The importance of accessible lesson planning is to create lessons that adapt to the various types of learners in your classroom. Incorporate options, individual or group work, writing, drawing, speaking, building, and so much more!
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Sit in a circle and read a selected poem from the novel. As a class, discuss the the use of figurative langue throughout the piece as well as the inferences and implications of the dialog. Incorporate various writing exercises: ex: create your own poetry based on the themes of the story.
Highlight the theme of immigration and encourage students to read and think empathetically. This theme can be connected to various historical moments as well as current world issues. Learn quote analysis and expository writing, incorporating facts from news today and the novel. Encourage open discussion and questions.
Use adjectives and similes to describe the characters of the novel. Have the students do a character analysis of their choice and create a character diagram with facts from the novel, advertising either the fight of witches or of children.
After discussing the historical background of the novel, have the students create a story map, plotting the major events as they read and drawing connections to historical events. Additionally, have the students research one Holocaust survivor and compare and contrast their experiences to the ones in the novel.
Analyze this novel in terms of the benefits of illustrations. Have students describe pictures versus words and their impact on the story. Teach annotation as they read and create word versus picture charts. Include the emotional impact of pictures correlating to Omar's story.
Do a character analysis of Aza and others, telling students to take notes as the read of moments that define the characters personalities. Have an open class discussion on the importance of mental health and apply those themes to the analysis of the characters.
Read chapters aloud to students, allowing them to follow along in their novels. Create open discussion and dialong, telling students to raise their hands at points of discrimination. Encourage the questions and follow the framework of "Who, What, When, Where, Why, and How".
After reading a Shakespeare play, compare and contrast the experiences of the female characters from the perspective of the original play and the current novel. Describe the effects of oppression and the power of voice through active class and group conversations.
After reading the novel, watch the film and have students fill out a compare and contrast chart between the movie and the book. The write a comparative essay, analyzing the important themes in both forms of media.
Have students consider cultural representation in the text. Reflect of concepts such as power, privilege, and bias that are found within the text. Have students then reflect in a guided response to open ended questions.
After reading the novel, have students create their own comic (length can vary) about themselves as a reflection of their own experiences in comparison to those of Cece's.
With the objective of transitional phrases, have students use create a "First, Next Then, etc." of the events of the novel. Then emphasies the importance of "Because and Why" to analysis why Amair made the decision she did, keeping a close grasp on the inclusive themes of the novel.
Break students into groups and have them research different areas of the 1950s. Then, have students present their research findings to the class, drawing connections to examples found within the novel using textual evidence.
Have students create a theme tracker and annotate parts of the novel where they experience these themes. Then, prompt an upcoming essay on a theme of choice. Have an open class discussion where students can take notes and discuss the events of the novel, brainstorming ideas for their writing and collaborating in a writers workshop.
While reading Shakespeare's "Romeo and Juliet," have students read this novel as a partner. After finished with both, have students chose from a variety of options to showcase their knowledge of the text and themes. Options can include: a model of a scene, a short film, an essay, creative writing, a poster advertisement, etc. This can be used as a final year project showcase with presentations.
While reading, have the students analyze tone and the authors choice of words. Also have the students identify elements of tension and charecter transformation. When finished with the novel, have students create a visual representation of the novel on a single sheet of paper.
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