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Secondary English Language Arts: Revised ed:TPA Lesson Plan Template Name: Natasha Kalland Lesson Title: 2/17 TSS Afghanistan Culture Webquest Grade Level: 10th grade Lesson 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 This book is set in Afghanistan from the early 1960s up to the early 2000s. It tells the intertwined story of two afghan women, Mariam and Laila, who come from radically different walks of life but end up married to the same abusive husband during the years of the Soviet occupation, then the Taliban dictatorship. Some of the main themes in the book are inhumanity, systematic victimization of women, spousal abuse, and the power of education. Conceptual/Theoretical Framework (draw from research and readings in CI and English courswork:There were several different theoretical frameworks I used while planning this lesson. First off, in Doing and Teaching Disciplinary Literacy with Adolescent Learners: A Social and Cultural Enterprise, Elizabeth Birr Moje points out the importance of teaching students the social and cultural contexts of the books they are reading. She states, “If literacy learning and practice are about more than the accumulation of skills, if disciplines are human constructions replete with social purpose and cultural conventions, then where and when is that social and cultural learning done, especially for young people who are not apprenticed into the disciplinary domains from an early age?” (Moje 255) In other words there is a lot more to teaching English and Literature than just the skills it takes to read and write. Students need to be well equipped with the cultural and social information surrounding a text before they can truly understand its implications and main ideas. Moje also points out that most students do not get this information at home or outside of the classroom so it is crucial to their learning that we work through it as a class. That is why I chose to make this lesson with a large focus on Afghanistan culture. Throughout A Thousand Splendid Suns the author is constantly making references to the history, language, food, gender norms, and religion in Afghanistan. I want my students to see how that affects the story and also how realistic this story is. Standard(s) Addressed (use examples from both the Common Core State Standards and the Illinois Professional Teaching Standards): HYPERLINK "" CCSS.ELA-LITERACY.SL.9-10.4Present 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. HYPERLINK "" CCSS.ELA-LITERACY.RL.9-10.6Analyze 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.Recall your central focus and explain how the standards (above) and learning objectives (below), that you have identified, support students’ learning:Materials/ Instructional Resources:Class set of A Thousand Splendid Suns 24 computers or tablets 25 printed copies of Webquest Projector with audio Internet Access *Learning Objectives (Add additional objective boxes as needed):*Assessment (both formal and informal)- Evidence of Student Understanding:Objective 1: Students will examine a significant quote from A Thousand Splendid Suns and relate it to another text, the world, themselves, or the larger themes of the novel. Related Assessment: Warm-Up Journal Explain the Assessment’s Alignment with the Objective:As a warm up to the day’s activities the students will writein their Reading Binders responding to a quote from the previous night’s readings. This aligns with the objective because this is the format in which students will examine the quote and relate it to something else relevant to it’s content or its position in the story. Describe the form of Student feedback that accompanies the assessment:For this assessment students will write in their reading binders to answer the question in a complete and thoughtful way. This will show me that they did the reading and are able to relate the text to something else. Objective 2: Students will locate information relating to Afghan culture and summarize their findings in a Webquest assignment to be shared with their peers. Related Assessment: Afghan Culture WebQuest Explain the Assessment’s Alignment with the Objective:For this assessment the students will be writing down the Information they find on the internet in their Webquest Packet. For this packet they will be assessed on the quality and accuracy of their information and their abilityto affectively share that information with their peers and then record the facts that their peers tell them in their own packet. Describe the form of Student feedback that accompanies the assessment:The feedback that students turn in will be the WebqestAnd then the 2 potential quiz questions that students come up with at the end of the lesson to show what information they found significant and worth being tested on. Lesson ConsiderationsPre-Assessment:The warm up to this lesson is a writing response that will show if students have done the reading assignment or not. This will then prepare them for the Webquest. They also have read nineteen chapters of A Thousand Splendid Suns and had several discussions about cultural issues such as Afghanistan history, arranged marriages, and women’s rights. 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.)Before this lesson students have read a good portion of A Thousand Splendid Suns but they are still learning about Afghan culture and cultures outside the United States. They can do research on the internet as they have done several research projects throughout the year and they have taught each other information through jigsaw groups and class presentations. They also know how to do quote response writings and they have done several other assignments where they wrote possible quiz questions to check for understanding. 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.Many of the students in this class come from Mexico or have parents that come from Mexico so they will have very different experiences that that of the women in A Thousand Splendid Suns and The Thing Around Your Neck but they will relate to the fact that all cultures have different rules and customs that make them unique. There may also be some students in the class that know someone who has been in an arranged marriage or comes from when of these backgrounds so they may have something to share or some background knowledge that will inform their opinion on the issue. Misconceptions: Students could have many misconceptions about Afghan culture, which is why we are doing this assignment. They probably do not know about the daily life or history in Afghanistan. They may also have misconceptions about Muslim culture and people in the middle east in general after recent events with ISIS. This will be a good time to address these issue, have students teach each other the facts, and discuss things together as a class in a safe space. Language Objectives and DemandsIdentify a Language Function:Synthesize Students will synthesize the information they find online and use it to make new inferences about Afghan culture and gain a deeper understanding of A Thousand Splendid Suns. 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.AnalyzeArgueDescribeEvaluateExplainInterpretJustifySynthesizeVocabulary: Islam The Taliban Pivotal Afghan Qur’anLearning 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. Accommodations for students with Special Needs:The one student in the class with dyslexia will have several accommodations. First off, for the Webquest activity he will be in one of the groups that are doing the same category as another group so he will not be pressured to complete his section and share with his classmates. He will also not have to write down complete sentences and he may complete his section outside of class. As this is a collaborative assignment he may also worth with a partner throughout the day’s activities and they may turn in one Webquest with both names on it. Accommodations for students who are not proficient uses of Standard English:The students that are Spanish speakers may use a translator on the computer to translate the information on the websites but they will write and read their answers in English. They may also complete their webquests outside of class if the time in class is not adequate. Last, if they need help translating or figuring out a phrase they may ask another Spanish speaker in the class to help them. This activity is meant to be collaborative so they may work in partners with another group member throughout the assignment. 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 arrangementsWhole Class: There is very little whole class instruction in this lesson. While I explain the assignment to the students I will also pass out their packets so they can read through the instructions as I read them out loud. I will also go around the room as students begin working so that my students who are not proficient in English and my student with dyslexia can ask questions and I can tell them there specific accommodations for the class activities. Small Group: This class has a large focus on group work between the Webquest research, the jigsaw group work, and the quiz question creations at the end of the period. During this instructional time students that need accommodations may work with a partner and work on the same packet or finish their packet outside of class. As far the quiz creation group work they are not required to give as much input as their group members if they are still learning the material or have not finished their packet yet. Individual Assignment: The individual assignment for this lesson is the introductory quote writing assignment that students will complete in their reading binders. To accommodate the students in my class they may complete their writing assignments for homework, type them, or ask for help explaining what they want to say. They also do not have to write in complete sentences or complete paragraphs if the time is too limited as long as they can get their ideas across. Time*Lesson Plan Details5 minutes Lesson Introduction Students will write a short reading response to this quote for the first five minutes of class: “To me, it’s nonsense-and very dangerous nonsense at that—all this talk of I’m Tajik and you’re Pashtun and he’s Hazara and she’s Uzbek. We’re all Afghans, and that’s all that should matter.” (Hosseini 130) Students may write about whatever they choose in relation to the quote. They may connect the quote to another text, the world, their own lives or even the plot of the book. Their writing should give some inclination that they read the chapters they were supposed to for homework. While students work I will play this YouTube video: This is a currently popular Afghan song and will introduce them to today’s topic-Afghan culture. The song is 5 minutes long so it will also be our time for their writing time. They should have at least three sentences done by the end of the song. 40 minutes Learning Activities - I will now introduce the day’s main activity, the Afghanistan culture Webquest (40 minutes)I will begin by passing out a Webquest packet to all of the students in the room so they can follow along as I explain. For this activity students will work in their reading groups on researching a specific topic surrounding Afghan culture. The topics are geography/history, daily life, women, and religion. Each group will be assigned a topic (there will be 2 topics with two groups assigned to them) Students will work on their Webquest on laptops and work together to find the answers to the questions. I have provided links for each section to help them find the correct answers. (20 minutes) After a substantial amount of work time I will count off students in each group by 4, then they will jigsaw into groups of 6 with people from all of the different reading groups. Once in their groups they will take turns presenting their topic’s answers to the rest of the group. The audience will write down the information. (20 minutes) As each group will have two “Daily Life” students and two “Religion” students they will present their information together. As students present their information I will walk around the room and make sure everyone is on task and has their share of the work done. If I see or hear any inaccurate information I will step in but for the most part this lesson is student- taught. If a group finishes their presentations early they may continue reading A Thousand Splendid Suns quietly until all groups are finished. Describe how your planned formal and informal assessments, including a written product, will provide direct evidence of students’ abilities to construct meaning from, interpret, OR respond to a complex text throughout the learning segment.Formal Assessment (Written product): The formal assessment for this lesson is the completed Webquest that students will turn in at the end of the lesson. This assessment tests the students’ ability to construct meaning from internet secondary sources and their ability to interpret the information their classmates present to them during their jigsaw presentations. Informal Assessment: The informal assessment for this lesson is the quiz questions that the students will turn in to me by the end of the day. These questions will not be graded but they will show to me what the students found to be the most important part of the activity and how they were constructing new meaning from their information on Afghanistan culture. 5 minutes Closure To end this activity I will ask the students to return to their original reading groups. Then they will come up with two possible quiz questions together as a group and give them to me. If they do not finish they may email them to me by the end of the day. I will inform the class these questions may be multiple-choice, true/false, matching, or fill in the blank. They should use the information in their Webquest packet to help them. Then I will assign then to read Chapter 20-22 of A Thousand Splendid Suns for homework. As they leave the room I will collect their webquests and their quiz questions. ExtensionThe extension for this lesson occurs on the following day when students will use their Webquest to take a “Pop Quiz” using the questions each group came up with in today’s lesson. This will be presented to them as a quiz but they will be able to use their packets and they will be graded based off completeness. This is just a way to check for their understanding from the Webquest and warm them up for their subsequent lesson on women’s rights in Afghanistan. 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):Hosseini, Khaled. A Thousand Splendid Suns. New York: Riverhead, 2007. Print.Moje, Elizabeth Birr. "Doing and Teaching Disciplinary Literacy with Adolescent Learners: A Social and Cultural Enterprise." Harvard Educational Review 85.2 (2015): 254-78. President and Fellows of Harvard College. Web. 30 Sept. 2015.Attachments: handouts, assessments, etc.Webquest Handout Name: _______________Date:____________Class Period:_________Afghan Culture Webquest You will engage in online research about a particular topic relating to Afghan culture. Each person in your reading group will do the same topic and then you will form a jigsaw group to learn information about the other topics related to Afghan culture. The Topics (Circle your group’s topic) History and Geography Religion and Faith Daily Life Women in Society You will complete the readings online that are linked under each section and answer all of the questions around your topic inside of your reading group. You are encouraged to work together. Then you will count off by 4 and join a group with at least one person from each topic in your group to share what you have learned and write down what they have learned under each respective lesson. Then you will return to your original reading group and come up with two quiz questions surrounding your topic and email it to me by the end of the day. 2 groups will have Religion and Faith and Daily Life but they will only work together with the people in their reading group. History and GeographyGeographically, where is Afghanistan located?What is the capital of Afghanistan?What is the weather like in Afghanistan?1973 was a pivotal point in Afghanistan’s history. Why?In 1992 Afghanistan endures yet another coup. Which group takes over this time? What are the problems with this group?Why would the Afghans believe the Taliban takeover in 1993 is a good thing at first?Why do more than a million Afghans flee to Pakistan between the years of 1995 – 1999?History and Geography Resources: and faithWhat is Islam? What does it teach/expect?Do Christianity and Islam share the same origin? How do they differ (1 main way)?What is the Qu’ran?What are the five main ‘pillars’ of Islam, and why are they important?What are 3 acceptable behaviors and 3 unacceptable behaviors in Islam?What is the main difference between Sunni vs. Shiite Islam? What are three similarities?What are three major differences in the?beliefs?of these factions of Islam?How is Islam integral to Afghan culture?Religion and Faith Resources: Overview of IslamThorough explanation of Islam with links to lots of helpful sites HYPERLINK "" \t "_blank" Prohibitions and Obligations of IslamSunni vs. Shiite Islam?Daily life (Dress/Food/Recreation/Economy)What?is a qmis, a?pagray,?and a burqa?What does traditional Afghan clothing suggest about cultural values?What is the most popular dish of Afghanistan? What meats are common? Drink?What occupation has been most effected by warfare?What main livestock is tended in Afghanistan?What are Afghanistan’s main exports?Cultivation of what product supported the Taliban financially?Why is it important to get rid of this product?Describe the Afghan economy. What are its current challenges? Why?Daily Life Resources: Overview of Pashtun culture including clothing descriptionAfghan foodTurban tying and Kite RunningBrief economic overviewFighting the Opium WarsWomen in SocietyWhat privileges don’t women have in Afghanistan?How are women treated differently than men in Afghanistan?What are some ‘crimes’ in Afghanistan that women can be punished for, but not men?How have things changed/stayed the same for women since the Taliban lost power?What challenges to modern Afghan women encounter? How are these similar/different to their mothers?Women in Society Resources: National Geographic overview with photo gallery and linked videoWomen under Taliban Threat - TIME Photo EssayAssociated article with preceding photo essayAfghan Women Soar to New HeightsEvaluationThis webquest will be worth 30 points. You will be graded on:Content (10 pts): Includes the accuracy of your information and your thoroughness in addressing all of the guiding questions.Presentation (10 pts): You accurately provided your jigsaw group members with information about your topic and presented in a useful way. Class Participation (5 pts): You are on task and focused during the class time, reading the articles and collaborating with your group members. Quiz Questions (5 pts): Someone from your group emails me two quiz question by the end of class. ................
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