I will pass out one Rules” sheet for each group. dividing roles: jumping or relation to what the end of “House presenter, yelling at his Mariam is the lesson Give them time to discuss and brainstorm with each scribe, peers. going through plan) about what would make Rasheed’s home more bearable to facilitator, etc. under Mariam. What is he doing wrong? What can Mariam do? Rasheed’s They need to come up with 8-10 rules for an ideal home. household structure (functional home) They do this for 20 minutes And the remaining 10 minutes, the students will share one rule that they think is most important and why? It must be in regards to Mariam’s living condition. Guided During this activity I will be walking around to make sure that Practice everybody is participating and to see how creative they get in improving Mariam’s condition or even just understanding that it’s not about the physical structure of the home but the emotional dynamics that play a big role in creating a home. Independent N/A Practice Extended N/A Practice Lesson Previewing tomorrow’s activity so they know what to anticipate. 30 seconds Closing we will be exploring the relationship between Mariam “Tomorrow and Laila as they come to terms with each other. There’s an argument scene that I want you guys to read into and figure out the underlying reason for that fight.” LEVELS OF STUDENT OUTCOMES Remember the model of instruction, the instructional setting and the students’ needs, goals and objectives. All Should be able to reflect on Mariam’s role in the house and her relationship with Rasheed in the house/shelter through the quick write activity and by creating House Rules together, get a better understanding of what Mariam needs in order to feel safe in her house.
I will pass out one “House Rules” sheet for each group. Give them time to discuss and brainstorm with each about what would make Rasheed’s home more bearable to Mariam. What is he doing wrong? What can Mariam do? They need to come up with 8-10 rules for an ideal household structure (functional home) They do this for 20 minutes And the remaining 10 minutes, the students will share one rule that they think is most important and why? It must be in regards to Mariam’s living condition. dividing roles: presenter, scribe, facilitator, etc. jumping or yelling at his peers. relation to what Mariam is going through under Rasheed’s home. the end of the lesson plan) Guided Practice During this activity I will be walking around to make sure that everybody is participating and to see how creative they get in improving Mariam’s condition or even just understanding that it’s not about the physical structure of the home but the emotional dynamics that play a big role in creating a home. Independent Practice N/A Extended Practice N/A Lesson Closing Previewing tomorrow’s activity so they know what to anticipate. “Tomorrow we will be exploring the relationship between Mariam and Laila as they come to terms with each other. There’s an argument scene that I want you guys to read into and figure out the underlying reason for that fight.” 30 seconds LEVELS OF STUDENT OUTCOMES Remember the model of instruction, the instructional setting and the students’ needs, goals and objectives. All Should be able to reflect on Mariam’s role in the house and her relationship with Rasheed in the house/shelter through the quick write activity and by creating House Rules together, get a better understanding of what Mariam needs in order to feel safe in her house.
atss_monday_home1.docx