Lesson+Plan+Calendar+-+Weeks+2-4


 * Calendar Outlining Remaining Two Weeks**

**Week Three**
 * Lesson 11:**
 * Objective 1:** Given //The Scarlet Letter// and //The Absolutely True Diary of a Part-Time Indian//, students will be able to discuss the importance of “setting” in portraying the types of discrimination.
 * Objective 2**: Given the setting in //The Scarlet Letter// and //The Absolutely True Diary of a Part-Time Indian,// students will be able to visually portray the similarities and differences in the settings between both novels.
 * Assessment 1:** Setting Activity: Using the knowledge from today’s lesson, students will write 1-3 paragraphs of their own story to include the significance of a story’s setting. This formative-performance assessment gives students the opportunity to free-write and to authenticate the purpose of setting in writing. Students will write their paragraphs with a rationale of their purpose in choosing their chosen setting.
 * Assessment 2:** Drawing Settings: After determining the setting in the novel and in their own writing activity, students will work in groups to portray the novels’ setting in a drawing activity. This formative-performance assessment measures their comprehension skills and ability to reference to the text for support in accurately drawing their settings.


 * Lesson 12:**
 * Objective 1:** Given //The Scarlet Letter// and //The Absolutely True Diary of a Part-Time Indian,// students will be able to discuss the purpose of “tone” in portraying the types of discrimination.
 * Objective 2:** Given the protagonists in our unit texts, students will be able to characterize and define Hester and Arthur’s tone throughout the text, as reflected in a character illustration.
 * Assessment 1:** Tone Chart: Students will use specific examples from their text to define the protagonists’ tone throughout the novel. The chart lists the protagonists as well as several other key characters in the novels. Students will cooperatively work with one another. Therefore, this formal-traditional assessment also measures their ability to work collaboratively with one another.
 * Assessment 2:** Character Illustration: Using the tones that students describe in the previous activity, students will illustrate a picture of our protagonists. The tone will influence the outcomes and perspectives of their drawings, based on students’ prior experiences. This formal-performance assessment reflects their ability to generalize the concept of “tone” into their physical perceptions on the main characters in the novels.


 * Lesson 13:**
 * Objective 1:** Given a selected chapter from //The Scarlet Letter// and //The Absolutely True Diary of a Part-Time Indian,// students will adapt the chapter into a play with their groups.
 * Objective 2:** Given group plays, students will be able to complete an evaluation form on their classmates’ performance in capturing the characters’ discrimination in the assigned chapter.
 * Assessment 1:** Play: In this formative-performance assessment, students will adapt one assigned chapter into a play. This chapter will portray discrimination between characters in the novel.
 * Assessment 2:** Evaluation Form: This formative-traditional assessment measures students’ ability to appropriately evaluate and critique students’ comprehension and performance of the assigned chapter.


 * Lesson 14:**
 * Objective 1:** Students will be able to find and discuss a recent news article that portrays cultural discrimination, at the library’s computer lab.
 * Objective 2:** Given a recent news article that portrays cultural discrimination, students will be able to demonstrate methods in preventing the discrimination in their own lives, as reflect on a writing activity.
 * Assessment 1:** News Article: Using the internet, students will find an authentic example of discrimination in their everyday lives. This article will be shared and discusses throughout the lesson or the unit. This formative-performance assessment also measures their ability to use media literacy (as discussed in class) to find credible sources.
 * Assessment 2:** Writing Activity: Students will write a reflection piece from their chosen article. This reflection piece will portray creative methods in preventing discrimination. These methods will be further developed by connecting them to the unit text. This formative-performance assessment will strengthen their writing skills for the final assessment in the unit.


 * Lesson 15:**
 * Objective 1:** Students will be able to discuss the significance of the author’s experiences to make connections to discriminations they’ve faced that influenced writing the novels, as reflected on a biography sheet.
 * Objective 2:** From the author’s perspective, students will be able to write a letter that explains how their experiences with discrimination have influenced the writing of their novels.
 * Assessment 1:** Biography Sheet: Students will complete this formative- traditional assessment to measure their successfulness in using the internet to find pertinent information about the authors’ (from our unit text) experiences.
 * Assessment 2:** Letter: Students will learn to write in another’s perspective using their research findings in this formative-performance assessment. This activity will help students to authenticate their research, making connections between our unit on discrimination and its social injustice, //The Scarlet Letter// and //The Absolutely True Diary of a Part-Time Indian//, and the authors’ perspectives.

**Week Four**
 * Lesson 16:**
 * Objective 1:** Given //The Scarlet Letter// and //The Absolutely True Diary of a Part-Time Indian,// students will be able to write a letter to one character that alleviates their pain in being discriminated against.
 * Objective 2:** Students will be able to discuss the protagonist character development in //The Scarlet Letter// and //The Absolutely True Diary of a Part-Time Indian,// as reflected in a comic strip.
 * Assessment 1:** Comic Strip: Students will create a comic strip in this formative-performance assessment that measures their ability to portray the protagonists’ journey throughout the text.
 * Assessment 2:** Letter: This formative-performance letter gives students the opportunity to utilize their knowledge from prior lessons to write a letter empathizing with Hester or Author’s pains in being discriminated against.


 * Lesson 17:**
 * Objective 1:** Given //The Scarlet Letter// and //The Absolutely True Diary of a Part-Time Indian,// students will use textual support to determine the overall theme in the novels, as reflected on a compare/contrast chart.
 * Objective 2:** Given //The Scarlet Letter// and //The Absolutely True Diary of a Part-Time Indian,// students will write a poem that deals with the novels’ theme.
 * Assessment 1:** Compare/Contrast Chart: This formative-performance assessment demonstrates students’ ability to use the text in finding and discussing the theme in each novel. Students also have the opportunity to compare/contrast the theme with the given chart.
 * Assessment 2:** Poem: This formative-performance assessment gives students the opportunity to creatively expand upon the theme in both novels. The poem must deal with the theme, but students can use their own experiences or character’s experiences throughout the poem.


 * Lesson 18:**
 * Objective 1:** Given a discrimination scenario, students will be able to write a persuasive paragraph to the characters to prevent this discrimination from occurring.
 * Objective 2:** Given the discrimination in //The Scarlet Letter// and //The Absolutely True Diary of a Part-Time Indian,// students will be able to develop a discrimination game in group settings.
 * Assessment 1:** Persuasive Paragraph: This summative-performance assessment will prepare students for their persuasive paper due in two lessons. This activity will get students thinking about a persuasive tone to best defend their purpose in preventing discrimination.
 * Assessment 2:** Discrimination Game: Students will use their knowledge of social interactions and discriminations to develop some sort of game that will educate individuals about discrimination and ways in which to prevent discrimination. This formative-performance assessment must be relevant to the unit texts; therefore, students will use their knowledge of the characters, setting, interactions, etc.


 * Lesson 19:**
 * Objective 1:** Given //The Scarlet Letter// and //The Absolutely True Diary of a Part-Time Indian,// students will be able to create an alternate ending to both novels.
 * Objective 2:** Given the ending of //The Scarlet Letter// and //The Absolutely True Diary of a Part-Time Indian,// students will be able to create a bookmark that summarizes the novels for readers who haven’t heard of either novel.
 * Assessment 1:** Alternate Ending: This formative-performance assessment gives students the opportunity to use their knowledge from the assessment to create an alternate ending based on the last few chapters of each novel. This fosters creativity and comprehension, as the endings need to still be logical in reference to the prior chapters of each book.
 * Assessment 2:** Bookmark: This summative-performance assessment measures students’ ability to recall major events from the story, as well as characters and their involvement throughout the book. The bookmark is also a tool that can be used for the unit test tomorrow. The bookmark must have: the title, author, review of the book, summary, character list and description, and illustrations.


 * Lesson 20:**
 * Objective 1:** Students will be able to peer review each other’s persuasion paper before submitting it as the unit assessment.
 * Objective 2:** Given //The Scarlet Letter// and //The Absolutely True Diary of a Part-Time Indian,// students will be able to complete a unit test on major events and purposes of the unit and the novels.
 * Assessment 1:** Peer Review: Students will complete another peer review form after partnering with a student and peer reviewing their persuasion paper or letter. This summative-performance assessment will assist students in cooperatively editing each other’s work for grammatical, spelling, and content mistakes or suggestions.
 * Assessment 2:** Unit Test: This summative-traditional assessment is designed to measure students’ comprehension of the unit material. Some students may need pre-teaching or clarification. Therefore, this assessment will measure my effectiveness in authenticating the material and clarifying it for students.