Ms.

Alstons Plan for Learning English II Kaffir Boy Day 1

Essential Questions: What are the social, physical, and psychological implications of prejudice?

21st Century Skills (Check Essential Question)

Global Awareness FEBE Literacy Civic Literacy Learning Skills Critical/Problem Communication Creativity & Innovation Health/Wellness Literacy Environmental Literacy

Collaboration Information/Media Contextual Learning

Essential Skills
1.02 Respond reflectively to written and visual texts. 1.03 Read, listen to, and view expressive texts, both print and non-print. Make connections between works, self, and related topics. 2.02 Create responses that examine a cause/effect relationship among events. 3.01 Examine controversial issues. 3.03 Respond to issues in literature that requires gathering of information to prove a particular point and emphasizes culturally significant events. 4.01 Interpret real world events. 4.05 Read, listen to and view critical texts. 5.01, 5.02, 5.03 Interpret and analyze world literature. 6.01, 6.02 Apply conventions of grammar and language usage.

Curriculum and Objectives SWBAT explain the characters motives and how they develop through the chapter. SWBAT evaluate the characters approach to conflict.

Differentiation Strategies
Individual Writing Goal Time Literacy Circle w/ Different Roles Assignment Menu (Student Choice) Assigned Blooms Taxonomy Qs Assigned Discussion Leaders Thinking Maps Vocabulary Balloons Tiered Activity Other__________

Direct Modeling (15-20 minutes) Teacher will..

Attention Getter:Does every decision you make seem like a life or death decision? Well, try living Johannes shoes in South Africa. We will

Students will
Crisis Scenario Activity: What Would You Do? Each partner pair or group will be provide a

Ms. Alstons Plan for Learning English II

learn about his struggles and triumphs in the famous autobiography by Mark Mathabane, Kaffir Boy: The True Story of a Black Youths Coming of Age in Apartheid South Africa. Teacher will break students up for the Crisis Scenario Activity. different scenario in which they must chart the following: Considerations-----Choices-------Consequences (Consider the actions of other characters in the scenario, consider the location, think about how those considerations would impact your choices/actions. For each action you decide to take, what would be the possible consequences?) Example Scenarios: It is 2am and you are driving down a deserted highway, suddenly you see flashing lights from an unmarked cop car. What do you do? You are in the middle of class and suddenly you hear gun shots. What do you do?

Student Activity (45-50 minutes) Teacher will Students will.

Reading Purpose: Character Motivation,

Imagery/Descriptive Language, and Word Usage Teacher will share students purpose for reading today. As we read, students will note the following as Today we are going to focus on the characters they are unable to annotate the entire text: motives, while focusing on the setting. We will Describe the actions of the main character and also pay attention to word usage as it will make inferences about his motives. differ based on the cultural context of our Describe the actions of Johannes mother and reading. make inferences about her motives. Note images of the scene inside and outside of the house. What impact does this have on the reader? What questions remain regarding this scene? What do you predict will happen next?

Assessment (20-30 minutes) Teacher will

Students will
Read pgs. 11-15

Choice 1: Answer the following questions in 2-3 paragraphs. How would you describe the main characters interaction with his sister? Give 2-3 textual examples from pages 11-15.Do you believe he was justified in his actions? Consider what is taking place in the scene in order to support your answer. Choice 2 (Struggling Readers): Create a plot line highlighting the police officers actions from pages 11-15. Explain what the characters did during the police raid.

Ms. Alstons Plan for Learning English II Kaffir Boy Day 2 21st Century Skills (Check Essential Question) Essential Questions: What are the social, physical, and psychological implications of prejudice?
Global Awareness FEBE Literacy Civic Literacy Learning Skills Critical/Problem Communication Creativity & Innovation Health/Wellness Literacy Environmental Literacy

Collaboration Information/Media Contextual Learning

Essential Skills 1.02 Respond reflectively to written and visual texts. 1.03 Read, listen to, and view expressive texts, both print and non-print. Make connections between works, self, and related topics. 2.02 Create responses that examine a cause/effect relationship among events. 3.01 Examine controversial issues. 3.03 Respond to issues in literature that requires gathering of information to prove a particular point and emphasizes culturally significant events. 4.01 Interpret real world events. 4.04 Evaluate the information, explanations or ideas of others. 4.05 Read, listen to and view critical texts. 5.01, 5.02, 5.03 Interpret and analyze world literature. 6.01, 6.02 Apply conventions of grammar and language usage. Curriculum and Objectives SWBAT explain how Mark Mathabane develops the plot. SWBAT make connections between current and past events as they relate to Kaffir Boy.

Differentiation Strategies
Individual Writing Goal Time Literacy Circle w/ Different Roles Assignment Menu (Student Choice) Assigned Blooms Taxonomy Qs Assigned Discussion Leaders Thinking Maps Vocabulary Balloons Tiered Activity Other__________

Direct Modeling (10-15 minutes) Teacher will..

Give the students a quiz. Go over the answers. Going over the quiz questions will allow me to assess who read; however, this will also allow us to review what is going on in the story.

Students will
Students will turn in their homework and answer 3 quiz questions pertaining to the reading last night

Ms. Alstons Plan for Learning English II

Student Activity (1 hour) Teacher will Teacher will allow students to choose their group roles. Students will.

Differentiation Notes: Higher level students will act as the discussion leaders and quiz their teammates. Struggling students can plot the major events. Strong Public Speakers: Can present the news. Weaker Public Speakers: Can write the script, provide feedback on their presentation by acting as the director, and be the camera person.
During Reading: Discussion Leaders will be assigned to each group on EDMODO as we read pgs. 23-27. Discussion leaders will review their Blooms Taxonomy questions in order to pose Applying, Analyzing, and Evaluating type questions. Each group member will respond; however they are allowed to pose questions to their group members based on their responses or what they believe is another essential question to ask.

Each student will be assigned a specific case of police brutality in which they must do the following: Reading Comprehension Part 1: 1. Describe the main idea of the article. (MidLevel) 2. Plot the major events. (Mid-Level) 3. Discuss issues of cause and effect. (HigherLevel)

Assessment (15-20 minutes) Teacher will Teacher will explain how to give specific and meaningful feedback.

Students will
Presentation/Public Speaking Part 2: Students will present their article findings in front of the class. Classmates will provide feedback regarding groups presentations.