Introduction to Colonialism, First Day Objectives: By the end of class today, students will: o Understand expectations for the

next four weeks, including: outline of assignments due, preview of texts we will examine, and students will be aware of my policies in regards to this unit o Have a basic understanding of colonialism and imperialism as they intersect. o Begin to understand how to discuss social/political issues via literary texts. In other words, we will use the medium of literature as our base for historical knowledge in addition to articles, films, and other documents. Materials Needed: o Students will need their own 5-subject notebook or binder with dividers which Ive noted in my syllabus at the beginning of the semester. o Powerpoint/Smartboard presentation to introduce the concept of colonialism and post-colonialism o Things Fall Apart in order to perform a brief introduction of the text which will continue into the next class if there is time o KWL chart Activities: o (2 minute) Attendance on smartboard o (5-10 minutes) I will present a map of the world on smartboard. Countries that have been forcibly colonized will be in red. Countries that have been the colonizer will be in blue. I will ask students to speculate what the countries/provinces have in common by color code and jot down guesses in their notes. o (10 min) I will ask if students have an idea what imperialism and colonialism might mean. o (5 min) After discussing this, I will explain the countries commonalities and hand out KWL chart so that students can document what they already know and what they want to learn about the colonized versus colonizer. o (5-10 min) The aforementioned activities will act as the attention getter for the unit. Next I will present the class with a list of goals for the unit as well as the calendar which I will leave posted at the front of the room for student reference. o I will remind students of the short group research project which they will present next week. They have already been put into groups of 4 or 5 Assessment of the Lesson Plan Goals: o I will employ the scaffolding and proximity techniques in order to assess my students note taking. This way I can teach from all areas of the room rather than stationed at the front of the room. o The KWL chart will also serve as a type of assessment since they will turn it in with their final binder/portfolio. I will collect the chart at the end of class and pass it back at the end of the unit so they can see how far theyve come.

o As we continue through the unit, I will take notes on which students contribute to discussion, which students take adequate notes, and which students are paying attention. In addition to this, I will assess the students ability to make connections from the literature we read to the history lessons well learn for the sake of background information and opening the minds of my students. NCTE Standards: Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). ISBE Standards:

Day 2 Objectives: By the end of today students will: o Have a clear understanding of colonialism o Have a clear understanding of colonialism on the country they will be presenting on o Have their presentations or will plan on finishing them over google docs for homework and during class tomorrow. Materials needed: o I have arranged to rent laptops for students to research their presentation for today and tomorrow. o Worksheets for guided learning while researching o Students personal notebooks/binders o Google document so that students may edit the presentation at the same time from their separate computer. (They have learned how to create these in their computer class) o Peer evaluation form for students to complete on their group members Activities: o (2 min) attendance o (1 min) pass out guided learning worksheet o (5-10 min) distribute laptops and mark down which students have which computer o Students will have the remainder of the class to work on presentations which will last 10-15 minutes starting tomorrow. Since students have been aware of their groups and of the country they are presenting on, I expect them to be ready by tomorrow. The purpose of renting the laptops today is to allow them time to finish their presentations. --as students work, I will be walking around the room to have brief conferences with groups so that I can gage their progress and facilitate a sense of time management in order to keep everyone on track. o 5 min at end of class for students to complete peer evaluations

Assessment of Lesson Plan Goals: o Guided reading worksheet which will be included in the final portfolio o Notes o Peer evaluation form because students will be graded individually within their groups as opposed to one single group grade. NCTE Standards: Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. ISBE Standards: CC.9-10.SL.1.d Comprehension and Collaboration: Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. CC.9-10.SL.2 Comprehension and Collaboration: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

Day 6Lesson on Reading Objectives: By the end of class today students will: Be able to read TFA on their own and have a better understanding of plot and literary form. Have a more extensive vocabulary which they can apply as they read the novel and respond in writing Be able to organize their thoughts and ideas more clearly in the divided sections of their notes which will allow them to formulate arguments for papers more aptly. Be able to ask themselves questions about the text that require critical thinking so as to facilitate a better understanding of the novel Be able to form realistic predictions based on evidence presented in the novel and foreshadowing. In essence, I expect students to develop a knack for reading between the lines so to speak. Materials needed: -Things Fall Apart novel -student notebooks -my own personal notebook to mark down participation and student ideas -vocab list -character chart -KWL chart Activities: (2 min) Attendance (10 min) Begin Things Fall Apart reading aloud slowly since it seems like a simple text at first but its in fact quite dense. (5 min) Check for understanding: Ill read slowly and stop often to ask questions in order

to ensure that students are reading along and to help them to better dissect the text. I will also stop reading and advise students to fill in short blurbs in the Learned section of their KWL charts. (10 min)Character List: As we continue to read along we will fill out a character list based on students interpretations of the characters. I will post this on the wall to remind and help students throughout the unit since we will be referring back and comparing other aspects of the unit to TFA (10 min) Vocab List: As students read, I expect them to write down words they dont know in their notes, we will spend the first five minutes of each class discussing and defining these words. I will keep a chart at the front of the room listing the words with the definitions we come up with as a class. The remainder of the class will be spent finishing the first 25 pages. Whats not finished in class will be homework. In addition, I expect students to write five questions in their notes that require critical thinking or instead of questions, they may form predictions for homework. This will count as a journal entry in their notes and will be graded alongside the final portfolio. Assessment: -Throughout the unit I will keep track of students who choose to participate by reading aloud or by offering insightful ideas in regards to the text and the topic of colonialism - In addition, I expect students to take notes on what theyre learning about colonialism based on the text we read. There will be a separate section in their binder or notebook for this. I expect them to divide their notes in the following way: vocabulary words, what theyre learning about colonialism, predictions, assignments including final reflection, notes on group projects. NCTE Standards: Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). ISBE Standards: CC.9-10.R.L.3 Key Ideas and Details: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. CC.9-10.R.I.4 Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

Day 12 Objectives: By the end of class today students will: Be able to collaborate with their peers in order to come to solutions which will require the ability to compromise Have a more real understanding of colonialism with our hands-on activity

Be able to communicate with classmates clearly to problem solve Be able to overcome differences and reach a solution Materials needed: -scenario worksheet Activities: (2 min) Attendance (5-10 min) As students enter the room, they will add their own discoveries on the character list and vocabulary chart. Once class begins, we will discuss these additions and what their significance to the text is. (10 min) I will explain the directions for our group project which are as follows: A group of elves and a group of dwarfs find an uninhabited island. Both groups decide to settle the land. However, since the two do not like each other, they begin fighting over the island. The local deity decides to mediate their conflict. Each group can decide how much information they choose to reveal (or conceal) to their opposition. I will divide students into groups of five. Two students will be trolls, two dwarfs, and one local deity. (5 min) Students will pick numbers from a hat. The number each student chooses will determine the group he is in. I will ask students to form circles. As students get situated, I will randomly assign each group member a role (refer to the end of this document for handout). (15 min) Students will work in their groups to find a solution to the imaginary land issue. (10 min) Debrief activity: as a class, we will discuss how this activity relates to the text we are reading and the struggles within said text. I will explain to students that the reason behind this activity is to compromise in a way that suits each group and to prove that conflict doesnt always have to be a negative encounter.

Assessment: -Disclaimer: This activity is difficult to assess but I feel its necessary in order to get students moving and thinking more critically. I also think that its a lighthearted way to approach a grave topic. -In order to fairly assess this activity, I will ask each group to assign a designated scribe to explain their groups conclusion in depth. This explanation in conjunction with student participation (which I will keep track of in my notes) will determine each individuals grade for the day. NCTE Standards: Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles. ISBE Standards: CC.9-10.SL.1 Comprehension and Collaboration: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 910 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. CC.9-10.SL.1.b Comprehension and Collaboration: Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

Day 19Lesson on Writing

Objectives: By the end of class today students will: --Be able to organize thoughts into paragraphs effectively without necessarily using the five paragraph essay format --Be able to successfully construct a thesis statement --Be able to structure a clear argument -- This opinion paper will explore the benefits and the misfortunes of imperialismIs exploiting another land for goods worth it? What is a better way we can obtain the goods we want without harming people? Materials needed: --notes --t-chart of pros and cons of imperialism --handout of example paper which we will be editing during class Activities: --(2 min) Attendance. --(5 min) I will present an example essay regarding the pros and cons of imperialism. This essay will be in need of a lot of editing. The point will be to show students how to revise the papers theyve hopefully already started and to illustrate the difference between a weak paper and a strong paper. The initial example draft will focus on the overall point of the essay without strong diction or strong arguments contributing to the point of the student's essay. We will gradually take steps to improve the paper by applying several simple techniques, each of which will be practiced in class so that students can actually see the transformation. I will ask for volunteers to give advice for how to improve the paper. --(7 min) After the paper has been handed out and presented on the smart board, we will focus on revision stage 1 which is to specify sentences by giving people, places, things and ideas their proper names. For instance, instead of simply stating that with imperialism, we gained lots of stuff from India, we would list what specific items were obtained and what the benefit is of said items. This will create a clearer image for the reader. --(7 min) Revision 2: Replace weak helping and linking verbs with specific, attentiongrabbing actions. --(7 min) Revision 3: Use concrete details to appeal to the readers senses. --(7 min) Revision 4: Show me, dont tell me. Incorporating dialogue for a literary analysis paper or research from outside sources for this particular opinion paper --(7 min) Revision 5: Cut the fluff --(7 min) Revision 6: Vary sentence structure and length in order to keep the reader on her toes and to keep the essay interesting. Assessment: --This class period will be largely based on participation. I will ask students to volunteer to make additions to the example essay by typing their amendments on the smartboard keyboard in a different color so that we can tell what additions have been made. NCTE Standards: Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience. ISBE Standards: CC.9-10.W.1 Text Types and Purposes: Write arguments to support claims in

an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. CC.9-10.W.4 Production and Distribution of Writing: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CC.9-10.W.5 Production and Distribution of Writing: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.