Embedded Files
Monday - Day Six
Monday - Day Six
Common Core Standards:
11-12.SL.1—Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively
Content: Discussion, historical circumstance research
Readings/Materials:
How Important is Cultural or Historical Context to the Production and Reception of a Text? (Intro and "How does context affect the writing and reading of a text" sections only)
Performance Task Scaffolding: Discussion, planning project
Main Lesson Steps:
Welcome and agenda/getting situated
Discussion of previous reading and textbook section
a. Students will reread "I HAD HALF A SECOND"
b. What is the cultural context within the novel? What about the historical context? How have previous cultural or historical contexts affected our understanding of the current ones within the novel?
Research/planning time
a. Students will be given time to research their chosen historical circumstance/topic
b. A reminder will be given to students about the necessary components of their final project
Students must focus on how previous cultural and historical contexts affect our current reading of the text
Students must include specific evidence from their chosen time period
Announce homework/reminders for next class
a. Historical research should be finished by THURSDAY at latest (students will have time to work on the literary aspects of their final projects in class)
Tuesday - Day Seven
Tuesday - Day Seven
Common Core Standards:
11-12.RI.1—Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain
Content: Article, journal and discussion, mind map creation
Readings/Materials:
Mind Map Examples
Performance Task Scaffolding: Mind map
Main Lesson Steps:
Welcome and agenda/getting situated
The importance of voice in writing, article by Jason Reynolds
a. "... my relationship with language grew dissonant because my language was, apparently, “broken,” though it felt so whole"
b. Students will write about the following in their journal: what are your thoughts on this quote? why is it important to have voice in our writing? what does voice show us about self and community identities?
c. Students will share their thoughts in small groups
d. Class discussion
Mind Map work
a. Students will begin work on a mind map that contains the following components and covers up to page 147:
Self and community identities within the novel
Development of at least one character within the novel
The importance voice plays on the reading of the text
At least four textual examples with explanations
b. This can be used in preparation for the final project
Announce homework/reminders for next class
a. Students will read up to page 231 (elevator floor three)
Wednesday - Day Eight
Wednesday - Day Eight
Common Core Standards:
11-12.RI.1—Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain
Content: Read aloud, mind map continuation
Readings/Materials: Graphic novel version
Performance Task Scaffolding: Mind map
Main Lesson Steps:
Welcome and agenda/getting situated
Brief discussion
a. Students will reread "IS IT POSSIBLE" and discuss the importance of the poetry to theme and character identity as a class
Read aloud
a. Final 66 pages will be read as a class
b. Group reading of the same pages in the graphic novel version (scanned copies for students)
c. Discussion on the final part of the novel: What are your thoughts on the book's ending? Why do you think Reynolds chose to end the novel this way? What does it do for the story? For the central themes?
Mind map work
a. Students will continue work on their mind maps and include the following aspects for the second portion of the novel:
Self and community identities within the novel
Development of at least one character within the novel
The importance voice plays on the reading of the text
At least four textual examples with explanations
Announce homework/reminders for next class
Thursday - Day Nine
Thursday - Day Nine
Common Core Standards:
11-12.RL.2—Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text
Content: Thematic discussion, journal
Readings/Materials: N/A
Performance Task Scaffolding: Journaling prompts
Main Lesson Steps:
Welcome and agenda/getting situated
Thematic exploration with carousel brainstorming
a. Students will brainstorm themes as a class
b. Teacher will hang papers with the themes on them
c. Students will then form groups of two or three and circle around the themes, placing textual evidence/analysis on each one
d. Class debrief and discussion
Journaling
a. Students will answer the following prompts: What themes do you see as most prevalent in the novel? Why? Where are the examples in the text that support two themes? How do these themes connect to your historical circumstance? How do they impact your reading of the novel?
Announce homework/reminders for next class
Friday - Day Ten
Friday - Day Ten
Common Core Standards:
11-12.W.1—Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence
11-12.W.4—Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
Content: Journal, discussion, and final project work time
Readings/Materials: N/A
Performance Task Scaffolding: Final project work
Main Lesson Steps:
Welcome and agenda/getting situated
Journaling and discussion
a. Students will choose two themes and answer the following questions: Why do you think these themes were central to the story? Where do they appear explicitly? Implicitly? How do these themes affect the identities within the novel? Would the story change if the main themes were different? How?
Final project work time (themes and text connections)
a. Students will be given time to choose two main themes of the text and find at least four pieces of textual evidence per theme
b. Students are required to connect these themes to self and community identity development within the novel
Announce homework/reminders for next class
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