Lesson Plan~The Academy for Technology & the Classics~Cultivating Fearless Learners

Instructors name:
Mr. Ayers
Week of:
01/26 01/30

Course/Grade:
Grade 10 English II World Literature
Unit Name:
Kite Runner Continued

(1A)*Essential

Question(s):
How does changing a scene in a novel change the
overall meaning/experience of the entire book? What
are the consequences of changing a key scene in a
book? How important are the actions of each
individual character to the story line?
(1A) Common Core/State Standards:
RL.9-10.1 RL.9-10.6; W.9-10.1 W.9-10.6; SL.9-10.1
SL.9-10.6
(1E) Other considerations (modifications,
accommodations, acceleration, ELL, etc

Connections (prior/future learning):

Students will access prior experience writing fiction and
analyzing works of quality fiction.
(1A/1B)

(1D) Resources/Materials:

Teacher:
Students:
The Kite Runner novel

All accommodations and modifications indicated in

student IEPs will be followed. Any needs of ELL
students (modification of assignment length,
modification of assignment complexity, modification of
source reading, etc.) will be implemented.
(1F) Assessment (How will you monitor progress and know students have successfully met outcomes? What happens
when students understand and when they dont understand?
Daily: direct observation
This Week: direct observation/written fiction piece/visual image/Socratic dialogue/reading notes
Lesson activities for instructor and students, (1F)
Embedded Formative Assessment,
(1B)

MONDAY

Reading for the week: Chapters 12-14

in The Kite Runner for Friday
Learning Target: Students will increase their skill in
writing quality fiction. They will show their learning by
re-writing a scene from the novel The Kite Runner.
(1C)

Do Now: Describe a scene in The Kite Runner that

really bothered you. Name the ways in which you would
change it if you had the chance.
(1C)

In Class: Individually, students will choose a scene from

The Kite Runner to re-write. They should choose a scene
whose outcome they are not pleased with. This is the
chance to rescue your favorite character from the
unfeeling hand of the author! The scene may be one of
central importance, but it may also be a seemingly less
important moment in the book. Students will re-write

(1F)Embedded Formative Assessment: At least three

paragraphs of written work.
(1B)Closing

Activity: As a whole class we will discuss

what individual students accomplished today.

this fictitious events to suit their needs and desires. It

should be written in the style of The Kite Runner, should
include the appropriate characters, and should be
double spaced, written on one side of the page only. The
piece should be a minimum of five paragraphs, but may
be up to four pages in length if need be to complete the
scene. Students will also create a screen shot of their
newly crafted scene to accompany the words. This would
be an image taken from an imagined film version of the
newly written scene.
TUESDAY
(1C) Learning Target: Students will increase their skill in
writing quality fiction. They will show their learning by
re-writing a scene from the novel The Kite Runner.
Do Now: If you could talk to the characters effected
by your changed scene, what do you think they would
say to you as the author of it? Why?

(1F)Embedded Formative Assessment: At least two

paragraphs of written work, along with the screen
shot.

(1C)

(1B)Closing

Activity: As a whole class we will discuss

what individual students accomplished today.

In Class: Individually, students will choose a scene from

The Kite Runner to re-write. They should choose a scene
whose outcome they are not pleased with. This is the
chance to rescue your favorite character from the
unfeeling hand of the author! The scene may be one of
central importance, but it may also be a seemingly less
important moment in the book. Students will re-write
this fictitious events to suit their needs and desires. It
should be written in the style of The Kite Runner, should
include the appropriate characters, and should be
double spaced, written on one side of the page only. The
piece should be a minimum of five paragraphs, but may
be up to four pages in length if need be to complete the
scene. Students will also create a screen shot of their
newly crafted scene to accompany the words. This would
be an image taken from an imagined film version of the
newly written scene.

WEDNESDAY

Written work and visual screen shot DUE

today.
Learning Target: Students will improve their skills in
speaking and listening. They will show their learning by
presenting their re-written fiction scene, along with their
visual screen shot.
(1C)

Do Now: Please gather your materials and prepare

to present.
(1C)

(1F)Embedded Formative Assessment: oral and visual

presentation.
(1B)Closing Activity: As a whole class, we will discuss the
ways in which even small changes to the story line can
change the entire meaning and message of a novel.

THURSDAY
(1C) Learning Target: Students will improve their ability
to take quality notes in preparation for Socratic
dialogue. They will show their learning by generating
notes over chapters 12-14 in The Kite Runner.
Do Now: What do you need to focus on in order to
produce quality notes?
(1C)

(1F)Embedded Formative Assessment: Pre-Socratic

notes.
(1B)Closing Activity: As a whole class, we will discuss the
ways in which our note-taking skills have improved over
the last few weeks.

FRIDAY

Reading: Chapters 12-14 in The Kite

Runner
Learning Target: Students will improve their skills in
speaking and listening. They will show their learning by
completing notes and participating in Socratic dialogue.
(1C)

(1F)Embedded Formative Assessment:

Notes/Participation in discussion
(1B)Closing

Activity: As a whole class, we will discuss the

ways in which the discussion worked well, as well as
ways in which we might improve future Socratic
dialogues.

Do Now: Please take out your notes, text and

opening question. Prepare to share your opening
question with the class.
(1C)

*Refers to NMTEACH Rubric:

1A-Demonstrating knowledge of content
1B-Designing coherent instruction
1C-Setting Instructional outcomes
1D-Demonstrating knowledge of resources
1E-Demonstrating knowledge of students
1F-Designing student assessment

Formative Assessment includes, but is not limited to:

Exit tickets, white board response, consensagrams, red/green cards, formal or
informal student conferences, sticky note assessment.