Last week I wrote about developing my first lesson plan. Connecticut tenth-graders have been taking the Connecticut Academic Performance Test (CAPT) for the past three weeks, so I’ve had time to hone my lesson. I’ve been fortunate for the additional time because, after discussing my lesson plan with my astute colleague, Sharlynda Horton, I realized that I had packed too many goals into one 60-minute class. So, I’m going to spread my original lesson over three class periods. Additionally, Sharlynda and I have been reading and discussing this phenomenal book titled Strategic Reading: Guiding Students to Lifelong Literacy 6-12. It explains several techniques that I have used to enhance my lesson. George Hillocks’ inquiry squares have helped me define both my purpose and strategy for teaching each text. Developing a Directed Reading and Thinking Activity (DRTA) for my lesson has ensured that I will guide my students through their Zone of Proximal Development (ZPD) (check out my post on Vygotsky). It also gave me frontloading ideas (to activate my students’ background knowledge), purpose-setting activities, guided reading activities, and a follow-up plan.
My lessons will add a multicultural and modern dimension to what the students have been discussing with their teacher: the theme of friendship in John Steinbeck’s Of Mice and Men. I’m introducing two additional texts: an episode from the NPR radio show, This American Life, and the novel, The Kite Runner. I’m excited about the This American Life episode because it explores the tensions and power dynamics of “frenemies”. I’ll use this concept for frontloading activities because frenemy is a term that is being used more frequently by younger generations, so it is likely to engage them. Additionally, it’s a fun way to introduce students to the idea of using radio as a source for news.
I selected the The Kite Runner because it is current novel that takes place in Afghanistan. Due to time constraints, we’ll only read excerpts involving the complex relationship between the main character and his childhood friend. This text is ideal because offers a glimpse Afghanistan, before and during the Taliban’s reign, at the same time that it provides additional material for our friendship discussion.
Next week, I’ll run down my lesson outline, as well as how I plan to connect the three texts. I’ll also list the Connecticut and New Haven School District standards that my lesson will address. In the meantime, I look forward to feedback. Let me know what you think.
Fight on!
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