Katherine Freeman Concept Unit Lesson Plan 5 Unit Working Title: Who Am I? Who Are We?

Identity & Community Unit Big Idea: Identity & Community Unit Primary Skill focus: Personal Writing Week 2 of 4; Plan #5 of 12; [90 min.] Plan type: Full-Detail Content Requirement Satisfied: reading experience, writing instruction, model text Critical Learning Objectives SWBAT: Cognitive: 3. Students will understand that individuals can shape the identity of a community, and a community can shape the identity of an individual. b. Students will discuss how a characters community shapes their identity. Performance: 7. Students will write to explore and reflect on their personal identities and the factors that shape them. b. Students will use description and sensory details to enhance their writing. 9. Students will discuss and analyze the relationship between identity and community in a variety of texts. d. Students will analyze how a characters cultural community affects their identity and actions. SOLs: 11.3b Use context, structure, and connotations to determine meanings of words and phrases. 11.4c Discuss American literature as it reflects traditional and contemporary themes, motifs, universal characters, and genres.

CCSs: CCS.ELA-LITERACY.RL.11-12.5 Analyze how an authors choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact. Procedures/Instructional Strategies Beginning Room Arrangement: Desks will be arranged into four groups of four, and students will be instructed to sit with their same groups as last class. Before class, I will have looked over each students graphic organizer to track their progress and see if there are any confusion I need to address. I will also make sure

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everyone is reading at about the same rate, and if not, I will prepare to give struggling groups the support they need. When students arrive, their groups graphic organizers will be on the desks. 1. [5 min.] Opening to lesson: Welcome back! I hope you are as excited as I am to finish reading What You Pawn I Will Redeem. Before we just back into the story, lets do a little recap of what we have read so far. I looked over your graphic organizers, and we have all made it through the 8:00 section, so were on track to finish today. Take a moment to look over your graphic organizer to refresh your memory of what happened. Could someone please remind us of what we have read so far? Who is our main character? And what is the main conflict of the story? Students will respond that Jackson is trying to get enough money to buy back his grandmothers tribal regalia. And how is he doing? Has he been making enough money? Students will respond no, that he keeps losing what he makes. Who thinks he will be able to raise enough money? Raise your hands. And who thinks he will not raise enough money? Raise your hands. Well, lets see what happens! 2. [50 min.] Guided Reading o [35 min.] Group Reading Youre going to keep reading with your group, but please stop before the last section. We will read that together as class. When your group reads up through the 11am section, please raise your hands and Ill come tell you what to do next. Youre welcome to keep the same roles as yesterday, or you can switch if youd like. I will pass out the sand timers and vocab sheets. Ill be walking around and listening in again, but please let me know if you have any questions. I will continue to walk around and listen to group discussions. This class, I might try to ask more follow-up questions to get students to engage with the text a bit more. I will also provide any necessary help or support. If students finish early, Ill ask them to start going through their vocab list and finding definitions for their words. Ill encourage them to use several sources, such as the Longman Online Dictionary or the Merriam-Webster Online Dictionary, but to phrase their definitions in their own words. If they have any questions, they can ask me.

Katherine Freeman o [5 min.] Break Since everyone has finished, Im going to give you a short break to walk around and use the restroom if you need it. Please be back in your seat at X:00.

o [10 min.] Whole Class Reading Thank you for being back in your seats on time! Before we read this last section together as a class, Id like to hear what you think is going to happen. Who would like to volunteer to read your prediction? I will take three student responses and respond to each. If most of them are the same, ask if anyone came up with something different. Well lets see what happens. Id like a volunteer to start reading this section for us. Raise your hand if you would like to read. Thank you, ___________. Go ahead and start, and everyone else can read along. Allow student to read. After he or she reads, I walked inside and greeted the pawnbroker, who looked a little younger than he had before, I will say, Thank you, __________. Would someone else please volunteer to read the rest of the section? I will select a student and allow them to finish reading the story. Thank you! 3. [15 min.] After Reading: o [5 min.] Journal Writing Now Id like you to quickly reflect on the ending in your journals. Please open your journal to a new page and respond to this question: On the board, I will write: Did Jackson deserve to get his grandmothers tribal regalia? Why or why not? Did he really succeed? I will read it aloud once it is written. Take five minutes to do this, and raise your hand if you need any help. o [10 min.] Discussion Im curious to hear some of your ideas. Who thought he did not deserve to get it back? Raise your hands. I will call on one of the students with their hand raised and ask them to share their idea. Thank you. Does anyone have a follow-up comment to that response? I will allow students to respond.

Katherine Freeman Who thought he did deserve to get it back? Raise your hands. I will call one someone with their hand raised to share their idea. Thank you. Any follow-up comments? I will allow for student responses.

These have all been great ideas. One of the reasons I love this story so much is that the end is rather open for interpretationthere are definitely arguments for and against whether or not he was successful. I think we can all agree its a rather happy ending though, as Jackson dances in the street and becomes his grandmother. What do you think that line represents? What does he mean by that? I will take student responses. 4. [20 min.] Sacred Object Description Now as were thinking about this object thats very important to Jackson, Id like you to start thinking about an object thats important to you. Please open your journals to your writing territories page. Did you write down anything that is a special object? Take a moment to think about something that is sacred to you. Maybe its something that belonged to a family member. Maybe its something someone made. Maybe its something you bought. Im thinking about a necklace that belonged to my great-grandmother. Its a gold spaghetti necklace that she bought in Italy. She used to travel a lot with her sister, and on one trip, she bought this very fancy necklace. It has leaf-shaped sections with colored gold swirlssome are pink and some are blue. At the bottom, there is a cameo. A cameo is an outline of a womans profile. Its carved into a white and pink stone. There is another smaller cameo that hangs down from it. The necklace is too fancy for me to wear, so it sits in my jewelry box at home. Sometimes I like to take it out and try it on in front of the mirror. Everyone is going to write a little description of their object like the one I just shared with you about mine. First, youll need to picture it very clearly. Id like everyone to close your eyes for a few seconds and picture your object. Think about what it looks like. As students are doing this, I will place four sheets of paper on each group. Now open your eyes, and everyone please take a sheet of paper. Id like you to write a description of your object, using as much specific description and detail as possible. It should be enough detail that if you gave it to partner to read, they could picture the object in their head. When I told you my description, I included some details about why the object was important in addition to a physical description. If theres a story behind your object, you can include that as well.

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Go ahead and spend the remainder of class working on this. Youll be revising this piece later, so try to write down as much as you can about it. 5. Closing: With about a minute left in class, I will say, Were just about out of time, so go ahead and put your name on the top of your paper and pack up your things. Please put your papers on the desk by the door as you leave, along with your graphic organizers. Thanks for your hard work today!

Methods of Assessment: Graphic organizer [3b, 9d] Journal entry [3b] Sacred object description [7b] Differentiated Instruction to accommodate one or more of my profiled students: Holly really likes to share her opinion about what happens in a text, so I will be sure to get her involved in the discussion after the journal entry. She may be a great person to start with, because she will explain her idea rather thoroughly; this will make it easier for others to respond. In some cases, I may cold call on her during the discussion to keep her involved and keep the discussion going. Michael can tend to dominate discussions some times, so I may have to remind the class to raise their hand to talk. I will also try to pause for a while after asking a question to give other students an opportunity to share their ideas. I dont want to make Michael feel excluded, so I will try to let him share his thoughts a few times. He may also be a good student to ask to read the ending, because he does a nice job of reading clearly aloud. He also tends to pause and ask questions when he reads aloud, which will help me address areas of confusion he (and likely other students) have. Materials Needed: Graphic organizers (from lesson 4) Copies of What You Pawn I Will Redeem by Sherman Alexie Sand timers Vocab lists for each group Sheet of paper for each student Materials Appendix: I. Graphic Organizer

Katherine Freeman Appendix I: Graphic Organizer

Name: __________________________________ What You Pawn I Will Redeem by Sherman Alexie Pawn: (v) to exchange an object for money with a pawnbroker Redeem: (v) to gain possession of something, or to compensate for its bad aspects Noon How much money does he have going into the pawnshop? $ _______ How much money does Jackson have when he leaves the pawn shop? $ _______ Prediction: What will happen? Will Jackson get enough money? Will he get the regalia back? __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ 1:00pm How much money does he have at the end of this section? $ _______ What did he gain? _________________________________

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2:00pm Who left? ___________________ Where did they go? __________ _________________________________ Who did Jackson meet? _________________________________

3:00pm How did his grandmother die? __________________________ What might have caused it? 1. _____________________________ 2. _____________________________ 4:00pm What did Jackson gain in this section? _________________________________ Describe Jacksons relationship with Big Boss: _________________________________ _________________________________ Reflection: How is Jackson doing so far? ____________________________________ ___________________________________________________________________________________

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5:00pm What did Jackson lose? _________________________________ _________________________________ What did he gain? _________________________________ _________________________________ 6:00pm How much money does he have at the end of this section? $ _______ Is it right that he took Juniors money? _____________ Why? __________________________ 7:00pm How much money does he have at the end of this section? $ _______ Describe Jacksons relationship with Kay: ________________________________ ________________________________

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8:00pm Who left? _____________________ What happened to him? _________________________________ How do you think Jackson feels about it? ________________ _________________________________ Prediction: Take a look at the first prediction you made. Do you still believe that? Why or why not? __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ 10:00pm-4:00am Summarize what happened in less than 10 words: _________________________________ _________________________________ _________________________________ _________________________________ Why does Jackson relate the plastic tarp to a faithful lover? _____________ ___________________________________________________________________________________

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6:00am How much money does he have at the end of this section? $ _______ Describe Jacksons relationship with Officer Williams: _________________________________ _________________________________ 8:00am-10:00am Jackson says, We Indians have to keep our secrets. When else have we seen this idea? _________________________________ _________________________________ _________________________________ 11:00am How much money does he have at the end of this section? $ _______ What did he gain? ________________________________ Prediction: How do you think the story will end? ___________________________________________________________________________________ ___________________________________________________________________________________