Accommodations made to the original lesson plan will be made in green, or for the sake of the printed copy,

italicized.

Name: Tyler Soule Grade / Class: English 10, American Literature Text: Annie John- Jamaica Kincaid DATE: 10/10/13 Standards

Lesson topic(s) and/or Essential Question(s)/Essential Understandings Genre Study, the Coming of Age (Bildungsroman) Using Annie John by Jamaica Kincaid to understand what were the rhetorical choices made that define it as a Coming of age novel. What standards will be addressed by this lesson?
CCSS.ELA-Literacy.RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. CCSS.ELA-Literacy.RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. CCSS.ELA-Literacy.RL.9-10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

Objectives

What will your students know and be able to do as a result of this lesson? SWBAT: Have a better connection between writing and reading. By understanding genre, it gives them one more potential narrative frame to tell their own stories. SWBAT: React differently to different writing requirements. By having a larger concept of genre, they have tools to recognize where and when to exercise choices in their writing. SWBAT: Create their own booklet/zine, creating their own personal coming of age tale, and distributing it randomly if they wish.

Instructional Materials and

What materials, texts, manipulatives, visuals, etc. will you need for this lesson?

Adapted from Brown University Teacher Education Lesson Plan Template (2008)

Accommodations made to the original lesson plan will be made in green, or for the sake of the printed copy, italicized. Resources What technological resources (if any) will you need? - White board and markers or chalk board and chalk - Copy of Annie John - White printer paper, markers, crayons, etc. - Copy of Annie John for each student - Handout with assignment instructions for each student

Adapted from Brown University Teacher Education Lesson Plan Template (2008)

Accommodations made to the original lesson plan will be made in green, or for the sake of the printed copy, italicized. Learner Factors How does this lesson accommodate different development levels of students? How does this lesson accommodate individual differences in approaches to learning, create connections between the subject matter and student experiences, and/or include provisions for students with particular learning differences or needs? This lesson allows students to rely on words or images to tell their personal story. By opening up with the initial fifteen minute Rite of Passage assignment (outline provided in instructional tasks and activities) students can find a way to outline their story before moving on to the Coming of Age booklet activity. By allowing students the time to journal beforehand without revealing the later assignment, it takes pressure off and gets them thinking freely in a journaling assignment. Sharing at the end gives students a chance to speak if they wish, and it allows other students to listen for both similarities to their journals, as well as opening up ideas they may not have thought of. The assignment is very open ended in terms of expression as the objective is to get the students to have a better grasp on concepts of genre.

Environmental Factors

Tables will be grouped around the room so that students are sitting in pairs of four.

Adapted from Brown University Teacher Education Lesson Plan Template (2008)

Accommodations made to the original lesson plan will be made in green, or for the sake of the printed copy, italicized. What activities will you and your students do and how are they Instructional Activities and Tasks connected to the objectives? Class Discussion- Examining a passage from chapter 1 of Annie John showing the first rite of passage shared with the reader, as well as the contribution of the excerpt to the overall novel. Journaling (Independent) Examining ones own rite of passage/identity marker Whole-Class Discussion Students may share their rite of passage/identity marker(s), discuss how they contribute to the students overall persona Individual- Students break into working on their own Coming of Age story individually after debriefing on instructions. Continuation (Day 2) Finish up stories if necessary, students are then able to swap/share/distribute theirs if they desire Assessment Activities How will you determine what the students know and are able to do during and as a result of the lesson? Formative Assessment - Collect journal entries (end of unit) - Observe participation in whole-class discussion - Collect what students have of their booklet so far (end of Day 1) - Continue booklet if necessary, discuss potential sharing options (Day 2)

Adapted from Brown University Teacher Education Lesson Plan Template (2008)

Accommodations made to the original lesson plan will be made in green, or for the sake of the printed copy, italicized.

What activities will you and your students do and how are they connected to the objectives? Instructional tasks and activities (Make sure to include timeframes) What will you be doing? What will the students be doing? Before Class: Greet students in the hallway with sheet with the passage well be working with for the journal period. On the board will be frames for journals for students who need assistance, these will be sentences like I knew I was a(n) __________ when or I understood ________ when 8:00-8:05 Students will follow along with the opening of the lesson. 8:00-8:05 After bell rings, students will be introduced to the journaling portion of the assignment. In front of you, you have a passage from chapter 1 of Annie John which we all should have finished. Now that were done with the novel and weve seen an example of the Coming of Age genre, what are some of the archetypes we typically find? I will then break for a few suggestions, and write them on the board 8:05-8:15With that in mind, re-read the passage in front of you. Consider the characters ideas, and how they represent the growth of the individual telling them. Then take about ten minutes and write your own Rite of Passage journal. These can be multiple sentences, or one long paragraph, this is a free write so use the whole ten minutes to your choosing. Drawing your story is an option as well.

Students will be asked to shout out archetypes of the Coming of Age genre.

8:05-8:15 Students work silently on their free write for ten minutes, using frames already on the board if necessary.

Adapted from Brown University Teacher Education Lesson Plan Template (2008)

Accommodations made to the original lesson plan will be made in green, or for the sake of the printed copy, italicized.

After taking attendance, I will observe the students for the remaining minutes and make sure theyre all on task, or if any of them need assistance. I will alert the students when they have about two minutes remaining. 8:15-8:22: Give students a chance to share bits of their journal if they choose to do so (or let them work with someone next to them, let class decide)

8:15-8:22 The floor will be open for sharing (group or otherwise) to get ideas out and around the room.

8:22-8:30 Students will either come back together, or transition out of discussion into listening for the next portion of the assignment.

I will then facilitate sharing, or observe group sharing depending on the outcome of the decision. When the time is 8:30-8:40- Students will begin work on their Coming of Age up, I will thank students for sharing and then move on to books elaboration of the larger project.

8:22-8:30 Now that weve read a Coming of Age novel, 8:40-8:50- Students clean up, and receive instruction about and weve briefly discussed archetypes for the genre, with the next class period. the pieces of journal you have in front of youor a fresh story if you choose to do soit is your turn to create your own Coming of Age story. The book must be at least four pages. If you want, you may create a fictitious piece, it must fit the proper genre though, Im here to help if anyone has any questions on that part. I have premade booklets, as well as construction paperif you wish to make your own

Adapted from Brown University Teacher Education Lesson Plan Template (2008)

Accommodations made to the original lesson plan will be made in green, or for the sake of the printed copy, italicized.

there are magazines, scissors, and coloring supplies all at your disposal. You have the rest of today, and most of tomorrow to work on this. You may also take it home and finish it, so if you want to use the supplies here, and transcribe your story at home, thats fine too. In the end, youll be able to share these if you want, with your classmates, the other class periods, and I may even speak to the librarian and see if we can get them set up in there.

I will walk around the room, make sure students are on track, and see if any of them need any assistance. 8:40-8:50- Okay everyone, pick up the spot youre in and put everything away. Tomorrow we will be working on these more, but if you want to work on it at home thats fine too. Make sure everything goes back where you found it, and have a good day.

Adapted from Brown University Teacher Education Lesson Plan Template (2008)

Accommodations made to the original lesson plan will be made in green, or for the sake of the printed copy, italicized.

Adapted from Brown University Teacher Education Lesson Plan Template (2008)