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Secondary English Language Arts: Revised ed:TPA Lesson Plan Template Name: Sydnie GreeneLesson Title: 3/23 After-reading TSSGrade Level: 10Lesson GoalsCentral Focus: Describe the central focus (of the unit) and explain how this lesson reflects the central focus. Demonstrate a deeper understanding about women’s rights around the world by reading A Thousand Splendid Suns and The Thing Around Your Neck. List the title, author, and write a short description of the text(s) used in this lesson. A Thousand Splendid Suns by Khaled Hosseini is about two women’s lives and the oppression that they face in Afghanistan from the 1960s to the early 2000s. It describes the hardship and suffering of women alongside the national conflict and unrest. This book tells the story of two seemingly different women who end up crossing paths and building a friendship that helps them ease their hard times. Afghanistan by Chris Steele Perkins is a book of photograph collections. Over the course of visiting Afghanistan in five years, he captures images of everyday people and everyday living amidst times of war and conflict. He captures violent scenes as well as tragic, hopeful, and precious memories. He helps to humanize a country that has been misrepresented in the mainstream media through its involvement in war. Conceptual/Theoretical Framework (draw from research and readings in CI and English courswork:This lesson asks students to reflect upon and create a piece of writing that responds to the novel in a creative way. This piece of writing is not meant to be perfect. Rather, it is an opportunity for students to think about and explore possible extensions to a novel by being interpretative. As Donald Murray states, assignments that offer expression and experimentation are “the process of discovery through language. It is the process of exploration of what we know and what we feel about what we know through language. It is the process of suing language to learn about our world, to evaluate what we learn about our world, to communicate what we learn about our world” (Murray 4). This sums what a response to A Thousand Splendid Suns does for students. It helps them evaluate and explore the world by questioning, admiring, and analyzing a culture and series of events in a book. Because this assignment takes place over a short period of time, its goal is for students to experiment with self-discovery, while I [the teacher] must “be quiet. To listen. To respond” (Murray 5). Standard(s) Addressed (use examples from both the Common Core State Standards and the Illinois Professional Teaching Standards): CCSS.ELA-LITERACY.W.9-10.3.DUse precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or SS.ELA-LITERACY.RL.9-10.4Determine the meaning of words and phrases as they are used 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 and place; how it sets a formal or informal tone).Recall your central focus and explain how the standards (above) and learning objectives (below), that you have identified, support students’ learning:The first standard relates to the “Found Poetry” assignment in this lesson. In this activity, students will be writing about the women in Afghanistan based off of viewing a selection of photographs and the characters’ experiences in the A Thousand Splendid Suns. By creating these poems, students will demonstrate their understanding of a women’s rights issue and demonstrate their understanding of the novel’s complex characters and their experiences. The second standard relates to the central focus, because the students will use their close reading and analytical skills in order to demonstrate their knowledge about the themes in the book, specifically women’s rights. They will create a chart that demonstrates their knowledge on word choice and the impact that specific diction and syntax have on their created poems and on the pre-existing texts. Materials/ Instructional Resources:-A Thousand Splendid Suns-Laptop/projector for PowerPoint instructions on Found Poetry assignment-Images from Afghanistan book to project on screen-Paper-Writing utensils-Handout of instruction for Found Poetry assignment-Handout for chart to strategize and map out word choices*Learning Objectives (Add additional objective boxes as needed):*Assessment (both formal and informal)- Evidence of Student Understanding:Objective 1:By the end of this lesson, students will more deeply understand how particular words affect the meaning and elicited emotion of a piece of writing. Related Assessment:Students will create “found poetry,” which means that they create a poem by taking words, phrases, and passages from other sources and reframe them as poetry by making changes in spacing and lines, adding or deleting text, and imparting new meaning. They will create poems about the conditions and quality of women’s lives in Afghanistan during the course of this novel. Explain the Assessment’s Alignment with the Objective:This assignment aligns with the objective, because creating a poem shows that the students can create an original, innovative piece of writing with similar themes to the text by creating wording and tone that align with the emotions that one feels from the text. In this way, students are using similar themes in different writing formats in order to express their ideas from the reading. Describe the form of Student feedback that accompanies the assessment:The students will provide me with feedback by handing in this assignment. I will know that it is comprehensive and well-done by looking for effort, thought, creativity, and depth of ideas. Objective 2:By the end of this lesson, students will understand the experiences of women in Afghanistan more succinctly.Related Assessment: Students will demonstrate their knowledge of women’s rights issues in Afghanistan by creating charts that reflect their understanding of the experiences of the women in the novel. This chart will document the words, phrases, and passages that demonstrate the resistance that the women exhibit in order to stand up for themselves and one another in their abusive relationships.Explain the Assessment’s Alignment with the Objective:Completing the chart will show me that the students understand what it means to be a women in Afghanistan under these harsh conditions and can recognize the experiences of women clearly. Describe the form of Student feedback that accompanies the assessment:I will be able to receive student feedback on this assessment by seeing if the chart is an effective warm up activity to the greater activity, which is their creation of poems. If they can adopt the language and word choices from their charts into poetry in a smooth way, I will know that this assessment was effective preparation. Lesson ConsiderationsPre-Assessment:The pre-assessment for this lesson is completing the reading, which is to finish the book. The students will be assessed about the end of the novel through completing this assignment, but students must first read the book in its entirety in order to be successful. Prior Academic Learning and Prerequisite Skills: (Cite evidence that describes what students know, what they can do, and what they are still learning to do.)Students will already have learned about the culture in Afghanistan, women’s rights, and other important historical aspects of the setting. This with help them understand the conditions that women live under and why the patriarchy exists structurally and socially. The students will also have read the book, which will help them fully understand the characters and their past experiences, which will aid them in creating a poem reflecting upon the characters’ lives. Personal, cultural, and community assets related to the central focus—Explain what you know about your students’ everyday experiences, cultural and language backgrounds and practices, and interests.About half of my students are Spanish-speaking and Latino. I will not have many Afghan or Middle Eastern students or Muslim students, which will limit their knowledge about the culture, way of life, and customs. However, there diverse backgrounds will allow them to speak about women’s rights in their own cultures, and they will be able to compare how they are similar to or different from the book. Misconceptions: This lesson does not aim to essentialize all Afghan women as being oppressed or treated terribly. Rather, it is a reflection on the experiences of the characters in the book. The goal of the lesson is not to call out an entire culture as immoral or unethical. I hope to create a greater understanding of the conditions that many, but not all, women endure in countries throughout the world. It also does not aim to glorify the United States as somehow better or more civilized than Afghan culture. It is simply different and should not be looked down upon. Language Objectives and DemandsIdentify a Language Function:Language Function. Using information about your students’ language assets and needs, identify one language function essential for students within your central focus. Listed below are some sample language functions. You may choose one of these or another more appropriate language function for this lesson.AnalyzeArgueDescribeEvaluateExplainInterpretJustifySynthesizeAnalyze the experiences of the women in Afghanistan in the text and images by selecting words, phrases, and passages that reflect the conditions and quality of lives. Vocabulary: -Afghanistan- its history and culture-Found poem-Women’s rightsLearning and Linguistic Accommodations: Describe the instructional accommodations that you must make, as the classroom teacher, in order to address the learning needs of students with special needs and students who are not English proficient or students who use varieties of English. I will provide all instructions in Spanish. I will pair Spanish-speaking students with one another so that they can communicate in ways that are easiest for them. I will allow Spanish-speaking students to use translators on the writing assignments so that they can best succeed. Accommodations for students with Special Needs:There is one student with dyslexia. He will be given extra time to complete the assignment outside of class due to his difficulties with reading. He will need to make sure that he has completed the text by the time of this lesson so that he can perform successfully. Accommodations for students who are not proficient uses of Standard English:-I will allow students to speak in whatever dialect or language they feel comfortable with to each other. -I will provide instructions in any language that is necessary to meet the needs of all students. -I will pair students who speak the same language or dialect together so that they feel comfortable sharing their poems and talking about the activity together. -I will let students use translating devices when necessary. Explain your instructional decision-making and the way you plan to support student learning when using whole class, small groups, and individualized assignments. In addition, explain accommodations for students who have special needs and students who are not proficient users of Standard English as part of whole class and small group arrangements-Students with special needs will be placed in groups with inclusive, engaging, and confident students who will be sure to interact with that student and be kind and fair to them. -Students with language barriers will be placed together so that they can talk about the activity together and communicate in order to clarify the directions. This will also help them feel more comfortable sharing their work with one another when reading aloud.The class will have a large group discussion at the beginning of class. When looking at photographs, I will project the images on the board and have students write down words that come to mind when they see the images. This will help students think together and it will make the activity more interactive when many voices can be heard. It will also help expand students’ opinions and listen to a perspective that they might not have thought of. The class will then move into groups of 3-5 students to work on the chart that will prepare them for the found poetry assignment. Students will work in small groups, because it will help them divide the work and accomplish the task more quickly. It will also help keep them engaged and active in the lesson, because they are working as a team to accomplish a goal. Next, students will work individually to create their found poems. This is being used so that students can create something of their own and demonstrate understanding over the subject matter. Lastly, students will move back to small groups to share their poems. I am using this set up so that students are more willing to share what they wrote with others and contribute to the conversation. I will let students work with their friends or whoever they choose that they are more likely to be open about the subject and discuss their feelings and emotions toward a very intense subject. Time*Lesson Plan Details10 minutesLesson Introduction -Students will look at a series of photographs of people from Afghanistan during times of national conflict. Students will write down 2-3 words to describe the photo. -The photos will all be printed out, copied, and handed out to each group of students. The photo will also be projected on the board so that students can engage in a large group discussion about the photos.-This activity will require students’ participation. They will call out words that come to mind as they look at the photographs. I will write these words on the board, and students can choose which words they want to write down. -The photos will be labeled #s 1-5, so they will know which photos they are referring to later on. 35 minutesLearning Activities – Quote collection- 10-15 minutes-I will explain to the class the purpose of this activity: Laila and Mariam are not just victims of abuse, but they resist it at several points throughout the novel. In small groups of 3-5 students, I want the groups to identify these small acts of resistance, gathering quotes and passages to show these acts exist. -Students will all keep a chart of the quotes- there will be two columns- Mariam and Laila.-After completing the chart, students will go back to each quote and underline one or two of the most powerful, impactful, or important quote. Found poetry- 20-25 minutes-I will first ask students to draw connections between the photographs and the quotes from the book. What words are similar across the board and how are women’s lives depicted similarly in both of these sources? Once we have a large class discussion for a few minutes about the similarities and connections between the sources, the students will write poetry that is inspired from the previous activities. -Next, I will explain what found poetry is. Found poetry is a type of poetry that is created by taking words, phrases, and passages from other sources and reframing them as poetry by making changes in spacing and lines, or by adding or deleting text, thus imparting new meaning. -Students will use resources from the book and images to write a poem about women’s experiences in Afghanistan and the quality of their lives based off of the texts. -Students will use at least 4 words, phrases, or passages from the book and at least 2 references, descriptions, or captured experiences from the images in Afghanistan, the book. The poem can be in any style, format, tense- there is no required length. The assignment will be graded by the amount of effort, thought, creativity, depth of ideas, and logical structuring/format. 5 minutesClosure -Students will share their found poems with their small groups. If anyone would like to read their poem aloud to the class, I will let volunteers do so if time permits.-If students do not finish this assignment in class, they will need to complete it for homework and turn it in at the beginning of class tomorrow. ExtensionI will extend this lesson by having students focus their final projects on issues that women face, but in the United States rather than Afghanistan. This will help students look at women’s issues as global issues, and it will provide them with knowledge about how to combat these injustices throughout the world instead of targeting a single country. Students will do extended research on women’s rights in the United States and will better understand the topic as a result. Resources and References (use APA or MLA – listing the information from the conceptual framework above as well as from any other categories where cited a source):Murray, Donald. "Teach Writing as a Process Not Product." National Council of Teachers of English 2 (1972): 1-4. JSTOR. Web. 15 Dec. 2015.Attachments: handouts, assessments, etc.Photos from Afghanistan by Chris Steele PerkinsPhoto #1: Displaced families in Kabul live in empty school buildings (1994). -952520383500032004000Photo #2: Woman whose home has been destroyed (1996)5905521209000Photo #3: Women in burqas. In the background is destruction by the war (1994)33655296037000Photo #4: Schoolgirls in Mazar Sharif (1996)4508528511500Photo #5: Orphanage in Kabul (1994Quote Collection ChartDirections: Your task is to collect a list of quotes, passages, and moments that exemplify the resistance and small acts of power and triumph that Mariam and Laila exhibit. Aim to collect at least 4 quotes per character. You may work with your small group for this activity, but everyone must write something down. Once you feel like your list is complete, go back and underline 1-2 words from each quote. Choose the most powerful, impactful, or important word(s) that describe the women’s experiences. MariamLailaQuote #1: Quote #1: Quote #2: Quote #2: Quote #3: Quote #3: Quote #4: Quote #4: Quote #5: Quote #5: Quote #6: Quote #6: Found Poetry AssignmentWhat is found poetry?A found poem refashions, reorders, and restructures pre-existing writing in order to interpret new meaning, create self-expression, and develop previously written text into a new form of writing. Your task is to create a poem that reflects on or tells a story of a woman’s experience in Afghanistan. You will use resources from the book and the photographs in order to complete your found poem. Use your chart, book, and photographs to help you complete this assignment. Your poem should not be specifically about Laila or Mariam. Rather, this assignment looks at the experience of an anonymous woman in Afghanistan in order to include a reference to the images as much as to the text. Requirements:Use at least 4 words, phrases, or passages from the bookUse at least 2 references (specific words used to describe the images or a description of the image itself) to the photographs in Afghanistan, the book.Any style, format, or tenseNo page/length requirementGraded for effort, depth of thought and ideas, creativity, and logical ordering/structure ................
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