Professional Documents
Culture Documents
Purpose of the Enriques Journey. For example, how does immigration affect families? Is
Lesson: Central immigration always the best choice? What are the long-term effects of parent/
Focus child separation? How does this story help you understand your personal story
with immigration?
Vocabulary and language acquisition.
Identify and analyze complex characters
Learning Objective(s)
Reflect, tie in personal experience with the text
Identify and explore emerging themes presented in the text.
Students are placed in small groups around round tables. The layout of the
classroom makes it so no students are too far from the front where instruction is
being given. One student from each group will be assigned to hand out the
copies of the book, this will reduce unnecessary distractions. I then will go over
the guiding handout. Have students read instructions, check to see if they
understand the language in the instructions, and then ask if anything needs
Facilitation & Safety
clarifying. During each task I will make regular rounds around the groups of tables
to help students remain on task and further clarify instructions as questions arise.
The biggest distraction students face is socializing and cell phone games. If these
issues become a big distraction, certain students can be separated and gadgets
can be removed from the students possession.
Language Students will analyze and reflect on the reading of Enriques Journey.
Function
Reading- Students will first read portions of chapter one from Enriques Journey.
Unknown vocabulary words will be defined and idioms and expressions
explained.
Academic Language
Writing- Writing will be demonstrated when they reflect on the reading and
Vocabulary answer follow up and thematic questions.
Listening- Students will listen when others are reading from the text and during
the group discussion on the reflective and thematic questions.
Speaking- Opportunities will be given for participating in reading and during a
discussion over the themes.
Students will demonstrate their understanding of the syntax/ discourse through
participation in the group reading activity as well as completing the guiding
Syntax or
handout that accompanies the reading. Students will demonstrate their
Discourse
comprehension through listening and speaking during the post reading
discussion.
ELAGSE11-12RL2: Determine two or more themes or central ideas of text and
analyze their development over the course of the text, including how they
GSE - Georgia interact and build on one another to produce a complex account; provide an
Standards of objective summary of the text.
Excellence ELAGSE11-12RL4: Determine the meaning of words and phrases as they are used
in the text, including figurative and connotative meanings; analyze the impact of
specific word choices on meaning and tone, including words with multiple
meanings or language that in particularly fresh, engaging, or beautiful. (Include
Shakespeare as well as other authors.)
ELAGSE11-12W9: Draw evidence from literary or informational texts to support
analysis, reflection, and research.
Informal assessment will be conducted as an ongoing process throughout the
lesson. I will gauge whether students understand the tasks and the reading. My
Formal and Informal
formal assessment will be executed through the guiding handout. I will evaluate
Assessment
the attention and depth in their reflections to assess if students grasped the
content or not.
3. LESSON AND ASSESSMENT PLAN ACTIVITIES (55 minutes)
https://vimeo.com/2782432
Introduction First show a short video to engage students and pique their interest. Next
(10 minutes) mention some topics discussed in a previous lesson that built background
knowledge to get students thinking about the content of the text.
After handing out copies of the book I will go over the guiding handout using
Instructional Strategies & Learning Tasks that Support Diverse Student Needs