Grade level: ELL English 4 (Mixed grade, Higher level English ability)
Length of unit: 4 weeks
Stage 1 Desired Results
Meaning
Enduring Understandings/Generalizations:
Essential Questions:
cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a
formal or informal tone).
RL.910.5
Analyze how an authors choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g.,
pacing, flashbacks) create such effects as mystery, tension, or surprise.
SL.910.1
Initiate and participate effectively in a range of collaborative discussions (oneonone, in groups, and teacherled) with diverse partners
on grades 910 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
WHST.1112.10
Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a
range of disciplinespecific tasks, purposes, and audiences.
WHST.1112.9
Draw evidence from informational texts to support analysis, reflection, and research.
WHST.1112.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing
feedback, including new arguments or information.
21.912.TL.2
Use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and
contribute to the learning of others.
21.912.TL.4
Demonstrate critical thinking skills using appropriate tools and resources to plan and conduct research, manage projects, solve problems
and make informed decisions.
Resources/Materials:
Graphic Novel: Kite Runner by Khaled Hosseini
Graphic Novel Resources: http://www.npr.org/templates/story/story.php?storyId=1358775
http://www.penguin.com/static/pdf/teachersguides/kiterunnertg0110a.pdf
http://khaledhosseini.com/
http://www.amnestyusa.org/sites/default/files/kiterunnerhigh_0.pdf
http://www.readwritethink.org/files/resourc es/interactives/comic/
http://mashable.com/2010/10/24/create-yourown-comics
http://comicmaster.org.uk/
Supporting Classroom materials: SmartBoard Game for Producing Thought
Graphic Novels (Any, need about 10)
http://www.sos4tkhf.com/downloads/cTKR_Graphic_Novel_Lesson1_LitCircles_handout.pdf
Support Text: Kite Runner by Khaled Hosseini
The Necklace by: Guy De Maupassant
A Horseman in the Sky by: Ambrose Bierce
The Open Window by: H.H. Munro
To Build a Fire by: Jack London
of the 3 knowledge and skills, will be encouraged to produce work that goes above and beyond to reach level 4. This includes
writing their own graphic novel, writing longer reflection, and adding external connections to their journal and dictionary.
Formative Assessment (Assessment for Learning):
How will you make sure that students are learning your goals/objectives/enduring understandings throughout the unit?
How will you use assessment to help scaffold student learning in this unit?
Graphic novel project can be modified to fit student needs: using picture cutouts and cutting out words if students have
difficulty drawing or writing. There are also different websites to assist in making a graphic novel.
Students are put in different literature circles based on ability. Each group will be provided differentiate to help push them.
Students who read or comprehend at a higher level will have more difficult questions and annotations to complete through
their reading. Students who are at a lower reading level will have audio or enhanced reading guides.
Will you have multiple assessments (one for knowledge and one for skills)?
Yes: the graphic novel, the one page written or one minute oral synopsis, the group quiz, the Graphic Novel dictionary
What knowledge or skills will you target in your summative assessment(s)?
Can students define setting, plot, characters, conflict, and resolution?
Can students differentiate and explain how novels and graphic novels are different?
Did students learn who the Afghanistan people are? Did they learn about Afghanistan?
Did students learn what a graphic novel is?
Week
Block Day 1
Block Day 2
Block Day 3
Block Day 4
Block Day 5
Finish Last Unit
Send letter to parents about
upcoming unit. Explain why I chose
The Kite Runner.
Pre
http://www.amnestyusa.org/
sites/default/files/kiterunner
high_0.pdf
Reading Due!
Small Group: Literature
Circles meet for final time.
Finish reading logs and
worksheet. Turn in to
teacher. (15 minutes)
Large Group: Teacher
reads the final chapter from
The Kite Runner book and
students follow along.
Guided Discussion about
the difference between this
book as a novel and as a
graphic novel. Touch on
heavy themes. How does a
graphic novel change or
add to the novels themes?
(35 minutes)