Allison HawkinsNovember 2, 2011

CI 401Lesson Plan #2

Standards/Objectives: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.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 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Procedures:

Step 1: Before class begins, divide the desks into 5 groups of 5. When students enter the classroom, instruct them to sit wherever they would like.

Step 2: Activate Understanding Activity1. Pass out handout that includes 50 blank “word” lines. Instruct students that

they will have 5 minutes to describe in 50 words or less what happened in Chapter 12 (the last chapter) of “Tsotsi.” (see attached handout)

2. After 5 minutes, instruct the class to stop writing and ask two students to volunteer and read aloud what they wrote. Depending on what students read aloud, ask: Did anyone include any similar actions from the last chapter in their work? What events did you include that were different?

Step 3: Introduce Writing-to-Learn Project –“Create a Character”1. Explain to students that the group they are sitting with will collaborate to

“sketch” out or create a character that would fit within Tsotsi’s plot. The teacher will provide each group with a character. Instruct students that these characters must be kept secret during collaboration, as they it will be incorporated in a later activity (see below). Each individual character must turn in their own character sketch; however, they can collaborate with group members on how they think the character would act within the story.

2. The five characters created by the teacher are: (1) Gumboot’s wife, (2) Tsosti’s mom or dad, (3) boy/girl child living in the same neighborhood/slum as Tsosti, (4) White police officer who frequently patrols/arrests members of Tsosti’s community, (5) David’s mother or father

3. Each group will get 5 worksheets that specifically correspond to the character they have been assigned. Each worksheet will have 6 questions. Instruct students that they must write in complete sentences and answer all the questions on the worksheet. Below are the questions for each character that would be included on the worksheet. (see attached for example worksheet)

Gumboot’s Wife:

- Include a name, birthplace, and age for this character.(1) What are four physical characteristics of your character?(2) How did she find out her husband was murdered by Tsosti’s gang?(3) Did she want revenge on her husband’s killers? Why or why not?(4) What kind of life did she picture she would have had if Gumboot had

come home safely with the money he had saved?(5) How has her life changed? What new things did she have to

learn/adapt to in order to support herself and her family?(6) If she encountered Tsosti today, what do you think she would say to

him? Would she forgive him? Why?

Tsosti’s Mom or Dad:- Create name, birthplace, age for this character.

(1) What are four physical characteristics of this character?(2) Assuming they are still alive, why did Tsosti’s mom/dad abandon him? (3) Do Tsosti’s mom/dad still think about their son? Why or why not?(4) Would his mom/dad be surprised to learn of what has become of

Tsotsi? Why or why not?(5) If the living conditions were different in South Africa, would his mom or

dad have decided to keep Tsotsi rather than abandoning him?(6) If Tsotsi’s mom or dad met their son today, what would he/she say to

him? Why?

Boy/Girl Living in the same slum as Tsotsi - Create a name, age, and birthplace for this character.

(1) What are four physical characteristics of this character?(2) How well does this character know Tsotsi? (3) Does your character look at Tsotsi as a role model within the

community or a monster that is feared? Why?(4) What your character’s living conditions? Are they similar or different to

the places that Tsotsi and his friends visited in the novel?(5) What are the dreams and goals for your character? (6) If your character encountered Tsotsi on the street, what would he or

she say to him? Why?

White Police Officer:- Create a name, age, and birthplace for this character.

(1) What are four physical characteristics of your character?(2) What are the conditions that the police officer has to work in? How

does your character feel about them?(3) What are the everyday challenges your character faces? (4) Does your character like his job or is it becoming too difficult? Is it

physically and/or emotionally exhausting?(5) Describe the crimes that the people commit in the police officer’s

patrol area?

(6) If your character encountered Tsotsi while at work, what would he or she say to him?

David’s Mom/Dad:-Create a name, age, and birthplace for your character.(1) What are four physical characteristics of your character?(2) How did your character react when he/she realized David had been kidnapped?(3) Why does your character believe David was kidnapped? Can they attribute it to the community they live in?(4) Will he/she ever be able to forgive Tsotsi for what he did? Will he/she take revenge on him? Why or why not? (5) Did your character expect or fear that David would be kidnapped? Why or why not?(6) If your character encountered Tsosti on the street, what would he or she say to him?

Step 4: (1) Worksheet will be collected at the end of class.(2) Inform students that during tomorrow’s “Activate Understanding” activity, the

whole group or group member will have 5 minutes to come up with a “Charade” like presentation of their character in order to have other classmates guess which character they helped to “sketch” or “create.”

Assessment/Evaluation:(1) CC.9-10.W.4: Students complete the worksheet assigned to their group and character. Assess

based on effort and completion. There are no correct answers for these worksheets, but assess creative knowledge of student.

(2) CC.9-10.SL.1: Students have collaborated in their desk arrangement in order to discuss answers to the questions before writing them down. Also, students will collaborate on how to present their character for the next day’s “Activate Understanding” activity, generating multiple possibilities.

(3) For extra credit: Instruct students that they can write a one page, double spaced summary highlighting a scene from the book in which they insert their newly-formed character.

In 50 words or less…Directions: Describe in 50 words or less what happened during Chapter 12 of Tsotsi. Include the events you find most important to the novel as a whole.

__________ ___________ ___________ ____________ _____________

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Create a CharacterDirections: Each member of your group must answer all of the questions on this handout. You must turn in an individual copy, but collaborate with your group members in order to come up with as many as ideas as possible to “sketch” your character fully. All questions must be answered in complete sentences.

Your character is: A BOY or GIRL LIVING IN THE SAME SLUM AS TSOTSI

Create a name, age, and birthplace for your character.

Name: ___________________________________________

Age: ___________

Birthplace: _______________________________________

1. What are four physical characteristics of this character?

2. How well does/did your character know Tsotsi?

3. Does your character look at Tsotsi as a role model within the community or a monster to be feared? Why?

4. What are your character’s living conditions? Are they similar or different to the places that Tsotsi and his gang visited in the novel? How?

5. What are the dreams and goals of your character?

6. If your character encountered Tsotsi on the street, what would he or she say to him? Why?