Name:_Jared Laginess

Date: 2/23/15
Unit Essential Question: What is worldview, what components make
up a worldview and how do you deal with worldviews different from
your own? How do you identify the significance of the historical,
political, social and religious context and its relationship with the
literature written in that time? Why is this important to recognize as
human beings?
Lesson Topic: Kite Runner Narrative Essay
Class: 10th grade Pre-AP World Literature
Focusing on the National Network for Educational Renewal (NNER)
Mission the 4-Part Agenda for Education in a Democracy
EQUAL ACCESS
ENCULTURATION
PEDAGOGY
STEWARDSHIP
To Knowledge
In Democratic Society
All
of the Mission

NURTURING
Safe and Caring for

We are enculturating ourselves in a democratic society by fostering the skill

of empathizing with people different from us through the narrative essay
activity. This activity requires students to step into the shoes of someone
else, which is something that all citizens in a democracy should practice at
times.

STANDARDS

(www.cde.state.co)

Content:
Standard 2.2b-Provide a
response to text that
expresses an insight (such
as an authors perspective
or the nature of conflict)
or use text-based
information to solve a
problem not identified in
the text (for example, use
information from a variety
of sources to provide a

Literacy and
Numeracy:
Employ standard
English language
properly and fluently
reading, writing,
listening and speaking.

Democracy and
21st Century Skills:
Plan and prioritize goals.

response to text that

expresses an insight)

OBJECTIVES
Content:
Students will be able to
demonstrate providing a
response to text that
expresses an insight (such
as an authors perspective
or the nature of conflict)
by writing a narrative
essay.

Literacy and
Numeracy: Students
will be able to apply
employing standard
English language
properly and fluently
reading, writing,
listening and speaking
by writing a narrative
essay.

Democracy and
21st Century Skills:
Students will be able to
use class time to finish
their assignment for the
purpose of planning and
prioritizing goals.

ASSESSMENTS What is your evidence of achieving each objective?

How will students know and demonstrate what they have learned in
each of the areas, all of the objectives?
Content:
Students will be
assessed by turning in
their narrative essay on
Tuesday.

Literacy and
Numeracy:
Students will be
assessed by turning in
their narrative essay on
Tuesday.

Democracy and
21st Century Skills:
Students will be
assessed by their
behavior during the
work portion of this
class period.

KEY VOCABULARY
Content

Literacy and
Numeracy

Democracy and

Narrative Essay

Purpose

21st Century Skills

Dialogue

Context

Effective

Point of View

Organization

HIGHER ORDER QUESTIONS for this lesson

Content
Why would we write a
narrative essay?
What can be revealed
through dialogue that
might not be revealed
through other
techniques in
literature?

Literacy and
Numeracy
How does organization of
our essay affect our
readers understanding?

Democracy and
21st Century Skills
Why is it important to
plan ahead during our
lives?

LESSON FLOW
This is the actual planning of the lesson activities.
Time

Anticipatory Set Purpose and Relevance

The warm up for this lesson is to go over a narrative essay
handout which will inform students interpretation of the
assignment. We will also discuss the events from chapters 6 and
7 of Kite Runner.

Time

Pre-Assessment
I will ask students if they are familiar with writing narrative, and I will
ask if anyone knows what a narrative entails.

Time

Building Background

Link to Experience: We all have expressed ourselves through

story/narrative

Link to Learning: This links back to the narrative that we wrote

last semester.
Time

Activity Name
Stepping into the shoes of The Kite Runner
Anticipatory Set
We will go over the elements of a narrative and go over the
assignment for the day.

Time

Instructional Input Includes:

1. Students will go over narrative essay handout which will

inform their writing of the essay.

2. I will go over the assignment with students then they will
work for the remainder of class.

Models of Teaching:
Direct Instruction

SIOP Techniques:

Guided Practice:
Students will examine an example of a narrative essay, so that
they will have seen a template for what I want to see out of their
narrative essays.

Checking for Understanding:

I will check for understanding at every point that we transition

during the lesson.

Independent Practice:
Students will be independently practice writing their narrative
essay which is due on Tuesday.

Time

Accommodations, Modifications, and Student Adjustments

I do not know of any accommodations, modifications, and student
adjustments.

Time

Review and Assessments of All Objectives How will you

and how will the students know they have achieved the
objectives of the lesson?

Content:
Students will be able to demonstrate providing a response to text that
expresses an insight (such as an authors perspective or the nature of
conflict) by writing a narrative essay.

Literacy and Numeracy:

Students will be able to apply employing standard English
language properly and fluently reading, writing, listening and
speaking by writing a narrative essay.
Democracy and 21st Century Skills:
Students will be able to use class time to finish their assignment
for the purpose of planning and prioritizing goals.

Time

Closure
We will talk about why its important for students to prioritize their time
for this assignment at the end of the lesson.

Time

Next Step
Students will continue writing their essay which is due on
Tuesday.

Post-Lesson Reflection ( For the Teacher)

1.

To what extent were all objectives

achieved?
Student achieved all of the objectives for the class period. Their
narrative essays were coming along nicely.

2.
What changes would you make if you
teach the lesson again?
I dont see any changes for teaching this lesson again. Students
grasped the assignment completely.

3.

What do you envision for the next lesson?

I envision students beginning to interact with the text

kinesthetically through an acting lesson.

4.
To what extent does this lesson achieve
the Mission of the Agenda for Education in a Democracy? To
what extent does this lesson achieve the 21st Century Skills?
I believe that this lesson connects to the mission by having students
experience empathy by stepping into a characters shoes.