Portelles.UPLANdraft

8/11/2019 Portelles.UPLANdraft

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Different Faces

David Portelles

A study of Adolescence, Choice, and Differences

through Khaled Hosseini's Kite Runner.

10thrade !nglish

"a#le of Contents

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Reflection $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ Page 2&

David Portelles

UPLAN: The Kite Runner

RATIONALLE:

Following September 11, 2001, the Federal !rea! o" #nvestigation reported a 1,$00 per%entin%rease o" hate %rimes against &!slim Ameri%ans between 2000 to 2001 'Anderson, 2002() D!ring the

pro%ess o" ad*!sting to the a"termath o" September 11, &!slim Ameri%ans "a%ed an !ps!rge in negativestereot+pes epressed b+ the larger so%iet+ 'Ameri%an-Arab Anti-Dis%rimination .ommittee, 200/

.assel, 200( and &!slim immigrants, more than an+ other immigrant gro!p, were met with negative

attit!des '.o!n%il o" Ameri%an #slami% elations, 200/ Saroglo! 3 4aland, 2005() Sin%e then,in%reased ra%ial and religio!s animosit+ has le"t Arabs, &iddle 6asterners, &!slims, and those who

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bear stereot+ped ph+si%al resemblan%e to members o" these gro!ps, "ear"!l o" potential hatred and

hostilit+ "rom persons o" other %!lt!res 'Ab!-as 3 S!are7, 2008 a9i-A7i7, 2001 ira et al), 2010

ipp+ 3 Newman, 200()

From

ahn, &!ssarat) ;Attit!des eb) 2$ Sept) 201/)

&an+ individ!als hold the belie" that st!dents sho!ld onl+ be eposed to in"ormation whi%h is

overtl+ and obvio!sl+ appli%able to their lives, or at least to the dire%tion their lives seem to be heading

at the time the+ are being ed!%ated) Some ed!%ators, trade s%hools, and parents ali?e seem to hold the

belie" that it is not ne%essar+ to epose st!dents to ideas, people, or %!lt!res that the+ are !nli?el+ to

en%o!nter) @owever, it is the strongl+ held belie" o" this "!t!re ed!%ator that this mentalit+ is

withholding "rom st!dents not onl+ the opport!nit+ to enhan%e their own eperien%e o!tside o" their

immediate so%ial and %!lt!ral %ir%les, b!t the ?nowledge and ed!%ation that %o!ld potentiall+ thwart

!nhealth+ ideologies that are based on ignoran%e)

A 1,$00 per%ent in%rease o" hate %rimes towards an entire ethni% gro!p based !pon the a%tions

o" a hand"!l o" etremists is a statisti% that sho!ld serve as a bea%on "or tea%hers to atta%? with

ed!%ation, %o!ntering stereot+pes with "a%t!al ?nowledge) A st!d+ done b+ st!dents at the Universit+ o"


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st!dents to a %!lt!re that has been stigmati7ed b+ re%ent events in histor+, and enables them to

eamine that %!lt!re, drawing %onne%tions between li"e in A"ghanistan and Ameri%a) &an+ o" the

iss!es o" the novel are related to hardships that st!dents ma+ "a%e, s!%h as press!re "rom parents,

g!ild, relationships, redemption, b!ll+ing, peer press!re, and man+ more o""er a vehi%le "or the

eamination o" the h!manSt!dents will be o""ered an opport!nit+ to en%o!nter di""i%!lt and real themes s!%h as

rape, violen%e, ignoran%e, politi%al tensions, war, violen%e, "amil+ bro?enness, and personal

str!ggle all within a %lassroom %ontet) &an+ %anoni%al tets do not to!%h !pon iss!es this

pertinent to st!dents, +et The Kite Runner is "illed with wisdom and li"e lessons that are o"

in"inite val!e to st!dents)) hat are good and bad %hoi%esG

>hat "a%tors in"l!%e o!r %hoi%eG 'Famil+, "riends, press!re, stat!s, et%)(

6amine the e""e%t o" hate

>hat are the so!r%es o" hateG

>h+ do %hara%ters s!%h as Asse" garner power, and how do the+ !se their powerG

Understand the danger o" generali7ation and stereot+pes

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e"le%t on histori%al events regarding ra%ial partitions)

6amine re%ent events related to ra%iall+ tense sit!ations) Do these sit!ates bear

resemblan%e to histori%al events %entered aro!nd ethni% devisionG @owG

6amine media portra+al o" A"ghanistan vs) @osseinis portra+al)

Dis%!ss the role o" and nat!re o" "amil+)

>hat ma?es a "amil+G >hat %o!nts as a "amil+ to +o!G

>hat "amilies are present in the novelG @ow does belonging to a "amil+ e""e%t the

%hara%tersG

Address the idea o" edemption

>hat role does %ons%ien%e pla+ in redemptionG

#s "orgiveness something given or a%%eptedG @ow does that relate to AmirG

COMMON CORE STANDARDS:

CCSS.ELA-Literacy.RL.11-12.1 .ite strong and thoro!gh tet!al eviden%e to s!pport anal+sis o" whatthe tet sa+s epli%itl+ as well as in"eren%es drawn "rom the tet, in%l!ding determining where the tet

leaves matters !n%ertain)

CCSS.ELA-Literacy.RL.11-12.2 Determine two or more themes or %entral ideas o" a tet and anal+7e their

development over the %o!rse o" the tet, in%l!ding how the+ intera%t and b!ild on one another to prod!%ea %omple a%%o!nt provide an ob*e%tive s!mmar+ o" the tet)

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CCSS.ELA-Literacy.RL.11-12.3 Anal+7e the impa%t o" the a!thorCs %hoi%es regarding how to develop and

relate elements o" a stor+ or drama 'e)g), where a stor+ is set, how the a%tion is ordered, how the

%hara%ters are introd!%ed and developed()

CCSS.ELA-Literacy.RL.11-12.4 Determine the meaning o" words and phrases as the+ are !sed in the tet,

in%l!ding "ig!rative and %onnotative meanings anal+7e the impa%t o" spe%i"i% word %hoi%es on meaning

and tone, in%l!ding words with m!ltiple meanings or lang!age that is parti%!larl+ "resh, engaging, or

bea!ti"!l) '#n%l!de Sha?espeare as well as other a!thors)(

CCSS.ELA-Literacy.RL.11-12.5 Anal+7e how an a!thorCs %hoi%es %on%erning how to str!%t!re spe%i"i% parts o"

a tet 'e)g), the %hoi%e o" where to begin or end a stor+, the %hoi%e to provide a %omedi% or tragi%

resol!tion( %ontrib!te to its overall str!%t!re and meaning as well as its aestheti% impa%t)

CCSS.ELA-Literacy.W.11-12.2a#ntrod!%e a topi% organi7e %omple ideas, %on%epts, and in"ormation so that

ea%h new element b!ilds on that whi%h pre%edes it to %reate a !ni"ied whole in%l!de "ormatting 'e)g),

headings(, graphi%s 'e)g), "ig!res, tables(, and m!ltimedia when !se"!l to aiding %omprehension)

CCSS.ELA-Literacy.SL.11-12.1#nitiate and parti%ipate e""e%tivel+ in a range o" %ollaborative dis%!ssions 'one-

on-one, in gro!ps, and tea%her-led( with diverse partners on grades 11I12 topi%s, tets, and iss!es,

b!ilding on othersC ideas and epressing their own %learl+ and pers!asivel+)

CCSS.ELA-Literacy.SL.11-12.2#ntegrate m!ltiple so!r%es o" in"ormation presented in diverse "ormats and

media 'e)g), vis!all+, 9!antitativel+, orall+( in order to ma?e in"ormed de%isions and solve problems,

eval!ating the %redibilit+ and a%%!ra%+ o" ea%h so!r%e and noting an+ dis%repan%ies among the data)

CCSS.ELA-Literacy.SL.11-12.36val!ate a spea?erCs point o" view, reasoning, and !se o" eviden%e and

rhetori%, assessing the stan%e, premises, lin?s among ideas, word %hoi%e, points o" emphasis, and tone

!sed)

Kite Ruer Su!!ati"e A##e##!et

&r) David Portelles

4rade 10

Kite Creati$#:

%ur&$#e:


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paneled ite)


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4ood l!%? with +o!r assignment) # ?now +o! all will prod!%e good, tho!ght provo?ing wor?) :(

Unit Outline

LessonNumber

Lesson Name Lesson Content/Objectives

Lesson 1 Setting Objectives: Students will explore their existing knowledge of

Afghani culture in order to examine how bias and prior

knowledge influence learning. Students will discuss labeling and stereotyping in their

own lives in order to enhance their ability to clearly andpersuasively articulate their own ideas.

Students will examine cultural artifacts from Afghani

culture/history in order to

make cross cultural connections

understand the relationship between perception and

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reality

Understand how media informs our perceptions.

Lesson !haracter Objectives: Students will watch a video about the author of Kite

Runner in order to understand the influence personalexperience has upon writing.

Students will develop a reading log in order to expandtheir lexicon of afghani culture and make cross culturalconnections

Students will produce a character study in order to

understand the characters in the novel and to teachtheir peers about relevant characters

Lesson " #riendship Objectives: Students will reflect on their own lives in order to

establish what they consider to be a good friend.

Students will collaboratively establish criteria for a good

friend in order to compare characters from the novel totheir criteria

Students will discuss what $ualities make Amir/%assangood or bad friends using textual evidence in order togain proficiency in citing textual evidence for anarguement.

Lesson & 'otive Objectives: Students will examine action from the novel in order to

ascertain the motivation that propelled that action.

Students will defend their claims of motivation in order

to gain competency in citing textual evidence.

Students will work deductively in order to gain insight

into themes and ideas not directly stated by the text.

Lesson ( 'otif Objectives: Students will develop expository posters in order to

demonstrate understanding of themes and motifs

Students will work in groups and cite textual evidence in

order to produce expository posters.

Lesson ) *ersonal +ssays Objectives: Students will review the parts of an essay in order to

familiari,e themselves with essay structure

Students will apply their own interests as a group to a

graphic organi,er in order to practice the steps offormulating a good essay.

Students will complete an essay graphic organi,erindependently in order to develop the skills of writingwith sharp- distinct focus.

Lesson +ssays/heme Objectives: Students will create skeletal essays using 0raphic

organi,ers in order to develop a competency withstructured essay writing.

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Students will explore themes and $uestions related to

the ite 2unner in order to make practice citing textualevidence

Students will complete an entire essay using the format

we have gone over in order to prepare for thesummative assessment and gain fundamental writingskills.

Lesson 3 0roups/Labels Objectives: Students will examine groups to which they belong in

order to determine criteria for membership

Students will use text to examine groups to which Amir

belongs in order to draw comparisons between theirlives and the text

Students will discuss their own criteria in order to

assess the fairness of their criteria as it pertains to Amir.

Lesson 4 ransmedial Objectives: Students will watch selections from Kite Runner

(Movie), in order to compare/contrast the text andmovie5s varying presentations of textual scenarios.

Students will complete a worksheet in order to stay on

task and draw connections to the text.

Students will discuss the film in order to determine the

advantages/disadvantages of trans6medial adaptations.

Lesson 17 #inal*reparation

Objectives:

Students will circulate through various stations in order

to begin a rough draft of their final assignment.

Students will complete an essay worksheet in order to

frame their final assignment. Students will peer review their work in order to practice

editing/revising- and to focus their writing.

Kite Ruer We-ue#t Mr. %$rte**e#E/*i#' 10

Na!e Date:

C*ic t'e *i# t$ atc' #cee# r$! t'eKite Runner i*!. A# y$u atc' &ay

atteti$ t$ )etai* a) $cu# $ t'e i)ea# e 'a"e ee )i#cu##i/ i c*a###uc' a# C(ARACTER T(EME a) MOTI+. A*#$ &ay atteti$ t$ '$

t'e#e #cee# re&re#et t'e te6t. A#er t'e acc$!&ayi/ ue#ti$# a)

&re&are t$ )i#cu## y$ur a#er# it' t'e c*a##.

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S%ene E!estion Notes

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ite !nningwith Amir and@assan)

>hat details %an +o! see presentin this s%eneG

@ow is ab!l representedG

#s it similar to what the novel

portra+edG

Li"e in ab!l @ow do the "ilm ma?ers show

di""eren%es between Amir and

@assan in this s%eneG>hat details %ontrib!te to these

di""eren%esG

>hat 'i" an+thing( does this

s%ene provide that the tet doesnotG

irthda+ Part+ >hat is +o!r impresson o"

ab!l, Amir, and A"ghanistan

"rom this s%eneGFrom this s%ene, desribe Amir

and abas relationship) Does it

mirror the tetG

@assans Letter #n what wa+s is thisrepresentation o" @assans letter

e""e%tiveG

Stoning S%ene >hat is the overall tone o" this

s%eneGDoes this seem li?e the same

ab!l we saw in the eginningG

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http://www.youtube.com/watch?v=ky1W2n5RilMhttp://www.youtube.com/watch?v=ky1W2n5RilMhttp://www.youtube.com/watch?v=20zF8Ug0MjMhttp://www.youtube.com/watch?annotation_id=annotation_94620&feature=iv&list=PLD5C889C9016BA082&src_vid=7BEpbVXCbvo&v=3jEZ_y7_kfshttp://www.youtube.com/watch?v=gbbbs1uWxvo&list=PLD5C889C9016BA082http://www.youtube.com/watch?v=Ol0ca_TaOdEhttp://www.youtube.com/watch?v=ky1W2n5RilMhttp://www.youtube.com/watch?v=20zF8Ug0MjMhttp://www.youtube.com/watch?annotation_id=annotation_94620&feature=iv&list=PLD5C889C9016BA082&src_vid=7BEpbVXCbvo&v=3jEZ_y7_kfshttp://www.youtube.com/watch?v=gbbbs1uWxvo&list=PLD5C889C9016BA082http://www.youtube.com/watch?v=Ol0ca_TaOdE


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&r) Portelles St!dent Name

6nglish 10


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riting #mplements, .omp!ter,

Pro*e%tor=Smartboard, >L .harts)

E##etia* 9ue#ti$:In hat ays can setting, and our perception of setting, effect a story!

Oecti"e#:

1) St!dents will eplore their eisting ?nowledge o" A"ghani %!lt!re in order to eamine how

bias and prior ?nowledge in"l!en%e learning)

2) St!dents will dis%!ss labeling and stereot+ping in their own lives in order to enhan%e their

abilit+ to %learl+ and pers!asivel+ arti%!late their own ideas)

/) St!dents will eamine %!lt!ral arti"a%ts "rom A"ghani %!lt!re=histor+ in order to

1) ma?e %ross %!lt!ral %onne%tions

2) !nderstand the relationship between per%eption and realit+

/) Understand how media in"orms o!r per%eptions)

;e** Ri/er:

St!dents will pla+ a word asso%iation game with the word A"ghanistanB) #nstr!%tor will write

responses on %hal?board) #nstr!%tor will moderate and modi"+ "or appropriateness, being sensitive to

attit!des that st!dents ma+ have towards this %!lt!re that the+ are most li?el+ largel+ !n"amiliar with)

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#nstr!%tor will ta?e a pi%t!re o" the %hal?board, and %ompare st!dent responses be"ore readingKite

Runner to a similar eer%ise at the end o" the !nit)

Out*ie: #ntrod!%tion

As? st!dents i" an+ o" them has ever eperien%ed labeling

>hat was the eperien%e li?eG

@ow did it ma?e +o! "eelG

As? st!dents i" the+ thin? labels are "air or !n"airG

>h+G

>h+ notG

Draw attention to the !n"airness o" having someone treat +o! based !pon what the+

epe%t "rom +o!, rather than what +o! have shown them)

>L .harts

St!dents will "ill o!t >L .@A


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"et#s ta$e a loo$, and see if she is different from you, and ho.

>at%h Oideohere)

@ow does this ma?e +o! "eelG @ow wo!ld +o! des%ribe this girlG

6it hat ma?es &alala raveGB

C*$#ure:

As we have learned toda+, altho!gh the+ are a real part o" li"e, labels and stereot+pes %an be a

prett+ !n"air and h!rt"!l thing to deal with)


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,it:


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re"le%t on potential %omparisons)

>al? st!dents thro!gh their "irst entr+)

Learning .ir%les

4et st!dents into "ive gro!ps o" abo!t 5- st!dents)

Distrib!te mar?ers and %onstr!%tion paper to ea%h gro!p

6plain to st!dents that ever+ gro!p will be doing a %hara%ter st!d+ abo!t the %hara%ters that

we have loo?ed at so "ar)

St!dents will "ind material in the tet that gives important detail abo!t their %hara%ter

St!dents will individ!all+ draw a representation o" their %hara%ter

St!dents will list three ad*e%tives to des%ribe their %hara%ter at least)

St!dents will provide at least two 9!otes "rom %hapters 1-H giving signi"i%ant detail

abo!t their %hara%ter)

St!dents will ma?e one predi%tion abo!t how this %hara%ter will develop)

St!dents will write all o" this on their on individual %onstr!%tion paper, b!t will wor? as a

group.

6ver+ st!dent is responsible "or prod!%ing their own "inished prod!%t that meets all %ritieria

Presentations:

6ver+ gro!p will alternate sharing o" their %hara%ter %lose st!d+)

C*$#ure:


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eading log are d!e net %lass period)


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CC.1.5.11812.A#nitiate and parti%ipate e""e%tivel+ in a range o" %ollaborative dis%!ssions on

grade level topi%s, tets, and iss!es, b!ilding on othersC ideas and epressing their own %learl+

and pers!asivel+)

CC.1.2.11812.KDetermine or %lari"+ the meaning o" !n?nown and m!ltiple meaning words

and phrases based on grade level reading and %ontent, %hoosing "leibl+ "rom a range o"

strategies and tools)

..)1)/)11I12) .ite tet!al eviden%e to s!pport anal+sis o" what the tet sa+s epli%itl+, as

well as in"eren%es and=or generali7ations drawn "rom the tet)

Materia*#: eading Logs, .opies o"Kite Runner,Noteboo?s, pens=pen%ils)

E##etia* 9ue#ti$: >hat ma?es a good "riendG

Oecti"e#:

1) St!dents will re"le%t on their own lives in order to establish what the+ %onsider to be a

good "riend)

2) St!dents will %ollaborativel+ establish %riteria "or a good "riend in order to %ompare

%hara%ters "rom the novel to their %riteria

/) St!dents will dis%!ss what 9!alities ma?e Amir=@assan good or bad "riends !sing tet!al

eviden%e in order to gain pro"i%ien%+ in %iting tet!al eviden%e "or an arg!ement)

;e** Ri/er:

As? st!dents i" an+ o" them have ever had a "riend) @ave the+ ever been someone elses "riendG

hile st!dents are thin?ing and writing, %olle%t their reading logs) .he%? them "or

%ompletion d!ring man+ o" their silent, writing, or gro!p a%tivities thro!gho!t the lesson)

.he%? st!dents "or attentiveness

Dis%!ssion and 6laboration

>rite the big 9!estion on the board)

As? st!dents to pair, or triad, and share what the+ "eel %om"ortable "rom their writing with a

partner)

A"ter a brie" dis%!ssion, bring st!dents into a large %ir%le) St!dents will share their "indings

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with the gro!p)

St!dents will then pair again)

Dis%!ss what ma?es a good "riend) &a?e s!re that someone "rom their gro!p writes

down their responses and in%l!des all st!dent names)

.ome !p with three %hara%teristi%s, either phrases or simple ad*e%tives that des%ribe a

good "riend)

Pa!se dis%!ssion) As? st!dents what the+ admire most abo!t their best "riend) es!me)

n%e more, interr!pt, as? st!dents what ma?es a bad "riend) es!me

Share

A"ter several min!tes bring the dis%!ssion ba%?)

Share res!lts

hat ma?es them good "riends to ea%h otherG

As? st!dents i" one o" the bo+s is a better "riend than the other) Provide reasoning)

eview eading Log

St!dents ma+ remain in their small gro!p, and %ompare an+ entries in reading logs) hat strategies will # !se to deal with potential rea%tions to the violent=se!al a%ts in the net

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%haptersG

A##e##!et:

6it ti%?ets %olle%ted, eading logs assessed and ret!rned)

Dieretiati$:

St!dents will have additional time

St!dents will be able to !se ele%troni% reso!r%es a!dioboo?s, laptops, ipads, et%) to %omplete

%lass a%tivities

St!dents will re%eive tas? sheets

($!e$r:

ead .hapts -12 o"Kite Runner.


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CC.1.3.11812.; .ite strong and thoro!gh tet!al eviden%e to s!pport anal+sis o" what the tet sa+s

epli%itl+, as well as in"eren%es and %on%l!sions based on and related to an a!thorCs impli%it and epli%it

ass!mptions and belie"s)

..)1)/)11I12)A Determine and anal+7e the relationship between two or more themes or %entral ideas

o" a tet, in%l!ding the development and intera%tion o" the themes provide an ob*e%tive s!mmar+ o" the

tet)

Materia*#:Noteboo?s, >riting materials, Novels, eading Logs, Sti%?ers

E##etia* 9ue#ti$: >hat motivates the a%tion within these %haptersG

Oecti"e#:

1) St!dents will eamine a%tion "rom the novel in order to as%ertain the motivation that

propelled that a%tion)

2) St!dents will de"end their %laims o" motivation in order to gain %ompeten%+ in %iting tet!al

eviden%e)

/) St!dents will wor? ded!%tivel+ in order to gain insight into themes and ideas not dire%tl+

stated b+ the tet)

;e** Ri/er: >at%h hat wo!ld motivate someone to do something

li?e thisG

Out*ie:

.olle%t Logs

Pla%e sti%?er on those that are %ompleted

@and ba%? as %lass pro%eeds)

#ntrod!%tion

Understanding motive is important, both in li"e, and literat!re)

Li"e and A%ademi%s will both as? +o! as a person to arti%!late +o!r reasons "or something,

and +o! as st!dents sho!ld be able to arti%!late a well tho!ght o!t answer)

hat motivates this a%tionGB

Qigsaw A%tivit+

First 4ro!p

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http://www.youtube.com/watch?v=EdM_u5y5m5Ahttp://www.youtube.com/watch?v=EdM_u5y5m5A


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St!dents will be assigned a n!mber 1-H

St!dents will get into a gro!p with all other st!dents that bear the same n!mber

6a%h gro!p will have an iss!e that pertains to ite !nner

>hat %a!ses the strati"i%ation in Amirs worldG

>h+ does aba hat motivates Asse"s behavio!r towards Amir=@assanG

>h+ does Amir t!rn and r!n when @assan is atta%?edG

>h+ does Amir "alsel+ a%%!se @assan a"ter the atta%?G

4ro!ps will address motive within their s!b*e%t=topi%

6ver+ gro!p m!st %ome !p with two passages or 9!otes that s!pport their ideas)

Se%ond 4ro!p


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6it


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pro"i%ientl+)

CC.1.4.11812.CDevelop and anal+7e the topi% thoro!ghl+ b+ sele%ting the most signi"i%ant and

relevant "a%ts, etended de"initions, %on%rete details, 9!otations, or other in"ormation and eamples

appropriate to the a!dien%eCs ?nowledge o" the topi% in%l!de graphi%s and m!ltimedia when !se"!l to

aiding %omprehension)

Materia*#: Art S!pplies, &ar?ers, Paper, S%issors, Novels, Smart-board

E##etia* 9ue#ti$: @ow do moti"s help the a!thor advan%e his stor+ inKite Runner

Oecti"e#:

1) St!dents will develop epositor+ posters in order to demonstrate !nderstanding o" themes and

moti"s

2) St!dents will wor? in gro!ps and %ite tet!al eviden%e in order to prod!%e epositor+ posters)

;e** Ri/er:


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St!dents will write=draw themes and moti"s on their poster

St!dents will %ompete to see whi%h gro!p has %ompiled more)

6ver+ entr+ %o!nts 2 i" a passage a%%ompanies it)

&!st have at least "ive re"eren%es per team)

egro!p

St!dents will present their "indings, and a winner will be established)

St!dents will be prompted to relate the themes and moti"s o" the novel) 6 @ow does

@assans %le"t lip as a moti" relate to the theme o" ShameG

Posters will %o!nt as eit ti%?et "or ever+ member o" gro!p)

C*$#ure:


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"a%ts, etended de"initions, %on%rete details, 9!otations, or other in"ormation and eamples appropriate

to the a!dien%eCs ?nowledge o" the topi% in%l!de graphi%s and m!ltimedia when !se"!l to aiding

%omprehension

CC.1.4.11812.E >rite with an awareness o" the st+listi% aspe%ts o" %omposition )Use pres%ise lang!age,

domain-spe%i"i% vo%ab!lar+, and te%hni9!es s!%h as metaphor, simile, and analog+ to manage the

%ompleit+ o" the topi%) 6stablish and maintain a "ormal st+le and ob*e%tive tone while attending to the

norms o" the dis%ipline in whi%h the+ are writing)

Materia*#:Noteboo?s, >riting #ntstr!ments, 4raphi% organi7ers, verhead=Smartboard, %opies

o"Kite Runner.

E##etia* 9ue#ti$: >hat is writing importantG

Oecti"e#:

St!dents will review the parts o" an essa+ in order to "amiliari7e themselves with essa+ str!%t!re

St!dents will appl+ their own interests as a gro!p to a graphi% organi7er in order to pra%ti%e the

steps o" "orm!lating a good essa+)

St!dents will %omplete an essa+ graphi% organi7er independentl+ in order to develop the s?ills

o" writing with sharp, distin%t "o%!s)

;e** Ri/er:

As? st!dents i" an+ o" them are passionate abo!t an+thing in parti%!lar) 4ive eamples or

prompts, li?e sports, "ashion, %omi%s, video games, et%) As? st!dents "or several eamples) hen eamples are given, as? a

st!dent i" the+ wo!ld be willing to eplain wh+ what the+ are passionate abo!t is so great) As? %lass i"

st!dent did a %onvin%ing *ob) >h+ or wh+ notG

A"ter their arti%!lation, tell %lass that it is o" great !se to be able to write in s!%h a wa+ so as to

be able to get others to see +o!r point o" view, and ma+be even win them over)


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6plain how the "low o" an idea wor?s in an essa+)

rainstorm some big reasons wh+ the %lass topi% is reall+ great) 'Leave thesis se%tion

blan?()

>rite those ideas on the board in a similar "ashion to the graphi% organi7ers)


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Did # provide eno!gh time "or all a%tivities allowedG

Did st!dents appear to be on tas? and parti%ipator+G

>as m+ attempt at 6L6OAN< instr!%tion s!%%ess"!lG @ow or how notG

Dieretiati$:

St!dents will be provided with a %ompleted graphi% organi7er "or "rame o" re"eren%es

St!dents will have etra time to "inish their personal graphi% organi7er it will be d!e net %lass,

rather than end o" %lass)

St!dents will have


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CC.1.4.11812.E >rite with an awareness o" the st+listi% aspe%ts o" %omposition )Use pres%ise lang!age,

domain-spe%i"i% vo%ab!lar+, and te%hni9!es s!%h as metaphor, simile, and analog+ to manage the

%ompleit+ o" the topi%) 6stablish and maintain a "ormal st+le and ob*e%tive tone while attending to the

norms o" the dis%ipline in whi%h the+ are writing)

Materia*#: 4raphi% organi7ers, writing instr!ments, verhead, e have been "o%!sing on providing str!%t!red arg!ments "or ideas we have) Last last %lass we

%ame !p with a "ew o" this arg!ments "or things that we were passionate abo!t or reall+ li?ed)B

6amine the "ollowing %ommer%ial:poo-po!rri ad spot

>as this %ommer%ial e""e%tiveG >h+ was it e""e%tiveG >hat do +o! thin? the+ wo!ld do i" it

was a written advertisement rather than a videoG

Out*ie:

4ro!p rainstorming

As a %lass, brainstorm potential thesis statements related to the ite !nner)


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St!dents will pi%? one o" the


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Dieretiati$:

5) St!dents will be given potential topi% ideas)

H) St!dents will be given eample essa+ o!tlines

) St!dents will be given


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E##etia* 9ue#ti$: >hat is o!r relationship with the gro!ps to whi%h we belongG

Oecti"e#:

5) St!dents will eamine gro!ps to whi%h the+ belong in order to determine %riteria "or

membership

H) St!dents will !se tet to eamine gro!ps to whi%h Amir belongs in order to draw%omparisons between their lives and the tet

) St!dents will dis%!ss their own %riteria in order to assess the "airness o" their %riteria as it

pertains to Amir)

;e** Ri/er:

St!dent will wat%h a %lip"rom the movieMean &irls. St!dents will dis%!ss the "ollowing points:

2) #s this an a%%!rate portra+al o" so%ial gro!psG

/) Does an+one "eel li?e their eperien%e models itsel" a"ter this oneG

5) >hat does membership entailG

Out*ie:

5) rainstorming

1) St!dents will brainstorm gro!ps to whi%h the+ ma+ belong #nstr!%tor will write those

gro!ps on the board)

2) St!dents will then dis%!ss general r!les "or determining membership into these gro!ps

/) Fo!r o" "ive %ategories will be s!""i%ient)

H)


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2) St!dents will be as?ed

1) @ow does it "eel to be de"ined b+ a gro!p labelGB

2) #s it "air to be de"ined b+ the gro!ps to whi%h +o! belongGB

/) Are people limited to those gro!psGB

C*$#ure:A ma*or theme o" the novel %enters aro!nd labels, and the walls that are p!t !p between people

be%a!se o" them) #t is important that we !nderstand this, be%a!se !n"ort!natel+, this isnt a "i%tion, and it

isnt *!st part o" a made !p stor+)


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I#truct$r: David Portelles Date:10=25=201/

,it: Anal+7e m!ltiple interpretations o" a stor+, drama, or poem 'e)g), re%orded or live prod!%tion o"

a pla+ or re%orded novel or poetr+(, eval!ating how ea%h version interprets the so!r%e tet) '#n%l!de at least one

pla+ b+ Sha?espeare and one pla+ b+ an Ameri%an dramatist)(

Materia*#:Kite Runner '(', .opies o" tet, wor?sheets, %omp!ter lab a%%ess)

/$


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E##etia* 9ue#ti$: @ow does point o" view in"l!en%e a stor+G

Oecti"e#:

St!dents will wat%h sele%tions "romKite Runner )Movie*, in order to %ompare=%ontrast the tet

and movies var+ing presentations o" tet!al s%enarios)

St!dents will %omplete a wor?sheet in order to sta+ on tas? and draw %onne%tions to the tet)

St!dents will dis%!ss the "ilm in order to determine the advantages=disadvantages o" trans-

medial adaptations)

;e** Ri/er:

Pla+ intro %redit %lip "romKite Runner.


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%ontent)

A##e##!et:

St!dents will e-mail instr!%tor their %ompleted web-9!est)

Re*ecti$:

>as eno!gh time allotted to "o%!s on the dis%!ssionG

>hat %o!ld help st!dents %omplete the tas? 9!i%?l+ and e""i%ientl+ in the "!t!reG

@ow %o!ld the lesson be %ompleted i" the te%hnolog+ were to "ailG

Dieretiati$:

St!dents will be given etra time


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CC.1.4.11812.>>rite arg!ments to s!pport %laims in an anal+sis o" s!bstantive topi%s)

Materia*#:

Novels, rainstorm Sheets, eading Logs, 6ssa+ >or?sheets, Final Assignment Sheet)

E##etia* 9ue#ti$: >hat have # learned "rom this stor+G

Oecti"e#:

St!dents will %ir%!late thro!gh vario!s stations in order to begin a ro!gh dra"t o" their "inal

assignment)

St!dents will %omplete an essa+ wor?sheet in order to "rame their "inal assignment)

St!dents will peer review their wor? in order to pra%ti%e editing=revising, and to "o%!s their

writing)

;e** Ri/er:Pla+ some so"t m!si% in the ba%?gro!nd, a la+plosions in the -$y. rite down passages

Se%tion /: Peer eview

St!dents will partner and share what the+ have %ome !p with so "ar) St!dents will:

ead what their partner has written)

>rite one thing the+ have done well)

Provide one or two s!ggestions on how writing %o!ld be improved, s!%h as additional

50


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e"le%tion:


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%onstr!%tive %riti%ism and review, # "o%!sed m+ lessons more along the prin%iples whi%h g!ided o!r

%lasswor? together) # originall+ la%?ed an+ a%%ommodations, b!t then added an a%%ommodation se%tion

to ever+ lesson, and developed the

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