The Academy for Technology & the Classics

Lesson Plan Template

Instructors name: Devin Ayers
Week of:
02/23 02/27

Course/Grade:
Grade 10 Pre-AP World Literature
Unit Name:
The Kite Runner Concluded/Independent
Reading

Common Core/ NM Content Standards:

RL9-10.1 RL9-10.3; RL9-10.6; RL9-10.9; W9-10.1 W9-10.6
Essential Question(s):
How can visual imagery be used to describe
important literary elements? How does the art
of film compare to the art of literature in
storytelling?
Other considerations (modifications,
accommodations, acceleration, etc.): Students
who require it will receive extended deadlines
for writing assignments and/or shortened
reading.

Connections (prior learning/prior knowledge):

Students will connect with prior experience
viewing movies and reading reviews of films.

Resources/Materials
Teacher:
Students:
Novel: The Kite Runner
Student chosen novel

Assessment (How will you monitor progress and know students have successfully met outcomes?)
Daily: direct observation
This Week: direct observation/class notes/essay/movie review

Time allotted
MONDAY
(1C) Learning Target: Students will understand
concepts of plot, character development and
manipulation of chronology (flashbacks and
flash-forward) in the context of a film based on
a work of literature. They will show their
learning through class notes.
Do Now: Please take out a notebook and
writing implement after a brief discussion, we
will begin viewing the movie version of The Kite
(1C)

Lesson activities for instructor and students

(1F)Embedded Formative Assessment: class
notes
(1B)Closing

Activity: As a whole class, we will

briefly discuss the positive and negative aspects
of the film, especially as it compares to the
novel.

Runner.
Movie review: Having finished the novel The
Kite Runner, students will now view the movie
interpretation of the novel. They will then
complete a movie review of the film, including
the following:
-A description of plot.
-A description of character development.
-A description of the use of time manipulation
(flash-back and flash-forward)
-Critical commentary on any other aspects of
the film the student found
interesting/compelling.
-A rating based on five stars as the highest
possible score.
-A movie poster the uses visual symbols to
express the important aspects of the film. The
poster may be completed as a group project, but
the written review must be completed as an
individual assignment.
Class notes produced on Monday and Tuesday
will be turned in along with the finished
product.
These assignments will be DUE Friday, 02/27.
Independent Reading: By Tuesday, students will
bring in a novel of their choosing that has
literary merit. This book will be approved by
the instructor. They will then begin to read and
will use this material to complete assignments in
the immediate future. Reading should cover
between 30 and 50 pages per week, depending o
the nature of the book and its organization into
chapters, etc.

TUESDAY
Independent reading material will be presented
to the instructor and approved. Students
without an independent reading source will be

(1F)Embedded Formative Assessment: class

notes
(1B)Closing

Activity: As a whole class, we will

briefly discuss the positive and negative aspects

assigned one by the instructor. No excuses will

be accepted for this! We must move forward!

of the film, especially as it compares to the

novel.

Learning Target: Students will understand

concepts of plot, character development and
manipulation of chronology (flashbacks and
flash-forward) in the context of a film based on
a work of literature. They will show their
learning through class notes.
(1C)

Do Now: Please take out a notebook and

writing implement after a brief discussion, we
will begin viewing the movie version of The Kite
Runner.
(1C)

WEDNESDAY

Second (final) Draft of Kite Runner

essay DUE.
Learning Target: Students will understand
concepts of plot, character development and
manipulation of chronology (flashbacks and
flash-forward) in the context of a film based on
a work of literature. They will show their
learning by creating a poster to accompany their
written movie review.

(1F)Embedded Formative Assessment: direct

observation/movie posters
(1B)Closing

Activity: As a whole class, we will

discuss the ways in which the movie compared
to the written form of the work.

(1C)

Do Now: How can visual symbols be used

(instead of written language) to effectively
describe a complex narrative? How can we
make our visual descriptions creative, clear and
original?
(1C)

In Class: students will work together in small

groups to complete their movie posters.

THURSDAY
(1C) Learning Target: Students will understand
concepts of plot, character development and
manipulation of chronology (flashbacks and

(1F)Embedded Formative Assessment: direct

observation/movie posters
(1B)Closing

Activity: As a whole class, we will

flash-forward) in the context of a film based on

a work of literature. They will show their
learning by creating a poster to accompany their
written movie review.

discuss the ways in which we created visually

effective posters that accurately portray the
important aspects of the plot.

Do Now: Have you created an

understandable visual language in your movie
poster? If so, how can you continue it? If not,
how can you accomplish this?
(1C)

In Class: students will work together in small

groups to complete their movie posters.
FRIDAY

Movie Review DUE

First independent reading DUE
Learning Target: Students will define valid
and effective forms of assessment for themselves
while engaging in independent reading. They
will show their learning by generating three
forms of assessment that will guide their
independent reading.
(1C) Do Now: How would you like to be assessed
while reading? How can we be sure you are
learning about valuable aspects of literature
while you read?
(1C)

(1F)Embedded Formative Assessment: studentgenerated assessment guidelines

(1B)Closing Activity: Students will share out their
approved self-assessment guidelines.