students walk into class I will have music playing through the computer and will have anexample project displayed in front of the class. I will ask students to take their seats and to takeout something to write with (2min)
I will begin by starting a class discussion. We will talk about the purpose of a soundtrack, anexamples they can think of, and what the cover art usually looks like on the cover of the
soundtrack album (5 min)
I will then explain to the students that I am assigning them a project in which they will create asoundtrack for the novel A Thousand Splendid Suns. The soundtrack will either be for the entirenovel or for one specific character. As a class we will brainstorm ideas about what kind of music
could be included and I will answer any questions students may have. (7-10min)Body
Next I will pass out the written instructions for the project as well as the grading rubric. I willalso pass a sheet of paper around the room on which students can sign their names and request a
song to be played during our class‟ work time over the next few days. Students will be remindedthat the music they request to be played and the music they incorporate in their projects must be
appropriate and without swear words. (5 min)
I will then go over in detail my example project. The example will be for the text they readearlier in the unit, The Awakening. This example should make the expectations clear without
overly influencing students‟ decisions on what kind of songs to incorporate. (5-7 min)
Students will be provided with all the materials they need to get started on their projects and willbe allowed to talk to a partner as long as I see that work is being done. I will be walking around
helping students with ideas and with any questions. Music will be played in the classroom durinf
the work periods on www.grooveshark.com. (20-25 min)Closing
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Before the end of class I will go around and make sure that all of the students have started thewriting portion of part one and that they have ideas or have started part two. I will remind
students that they will need to make presentations for this project and that they will only havetwo more days to work in class on this project. (5min)
Discussion Ideas1) What genre of music did you use the most?
2) Could the same song depict both a happy scene and a sad scene? Can you think of any examples?
3) If you had to choose a song to represent yourself what would you choose and why?4) Does a song have to have lyrics to be meaningful?
Language Accommodations
In my class there are two English Language Learner students who may require accommodations. One of
the student‟s first language is Spanish, the other‟s is Chinese. This lesson accommodates them in the
following ways:
.This lesson allows students a lot of freedom with how they spend their time. Any students who
require special language accommodations can make arrangements with me more so than regularclasses.
Students are also allowed to choose whatever music (that is appropriate) to use in their projectsand this includes music in their first language.
Special Education Accommodations:There are several students who require special education accommodations in this class. This lesson
accommodates them in the following ways:
For students who have trouble staying focused I will help them to structure a work schedule forthem at the beginning of the first work period. Students will have to check in with me to ensurethat they are not falling behind.
This lesson allows for students to receive plenty of one on one attention if they need it becausethere will be a lot of class time dedicated to working on these projects.
Also, the presentation portion is accommodating to all students because it is a good way forstudents to practice public speaking skills in a non-threatening environment.
AssessmentIn order to assess the effectiveness of this lesson I will:
Work with students as they create their projects and prepare to present making sure they arestaying on track
This project will be graded as a summative assessment. The rubric and instructions are attachedafter the end of the lesson plan
Extension Ideas:
To extend this activity I could
Have students present another one of their songs and have the rest of the class guess what eventor character it is supposed to represent
Have students choose a song and use specific lines in the lyrics to explain their choice forrepresenting a specific element of the text
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Source of Activity:
My inspiration for creating this lesson was a similar project that I was assigned in high school. Mysophomore year English teacher had our class create soundtracks for the novel Frankenstein. I chose to
add the presentation aspect of the lesson because I thought it would make the project more meaningful
and give students an opportunity to practice speaking in front of the class.
Resources and References:
"Grooveshark - Free Music Streaming." Grooveshark . N.p., n.d. Web. 11 Dec. 2012.
Hosseini, Khaled. A Thousand Splendid Suns. New York: Riverhead, 2007. Print
Rosenberg, Michael S., David L. Westling, and James McLeskey. Special Education for
Today's Teachers: An Introduction. Upper Saddle River, NJ: Pearson/Merrill/Prentice
Hall, 2008. Print.
Weinstein, Carol Simon., and Carol Simon. Weinstein. Middle and Secondary Classroom
Management: Lessons from Research and Practice. 4th Ed. Boston: McGraw-Hill, 2007.
Print.
Illinois State English Language Arts Goals:
Knowledge Indicator 4E – The competent teacher knows how to assess the instructionalenvironment to determine how best to meet a student‟s individual needs.
The most important part of this lesson is creating a comfortable and productive learningenvironment for students to work on their projects. The success of the lesson is also
dependent on the attention and support I will provide to students as they are working. Thestructure of the activities is meant to give students the opportunity to work independently
but also to have access to resources and assistance whenever they require it.
Performance Indicator 4K – The competent teacher uses strategies to create a smoothlyfunctioning learning community in which students assume responsibility for themselves and one
another, participate in decision-making, work collaboratively and independently, use appropriate
technology, and engage in purposeful learning activities.
This lesson requires students to make sure of all of the resources that I will provide to them andto use each other as resources. The purpose of this lesson is to create an effective and productivecreative community so that when the students present they are able to get one another engaged in
the material.
Common Core English Language Arts Standards:
CC.9-10.R.I.1 Key Ideas and Details: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
This lesson allows students to choose songs that go along with the text based on theirown personal interpretations but it also requires students to use textual evidence to
support their choices.
CC.9-10.W.1.e Text Types and Purposes: Provide a concluding statement or section that follows
from and supports the argument presented.
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Students must create a soundtrack and album cover art that best represents the novel aswell as provide a written explanation for how they made their choices. Students must also
present their reasoning to the class as a conclusion.
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For this activity you will be creating a soundtrack for the novel A Thousand Splendid Suns. You
may either base your soundtrack on a specific character‟s life or create a soundtrack for the novelas a whole.
PART I
Your soundtrack must consist of at least 5 songs. You can choose any songs you like for this
assignment so long as you can support your choices. Each song should serve a purpose on yoursoundtrack. You may choose a song that you feel represents a particular character, event,
chapter, theme, or mood from A Thousand Splendid Suns. Along with each song selection you
must also provide at least 1 paragraph of explanation for why you chose the song. In your
paragraph you must explain what aspect of the novel the song represents (a character, event,theme etc) and use at least 1 example of textual evidence to support your claim. (This means
that in your explanation you should state what part of the book you are referring to!) Your song
selections and paragraphs must be typed out or written neatly on lined paper. Also, as areminder, a well-written paragraph should be at least 5 sentences long and should contain zero
grammatical errors. Check your work!
PART II
For the second component of this assignment you will be creating cover art for your CD. You
must include the name of the novel, A Thousand Splendid Suns, and the name of the author,Khaled Hosseini, on the cover. Other that those two pieces of information you are free to
decorate the CD however you please. I will provide you with blank white paper for this part of
the assignment. You should decorate the cover in a way that you feel represents the novel. On
the back of your art work you must include at least 2 sentences explaining your cover art andwhat you were trying to achieve with it.
PART III
The final part of this assignment will be a brief presentation to the class. You will be allowed to
choose 1 song to present. You must provide me with the title and artist of your chosen song
before the due date if you want to share a clip of the song with the class. You will each haveapproximately 5 minutes to share your song and explanation regardless of whether or not you
choose to include a music clip.
As always come talk to me if you have any questions or need help!
30 20 10 Comments
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Part I -All 5 songs & 5
paragraphs included-Textual evidence
used for support
-Well thought out
work -Neat & with few to
no errors
-All 5 songs &
paragraphsincluded but
without textual
evidence
-More than a fewerrors
-Some songs &
paragraphs weremissing
-Many grammatical
errors
-Work is not neat
Part II - Cover artcompleted
- Title & author‟s
name present-Explanation on
back
-Neat & creative
-Cover art iscompleted but
either lacks the title
& author‟s name oris not neat
-Explanation on
back contains
many errors
-Cover art ismissing or reflects
that little effort has
been put into it-Explanation is
missing
Part III -Presented 1 songand explanation to
class
-Prepared forpresentation
-Spoke loud and
clearly
-Presented song butwas not fully
prepared or could
not be heard
-Completelyunprepared to
present
Overall -All work iscompleted & on time
-Meets all
expectations &shows effort was put
forth
-Work meets mostexpectations
-Some parts may
be missing or needmore work
-Significant portionof assignment
missing or
incomplete
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