Lesson Plan 1— Parts of a Narrative

Grade/Subject: Grade 6 Language Arts Unit: Novel Study Lesson Duration: 40 minutes

SPECIFIC OUTCOMES FROM ALBERTA PROGRAM OF LEARNING OBJECTIVES Formative & Summative
STUDIES (2-3, clear, and measurable) ASSESSMENTS (How will
you know they met learning
objectives?)
Students will:
(Observations, Key
Questions,
Products/Performances)

2.1 Use comprehension strategies Students will demonstrate Formative:

Preview the content and structure of their ability to fill out blanks
subject area texts, and use this information of the slideshow and use
to set a purpose, rate and strategy for these as goals for later
reading reading of the novel study.
Students will display their
knowledge from the
slideshow and lesson as
they answer questions
about character, setting,
and genre from their
personal reading novels.
2.1 Use strategies and cues Students will examine
Use prior knowledge previous books they
Combine personal experiences and have read and make
the knowledge and skills gained through note of the types of
previous experiences with oral, print and
characters, genre, and
other media texts to understand new ideas
and information setting.
2.3 Understand forms, elements and Students will demonstrate
techniques their ability to identity the
Understanding forms and genres setting, characters, and
-Identify key characteristics of a variety conflict within their novels.
of forms or genres of oral, print and other media
texts.
LEARNING RESOURCES CONSULTED
Observing students
writing in the blanks—
or highlighting for
differentiation— and
making sure they are
filling out the necessary
information.
Formative
By giving students
time to go through
the book they are
reading and getting
them to write who the
flat and round
characters are, what
the setting is, and the
genre it will give them
the opportunity to
experiment with the
new information they
have just learned in
content to the book
they are currently
reading.

-Printed slideshow with blanks.

-Printed complete slideshow and highlighters for students who need differentiation. (5 for 6E,
1-3 for 6D)
-Slideshow on smartboard

MATERIALS/ EQUIPMENT/ GYM SET UP

-Smartboard

PROCEDURE

Introduction (10 min.):

(hook, pre assessment, connection to curriculum, focus/learning area, expectations, Transition,
groupings, overview)

Students will walk in and read quietly (either their personal library Assessment
book or a book from the bookshelf) until everyone is present. Give
students 5 minutes of quiet reading to settle them down and get their
minds ready.
After a few minutes tell students to finish up the page they’re reading,
and begin handing out the slideshow to students.
Tell students today is the beginning of the novel study unit and that
we are going to be going over the different parts of a story.
Emphasize that this is going to be something we are revisiting
throughout the novel we read and something that will be found on the
PAT.
Body (25 min.):
Formative & Summative Assessments, Key Content Areas, Game/Activity Rules & Expectations, Specific Learner
Considerations: Transitions

 Begin slideshow. Assessment

 Behavioural expectations: Tell students I will be asking them to Formative
answer some questions. If they want to answer they MUST put Observing who is
their hand up and I will call on them. No shouting out. actively listening
o This gives me the opportunity to see who is eager to (shown by participation
try, who is understanding the content, and who I may and/or sitting quietly
need to check on. while I am speaking,
 Beginning with genre writing
o Define genre as a whole notes/highlighting notes
o Ask students if they know the difference between will help me assess who
fiction and non-fiction. Tell them nonfiction is real, may need extra help.
fiction is fake or made up.
o Tell them that the “The Breadwinner” is historical
fiction. Explain that “The Breadwinner” is historical
AND fiction because it has made up characters but
also historical true fact.
o Ask students if they recognize any other types of genre
that is on the board (fantasy, mystery, adventure,
science fiction, realistic fiction, nonfiction/biography,
nonfiction/informational, free choice)
  Open the floor to conversation and have
students define the genres on the board. Either
agree or correct them then ask for an example
of each one. (Depending on time and who has
their hands up, define them on my own and ask
for examples or ask for a few students to offer
some ideas.)
 (eg. Fantasy is often set in a fictional
universe. May include magic or made up
animals. “The Wizard of Oz”
 Mystery is fiction in which a detective
solves a crime or series of crimes.
“Nancy Drew series”
 Adventure a series of adventures or
events that happen to the main
character that aren’t common to their
usual everyday life; usually has dangers
the character has to overcome.
“Hunger Games, Harry Potter”.
 Science Fiction is a fictional genre that
deals with imagined concepts of
advanced science (space travel, time
travel, aliens) “A Wrinkle in Time”.
 Realistic Fiction are stories that could
have actually occurred in a believable
setting. The characters are realistic.
 Historical fiction a story is made up but
is set in the past and sometimes
borrows true characteristics of the time
period in which it is set. “The
Breadwinner.”
 Nonfiction biography are real stories
meant to inform the reader of true
events or people. Any biography.
 Nonfiction (information) any type of
informational book that tells the reader
real information. This genre usually
does not have characters. How-to
books or cook books. Free choice
o Ask students if they know what genre the book they
were reading earlier is. How do they know? Depending
on the amount of hands up and the answers being
given either move to the next slide OR explain more.
 Move to the next slide about characters.
o Explain the differences between the protagonist and
antagonist. Eg. Harry potter is the protagonist,
Voldemort is the antagonist.
o Flat and round characters
 A flat character can be summarized with one or
two traits.
  A round character is more complex and has
many sides. As the story moves on we learn
more about them, which makes them more
realistic.
 “Who knows Harry Potter and the Philosopher’s
stone?” *hopefully everyone says yes* “Harry is
the protagonist as we know. Would Harry be a
flat or round character?” *students answer*
“Harry is a round character because we learn
lots about him throughout the novel and he is
very complex.”
 “Who would be a flat character in Harry Potter?”
“Professor Mcgonackle could be a flat character
because we know she is a nice professor who
can change into a cat, and she is a great
wizard, BUT she does not become more
complex and many sided.”
 Setting
o The time and place where the story occurs.
o The setting can help set the mood of the story and can
sometimes help determine the genre. Eg. if the setting
is in outer space and the characters are space
traveling, what type of genre would that make it?
*Science fiction*
 Conflict (4 types) *time permitting we will go over this.
Hopefully get to it*
o Person vs. person
 Person vs. person is when the character is in
conflict with another person. Eg. Harry Potter is
in conflict with Voldemort.
o Person vs. environment or nature
 The character is in conflict with a natural force.
 Eg. the character has to survive a natural
disaster, an animal attack or is stranded alone.
o Person vs. self
 The character has an internal struggle.
 Eg. The character has a moral dilemma or a
confusing situation and they must try and
decide how they will get out of it. This type of
decision usually shows the true colours of the
character, depending on the decision they
make.
o Person vs. society
 The person is in conflict with society. Eg. being
in trouble with the law or community.
 Eg. The character may be in trouble with the
law and need to find a way to get out of that.
 Eg. “The Hunger Games” Katniss must fight
against her society in order to survive.
 Ask if there are any questions.
  Thank the students for listening to A LOT of information

Closure ( 10-12 min.): * Connect your closure with learning objectives*

Consolidation/Assessment of Learning, Feedback From Students, Feedback To Students, Transition To Next
Lesson

 *If there is 10 minutes left* Assessment

o Ask students to go through their books and write in Formative
their journal or on a piece of paper to answer the I will be collecting the
following: Tell them I WILL be checking for their journals every week to
journal completion to encourage them to do the see who has completed
best they can in the time we have left. the questions and who
 Who is the antagonist? has not. This will help
 Who is the protagonist? me know who is
 Which characters are flat? following along and
 Which characters are round? able to answer the
 Where is the setting questions, as well as,
 What is the genre? who is struggling with
 Is there a conflict? If so, which one? writing at all.
 Get students to continue working on this until a few minutes
before the bell. Tell students good job if it went well and tell
them we will be finishing up tomorrow.
 *If we are very low on time eg. 5 minutes*
o Ask students if after this slideshow they have noticed
the genre, setting, characters (antagonist, protagonist,
flat, round and conflict) in the novels they are currently
reading.
o Open the floor to discussion and continue until 2
minutes before the bell. Tell students good job if it went
well and tell them we will be finishing up tomorrow.


10 Key questions to review your plan:
1. What will my classroom/ gym/ teaching area look like when I begin to teach?
2. How will I interest the students on the lesson questions/ topic?
3. At what part of the lesson will I assess formatively? Summatively?
4. Have I clearly planned how I will transition from each part of the lesson (e.g. intro to activity 1)
5. Have I given thought to what approach to use in each activity? (e.g., direct instruction vs. group work)
6. Do I have enough detail in my activity descriptions to really understand what I will say, do, and assess?
7. Have I considered how my students will react to each activity? Any special learner considerations?
8. Do I know what evidence I am looking for as I assess formatively (e.g.- as you observe students working-
what are you looking for? As you question the students- what types of answers are you hoping to receive?)
9. Does my closure solidify the key points to the lesson?
10. Do I connect my closure to the lesson objectives?

Lesson Reflections (After you teach):

What went well:

What can be improved upon:

Describe how the students met your lesson objectives:

 Lesson Plan— Parts of a narrative part 2

Grade/Subject: Grade 6 Language Arts Unit: Lesson Duration: 50 minutes

SPECIFIC OUTCOMES FROM ALBERTA
PROGRAM OF STUDIES
LEARNING OBJECTIVES
(2-3, clear, and measurable)
Students will:
Formative & Summative ASSESSMENTS
(How will you know they met learning
objectives?)
(Observations, Key Questions,
Products/Performances)

2.3 Understand forms, elements and Students will Formative:

techniques
Understanding forms and genres
Identify first and third person
narration, and discuss preferences
with reference to familiar texts
demonstrate their ability
to recognize the
difference between first
person, second person
omniscient, and third
person narration.
Observing students writing in the
blanks— or highlighting for
differentiation— and making sure
they are filling out the necessary
information.

2.1 Use strategies and cues Students will examine Formative

Use prior knowledge previous books they
Combine personal have read and make
experiences and the knowledge and note of the types of
skills gained through previous
characters, genre,
experiences with oral, print and other
media texts to understand new ideas and setting.
and information

2.3 Understand forms, elements and Students will

techniques
Understanding forms and genres
Identify key characteristics of a
variety of forms or genres of oral, print
and other media texts.
demonstrate their ability
to identify the different
sections of a story plot,
as well as the three
types of narration.

LEARNING RESOURCES CONSULTED

-Smartboard
-Worksheet (from previous class)
-Access to youtube for video
MATERIALS/ EQUIPMENT/ GYM SET UP

-Smartboard
-Blank paper
-Scissors
PROCEDURE

Introduction (10-15 min.):

(hook, pre assessment, connection to curriculum, focus/learning area, expectations, Transition,
groupings, overview)

 As students are walking into the room, stand at the door. Assessment
Tell students entering to have a free reading book and
their worksheet from the previous class.
o Make sure every student has their worksheet so
we do not have to wait longer to start.
 Have students read silently and independently until
everyone is sitting down and present.
 After a few minutes of free reading, ask students to put
their books away and get out their worksheet from the
previous class.
 Ask students what they remember from the previous class
o Quickly (3-5 min MAX.) go over last class
 Genre, characters, setting, conflict
(assuming we got through all of that)

Body (30 min.):

Formative & Summative Assessments, Key Content Areas, Game/Activity Rules & Expectations, Specific Learner
Considerations: Transitions

 If there is anything left from the last class (eg if we did not
finish conflict, go through that)
 Plot
o The plot is the chain of events in the story
o Beginning/exposition gives the reader
background information
 Characters are introduced, setting is
established, events that occured prior to
the story starting are explained, and the
mood is set.
 “Would anyone like to share the
beginning/exposition of their novel?”
o Problem
 Also called the initial incident. This is
the problem that the main character must
solve.
 Eg. Harry Potter can’t access his
acceptance letter from Hogwarts and is
neglected by his family.
Assessment
Assess students by observing their
answers and how they are working in
class. Tell students that if they listen
well and work hard we will be doing a
fun activity if we can get through the
information in time.
*If we do fortune tellers* ask to see
the questions and answers the students
write on their fortune tellers. Their
questions and answers will determine
how confident they are with the
information. By leaving possible
questions up on the board it will give
students the push they may need to
begin, and give them the motivation to
search for the answers.
 o Middle/Rising action *If we stick to the slideshow* call on
 The tension builds up as complications students who have expressed that they
occur and the characters encounter are comfortable speaking, and do not
challenges or obstacles. speak often. Notice if they can point
 Eg. Harry Potter has high expectations to out for than only the narration or
live up to from his peers. Draco Malfoy is genre. (eg. the alliteration or
mean to him and he must decide if he onomatopoeia). Their answers will
wants to be friends with that type of give insight into whether I have taught
person. Harry and Ron discover the it well enough.
three-headed dog. Harry, Ron, and
Hermione think Snape wants to kill Harry.
They find out Voldemort wants the
philosopher’s stone so he can live forever
and they want to save the stone.
 *Notice how the rising action is a lot of
small events that slowly lead up to the
climax
o Climax
 The highest part of action in the story
 Eg. Harry Potter finds professor
Quirrell trying to get the stone for
Voldemort. He fights him.
 This is the highest part of action
because it is what the story has
been leading up to.
o Falling action/Solution
 The conflict/problem is resolved and the
fate of the characters is revealed.
 Dumbledore explains Voldemort’s powers
to Harry
 Gryffindor wins the house cup
o Conclusion
 Loose ends are tied up
 Eg. Harry says bye to his friends and
goes home for the summer.
 *Not all stories have a conclusion* “Has
anyone ever had a story that has not
been concluded?”
 Point of view
o The way the author narrates the story
 Omniscient/third person narrator is
when the narrator is like God and knows
everything.
 He, she, they, everyone etc.
 “He saw a shark.”
 First person narrator
 The narrator is a character in the
story and is written with a first
person pronoun.
 “I went to the store and I bought
milk.”
 Second person narrator
 This type of narration is rarely
used
  “You walk down to the store and
you buy a carton of milk for your
dinner.”
o The most important ones to remember are first
and third person narration because they are used
the most often.
o Any questions?
 Theme
o The theme is the intended message or main idea
within the story. It is the author’s comment about
human nature or about life.
o Stories can have numerous themes.
o “Continuing with our Harry Potter theme...What
are some themes of Harry Potter?” *let students
answer*
 Family, friends, death, courage, bravery,
loyalty, good vs. evil.
 Any questions?
 Thank everyone for listening to the huge amount of
information
 *Time permitting activity 1*
o Making paper fortune tellers with what we have
gone over. Instead of fortunes, we will have
aspects of a narrative and you will work with
partners or in your groups of 4 to review.
o Show example and keep up possible questions
for students
 Fortunes:
 “What is person vs. self conflict?”
 “What are the parts of a plot we
went over?”
 “What is a protagonist?”
 “What is an antagonist?”
 “What is the difference between a
flat and round character?”
o Show video of how to make fortune tellers for
those who don’t know how. Tell people who know
how they can begin on their own.
 *Low on time activity 2*
o Show students a small paragraph, read it out
loud, and ask which type of narration they think it
is.
 *Third person*
 Repeat this with first person and
exposition example.
 What else do we notice about this
first person narration?
o *Person vs. nature
conflict because last year
the weather was so cold
the character got hurt*
o *Realistic fiction or
biography because this
could be a true story*
  Genre slide *fantasy, science fiction*
 How do we know this is a science
fiction genre?
 What other examples do we see?
*alliteration, onomatopoeia*
o Ask students what they think the exposition, rising
action, climax, falling action, and conclusion are
in their stories. Call on students who are
comfortable talking but did not speak last time.

Closure ( 10-12 min.): * Connect your closure with learning objectives*

Consolidation/Assessment of Learning, Feedback From Students, Feedback To Students, Transition To Next
Lesson

Depending on which activity we end up doing tell students good Assessment

job and that they have completed the parts of a narrative. Tell
them to keep their slideshow information because we will be
writing down the different aspects of the plot for our novel study so
they need to bring that everyday.
Tell students to bring their journals everyday as well because we
will be doing a lot of journaling.
If we did not get to do the fortune teller, tell them that tomorrow if
we finish everything early we will work on it.
10 Key questions to review your plan:
1. What will my classroom/ gym/ teaching area look like when I begin to teach?
2. How will I interest the students on the lesson questions/ topic?
3. At what part of the lesson will I assess formatively? Summatively?
4. Have I clearly planned how I will transition from each part of the lesson (e.g. intro to activity 1)
5. Have I given thought to what approach to use in each activity? (e.g., direct instruction vs. group work)
6. Do I have enough detail in my activity descriptions to really understand what I will say, do, and assess?
7. Have I considered how my students will react to each activity? Any special learner considerations?
8. Do I know what evidence I am looking for as I assess formatively (e.g.- as you observe students working-
what are you looking for? As you question the students- what types of answers are you hoping to receive?)
9. Does my closure solidify the key points to the lesson?
10. Do I connect my closure to the lesson objectives?
Lesson Reflections (After you teach):
What went well:

What can be improved upon:

Describe how the students met your lesson objectives:

 Lesson Plan 3— Intro to Afghanistan

Grade/Subject: Grade 6 Language Arts Unit: Novel Study Lesson Duration: 48 minutes

SPECIFIC OUTCOMES FROM LEARNING OBJECTIVES Formative & Summative

ALBERTA PROGRAM OF (2-3, clear, and measurable) ASSESSMENTS (How will you
STUDIES know they met learning
Students will: objectives?)
(Observations, Key Questions,
Products/Performances)

5.1 Respect others and Students will demonstrate their Formative:

strengthen community
-Celebrate accomplishments
and events
-Use appropriate language to
participate in public events,
occasions or traditions
ability to learn new terminology
and use it appropriately when
discussing Afghanistan,
Afghan culture, and our novel.
By listening to students and their
discussions of Afghanistan and
The Breadwinner it will allow me
to make sure they are using the
correct and appropriate
language.

5.1 Respect others and Students will learn new

strengthen community vocabulary and apply it
-Use language to correctly and appropriately
show respect when addressing aspects
-Demonstrate respect by within our novel study unit.
choosing appropriate language
and tone in oral, print and other
media texts

LEARNING RESOURCES CONSULTED

Smartboard
Kahoot
MATERIALS/ EQUIPMENT/ GYM SET UP

Smart board
Powerpoint
Kahoot access
1 phone/device per group of 4 students
PROCEDURE

Introduction (10-15 min.):

(hook, pre assessment, connection to curriculum, focus/learning area, expectations, Transition,
groupings, overview)

 Get students to read quietly for a few minutes to get Assessment

settled. When everyone is present begin the slideshow. Formative
 Tell students the agenda for the class: (Have it on the
board as well)
o We will be learning a bit about Afghanistan
because that is where our novel study book takes
place.
o We will do a Kahoot at the end of the presentation
to make sure everyone is on the same page about
the information.
 Tell students that if they have their phone
now do not use it. If students do not have
their phone with them now that’s ok we will
have time to get them afterwards.
o Any extra time will be working on finishing up our
fortune tellers from last class.
 Tell students that today I will be asking them for
understanding and they will either put their thumb up,
sideways, or down.
o Thumbs up=I understand and am ready to move on
o Thumb sideways=I kind of understand and need a
bit more explanation
o Thumb down=I do not understand
 These will help me make sure I am
explaining things properly before moving
on
 This also will help me avoid asking open-
ended questions (Does this make sense?
Does everyone understand?)

Body (30 min.):

Formative & Summative Assessments, Key Content Areas, Game/Activity Rules & Expectations, Specific Learner
Considerations: Transitions

 Begin by asking which students know anything about Assessment

Afghanistan.
o Write what they know on the board beside the
smartboard and we will talk about it more as we go
on.
 Begin slideshow.
o Afghanistan is a country in South Asia. It has about
35 million people living there.
Formative
The Kahoot answers as well as class
participation will help me to check
for understanding.
The terminology the students use
while answering questions or asking
questions will also help as a form of
assessment because if they are using
o Show other map to give a better idea of where correct terminology it means they
Afghanistan is compared to Canada. have been listening.
o Next slide show that Kabul is the capital of Using the thumbs up as a way of
Afghanistan. assessing students learning before
 It is in central Afghanistan. moving on will also help me make
 Jalalabad and Mazar-E-Sharif are two sure everyone is on the right track.
other places that are mentioned in The -Getting students to show me their
Breadwinner. fortune teller questions prior to
o The main religion of Afghanistan is Islam. People writing in them will also help me see
who practice Islam are called Muslims. where students may be struggling
o Clothing and I can develop worksheets for
 These are some of the various types of The Breadwinner to help with
clothing women and men might wear in problem areas.
Afghanistan. Some men wear turbans for
religious reasons.
 These 4 articles of clothing are different
styles of head and body coverings that
many Afghan women may wear. Many
women across the world wear these so you
may have seen women wear these.
 *Ask students if they know the
differences between these before
defining* Make sure to use
names and paraphrase what
they say!!
 The burqa covers the woman from
her head to her feet, leaving only a
small slit for her eyes.
 The niqab is very similar to the
burqa.
o The differences between
them is that the niqab is
more open on the eye
area. A majority of burqas
have only a mesh to see
through, whereas the
niqab leaves a larger area
around the eyes
uncovered.
 The chador is a full body cloak
draped over the woman’s head.
Most women wear another head
covering underneath. It leaves the
face uncovered.
 The hijab is a headscarf that
leaves the entire face uncovered
and only covers the hair.
 The two that we will see in The
Breadwinner are the chador and
the burqa.
 All 5 articles of clothing mentioned
are not specific to Afghanistan.
Many Muslim men and women
across the world wear these.
 The shalwar kameez is another clothing
item that is mentioned often within The
Breadwinner. It’s worn by both men and
women. It is flowy pants with a flowy, long
shirt over top. Women’s shalwar kameez’s
are usually more detailed and have more
patterns than the man’s. Most women will
also wear a hijab alongside the shalwar
kameez.
 The shalwar/Salwar kameez can
be worn casually or be more
formal.
 Afghan food. Has anyone ever had
traditional Afghan food?
 The staple foods of Afghanistan
are rice, meat kebabs, and naan
bread.
 Can anyone notice anything about
this table?
o There are no chairs! A
majority of Afghan people
eat on cushions on the
floor and the table will be
lower to the floor than the
dinner table you probably
have at home. Almost all
foods are eaten in a buffet
style, where everyone
moves food from the
middle onto their own
plate. Afghan people
usually always do not eat
with forks and knives, and
instead use naan bread as
their utensils. They will use
the bread to pick up the
amount of food they want
to eat and eat it with the
bread they used to pick it
up.
 The two main languages in
Afghanistan are Dari and
Pashtu/Pashto.
o Dari and Pashto are very
similar, but they are
separate languages.
o One example to explain
the difference is by
comparing them to French
and Spanish. French and
Spanish languages differ,
however some words are
similarly written and
similarly spoken. It is the
 same with Pashto and
Dari.
 Afghan’s three main exports are hand-
woven carpets and rugs, oil, and dried
fruits and nuts.
 Eid is one of the many Muslim holidays.
 I have focused on this one
because it is mentioned in The
Breadwinner.
 Has anyone ever heard of
Ramadan? *wait for responses*
o Ramadan is the Muslim
holiday in which Muslims
fast for one month. They
do not eat or even drink
water from sunrise to
sunset and can only eat
after the sun has gone
down.
o After Ramadan is finished
there is a holiday called
Eid, which marks the end
of Ramadan. Muslims will
have a large feast and
give charity. In Muslim
majority countries there is
usually festivals or
parades marking this day.

 Buzkashi is the main sports of

Afghanistan. It is also one of the most
dangerous sports in the world.
o There are two teams each on
horseback. Both teams try and get
a goat carcass and bring it to a
goal line.
o It is so dangerous because it is not
like hockey or soccer in Canada
where there are referees, pre-
established rules, safety
equipment and spectator stands.
There are no official safety rules
and each team can do whatever
they want in order to get the goat
carcass. Some people will be
pushed off their horses and can be
trampled by other horses. There is
also no bleachers for spectators
and if people get too close they
can be trampled by the horses.
 Afghan hospitality is something that we
also will see throughout The Breadwinner.
Afghan people are known for their
hospitality. Everytime a guest enters an
Afghan household they will be offered to
 stay for food and tea. The guest will always
be asked to sit at the head of the table.
o Chai tea is the most common drink
to offer guests
 The more sugar offered to
the guest is also a sign of
respect
 The Taliban
o Has anyone heard of the Taliban
before? *wait for responses* I am
going to give everyone a general
overview of the Taliban as they
relate to The Breadwinner. In the
1980’s the Soviet Union invaded
Afghanistan and fought against the
Afghan people.
 Has anyone heard of the
Soviet Union? It was a
country formed of 15
Republics who were led by
Russia.
o In 1994 the Soviets left
Afghanistan and some of the
Afghan fighters formed the Taliban
and began fighting against the
Afghan people.
o The Taliban banned girls from
going to school, banned women
from working, and banned women
from leaving their house unless
they were accompanied by a man.
They also made it mandatory for
women to wear burqas when they
left their houses.
 *Does everyone remember
which clothing item the
burqa is?*
o The Taliban took over Kandahar
first, then took control of Kabul in
1996. They kept expanding
through Afghanistan and took
control of the country.
o In 2001 they lost control of the
country to the United States.
o Afghanistan now has a president,
2 vice presidents, a council of
ministers, and a national
assembly.
o Women can now work and go to
school and life is slowly improving
for Afghan women.
 In 2004 women were
officially given equal rights
to men.
  Women were only allowed
to vote in 2004.
 *Does anyone know when
women in Canada were
allowed to vote?* 1916.
 *Put up your hand if you have a question*
 Now time for Kahoot!
o Work in desk groups of 4. Make
sure one person has a device.
 Any groups who DON’T
have a device, move
groups around until
everyone has a group.
o Any questions groups got wrong
answer and get the class to help
answer the questions.

 Tell students for the remaining time we will be finishing our

fortune tellers.
o Expectations:
 The fortune teller questions MUST be
about the elements of a narrative
 Put the answer key in your journal so I can
check all of them
 Preferably get me to check the questions
and answers before we write them, but if I
can’t see everyone’s I will look in their
journal.
 *Time permitting activity after fortune tellers* (will do
this another day if we don’t get to it)
o Make a venn diagram and compare Afghanistan to
Canada
o What is different, what is similar

Closure ( 3 min.): * Connect your closure with learning objectives*

Consolidation/Assessment of Learning, Feedback From Students, Feedback To Students, Transition To Next
Lesson

 Thank everyone for listening, participating and being Assessment

involved in today’s lesson. Put up your hand if you have
any questions or comments we haven’t already gone over.
 Let them know it will all be helpful when we begin reading
The Breadwinner Wednesday.
 Tell students that if they have not finished their fortune
tellers yet we may have time Thursday, and if we don’t I will
address it Thursday. Tell students to bring their journals
next class because instead of coming in and reading we
will start class with a journal prompt.
10 Key questions to review your plan:
1. What will my classroom/ gym/ teaching area look like when I begin to teach?
2. How will I interest the students on the lesson questions/ topic?
3. At what part of the lesson will I assess formatively? Summatively?
4. Have I clearly planned how I will transition from each part of the lesson (e.g. intro to activity 1)
5. Have I given thought to what approach to use in each activity? (e.g., direct instruction vs. group work)
6. Do I have enough detail in my activity descriptions to really understand what I will say, do, and assess?
7. Have I considered how my students will react to each activity? Any special learner considerations?
8. Do I know what evidence I am looking for as I assess formatively (e.g.- as you observe students working-
what are you looking for? As you question the students- what types of answers are you hoping to receive?)
9. Does my closure solidify the key points to the lesson?
10. Do I connect my closure to the lesson objectives?

Lesson Reflections (After you teach):

What went well:

What can be improved upon:

Describe how the students met your lesson objectives:

 Lesson Plan 4— The Breadwinner Chapter 1
Grade/Subject: Grade 6 Language Arts Unit: Novel Study Lesson Duration: 40 minutes
SPECIFIC OUTCOMES FROM ALBERTA
PROGRAM OF STUDIES
3.1 Plan and focus
-Develop and follow own plan for
accessing and gathering ideas and
information, considering guidelines
for time and length of investigation
and presentation
2.1 Use strategies and cues
-Use definitions provided
in context to identify the
meanings of unfamiliar words
5.1 Respect others and strengthen
community
-Use language to
show respect
-Demonstrate respect by choosing
appropriate language and tone in
oral, print and other media texts
LEARNING OBJECTIVES
(2-3, clear, and measurable)
Students will:
Students will work within the
class to determine the best
plan for them to complete
worksheets and tasks during
our novel study.
Students will demonstrate
their ability to recognize
unknown words, use their
vocabulary sheets to define
them, and write the page
number they found the word
on.
Students will learn new
vocabulary and apply it
correctly and appropriately
when addressing aspects
within our novel study unit.
Students will demonstrate
their ability to speak, learn,
and experience a different
culture with respect.
Formative & Summative
ASSESSMENTS (How will you know
they met learning objectives?)
(Observations, Key Questions,
Products/Performances)
Formative:
Students will be required to
write down the page number of
the book we see new
vocabulary words on, as well as
complete other worksheets
throughout the unit. Students
are able to choose the method
that works best for them to pay
attention to the novel while also
completing the necessary
worksheets.
Formative
By checking that students are
bringing their vocab sheets and
filling them out while/after we
read will be a way of assessing
their learning of new definitions.
Formative
By asking students questions
and hearing their response it
will give me the opportunity to
hear the type of vocabulary they
are using and ensure it is
appropriate and correct.
 LEARNING RESOURCES CONSULTED

-The Breadwinner
-Vocab worksheet
-Plot diagram worksheet
-Fortune teller
-Elements of a narrative worksheet
MATERIALS/ EQUIPMENT/ GYM SET UP

-The Breadwinner
-Vocab worksheet
-Fortune teller
-Elements of a narrative worksheet
PROCEDURE

Introduction (10-15 min.):

(hook, pre assessment, connection to curriculum, focus/learning area, expectations, Transition,
groupings, overview)

 Have students come in and read for a few minutes. Assessment

o Once everyone is present begin the lesson
 Behavioural expectations
o Remind students that the culture we are
learning about is different to most of us but it is
the norm for a lot of people in the world.
o We should never laugh at anyone’s culture
because even a remark we find harmless may
hurt someone around us.
 This is a safe place so if we are
wondering about anything we can ask in
here so we can educate ourselves and
be able to use correct terminology when
we leave the classroom.
 If we have a question we can ask it in
here in a respectful way so that when
we leave the room we are making sure
we are always using the correct
terminology.
 If someone asks a question everyone
should be respectful, even if they think
the answer is obvious.
 Tell students today we will be starting The Breadwinner
o Introduce the vocabulary sheets
 Tell students each chapter has some
vocabulary words. They may be words
they recognize or new words to them.
When they see a word they do not
 recognize, see if it is on their vocabulary
list.
 If it is— Write the page number
you see it on
 If it is NOT— Write the word on
the back page and define it later
to share with the class.
 Remind students that these will
be checked, make sure to look at
the vocab words everyday
before we start reading to get an
idea of the words we will be
seeing.
 Hand out bookmarks to students
o Tell them they are so they are able to treat the
books with respect. If they need to go to the
bathroom, get water, put the book down to write
vocab words they can use the bookmark to
mark their page.
o Students can leave the bookmarks in the book
or leave them in their LA journal, bubt they
should aim to have them everyday so that we
can treat the books with respect.
o *How should we be treating and holding our
books?*
 No bending pages to remember page
number, no bending the spine etc.
 Always use the bookmarks to hold the
page so the books can be used for other
classes.

Body (30 min.):

Formative & Summative Assessments, Key Content Areas, Game/Activity Rules & Expectations, Specific Learner
Considerations: Transitions

 Begin book Assessment

o Read chapter 1
 Point out prior to beginning that there
are a few vocabulary words on the first
page.
 Have students write the vocab word
page number so they get an idea of
what they need to do
 Read chapter 1
o Ask some questions prior to working on the
fortune tellers
 What type of narration do we think it is?
 Third person because it does not
use ‘I’ to be first person and it
 does not use ‘you’ to be second
person
o If there is no time for chapter 2 get the
students to finish fortune tellers
 Expectations:
 Write the questions AND answers in
their journals so I can check them this
weekend
 Every fortune has to do with the
elements of a narrative
 I have to look at the fortunes before
they’re written in the fortune teller
 *If there is time for chapter 2*
o Read chapter 2
o Hand out plot diagram sheets
 Plot diagram sheets
 Tell students that elements of a
narrative may be confusing now
but we will work together on
every aspect of it so they will be
ready for high school and their
PAT.
o Make sure to connect
what they are learning to
when they will apply it so
they all put the effort into
understanding, and
speak up when they are
struggling.
 Tell students they are expected to have
these EVERY DAY so they can continue
filling it out as we read.
 Fill out the plot diagram with the
students
 Exposition
o Setting:
o Afghanistan
o Marketplace
o Their home in the rubble
building
 Conflict
 Person vs.
Society
o Women can’t go to
school and have to wear
burqas
o They are living in a one
bedroom apartment with
5 people
 Character
 o Parvana is our
protagonist
o Father, mother, Nooria,
Ali, Maryam
o Taliban is the
antagonist
 Person vs.
Society conflict
Closure ( 5 min.): * Connect your closure with learning objectives*
Consolidation/Assessment of Learning, Feedback From Students, Feedback To Students, Transition To Next
Lesson

 Tell students tomorrow there may be a journal prompt Assessment

instead of free reading.
o If they come in and see a journal prompt they
will work on that and if they finish they can read
their book until we start the lesson.
 Tell students to make sure they’re bringing their entire
LA binder with their “elements of a narrative” worksheet
and the plot diagram worksheet AND their bookmark
10 Key questions to review your plan:
1. What will my classroom/ gym/ teaching area look like when I begin to teach?
2. How will I interest the students on the lesson questions/ topic?
3. At what part of the lesson will I assess formatively? Summatively?
4. Have I clearly planned how I will transition from each part of the lesson (e.g. intro to activity 1)
5. Have I given thought to what approach to use in each activity? (e.g., direct instruction vs. group work)
6. Do I have enough detail in my activity descriptions to really understand what I will say, do, and assess?
7. Have I considered how my students will react to each activity? Any special learner considerations?
8. Do I know what evidence I am looking for as I assess formatively (e.g.- as you observe students working-
what are you looking for? As you question the students- what types of answers are you hoping to receive?)
9. Does my closure solidify the key points to the lesson?
10. Do I connect my closure to the lesson objectives?
Lesson Reflections (After you teach):
What went well:

What can be improved upon:

Describe how the students met your lesson objectives:

Lesson Plan 5— Chapter 2 and fortune tellers

Grade/Subject: Grade 6 Language Arts Unit: Novel Study Lesson Duration: 40 minutes

SPECIFIC OUTCOMES FROM LEARNING OBJECTIVES Formative & Summative

ALBERTA PROGRAM OF STUDIES
(2-3, clear, and measurable) ASSESSMENTS (How will
you know they met learning
objectives?)
Students will:
(Observations, Key Questions,
Products/Performances)

2.1 Use strategies and cues
-Use definitions
provided in context to identify
the meanings of unfamiliar
words
Students will demonstrate their ability to Formative:
recognize unknown words, use their .
vocabulary sheets to define them, and
write the page number they found the
word on.
2.2 Respond to texts Students will discuss and acknowledge Formative
the reasoning behind Ellis’ novel by
-Discuss the author’ s, exploring the theme and the dedication.
illustrator’ s, storyteller’ s or
filmmaker’s intention or
purpose

LEARNING RESOURCES CONSULTED

-The Breadwinner
-Vocab worksheet
-Plot diagram worksheet
-Fortune teller
-Elements of a narrative worksheet
MATERIALS/ EQUIPMENT/ GYM SET UP

-The Breadwinner
-Vocab worksheet
-Plot diagram worksheet
-Fortune teller
-Elements of a narrative worksheet
PROCEDURE

Introduction (5 min.):
(hook, pre assessment, connection to curriculum, focus/learning area, expectations, Transition,
groupings, overview)

 Have students come in and write in their journals Assessment

o Prompt: After reading chapter 1, what do we think
is going to happen in chapter 2? Write down what
you think.
o Let students free read after they finish their prompt
 Ask students what they remember from chapter 1
o Parvana and her father work in the marketplace
translating letters and selling household items
o Her and her sister Nooria fight a
o lot
 o She has two younger siblings
 Ali and Maryam
 About Deborah Ellis
o She is dedicated to writing novels about children your
age, focusing on war in different countries
o She has spent time in refugee camps speaking to
refugees and has heard their stories, that is where she
got the idea for the book
o Point out the dedication To the children of war
 *Does anyone know what this is called*
 A dedication
o Tell them that Deborah Ellis writes novels about war
and the toll it takes on children
 She writes stories about what life is like in
other countries of kids your age.
 Ensure everyone has a pencil, vocab sheet, bookmark and is
on chapter 2.
Body (30 min.):
Formative & Summative Assessments, Key Content Areas, Game/Activity Rules & Expectations, Specific Learner
Considerations: Transitions

 Read chapter 2 Assessment

o Read out loud the vocab words they will see this Taking their journals home
chapter so they know what words to look for. Friday and reading what
o Get them to keep filling out the vocab words they have written.
o Hand out plot diagram sheets Seeing their fortune teller
 Plot diagram sheets questions.
Doing the plot diagram
 Tell students that elements of a
worksheet as a class.
narrative may be confusing now but we
will work together on every aspect of it
so they will be ready for high school
and their PAT.
o Make sure to connect what they
are learning to when they will
apply it so they all put the effort
into understanding, and speak
up when they are struggling.
 Tell students they are expected to have these
EVERY DAY so they can continue filling it out
as we read.
 Fill out the plot diagram with the students
 Exposition
o Setting:
o Afghanistan
o Marketplace
o Their home in the rubble
building
 Conflict
 Person vs. Society
 o Women can’t go to school and
have to wear burqas
o They are living in a one
bedroom apartment with 5
people
 Character
o Parvana is our protagonist
o Father, mother, Nooria, Ali,
Maryam
o Taliban is the antagonist
 Person vs. Society
conflict
 Person vs. Person
(talian)
 Fortune tellers
o Expectations:
 Write the questions AND answers in their
journals so I can check them this weekend
 Every fortune has to do with the elements of a
narrative
 I have to look at the fortunes before they’re
written in the fortune teller
Closure ( 5 min.): * Connect your closure with learning objectives*
Consolidation/Assessment of Learning, Feedback From Students, Feedback To Students, Transition To Next
Lesson

 Tell students good job for their work Assessment

 Next class we will read the next chapter and fill out some
more information
o There will be the option to draw next class so if you
like to draw instead of write bring pencil crayons
10 Key questions to review your plan:
1. What will my classroom/ gym/ teaching area look like when I begin to teach?
2. How will I interest the students on the lesson questions/ topic?
3. At what part of the lesson will I assess formatively? Summatively?
4. Have I clearly planned how I will transition from each part of the lesson (e.g. intro to activity 1)
5. Have I given thought to what approach to use in each activity? (e.g., direct instruction vs. group work)
6. Do I have enough detail in my activity descriptions to really understand what I will say, do, and assess?
7. Have I considered how my students will react to each activity? Any special learner considerations?
8. Do I know what evidence I am looking for as I assess formatively (e.g.- as you observe students working-
what are you looking for? As you question the students- what types of answers are you hoping to receive?)
9. Does my closure solidify the key points to the lesson?
10. Do I connect my closure to the lesson objectives?

Lesson Reflections (After you teach):

What went well:

What can be improved upon:

Describe how the students met your lesson objectives:


Grade/Subject: Grade 6 Language Arts Unit: Novel Study Lesson Duration: 40 minutes
SPECIFIC OUTCOMES FROM
ALBERTA PROGRAM OF
STUDIES
2.1 Use strategies and
cues
-Use definitions
provided in context to
identify the meanings of
unfamiliar words
Use comprehension
strategies
-Monitor understanding by
evaluating new ideas and
information in relation to
known
ideas and
information
2.3 Understand forms,
elements and techniques
Identify first and third
person narration, and
discuss preferences with
reference to familiar texts
Lesson Plan 6— Chapter 3
LEARNING OBJECTIVES
(2-3, clear, and measurable)
Students will:
Students will demonstrate
their ability to recognize
unknown words, use their
vocabulary sheets to define
them, and write the page
number they found the word
on.
Students will use their
previous knowledge of
Afghanistan and elements
of a narrative to answer
questions about the setting
and other elements of The
Breadwinner.
Students will
demonstrate their ability
to recognize The
Breadwinner as a third
person narration.
LEARNING RESOURCES CONSULTED
Formative & Summative ASSESSMENTS (How will
you know they met learning objectives?)
(Observations, Key Questions,
Products/Performances)
Formative:
Students will be required to write down the
page number of the book we see new
vocabulary words on, as well as complete
other worksheets throughout the unit.
Students are able to choose the method
that works best for them to pay attention to
the novel while also completing the
necessary worksheets.
Formative
By checking that students are bringing their
vocab sheets and filling them out while/after
we read will be a way of assessing their
learning of new definitions.
Formative
Students will be able to answer and explain
why The Breadwinner is a third person
narration.
-The Breadwinner
-Vocab worksheet
-Setting worksheet
MATERIALS/ EQUIPMENT/ GYM SET UP

-The Breadwinner
-Vocab worksheet
-Setting worksheet
PROCEDURE

Introduction (10-15 min.):

(hook, pre assessment, connection to curriculum, focus/learning area, expectations, Transition,
groupings, overview)

 Have students free read Assessment

 Ask students to talk about what we just read
o How are they feeling about what we
read
 Give students 2 options
o Option 1
 I read chapter 3 and 4 and we
begin a worksheet
o Option 2
 We read chapter 3 and 4
together and then finish class
with a journal prompt
Body (15 min.):
Formative & Summative Assessments, Key Content Areas, Game/Activity Rules & Expectations, Specific Learner
Considerations: Transitions

 Begin chapter 3 Assessment

o Tell students that next class we will A majority of the answers on the worksheet
be exploring the setting of The are answers we have already gone over, so
Breadwinner so try to pay attention to students who have trouble answering the
details of the house and marketplace questions are students who may not be
o Read chapter 3 listening and may need more attention.
o Journal: What do you think
Parvana and her family will do
now that her father has been taken
to prison and they cannot get him
out?
 If students choose to begin the worksheet
tell them we will be going over the answers
on Monday.
o Give students time to work on their
assignment until the bell
o Tell students almost all of the
questions on the sheet we went over
 yesterday so they shouldn’t be too
hard
o Tell students they can either draw
the marketplace and the house or
they can describe it in detail, up to
them.
Closure (5 min.): * Connect your closure with learning objectives*
Consolidation/Assessment of Learning, Feedback From Students, Feedback To Students, Transition To Next
Lesson

 Tell students we will be finishing/starting the Assessment

worksheet next class and reading the next
chapter
 Remind students to leave their journals
behind so I can take them home with me
over the weekend. If they want to write any
questions or anything they want us to work
on add it into the journal for me to read over
the weekend.
o Remind them this is the time they are
able to take control of their learning.
If they are not understanding
something, this is the time to write it.
This is their personal journal and
their safe space they can write things
for me to read.
10 Key questions to review your plan:
1. What will my classroom/ gym/ teaching area look like when I begin to teach?
2. How will I interest the students on the lesson questions/ topic?
3. At what part of the lesson will I assess formatively? Summatively?
4. Have I clearly planned how I will transition from each part of the lesson (e.g. intro to activity 1)
5. Have I given thought to what approach to use in each activity? (e.g., direct instruction vs. group work)
6. Do I have enough detail in my activity descriptions to really understand what I will say, do, and assess?
7. Have I considered how my students will react to each activity? Any special learner considerations?
8. Do I know what evidence I am looking for as I assess formatively (e.g.- as you observe students working-
what are you looking for? As you question the students- what types of answers are you hoping to receive?)
9. Does my closure solidify the key points to the lesson?
10. Do I connect my closure to the lesson objectives?

Lesson Reflections (After you teach):

What went well:

What can be improved upon:

Describe how the students met your lesson objectives:

Lesson Plan 7— Chapter 4&5

Grade/Subject: Grade 6 Language Arts Unit: Novel Study Lesson Duration: 40 minutes
 SPECIFIC OUTCOMES FROM
ALBERTA PROGRAM OF STUDIES
LEARNING OBJECTIVES
(2-3, clear, and measurable)
Students will:
Formative & Summative ASSESSMENTS
(How will you know they met learning
objectives?)
(Observations, Key Questions,
Products/Performances)

2.1 Use strategies and Students will demonstrate Formative:

cues
-Use definitions
provided in context to
identify the meanings of
unfamiliar words
their ability to recognize
unknown words, use their
vocabulary sheets to define
them, and write the page
number they found the word
on.
Students will be required to write down
the page number of the book we see
new vocabulary words on, as well as
complete other worksheets throughout
the unit. Students are able to choose
the method that works best for them to
pay attention to the novel while also
completing the necessary worksheets.

Use comprehension Students will use their Formative

strategies previous knowledge of By checking that students are bringing
-Monitor understanding by Afghanistan and elements of their vocab sheets and filling them out
evaluating new ideas and a narrative to answer while/after we read will be a way of
information in relation to known questions about the setting
assessing their learning of new
ideas and other elements of The
and information
definitions.
Breadwinner.

Formative

LEARNING RESOURCES CONSULTED

-The Breadwinner
-Vocab worksheet
MATERIALS/ EQUIPMENT/ GYM SET UP

-The Breadwinner
-Vocab worksheet
PROCEDURE
 Introduction (10-15 min.):
(hook, pre assessment, connection to curriculum, focus/learning area, expectations, Transition,
groupings, overview)

 Have students free read Assessment

 Hand back journals to students and tell them to
take a moment to read my comments on their
work.
o Remind students that it is their personal
journal but they still should get into the
habit of giving constructive criticism
 Does anyone know what
constructive criticism is?
 Instead of just saying you
dislike something, tell me
why and offer up a way
that I can make it better.
 This is your chance to be
in charge of your learning
and you can use this as
an opportunity to give
ideas about different ways
you want to learn
o Tell students I really appreciated reading
their fortune teller questions and
answers, their predictions for the later
chapters, and their free writing.
o Tell students that a lot of students felt
sad reading The Breadwinner and it can
bring up some emotions
 A lot of students said that the dad
was arrested for being educated,
which was good to note.
 A few people thought we would
learn more about Afghan culture
 Most people thought the house
would be bombed and the family
would struggle to find a new place
to live.
o It was great to see everyone think about
what will happen and it was great to read
everyone’s journals.
 Tell students that the reason we are doing
vocabulary words is because we have specific
outcomes every student has to meet and this is
one of them.
o We will be having a quiz on Friday and
some of the vocabulary words will be on
it so make sure you’re paying attention
when you see them.
  Tell students that today we will read chapters 4
and 5
o Thank them for doing so many
worksheets lately and tell them today we
will just enjoy reading.
Body (15 min.):
Formative & Summative Assessments, Key Content Areas, Game/Activity Rules & Expectations, Specific Learner
Considerations: Transitions

 Begin chapter 4 Assessment

o Tell students that today I will have the
vocab words written on the board so it’s
easier to see then at the end we can go
over missing ones together
 After chapter 4 ask students how they are
feeling.
 Read chapter 5
o After we have read both chapters ask
students how they are feeling about the
book so far and go through the
vocabulary words

Closure (5 min.): * Connect your closure with learning objectives*

Consolidation/Assessment of Learning, Feedback From Students, Feedback To Students, Transition To Next
Lesson

 Tell students that tomorrow we will be doing a Assessment

worksheet as a class then part of the worksheet
has the option to draw so bring pencil crayons if
you want to draw.
 Thank students for working so hard
10 Key questions to review your plan:
1. What will my classroom/ gym/ teaching area look like when I begin to teach?
2. How will I interest the students on the lesson questions/ topic?
3. At what part of the lesson will I assess formatively? Summatively?
4. Have I clearly planned how I will transition from each part of the lesson (e.g. intro to activity 1)
5. Have I given thought to what approach to use in each activity? (e.g., direct instruction vs. group work)
6. Do I have enough detail in my activity descriptions to really understand what I will say, do, and assess?
7. Have I considered how my students will react to each activity? Any special learner considerations?
8. Do I know what evidence I am looking for as I assess formatively (e.g.- as you observe students working-
what are you looking for? As you question the students- what types of answers are you hoping to receive?)
9. Does my closure solidify the key points to the lesson?
10. Do I connect my closure to the lesson objectives?

Lesson Reflections (After you teach):

What went well:

What can be improved upon:

Describe how the students met your lesson objectives:

Lesson Plan 8— Chapter 6 and Setting Worksheet

Grade/Subject: Grade 6 Language Arts Unit: Novel Study Lesson Duration: 48 minutes
SPECIFIC OUTCOMES FROM ALBERTA
PROGRAM OF STUDIES
2.1 Use strategies and cues
-Use definitions provided
in context to identify the
meanings of unfamiliar words
Use comprehension strategies
-Monitor understanding by
evaluating new ideas and information
in relation to known ideas and
information
2.2 Respond to texts
-Appreciate the artistry of texts
Discuss how detail is used to
enhance character, setting,
action and mood in oral, print
and other media texts
LEARNING RESOURCES CONSULTED
-The Breadwinner
-Vocab worksheet
-Setting worksheet
LEARNING OBJECTIVES
(2-3, clear, and measurable)
Students will:
Students will demonstrate their
ability to recognize unknown
words, use their vocabulary
sheets to define them, and write
the page number they found the
word on.
Students will use their previous
knowledge of Afghanistan and
elements of a narrative to
answer questions about the
setting and other elements of
The Breadwinner.
Students will demonstrate their
knowledge of The Breadwinner
setting by describing it or
drawing it.
Students will demonstrate their
listening skills by completing the
worksheet as a class and
answering one question
independently.
Formative & Summative
ASSESSMENTS (How will you
know they met learning
objectives?)
(Observations, Key Questions,
Products/Performances)
Formative:
Students will be required to
write down the page number
of the book we see new
vocabulary words on, as well
as complete other worksheets
throughout the unit. Students
are able to choose the method
that works best for them to
pay attention to the novel
while also completing the
necessary worksheets.
Formative
By checking that students are
bringing their vocab sheets
and filling them out while/after
we read will be a way of
assessing their learning of
new definitions.
Formative
I will be taking home the
worksheets to mark so I will
see who was able to answer
the questions and who was
not.
-Smartboard

MATERIALS/ EQUIPMENT/ GYM SET UP

-The Breadwinner
-Vocab worksheet
-Setting worksheet
-Smartboard
PROCEDURE

Introduction (10-15 min.):

(hook, pre assessment, connection to curriculum, focus/learning area, expectations, Transition,
groupings, overview)

 Have students come in and read quietly. Assessment

 Tell students that today I will be reading chapter 6 then I will check their journals over
we will be doing a worksheet the weekend for completion
o Remind students that Deborah Ellis is a very and critical thinking.
descriptive writer so we should all be paying
attention to the descriptions of the different
places in the novel.
o Tell students that after we read chapter 6 we will
have a work period. Whatever is not completed
will be homework so the expectation is set for a
smooth and quick transition to the worksheet.
Body (25 min.):
Formative & Summative Assessments, Key Content Areas, Game/Activity Rules & Expectations, Specific Learner
Considerations: Transitions

 Read chapter 6 Assessment

o Tell students I will be the only one reading today By having the students have
so we have more time to work to use one vocabulary word
 Tomorrow we will just be reading and not for each description
doing a new worksheet so students will (marketplace and Parvana’s
have the opportunity tomorrow to read. house) it will help them
understand why we do the
 Thank them for their eagerness to
vocabulary and also give them
participate. the opportunity to apply what
o Read out the vocabulary words we will be they have learned. Their
hearing. written/drawn descriptions of
 We may not have time to write them on the marketplace and house
the board today so if you miss any don’t will be a good indicator of how
worry, ask your neighbour and if you still much they have been listening
cannot find it, we will go over them and engaged in The
tomorrow! Breadwinner. Answering the
o Remind students these are words that may show questions as a class will also
open discussions to the
up on their quiz Friday so if the definition does
different elements of a
not make sense, ask and we will clarify. narrative we have already
o Make sure you’re seeing the word in a sentence, gone over, and the repetition
it can help make the word make more sense will be a good way for them to
 when you see it being used and that is why we remember and retain the
are doing it. information.
 Read chapter 6. By taking it home to mark it
o Remind students that Parvana becoming a boy is will give me the opportunity to
see who may be struggling
part of the rising action of The Breadwinner and
and who is doing well. By
we will be adding that into our plot diagrams later giving the students the
this week. answers to all but 1 question
 Have 2 students hand out the setting worksheet there is the expectation that
o Tell students they can keep their books for the the answers should be correct
worksheet as it may help them. and completed. If they are not
 Put the setting worksheet up on the smartboard completed it may mean the
 Tell the students we will be doing the worksheet as a student is struggling and I can
class and I will be marking it so they have to have it go assess that.
finished
o This is their time to work and complete the
worksheet, whatever is not completed will be
homework
 Setting worksheet
o Behavioural expectations
 Hands up to answer
 Everyone should be copying down the
answers
 Remind students I will be
collecting the worksheets and
checking for completion so they
should use the opportunity to write
down the answers when we are
discussing them as a class.
 Tell students I will not be checking
to see if they are writing them as I
go, this is a time when they should
be responsible for their own
learning and they should write
down the answers as we discuss
them.
 Remind students that I want to
work with them to complete all of
the worksheet, but whatever is left
over is homework. There is an
opportunity to use our time wisely,
but it is up to them to take
advantage of that.
o *Why is the setting important in a book? What
does the setting do or help establish for the
reader?*
 We have discussed setting already so
everyone should know.
 It gives us a visual image in our mind
 It sets the mood
  It helps us understand the characters
better
 The setting gives us an idea of the culture
and customs there as well. Because this
is set in Afghanistan we know that the
descriptions of their house, marketplace,
and life will be different than ours.
 Deborah Ellis is a very detailed author so
the descriptions of the setting are really
descriptive which is good to pay attention
to. Because we have never been to
Afghanistan the detailed setting AND
vocabulary words can help us create an
image in our mind of what Parvana is
living and experiencing.
o *What time period is The Breadwinner set in?*
 Everyone should have their hands up
because we answered this question last
week twice.
 1990’s
 How do we know it’s set in the
1990’s?
o Because the Soviet Union
started leaving Afghanistan
in the 1990’s and the
Taliban took over Kabul in
1996 so this is set in the
late 1990’s.
o *List 3 things that were going on historically
during this time period (as it pertains to
Afghanistan and the United States)
 One of these things was just mentioned
so everyone should know!! These things
have also been mentioned in the book as
well as on the ‘intro to Afghanistan’
slideshow!
 1) The Soviet Union left Afghanistan in
the early 1990’s (1992)
 2) The Taliban took over Afghanistan
in 1996 starting with Kabul
 3) The Taliban forced women to wear
burqas. Girls and women were not
allowed to work or go to school
 This worksheet also writes ‘as it relates to
the United States’ so does anyone
remember what year the Taliban lost
control of Afghanistan to the United
States?
 2001
o We are going to skip the market and Parvana’s
home description because you will be working on
that by yourself when we finish the other
questions
o Point of view, who is telling the story?
 So what type of narration is being used?
 Third person narration
 How do you know?
 Because the narrator does not use
“I” or “you”
 The narrator is all knowing and is
giving descriptions of people’s
emotions in the story but is not a
character within the story.
 Tense
 Is The Breadwinner past, present,
or future tense?
 This is not something we have
really gone over yet so who can
tell me what the three different
tenses are and what they mean?
 Past tense means it has already
happened so it will tell a story that
has already happened.
o “Parvana slipped her feet
into her sandals and
wrapped her chador
around her head.” (actual
quote from The
Breadwinner will help
guide them in the right
direction)
 Present tense means it will be
written as if the book is happening
at that moment. A lot of mystery
books are written in present tense
so that you can follow along with
the detective and solve the
mystery at the same time.
o Eg. “Parvana is slipping
her feet into her sandals
and wrapping her chador
around her head.”
 Future tense means that the story
has not happened yet and it will
take place in the future.
o Eg. “Tomorrow Parvana is
going to slip her sandals
onto her feet and wrap her
chador around her head.”
  The Breadwinner is past tense
because it is telling Parvana’s
story of what has already
happened to her. We also know
it is past tense because this
was set in the 1990’s.
o If we aren’t running out of
time go through The
Breadwinner and find a
random page and give an
example about how it is in
past tense.
o If we are running low on
time point out how the
book is in past tense
tomorrow when we read
chapter 7.
 Locating the setting on a map
 We have to circle the map where
The Breadwinner takes place. It
says in red but you guys can just
use the pencil or pen you already
have.
 Where is The Breadwinner set?
o Kabul
 How can we find Kabul on this
map?
o Remember I have already
shown you guys a map of
Afghanistan so does
anyone remember the
general area Kabul is in?
 Is it in the north? In
the south?
 Be pointing at the
map while asking
this so students can
look at the general
direction Kabul is.
o Kabul is on the right side
in the middle
o *Circle on the map*
 Extra fun fact question, does
anyone remember what the capital
of Afghanistan is?
o Kabul
o Parvana and her family live
in the capital city and that
is why there is such a high
Taliban presence, because
 Kabul was the second city
the Taliban took over.
 Tell students that they should have
everything written down on the worksheet
that we have gone over.
 Tell students that they should notice
how we have been going over specific
things and coming back to them for a
reason. When we did our elements of a
narrative worksheet 2 weeks ago we
learned different things— setting,
narration type, vocabulary
words— and are now applying it to
our novel study because this is
something Grade 6 students are
expected to know and something that
will be on their PAT. This is one of the
specific outcomes they must learn and
that is why we are learning it.
 Tell students they must work individually
to describe the marketplace and
Parvana’s home
 This is a time when you can draw
if you like. I would love to see a
drawing of what you think the
market looks like. A drawing is not
mandatory, if you want to write a
description of the house and
marketplace that is okay too!
 Everyone must include at least
1 vocabulary word in their
description of the marketplace
and 1 vocabulary word for
Parvana’s home description
 This is a great time to use the
vocabulary words!!! If you draw
Parvana’s house you can label
things like the ‘wash basin’ or
the ‘toshak’ they sleep on or the
‘lavatory’ in their home.
 In the marketplace you can use
words like “Taliban” “burqa”
“nan” etc.
o This is when we can see
the vocabulary we used
 This is a worksheet I will be collecting so
do your best work and if you do not finish
it will be for homework and due tomorrow
in class.
  This is another way we can use what we
have learned about the elements of a
narrative and our vocabulary words. If we
get into the habit of using the vocabulary
words we will remember them better and
when they show up in the book next we
will notice them more and understand
them.
 *What should the room sound like
while we are working on this
individually?*
 Quiet
 There can be some talking if
you’re asking for help but this is a
worksheet you should be working
on by yourself
 When you finish what will you be
doing?
o Reading quietly
 *Can someone please tell me
what we have to do?* (Ask a
student who may not have been
listening or seems to not be as
attentive, that way everyone will
be informed of what to do).
o Draw/write Parvana’s
house and the marketplace
 *What do we need to include in
these drawings/descriptions?*
o AT LEAST 1 vocabulary
word for the marketplace
o AT LEAST 1 vocabulary
word for Parvana’s house
Closure (5 min.): * Connect your closure with learning objectives*
Consolidation/Assessment of Learning, Feedback From Students, Feedback To Students, Transition To Next
Lesson

 Tell students that if they have not finished their Assessment

worksheet they will have to finish it at home and bring it Students are expected to
to me tomorrow. complete the assignment at
o Those who have completed it hand it in to me home if they have not had
and I will give them all back on Thursday when I time to finish it in class.
get everyone’s back who took it home for They will be due at the
homework. beginning of next class.
o If you have completed the worksheet and you’d
like to make it better or keep working on it you
have until the beginning of LA tomorrow to hand
it in to me.
 o You will not need the book to complete the
worksheet, they can use their memory of what
the marketplace and the house looks like.
10 Key questions to review your plan:
1. What will my classroom/ gym/ teaching area look like when I begin to teach?
2. How will I interest the students on the lesson questions/ topic?
3. At what part of the lesson will I assess formatively? Summatively?
4. Have I clearly planned how I will transition from each part of the lesson (e.g. intro to activity 1)
5. Have I given thought to what approach to use in each activity? (e.g., direct instruction vs. group work)
6. Do I have enough detail in my activity descriptions to really understand what I will say, do, and assess?
7. Have I considered how my students will react to each activity? Any special learner considerations?
8. Do I know what evidence I am looking for as I assess formatively (e.g.- as you observe students working-
what are you looking for? As you question the students- what types of answers are you hoping to receive?)
9. Does my closure solidify the key points to the lesson?
10. Do I connect my closure to the lesson objectives?

Lesson Reflections (After you teach):

What went well:

What can be improved upon:

Describe how the students met your lesson objectives:

Lesson Plan 9— Chapter 7&8

Grade/Subject: Grade 6 Language Arts Unit: Novel Study Lesson Duration: 40 minutes

SPECIFIC OUTCOMES FROM LEARNING OBJECTIVES Formative & Summative ASSESSMENTS

ALBERTA PROGRAM OF STUDIES
(2-3, clear, and measurable)
Students will:
(How will you know they met learning
objectives?)
(Observations, Key Questions,
Products/Performances)

2.1 Use strategies and Students will demonstrate Formative:

cues
-Use definitions
provided in context to
identify the meanings of
unfamiliar words
their ability to recognize
unknown words, use their
vocabulary sheets to define
them, and write the page
number they found the word
on.
Students will be required to write down
the page number of the book we see
new vocabulary words on, as well as
complete other worksheets throughout
the unit. Students are able to choose
the method that works best for them to
pay attention to the novel while also
completing the necessary worksheets.

Use comprehension Students will use their Formative

strategies previous knowledge of By checking that students are bringing
-Monitor understanding by Afghanistan and elements of their vocab sheets and filling them out
evaluating new ideas and a narrative to answer while/after we read will be a way of
information in relation to known questions about the setting
assessing their learning of new
ideas and other elements of The
and information
definitions.
Breadwinner.

Formative

LEARNING RESOURCES CONSULTED

-The Breadwinner
-Vocab worksheet
MATERIALS/ EQUIPMENT/ GYM SET UP

-The Breadwinner
-Vocab worksheet
 PROCEDURE

Introduction (10-15 min.):

(hook, pre assessment, connection to curriculum, focus/learning area, expectations, Transition,
groupings, overview)

 Have students free read Assessment

 Journal prompt:
o How would you feel if you were in
Parvana’s shoes and had to dress as
a boy to earn money for your family?
 Tell students that I will be timing them for how
long it takes for them to switch from reading to
getting their vocab sheets out.
o It should only take about 45 seconds to
switch and if we are taking longer we
won’t be doing fun activities like Kahoots
o If they can show me they are able to use
their time appropriately and listen to
instructions then we will do Kahoots.
 Remind students that their worksheets are due
today so they must be handed in now.
o Ask one student from each desk group to
hand them in to me.
 Today we will only be reading again because we
did a worksheet yesterday.
 We also will be filling out some of our plot
diagram because there is a lot of rising action in
the upcoming chapters.
 Have the vocabulary words on the board.
o Ask students if they’re missing any from
last class.
o Go through the ones from last class as
well.
 Tell students to get out a highlighter or coloured
pen
o We will be highlighting or putting stars
beside 11 vocabulary words
o These 11 words are ones that could
possibly show up on our test Friday
o 6 of these 11 will show up
o Words are:
 Toshak
 Decree
 Karachi
 Smuggle
 Hospitable
 Resentful
 Penmanship
 Sensible
  Latrine
 Illiterate
 Gingerly
o Tell students we are focusing on
those words because they are words
that we also hear in our culture and
they are words they can use in a
sentence in their own lives.
o They are also words that are common in
the novel so we should have a firm
understanding of them.
 Ask students if they had any issues with the
worksheet for homework
o Tell them it will only be a completion
mark because I did not give enough
instruction to mark it. As long as it’s done
and there are at least 2 vocabulary words
they will get 5/5.
Body (15 min.):
Formative & Summative Assessments, Key Content Areas, Game/Activity Rules & Expectations, Specific Learner
Considerations: Transitions

 Ask students if they know what a ‘breadwinner’ Assessment

is
o It is someone who earns money for their
family
o Does the title make sense now that we
know Parvana is dressing as a boy to
earn money for her family?
 Begin chapter 7
o After chapter 7 ask anyone if they
suspected that they would ask Parvana
to dress as a boy to provide for her family
o Discuss how scary that would be if you
were in Parvana’s shoes
 Continue reading chapter 8
 After reading chapter 8 ask students to pull out
their plot diagram sheets
o *What has happened since we last filled
this out?*
 We were introduced to a new
character— Mrs.Weera and her
grandson
 Rising action
 We find out Parvana will
dress as a boy to earn
money.
 Mrs.Weera and her
grandson moves in with
the family.
 Closure (5 min.): * Connect your closure with learning objectives*
Consolidation/Assessment of Learning, Feedback From Students, Feedback To Students, Transition To Next
Lesson

 Tell students that tomorrow we will be reading Assessment

chapter 9 and doing a review game.
 If anyone is struggling with any aspects of the
novel come speak to me and I will make sure we
go over those parts of the novel so that
everyone is set up for success for the quiz
Friday.
 Tell students I will have their worksheets marked
and handed back tomorrow so they can use
them to study if they like.
10 Key questions to review your plan:
1. What will my classroom/ gym/ teaching area look like when I begin to teach?
2. How will I interest the students on the lesson questions/ topic?
3. At what part of the lesson will I assess formatively? Summatively?
4. Have I clearly planned how I will transition from each part of the lesson (e.g. intro to activity 1)
5. Have I given thought to what approach to use in each activity? (e.g., direct instruction vs. group work)
6. Do I have enough detail in my activity descriptions to really understand what I will say, do, and assess?
7. Have I considered how my students will react to each activity? Any special learner considerations?
8. Do I know what evidence I am looking for as I assess formatively (e.g.- as you observe students working-
what are you looking for? As you question the students- what types of answers are you hoping to receive?)
9. Does my closure solidify the key points to the lesson?
10. Do I connect my closure to the lesson objectives?
Lesson Reflections (After you teach):
What went well:

What can be improved upon:

Describe how the students met your lesson objectives:

Lesson Plan 10— Chapter 9 and review game

Grade/Subject: Grade 6 Language Arts Unit: Novel Study Lesson Duration: 40 minutes

SPECIFIC OUTCOMES FROM LEARNING OBJECTIVES Formative & Summative ASSESSMENTS (How will
ALBERTA PROGRAM OF (2-3, clear, and measurable) you know they met learning objectives?)
STUDIES (Observations, Key Questions, Products/Performances)
Students will:

2.1 Use strategies and Students will demonstrate Formative:

cues their ability to recognize
unknown words, use their
-Use definitions vocabulary sheets to
provided in context to define them, and write the
identify the meanings of page number they found
unfamiliar words the word on.
Students will be required to write down the
page number of the book we see new
vocabulary words on, as well as complete
other worksheets throughout the unit.
Students are able to choose the method that
works best for them to pay attention to the
novel while also completing the necessary
worksheets.
Use comprehension Students will use their Formative
strategies previous knowledge of By checking that students are bringing their
-Monitor understanding by Afghanistan and elements vocab sheets and filling them out while/after
evaluating new ideas and of a narrative to answer we read will be a way of assessing their
information in relation to questions about the setting learning of new definitions.
known and other elements of The
ideas and
information
Breadwinner.

Formative

LEARNING RESOURCES CONSULTED

-The Breadwinner
-Vocab worksheet
-Smartboard
-Factile game
MATERIALS/ EQUIPMENT/ GYM SET UP

-The Breadwinner
-Vocab worksheet
-Smartboard
-Factile game
PROCEDURE

Introduction (10-15 min.):

(hook, pre assessment, connection to curriculum, focus/learning area, expectations, Transition,
groupings, overview)

 Have students free read for a few minutes Assessment

silently
 Put timer on the board
o Start the timer, tell students they
have 45 seconds to put their books
under their desks, all they need is
their vocabulary sheet, a pencil,
and their bookmark.
 Tell students we only have one block today
because we wasted two yesterday
o I am giving them a lot of
information they will need for the
 test so it is up to them to use their
time wisely.

 Tell students today I will be reading Assessment

chapter 9 then we are going to do a review
game
 Read chapter 9
o Explain who Shauzia is, this is
important for the test
 Break students into 5 teams
o Ask how they play the jeopardy
game in Mr.Fletcher’s room.
 Begin jeopardy
 Behavioural expectations
o Anyone not listening will go in the
hallway because we will not be
having everyone suffer from a few
people not paying attention
 Play jeopardy until the bell rings.
Closure (5 min.): * Connect your closure with learning objectives*
Consolidation/Assessment of Learning, Feedback From Students, Feedback To Students, Transition To Next
Lesson

 Tell students to come in on time tomorrow Assessment

so they have time for the test.
10 Key questions to review your plan:
1. What will my classroom/ gym/ teaching area look like when I begin to teach?
2. How will I interest the students on the lesson questions/ topic?
3. At what part of the lesson will I assess formatively? Summatively?
4. Have I clearly planned how I will transition from each part of the lesson (e.g. intro to activity 1)
5. Have I given thought to what approach to use in each activity? (e.g., direct instruction vs. group work)
6. Do I have enough detail in my activity descriptions to really understand what I will say, do, and assess?
7. Have I considered how my students will react to each activity? Any special learner considerations?
8. Do I know what evidence I am looking for as I assess formatively (e.g.- as you observe students working-
what are you looking for? As you question the students- what types of answers are you hoping to receive?)
9. Does my closure solidify the key points to the lesson?
10. Do I connect my closure to the lesson objectives?

Lesson Reflections (After you teach):

What went well:

What can be improved upon:

Describe how the students met your lesson objectives:

Lesson Plan 11— Chapter 10&11

Grade/Subject: Grade 6 Language Arts Unit: Novel Study Lesson Duration: 40 minutes
 SPECIFIC OUTCOMES FROM LEARNING OBJECTIVES Formative & Summative ASSESSMENTS (How will
ALBERTA PROGRAM OF (2-3, clear, and measurable) you know they met learning objectives?)
STUDIES (Observations, Key Questions,
Products/Performances)
Students will:

2.1 Use strategies and Students will demonstrate Formative:

cues their ability to recognize
unknown words, use their
-Use definitions vocabulary sheets to define
provided in context to them, and write the page
identify the meanings of number they found the
unfamiliar words word on.
Students will be required to write down the
page number of the book we see new
vocabulary words on, as well as complete
other worksheets throughout the unit.
Students are able to choose the method
that works best for them to pay attention to
the novel while also completing the
necessary worksheets.

Use comprehension Students will use their Formative

strategies previous knowledge of By checking that students are bringing their
-Monitor understanding by Afghanistan and elements vocab sheets and filling them out while/after
evaluating new ideas and of a narrative to answer we read will be a way of assessing their
information in relation to questions about the setting learning of new definitions.
known and other elements of The
ideas and
information
Breadwinner.

Formative

LEARNING RESOURCES CONSULTED

-The Breadwinner
-Vocab worksheet
-Journals
-Tests
MATERIALS/ EQUIPMENT/ GYM SET UP

-The Breadwinner
-Vocab worksheet
-Journals
-Tests
 PROCEDURE

Introduction (10-15 min.):

(hook, pre assessment, connection to curriculum, focus/learning area, expectations, Transition,
groupings, overview)

 Have students free read for a few minutes Assessment

silently
 Put timer on the board
o Start the timer, tell students they
have 45 seconds to put their books
under their desks, all they need is
their vocabulary sheet, a pencil, and
their bookmark.
 Hand back journals and give students a few
minutes to read my comments.
o Most of the comments were:
 People felt sad for Parvana
 People felt happy that
Parvana was beginning to do
well as a boy
 People felt happy that
Parvana’s brother and sister
were able to go outside with
Parvana
 A lot of people thought
Parvana and Shauzia would
work together and split their
money evenly to earn money
to buy trays
 Some people thought the
window woman may drop
them different objects they
could sell in order to make
money
 Some people thought
Parvana and Shauzia would
join the Taliban in order to
earn money.
Body (30 min.):
Formative & Summative Assessments, Key Content Areas, Game/Activity Rules & Expectations, Specific Learner
Considerations: Transitions

 Tell students I will hand back the tests for Assessment

them to go over once everyone has
completed it.
o If they want to know their mark they
can ask me during lunch.
  Tell students we will be reading chapters 10
and 11 today to find out what Shauzia and
Parvana will do.
o Have students read chapter 10
o Ask students how it makes them feel
that Shauzia and Parvana are
digging up graves in order to make
money.
 Read chapter 11
Closure (5 min.): * Connect your closure with learning objectives*
Consolidation/Assessment of Learning, Feedback From Students, Feedback To Students, Transition To Next
Lesson

 Tell students that tomorrow and/or Assessment

Wednesday we will be filling out our plot
diagram worksheets so make sure they
come prepared.
10 Key questions to review your plan:
1. What will my classroom/ gym/ teaching area look like when I begin to teach?
2. How will I interest the students on the lesson questions/ topic?
3. At what part of the lesson will I assess formatively? Summatively?
4. Have I clearly planned how I will transition from each part of the lesson (e.g. intro to activity 1)
5. Have I given thought to what approach to use in each activity? (e.g., direct instruction vs. group work)
6. Do I have enough detail in my activity descriptions to really understand what I will say, do, and assess?
7. Have I considered how my students will react to each activity? Any special learner considerations?
8. Do I know what evidence I am looking for as I assess formatively (e.g.- as you observe students working-
what are you looking for? As you question the students- what types of answers are you hoping to receive?)
9. Does my closure solidify the key points to the lesson?
10. Do I connect my closure to the lesson objectives?
Lesson Reflections (After you teach):
What went well:

What can be improved upon:

Describe how the students met your lesson objectives:

Lesson Plan 12— Chapter 12 and “I can” worksheet

Grade/Subject: Grade 6 Language Arts Unit: Novel Study Lesson Duration: 40 minutes

SPECIFIC OUTCOMES FROM ALBERTA LEARNING OBJECTIVES Formative & Summative

PROGRAM OF STUDIES
(2-3, clear, and measurable)
Students will:
ASSESSMENTS (How will you
know they met learning
objectives?)
(Observations, Key Questions,
Products/Performances)

2.1 Use strategies and cues Students will demonstrate their
ability to recognize unknown
-Use definitions provided words, use their vocabulary
in context to identify the sheets to define them, and write
meanings of unfamiliar words the page number they found the
word on.
Formative:
Students will be required to
write down the page number
of the book we see new
vocabulary words on, as well
as complete other worksheets
throughout the unit. Students
are able to choose the method
that works best for them to
pay attention to the novel
while also completing the
necessary worksheets.
Use comprehension strategies
-Monitor understanding by
evaluating new ideas and
information in relation to known
ideas and information
Students will use their previous
knowledge of Afghanistan and
elements of a narrative to answer
questions about the setting and
other elements of The
Breadwinner.
Formative
By checking that students are
bringing their vocab sheets
and filling them out while/after
we read will be a way of
assessing their learning of
new definitions.

LEARNING RESOURCES CONSULTED

-The Breadwinner
-Vocab worksheet
-”I can” worksheet
-Smartboard
-Pencil/pen
-https://www.online-stopwatch.com
MATERIALS/ EQUIPMENT/ GYM SET UP

-The Breadwinner
-Vocab worksheet
-”I can” worksheet
-Smartboard
-Pencil/pen
-https://www.online-stopwatch.com
PROCEDURE

Introduction (10-15 min.):

(hook, pre assessment, connection to curriculum, focus/learning area, expectations, Transition,
groupings, overview)

 Have students free read for a few minutes silently. Assessment

 Put timer on the board
o https://www.online-stopwatch.com
o Start the timer, tell students they have 45 seconds to
put their books under their desks, all they need is their
vocabulary sheet, a pencil, and their bookmark.
 Tell students that before we read today we are going to look at
a worksheet together.
o Hand out worksheet
 Body (30 min.):
Formative & Summative Assessments, Key Content Areas, Game/Activity Rules & Expectations, Specific Learner
Considerations: Transitions

 “I can” worksheet. Assessment

o *Have it up on the smartboard* Formative
o Ask students if they remember last week when I talked
about the outcomes grade 6 students have to meet. Students will be able to review
o Tell students that it may seem like we have been and think about what they
going over a lot of information but there is a reason for have learned throughout the
it last few weeks. By asking
 On these worksheets is all of the outcomes students to define certain
that you all have been working on and have terms prior to checking them
completed over the past few weeks. on the list it will allow me to
 While we have been doing things you may not see which aspects students
have understanding the reason for doing may be struggling with.
them, this is why.
 So even though I have only been Asking someone to
teaching you all for about three weeks summarize what has
we have learned this much! happened will allow me to
 Tell students we will be going through the know who is paying attention.
worksheet as a class. After reading their journals
 I will read them out loud, and I will say and marking their tests over
when we have done/learned that. the weekend I was able to see
o If you feel confident, put a who was really making sense
checkmark beside it. of the vocabulary words and
o If you don’t feel totally the novel. I may choose to call
comfortable yet, leave it on a student who seemed to
blank. You have all year to struggle on the test in order to
work on these different types see if they began paying
of things and perfect them. attention last class.
 I can recognize unknown words in
The Breadwinner and use my
vocabulary sheet to define them
and make sense of them.
o Using new vocabulary words
and seeing them while we
read is one of things you all
should be able to check.
o I was going to have you guys
define the words for
yourselves, but I did it for you
so you are able to see the
word being used in the book.
o Being able to use different
and new vocabulary words is
a good skill to have.
 I can learn new words and use
these words appropriately when
speaking about a culture that is not
my own or familiar to me.
o Everyone should check this
off because I haven’t heard
anyone use any inappropriate
words and everyone has
 been very respectful when
reading the book so good job!
 I can recognize the exposition,
rising action, climax, falling action,
resolution, and conclusion in a
novel.
o We have been working on
this together so you may not
know the climax, falling
action, resolution, and
conclusion yet; however we
have been working on that so
if you feel confident check it
now, if you don’t feel
confident yet it’s something
you’ll be working through.
 I can identify first, second, and
third person narration.
o We all did this last week
o We know The Breadwinner is
third person narration
because it is telling the story
from the point of view of an
all-knowing narrator who is
not a character in the story.
o In most everyone’s journals
you all were able to recognize
which type of narration was
present so if you feel
confident, check that.
 I can recognize which character is
the protagonist and which
character is the antagonist.
o We have gone over this quite
a bit and we have this written
down so everyone should be
able to check this!
 I can recognize which characters
are round and which characters are
flat.
o We went over this before we
started The Breadwinner so
who can give me an example
of a flat and round character
in The Breadwinner.
o If you feel comfortable with
this then check this one!
 I can identify different literary
genres and I know the
characteristics of those genres.
o Everyone seemed pretty
confident with genre when we
talked about it a few weeks
ago so everyone should feel
comfortable checking that.
 I can show respect to another
culture by using appropriate and
correct language.
o This is similar to one we
already went over, everyone
should check this.
o We all have been showing
respect to Afghan culture by
using correct and appropriate
language.
 I can recognize specific details
within the novel in order to identify
the setting.
o We all should be able to do
this now because we did a
worksheet last week that
everyone got 100% on.
 I can combine my personal
experiences and newly learned
knowledge to understand new
ideas and information in our novel
study.
o We all have different
backgrounds and different
experiences so for some
people reading this book may
bring up more emotions than
someone else and that’s
okay.
o We went over Afghanistan a
few weeks ago and learned
new knowledge so everyday
we read a new chapter we
are mixing our previously
learned knowledge with our
new knowledge to understand
and appreciate the book.
 I can define the 4 types of conflict
and recognize which conflict(s)
is/are present within The
Breadwinner.
o Who remembers what the 4
types of conflict are?
o We talked about this a few
weeks ago and filled it out on
our plot diagrams.
 I can experience a novel written
from a different cultural point of
view and respectfully acknowledge
and learn about the cultural
differences.
o This is similar to the previous
two about culture but we can
all mark these off because
 everyone has been very
respectful.
 I can identify the theme(s) of a
novel.
o Theme is something we only
have gone over once and it
was quite confusing so if you
may not be ready to check
this one off yet because I
haven’t brought it up again.
o Remember that the theme is
the intended message or idea
of the story.
 What are some
themes of The
Breadwinner that we
have seen?
 *heartbreak, struggle,
violence and war,
courage and strength.
o Theme is something we will
be going over more
throughout your Grade 6 year
so if you don’t fully
understand it now don’t
worry.
 I can recognize if a book is written
in past, present, or future tense.
o We all answered this question
last week and we were able
to define it so check this one
if you feel confident.
 I am being the best grade 6 student
I can be every day!!
o Everyone should check this
because you guys are
awesome and working very
hard.
 So that is our worksheet, this is something
you guys can keep in your binder and look at
to remind yourselves of how hard you are
working and how much you have
accomplished.
 Remember that everything we have been
doing in our novel study has a purpose and
this is to prepare you for your PAT or for high
school.
 Ask someone to summarize what we read yesterday
o Chapter 10 and 11
o Ask people how it made them feel, it was a very heavy
chapter to read.
 Read chapter 12
o If there’s time finish adding the rising action into the
plot diagrams.
 Closure (5 min.): * Connect your closure with learning objectives*
Consolidation/Assessment of Learning, Feedback From Students, Feedback To Students, Transition To Next
Lesson

 Tell students that if they want their test marks back come find Assessment
me during locker break or lunch and once everyone has
finished writing the test we will go over it as a class and go
through the questions as a class.
 Tell students tomorrow we will be reading chapter 13 and 14
because I want to be able to finish the book on Wednesday.
10 Key questions to review your plan:
1. What will my classroom/ gym/ teaching area look like when I begin to teach?
2. How will I interest the students on the lesson questions/ topic?
3. At what part of the lesson will I assess formatively? Summatively?
4. Have I clearly planned how I will transition from each part of the lesson (e.g. intro to activity 1)
5. Have I given thought to what approach to use in each activity? (e.g., direct instruction vs. group work)
6. Do I have enough detail in my activity descriptions to really understand what I will say, do, and assess?
7. Have I considered how my students will react to each activity? Any special learner considerations?
8. Do I know what evidence I am looking for as I assess formatively (e.g.- as you observe students working-
what are you looking for? As you question the students- what types of answers are you hoping to receive?)
9. Does my closure solidify the key points to the lesson?
10. Do I connect my closure to the lesson objectives?
Lesson Reflections (After you teach):
What went well:

What can be improved upon:

Describe how the students met your lesson objectives:

Lesson Plan 13— Chapter 13&14

Grade/Subject: Grade 6 Language Arts Unit: Novel Study Lesson Duration: 40 minutes

SPECIFIC OUTCOMES FROM LEARNING OBJECTIVES Formative & Summative ASSESSMENTS (How will
ALBERTA PROGRAM OF (2-3, clear, and measurable) you know they met learning objectives?)
STUDIES (Observations, Key Questions, Products/Performances)
Students will:

2.1 Use strategies and Students will demonstrate Formative:

cues their ability to recognize Students will be required to write down the
unknown words, use their page number of the book we see new
-Use definitions vocabulary sheets to define vocabulary words on, as well as complete
provided in context to them, and write the page other worksheets throughout the unit.
identify the meanings of number they found the word Students are able to choose the method that
unfamiliar words on. works best for them to pay attention to the
novel while also completing the necessary
worksheets.
Use comprehension Students will use their Formative
strategies previous knowledge of By checking that students are bringing their
-Monitor understanding by Afghanistan and elements vocab sheets and filling them out while/after
evaluating new ideas and of a narrative to answer we read will be a way of assessing their
information in relation to questions about the setting learning of new definitions.
known ideas and and other elements of The
information
Breadwinner.

LEARNING RESOURCES CONSULTED

-The Breadwinner
-Vocab worksheet
-Pencil/pen
-https://www.online-stopwatch.com
MATERIALS/ EQUIPMENT/ GYM SET UP

-The Breadwinner
-Vocab worksheet
-Pencil/pen
-https://www.online-stopwatch.com
PROCEDURE

Introduction (10-15 min.):

(hook, pre assessment, connection to curriculum, focus/learning area, expectations, Transition,
groupings, overview)

 Have students free read for a few minutes Assessment

silently.
 Put timer on the board
o https://www.online-stopwatch.com
o Start the timer, tell students they have
45 seconds to put their books under
their desks, all they need is their
vocabulary sheet, a pencil, and their
bookmark.
 Tell students we need to finish up a lot today so
we can do a Kahoot tomorrow.
 Body (30 min.):
Formative & Summative Assessments, Key Content Areas, Game/Activity Rules & Expectations, Specific Learner
Considerations: Transitions

 Read Chapters 13 & 14 of The Breadwinner Assessment

 Have a conversation with students about what Formative
we thought about the novel and what they think
will happen in the final chapter.
o Ask questions specific to the plot,
setting, characters etc.
 Thank students for their good work throughout
the novel study.
 Tell students we will be finishing the novel
tomorrow and doing a Kahoot.
Closure (5 min.): * Connect your closure with learning objectives*
Consolidation/Assessment of Learning, Feedback From Students, Feedback To Students, Transition To Next
Lesson

 Tell students that if they want their test marks Assessment

back come find me during locker break or lunch
and once everyone has finished writing the test
we will go over it as a class and go through the
questions as a class.
 Tell students tomorrow we will be finishing the
book, finishing our plot diagram and doing a
Kahoot if we have time.
10 Key questions to review your plan:
1. What will my classroom/ gym/ teaching area look like when I begin to teach?
2. How will I interest the students on the lesson questions/ topic?
3. At what part of the lesson will I assess formatively? Summatively?
4. Have I clearly planned how I will transition from each part of the lesson (e.g. intro to activity 1)
5. Have I given thought to what approach to use in each activity? (e.g., direct instruction vs. group work)
6. Do I have enough detail in my activity descriptions to really understand what I will say, do, and assess?
7. Have I considered how my students will react to each activity? Any special learner considerations?
8. Do I know what evidence I am looking for as I assess formatively (e.g.- as you observe students working-
what are you looking for? As you question the students- what types of answers are you hoping to receive?)
9. Does my closure solidify the key points to the lesson?
10. Do I connect my closure to the lesson objectives?

Lesson Reflections (After you teach):

What went well:

What can be improved upon:

Describe how the students met your lesson objectives: