Week 2 Lessons
Day 6, Monday- Access to Education
| United Nations Universal Declaration.pdf |
1. Article 26 (Silent Reading and Responding), 20 minutes: Students will begin the class by completely an individual reading of article 26 (attached above). Students will also be provided with a handout, attached to the document, with the following questions:
2. Education for Women (Think, Pair, Share), 25 minutes: Students will be given about 10-15 minutes to read chapter 16, and then think and write down responses to the following question:
How does Liala’s father approach education for women? How does Hasina’s father approach education? Use evidence from the text to support your points.
Afterwards, students will then be asked to pair up with a partner sitting next to them and compare responses. Students should discuss any similarities or differences between their responses as well as add any further points that they can think of. Students will have 5-10 minutes to do this.
Lastly, the teacher should bring the whole class together and encourage students to share their responses, highlighting the evidence they used from the novel. In this discussion the teacher should provide feedback on people's responses, reflecting on the evidence they used from the text.
3. Dare to Educate Afghan Girls (Video): 15 minutes:
Students will then watch the following video, after the teacher introduces it by contextualizing the video as it refers to events that students may not have read about yet in A Thousand Splendid Suns.
- What is the UN?
- Why do you think this document was created?
- To whom does this document extend?
- Is this document applicable to A Thousand Splendid Suns? If so, how?
- Do events in the novel contradict any of the stipulations laid out in this document? Explain how or how not.
2. Education for Women (Think, Pair, Share), 25 minutes: Students will be given about 10-15 minutes to read chapter 16, and then think and write down responses to the following question:
How does Liala’s father approach education for women? How does Hasina’s father approach education? Use evidence from the text to support your points.
Afterwards, students will then be asked to pair up with a partner sitting next to them and compare responses. Students should discuss any similarities or differences between their responses as well as add any further points that they can think of. Students will have 5-10 minutes to do this.
Lastly, the teacher should bring the whole class together and encourage students to share their responses, highlighting the evidence they used from the novel. In this discussion the teacher should provide feedback on people's responses, reflecting on the evidence they used from the text.
3. Dare to Educate Afghan Girls (Video): 15 minutes:
Students will then watch the following video, after the teacher introduces it by contextualizing the video as it refers to events that students may not have read about yet in A Thousand Splendid Suns.
4. Your Education (Journal Reflection), 15 minutes: The class will end with a journal reflection where students should answer the following question:
Reflect on your own education experience by describing your past experiences? Has reading A Thousand Splendid Suns and/or today's class made you reflect on your education at all? If so, then how?
Reflect on your own education experience by describing your past experiences? Has reading A Thousand Splendid Suns and/or today's class made you reflect on your education at all? If so, then how?
Day 7, Tuesday- Disabling?
1. Life without Limbs (Hook), 5 minutes: The teacher should start the class by playing a few minutes of the following clip on Nick Vujicic:
The purpose of this video is to encourage thinking on disabilities and how disabilities are not necessarily fully disabling. Essentially, this clip should encourage students to empathize but also to understand that, even with disabilities, people can accomplish their goals. It complements A Thousand Splendid Suns as Tariq, although physically disabled, is still a strong and independent character.
2. Disabilities and their Impact (Audio Book), 60 minutes: For this next session of the lesson the class will listen to an audio book recording for chapters 17 to 18 of A Thousand Splendid Suns. The link to the audio book is located below:
2. Disabilities and their Impact (Audio Book), 60 minutes: For this next session of the lesson the class will listen to an audio book recording for chapters 17 to 18 of A Thousand Splendid Suns. The link to the audio book is located below:
While listening to the audio book the teacher should pause after sections and facilitate discussion using the following questions:
Pause One, after Laila is bullied:
This is the first time in the novel that Laila is abused. The boys call Laila 'yellow hair' and squirt pee at her; Laila is described as pretty, yet she is bulled because of her appearance - what do you think this suggests? In other words, why is is it important that Laila is the victim of bullying?
How does this moment relate to other incidences of violence in the novel?
Pause Two, after Laila tells her mother that she was bullied:
What do you believe is wrong with Laila’s mother?
How is Laila affected by her mother’s response?
Pause Three, after Tariq shows Laila his stump:
How does Tariq deal with his disability? What does his response suggest about his character?
How does Laila deal with Tariq’s disability? Do you think she views it as a disability?
Pause Four, after Tariq attacks the bully with his artificial leg:
Compare Tariq’s and Laila’s mother’s response to the bullying incident. Both Tariq and Laila’s mother face crippling disabilities, yet each deals with their disability in a different way. What is your response to these differences? Why do you think Hosseini creates this parallel between Tariq and Laila’s mother?
3. Reflections (Journal Reflection), 10 minutes: The teacher should end the class by asking students to write, in their journals, one thought that they have now but did not have prior to today's class. Students should explain how they came to this thought/idea.
Pause One, after Laila is bullied:
This is the first time in the novel that Laila is abused. The boys call Laila 'yellow hair' and squirt pee at her; Laila is described as pretty, yet she is bulled because of her appearance - what do you think this suggests? In other words, why is is it important that Laila is the victim of bullying?
How does this moment relate to other incidences of violence in the novel?
Pause Two, after Laila tells her mother that she was bullied:
What do you believe is wrong with Laila’s mother?
How is Laila affected by her mother’s response?
Pause Three, after Tariq shows Laila his stump:
How does Tariq deal with his disability? What does his response suggest about his character?
How does Laila deal with Tariq’s disability? Do you think she views it as a disability?
Pause Four, after Tariq attacks the bully with his artificial leg:
Compare Tariq’s and Laila’s mother’s response to the bullying incident. Both Tariq and Laila’s mother face crippling disabilities, yet each deals with their disability in a different way. What is your response to these differences? Why do you think Hosseini creates this parallel between Tariq and Laila’s mother?
3. Reflections (Journal Reflection), 10 minutes: The teacher should end the class by asking students to write, in their journals, one thought that they have now but did not have prior to today's class. Students should explain how they came to this thought/idea.
Day 8, Wednesday- Bloodlines and Brothers
1. Siblings (Journal Reflection) 10 minutes: The teacher should start the class with a journal reflection where students will respond to the following prompt:
Write about a sibling or close friend, reflecting on the relationship that you have with them.
2. The Man at the Door (Read Aloud), 6 minutes: Then the class should read aloud from chapter 19 of the novel. The teacher may choose students for reading on either a volunteer basis or non-volunteer basis.
3. Family Panels (Group Work) 50 -60 minutes: Note: For this next activity the teacher should ensure, ahead of class, that the desks in the classroom are arranged into groups of four. The teacher should also have the following handout prepared:
Write about a sibling or close friend, reflecting on the relationship that you have with them.
2. The Man at the Door (Read Aloud), 6 minutes: Then the class should read aloud from chapter 19 of the novel. The teacher may choose students for reading on either a volunteer basis or non-volunteer basis.
3. Family Panels (Group Work) 50 -60 minutes: Note: For this next activity the teacher should ensure, ahead of class, that the desks in the classroom are arranged into groups of four. The teacher should also have the following handout prepared:
| Panels Chapter 19.pdf |
At their tables of four, students must, on the handout they were provided with, draw panels depicting the scenes in chapter 19. Since this is a collaborative activity students must first brainstorm ideas and discuss how they plan to portray the chapter in the panels; however, each person is responsible for drawing two of the eight panels. Each group will be given 30-40 minutes to complete this activity. Afterwards each group will give a two minute presentation, explaining the choices that they made.
Homework Questions: If there is time left at the end of class then students may begin on the following questions, which will be assigned for homework.
Homework Questions: If there is time left at the end of class then students may begin on the following questions, which will be assigned for homework.
- How is Laila’s family affected by the deaths of their two sons? How does Laila’s response differ from her parents’ response?
- Chapter 19 ends with the phrase, “So she sat beside Mammy and dutifully mourned Ahmed and Noor, but, in Laila’s heart her true brother was alive and well.” Who is Laila’s true brother? Do you think that family is always defined by blood or can the definition of family extend beyond bloodlines? Explain your response.
Day 9, Thursday- Father Figures
1. A Meaningful Trip (Teacher Reading + Journal Writing) 15 minutes: To begin the lesson, the teacher asks students to place their heads on their desks with their eyes closed. The teacher then reads a short reflection piece of prose describing a meaningful trip or outing that they have taken with their family. The reflection describes the trip and contextualizes why it was so meaningful to them. Students are then asked to reflect on a trip or outing that they have taken with their family. What did they do? Why was it meaningful to them?
*Note: homework is collected by the teacher while the students are writing.
This journal activity functions as a prompt to next get students to think about the trip that Laila takes with her father, and its function (and significance) in the novel.
2. Essay Outline Part A (Class Activity) 30 Minutes: Each student is given as essay outline template. Guided by the teacher, the class creates an essay outline for a compare/contrast essay about Mariam's father, Jalil, and Laila's father, Hakim. This class activity provides maximum scaffolding before students independently create their own essay outline.
Below is a essay outline template created for this activity.
*Note: homework is collected by the teacher while the students are writing.
This journal activity functions as a prompt to next get students to think about the trip that Laila takes with her father, and its function (and significance) in the novel.
2. Essay Outline Part A (Class Activity) 30 Minutes: Each student is given as essay outline template. Guided by the teacher, the class creates an essay outline for a compare/contrast essay about Mariam's father, Jalil, and Laila's father, Hakim. This class activity provides maximum scaffolding before students independently create their own essay outline.
Below is a essay outline template created for this activity.
| Essay Outline Template.pdf |
** Note: If the class has easy access to computers or laptops in the classroom, a computer run essay outline can be used as a more interactive alternative to a traditional paper template. The website ReadWriteThink provides a great interactive template that can be printed once completed.
3. Essay Outline Part B (Independent Work) 30 minutes: Students then independently create their own compare/contrat essay outline on one of the following topics using the same template:
1. Compare/ contrast Mariam's mother to Laila's mother
2. Compare/ contrast Mariam's education to Laila's education
Students have the remainder of class to work on their essay outline and are told that they are to bring their completed essay outline to class the following day.
1. Compare/ contrast Mariam's mother to Laila's mother
2. Compare/ contrast Mariam's education to Laila's education
Students have the remainder of class to work on their essay outline and are told that they are to bring their completed essay outline to class the following day.
Day 10, Friday- Lights, Camera, Action
1. Essay Outline Workshop (Group Work-shopping) 30 minutes: To begin this lesson the teacher will collect each student's essay outline. After shuffling the papers the teacher re-distributes the outlines to the class so that each student now has a peer's outline. The essay outlines are then work-shopped, guided by the teacher. In order to scaffold the work-shopping process, the teacher will ask key questions throughout the work-shopping period; this helps to ensure that student's are focusing on key points and not just providing comments such as "good" etc. In addition to writing/marking on the outlines in pencil, each student will also be provided with 5 yellow sticky notes and 5 green sticky notes. Students are instructed that on the yellow notes they are to write 5 points (one for each note) that relate to the strengths of the outline. On the green notes they are to write 5 points for improvement. Students then attach the sticky notes to the place on the outline that corresponds with their point.
Possible Key questions:
Does the thesis contain an argument? If not, how can it be improved so they it does contain an argument?
Is there a logical progression between points? Or should the points be re-order for a more logical flow?
Is the evidence provided specific? (ie, does it contain specific quotations/ scenes, or general plot summary?)
This work-shopping activity is used so that students have the opportunity to see the work of their peers, as well as gain critical editing and evaluating skills that will strengthen their own writing.
2. Sample Book Trailer (Video Clip + Think, Pair, Share) 25 Minutes: To begin the lesson, the teacher will play a student made book trailer for The Kite Runner. This video was selected from YouTube because it is a good example of the quality of work that is expected from students when they complete their own book trailer. After viewing the clip once, the teacher will ask the students to take out a piece of paper and fold it in half so that it creates two long columns. One one side they are to write "What was done well" and on the other side they are to write "What could be improved". Next the teacher plays the video clip a second time and asks the students to focus carefully on aspects of the trailer that they think are done well and what they think could be improved. After the clip has been played a second time the teacher gives the students 5 minutes to fill in the columns of their paper. Students then work with their elbow partner to compare notes for 5 minutes. Finally, the class rejoins together to discuss the effectiveness of the book trailer.
Possible Key questions:
Does the thesis contain an argument? If not, how can it be improved so they it does contain an argument?
Is there a logical progression between points? Or should the points be re-order for a more logical flow?
Is the evidence provided specific? (ie, does it contain specific quotations/ scenes, or general plot summary?)
This work-shopping activity is used so that students have the opportunity to see the work of their peers, as well as gain critical editing and evaluating skills that will strengthen their own writing.
2. Sample Book Trailer (Video Clip + Think, Pair, Share) 25 Minutes: To begin the lesson, the teacher will play a student made book trailer for The Kite Runner. This video was selected from YouTube because it is a good example of the quality of work that is expected from students when they complete their own book trailer. After viewing the clip once, the teacher will ask the students to take out a piece of paper and fold it in half so that it creates two long columns. One one side they are to write "What was done well" and on the other side they are to write "What could be improved". Next the teacher plays the video clip a second time and asks the students to focus carefully on aspects of the trailer that they think are done well and what they think could be improved. After the clip has been played a second time the teacher gives the students 5 minutes to fill in the columns of their paper. Students then work with their elbow partner to compare notes for 5 minutes. Finally, the class rejoins together to discuss the effectiveness of the book trailer.
Video retrieved from: http://www.youtube.com/watch?v=_mf9sGy71UA
3. Book Trailer Assignment (Handout Distribution/ Clarification + Partner Formed) 20 minutes: Next the teacher distributes the instructions for the book trailer assignment (see handout below) to the class and answers any questions the students might have about the assignment. Students then select a partner for this assignment and begin to brainstorm ideas for their trailer for the remainder of the class
3. Book Trailer Assignment (Handout Distribution/ Clarification + Partner Formed) 20 minutes: Next the teacher distributes the instructions for the book trailer assignment (see handout below) to the class and answers any questions the students might have about the assignment. Students then select a partner for this assignment and begin to brainstorm ideas for their trailer for the remainder of the class
| Book Trailer Assignment Handout.pdf |
