Lesson 6 Outline:

Standards:
CC.1.3.9 10.I - Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools.
CC.1.3.9 10.K - Read and comprehend literary fiction on grade level, reading independently and
proficiently.
C.C.1.5 - Speaking and Listening Students present appropriately in formal speaking situations, listen
critically, and respond intelligently as individuals or in group discussions.

Commented [RCM1]: I created this lesson with a peer,

and we co-taught it to our class. We bounced ideas off of
each other, reflected on elements of our lesson, and both
were responsible for the creation of certain parts of the
lesson as well as the lesson in its entirety. We worked so
closely that thinking back to each part, I can no longer
recognize which parts were completed by which one of us.
Such tightknit teamwork shows our aptitude at meeting
NCTE/NCATE standard 2.3 demonstrate reflective practice,
professional involvement, collaboration.

CC.1.5.910.A - Initiate and participate effectively in a range of collaborative discussions on grade-level

topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively.
Objectives:
1. Students will be able to present their sketches in order to prepare and practice the critical
thinking and presenting skills required for their final projects and life outside of class.
2. Students will read some background information and answer questions about philosophy in order
to understand how someones beliefs affect his/her identity
3. Students will examine characters reactions and thoughts to a key scene in order to trace
character development
4. Students will compare and contrast the film and book versions of a key scene in order to examine
how perspective and interpretation can vary
5. Students will complete a timeline activity in order to trace character and plot development
throughout the novel
Goals:
1. Students will present their character sketches
2. Students will participate in a variety of activity stations
3. Students will answer a variety of questions related to key scenes and identity
Lesson Outline:
1. Opening activity: (5-10 min)
1. Students will break into their groups and briefly present their Sketch to the class
2. Students not presenting will be able to take down ideas or things they learned from the
presentation into their notes
2. Amsterdam stations (40 min)
1. Students will be broken down into groups of three and will visit each of the
1. following stations, complete the activities listed there, and discuss with their
group members:
1. Hotel Filosoof:
1. Hazel + Mom stay in Kierkegaard room; Gus- Heidegger room
-Have students read provided profile cards about these two
philosophers
2. Have students explore motifs/symbols (existentialism, fear of
oblivion, and An Imperial Affliction)
3. Have students reply to the following in their passports: Given
what you read about the two philosophers that Hazel and Guss
rooms are named after, what is the connection between the

Commented [RCM2]: We use our knowledge and

experience of designing lessons to align our standards,
objectives, and goals not only with each other, but also with
the units overall goals, standards, objectives, and big
question. We scaffold students understanding of identity
and elements of identity depicted through the characters. In
doing so, we achieve NCTE/NCATEs standard 4.2 (align
curricular goals, teaching strategies, and organization of
environment and learning experiences).

philosophers and Gus and Hazel? Do the ideas of the

philosophers that Hazel and Gus are matched with seem
parallel to the couples own views or actions, or are they
contradictions? Do you think An Imperial Affliction is somehow
related to Gus and Hazel's views? Explain your thinking.
2. Anne Franks House:
1. Students will read/skim pg. 197-202
2. Students will reply to the following prompts in their
passports: Why does Hazel think it is so important to tour Anne
Franks house? Why do you think Hazel feels like she owes
Anne Frank? What does this reveal about Hazel and her
perspective on life or death?
3. If students have time after they complete their questions, they
can tour Anne Frank's house on
http://www.annefrank.org/en/Subsites/Home/. This will give
students a chance to relate to and better understand Hazel's
experience in Anne's house.
3. Oranjee Restaurant:
1. Students will skim pg. 161-170 and refresh themselves on the
scene, the characters, and events
2. Student will watch a video clip from the movie
3. Students will reply to the following prompts in their passports:
Compare and contrast the movie and book scenes. What is
similar? Different? Which do you like better? Why? What do we
learn about the characters in this scene? How does this
interpretation of the scene differ from your own interpretation?
What causes these multiple interpretations?
4. Airport Terminal:
1. Timeline activity:
1. Each group will be responsible for coming up with
events/symbols/motifs for two chapters of the book
starting with chapter 7
2. Include events/symbols/motifs on our class timeline as
well as in passport books
3. Closing (3-5 min)
1. Collect passports
2. Ask for any questions or things that needed clarification
4. Homework
1. Read chapters 14-16
2. Respond in journal about a specific place/setting that has been/is significant in your life.
Describe this place or setting. Why is this place/setting important to you? What does this
place/setting reflect about your personal identity?
5. Assessment
1. Teachers will gather assessment by observing the students when completing their
presentations and listening to their discussion and how it relates to identity, motifs, and
symbols
2. Teachers will be observing students when completing the work at the stations, and by
reviewing the completed passports and comparing their work to our objectives, big
question, and concepts like identity, motifs, and symbols
3. Students will demonstrate an understanding of the objectives by completing all of the
questions and stations completely and in a way that is relevant to the big question,
objectives, goals, and concepts like identity, motifs, and symbols

Commented [RCM3]: In our lesson, we pose a lot of

questions for students that make them carefully evaluate
the text and come up with their own conclusions. There
arent necessarily any right or wrong answers to some of
these questions, but the questions are more to foster
critical thinking, which aligns with the NCTE/NCATE
standards. (2.4 foster critical thinking)

Commented [RCM4]: Here, we have students have a

combined literature and history experience. We allow them
to explore Anne Franks home and learn more about her.
This resource was provided for our review, and we found it
beneficial to students overall growth. By choosing to
integrate both technological resources and history, we
cover NCTE/NCATEs standards 4.3 (integrate
interdisciplinary teaching) and 4.1 (examine and select
resources for instruction).