Lesson 1

Lesson Title/Focus Lesson 1: Introduction to The Breadwinner By Deborah Ellis 70 minute period Teacher Ms. Turbach

LEARNING OUTCOMES & OBJECTIVES

General Outcome #2 Students will listen, speak read, write, view, and represent to comprehend and respond personally and critically to oral, print, and other media texts. General Outcome #5 Students will listen, speak, read, write, view, and represent to respect, support and collaborate with other. Specific Learner Outcomes: Students will: 2.2 Respond to Texts: Construct meaning from text 5.1 Respect others and strengthen community: appreciate diversity, relate texts to culture, celebrate accomplishments and events, and use language to show respect. 5.2 Work within a group: Cooperate with others, work in groups, and evaluate group process. Learning Objectives: Students will: 1. Fill in a KWL chart, Topic: Afghanistan 2. Discuss their beliefs and understandings about Afghanistan 3. Read chapter one of The Breadwinner

ASSESSMENTS
Observations: Are students participating in the provided activities Are the students engaged in the text and conversation Are the students working together cooperatively Where is Afghanistan? What is currently happening in Afghanistan politically? Students will actively participate in activities Students will engage in a filling out a KWL chart

Key Questions: Products/Performances:

LEARNING RESOURCES CONSULTED

The Breadwinner By Deborah Ellis Reading Canada By Wendy Donawa and Leah C. Fowler Introduction Expectations for Learning and Behavior Agenda Attention Grabber Assessment of Prior Knowledge Transition to Body

MATERIALS AND EQUIPMENT

The Breadwinner KWL Chart Time

PROCEDURE
Students are actively participating in the activities asked of them. 1.KWL Topic: Afghanistan 2. Introduction to the Text Chapter One. Introduce students to the country of Afghanistan as the setting of our next novel. First locate the city where the students live and then locate Kabul on the map as well. KWL Chart about Kabul/Afghanistan Think, Pair, and Share. Have students individually try to record at least one thing they may know or think they know about Afghanistan. Students may then turn to desk partner and exchange their ideas. Show the students the images of Kabul including scenery, shops, marketplace, and culture. What can we now add to our KWL chart about Afghanistan? Body KWL Think, Pair Share. After students have discussed what they think they know with their partner for the second time. Have each partner pair share one idea from their papers ask rest of the class to

3-5 min 5 min

10 min Time 20- 30 min

Learning Activity #1

Formative Assessments/ Differentiation

Learning Activity #2

Formative Assessments/ Differentiation

Assessment of Learning/Feedback From Students: Transition To Next Lesson

raise hands if they agreed with the ideas. Keep students engaged with conversation by asking why they might have thought what they did; ask students why they agree or disagree with one another. Question the students interpretations or assumptions made from the photographs. Reading Chapter One. First, invite students to find a comfortable spot somewhere in the classroom so that they can still see and hear you and have them read chapter one of the novel. Start by reading the first 5 pages of the chapter to the students aloud then have the students finish the chapter individually. Once the students have finished reading ask them to return to their desk and fill out the Want to Learn column of their KWL chart individually. If several finish early they may share their ideas with one another to perhaps add more to the K and W section. It is ideal to have all students working quietly to respect the reading space of their classmates who may take a bit longer to finish the chapter. If the students finish early have them migrate through the classroom to share one thing from their W chart with their classmates. Closure Exit Slip: Are you looking forward to reading The Breadwinner? Yes, No or Not Sure Yet. Make a prediction about what type of story you think TheBreadwinner is? Have students turn in their KWL charts as we will be using them in them in future classes. Please have students read chapter 2 tonight.

20- 30 min

Time 3 min

Lesson 2
Lesson Title/Focus Lesson 2: Relating with The Breadwinner By Deborah Ellis 70 minute period Teacher Ms. Turbach

LEARNING OUTCOMES & OBJECTIVES

General Outcome #2 Students will listen, speak read, write, view, and represent to comprehend and respond personally and critically to oral, print, and other media texts. General Outcome #5 Students will listen, speak, read, write, view, and represent to respect, support and collaborate with other. Specific Learner Outcomes: Students will: 2.2 Respond to Texts: Construct meaning from text 5.1 Respect others and strengthen community: appreciate diversity, relate texts to culture, celebrate accomplishments and events, and use language to show respect. 5.2 Work within a group: Cooperate with others, work in groups, and evaluate group process. Learning Objectives: Students will: 1. Create a T-chart comparing Canada and Afghanistan 2. Engage in a quick write activity responding to the first two chapters of The Breadwinner 3. Share their quick writes with groups or partners

ASSESSMENTS
Observations: Are students participating in the provided activities Are the students engaged in the text and conversation Are the students working together cooperatively What would it be like to live in Kabul, Afghanistan Based on the novel was Kabul, Afghanistan very different from our country before the Taliban took control? Students will actively participate in activities and discussion Quick Write

Key Questions:

Products/Performances:

LEARNING RESOURCES CONSULTED

The Breadwinner By Deborah Ellis Reading Canada By Wendy Donawa and Leah C. Fowler Introduction Expectations for Learning and Behavior Agenda Assessment of Prior Knowledge Attention Grabber

MATERIALS AND EQUIPMENT

The Breadwinner

PROCEDURE
Time Students are actively engaged and participating 1. T-Chart Canada and Afghanistan 2. Quick Write 3. Class discussion Since reading the first two chapters of The Breadwinner ask students how they imagine what the city of Kabul might be like, how do they imagine the people, the streets, the shops and the culture in general? Record their ideas on the board. Present students with several short clips of the city of Kabul, Afghanistan: http://www.youtube.com/watch?v=rVuTkmyEOBk http://www.youtube.com/watch?v=fufbOA1bAJc After see the clips what can we add or take away from our list?

5-8 min

5 min 10 min

Transition to Body

Learning Activity #1

Formative Assessments/ Differentiation Learning Activity #2

Formative Assessments/ Differentiation

Body Canada, Afghanistan T-Chart Have students compare and contrast current Canada and current Afghanistan based on what they have read, observed and learned so far, Students make work in partners to complete this chart. Students will have to share their tables with another partner pair when they finish. Quick Write - Put yourself in Kabul, Afghanistan in the given setting of the novel. You may imagine yourself as Parvana or a classmate of Parvanas. You are currently living in a bombed-out home and warstricken city. Almost all of your belongings have been destroyed or sold. Imagine you have been banned from school, how would you feel at first? How would you feel over time? Most of your friends have moved away and you have no means of contacting them. What do you think you would be doing in the day? Your mother can not work or leave the house without a man, how would this affect you? What would your life be like if you were living in Kabul, Afghanistan? Before students begin writing, inform them that they will be sharing their thoughts with small groups in the next class. Ensure all students are writing and responding, there is no limit or minimum on how much the students write (but make sure the writing is continuous). The teacher will not be checking for mistakes so do not worry or stress about the image of your writing just focus on content When student complete writing students will engage in a think, pair, share about what it would be like to live in Afghanistan Closure Exit Slip: Would you prefer to live in Canada or Afghanistan give me one reason why. Please read Chapter 3, 4 and 5 before the next class. please choose a memorable or striking scene from the first 5 chapters that you would like to analyze.

Time

20 min

20- 25 min

Time 3 min

Assessment of Learning/Feedback From Students: Transition To Next Lesson

Lesson 3
Lesson Title/Focus Lesson 3: Close Read By Deborah Ellis 70 minute period Teacher Ms. Turbach

LEARNING OUTCOMES & OBJECTIVES

General Outcome #2 Students will listen, speak read, write, view, and represent to comprehend and respond personally and critically to oral, print, and other media texts. General Outcome #5 Students will listen, speak, read, write, view, and represent to respect, support and collaborate with other. Specific Learner Outcomes: Students will: 2.2 Respond to Texts: Construct meaning from text 5.1 Respect others and strengthen community: appreciate diversity, relate texts to culture, celebrate accomplishments and events, and use language to show respect. 5.2 Work within a group: Cooperate with others, work in groups, and evaluate group process. Learning Objectives: Students will: 1. Engage in a close reading activity

ASSESSMENTS
Observations: Are students participating in the provided activities Are the students engaged in the text and conversation Are the students working together cooperatively Can student critical analyze a piece of writing Students will actively participate in activities Close reading

Key Questions: Products/Performances:

LEARNING RESOURCES CONSULTED

The Breadwinner By Deborah Ellis Reading Canada By Wendy Donawa and Leah C. Fowler Introduction Expectations for Learning and Behavior Agenda Attention Grabber Assessment of Prior Knowledge Transition to Body

MATERIALS AND EQUIPMENT

The Breadwinner

PROCEDURE
Students are actively participating and engaging in the activities 1. Understand how to do a close read (assumed to be at least second time doing a close read) 2. Participate in a close read . Recap how to do close reading with close reading video: http://www.youtube.com/watch?v=adXdTXEzmzE Do students remember how to do a close read? Provide students with worksheets that break down the close read activity. Have students create small groups with other students who chose the same scene from the text. Body Student will work through the work sheet to complete the close reading activity. In addition to circulating around the room, to ensure students do the assignment they will be asked to share at least one underlying idea or theme they noticed about their piece of text. Students will share their findings from their close read with the class 5 min 10 min Time 30 40 min 15 - 20 Time 3-5 min

Learning Activity #1
Formative Assessments/ Differentiation Learning Activity #2

Formative Assessments/ Differentiation

in a whole group setting. One to two points per pair/group is good. Students will hand in completed worksheets to ensure student understanding of close read activity. Closure Exit Slip: We are 1/3 of the way through the text how are you liking it so far? Do you have any questions or requests about the book? Please read Chapters 6 and 7 for next class

min Time 3 min

Assessment of Learning/Feedback From Students: Transition To Next Lesson