Daily Lesson Plan

Instructor
And Room #:
Singleton
Rm. 112

Date & StartStop Times:

Subject and Block:

Unit and Topic:

English III

Absolute True Diary

2:00-3:40

Student Objectives:
SWBAT: Connect and analyze how a character is introduced in
a novel and trace the adversity that the character may face
throughout the novel. Additionally, students will trace across
mediums (text, world, and self) to interpret similarities and
differences in common themes.

SC Standards/PACT/Common
Core:
E2-RL.7.1 Trace the development of a
common theme across media, modality,
and format.
E2-RL.8.1 Analyze how characters or a
series of ideas or events is introduced,
connected, and developed within a
particular context.

Items to Display as Agenda: (Activities)

Bell work
Announcements/Updates
Does Hope have a color?
Mi Problema
Go means Go
Purpose: Opening Statement of Value for Days Lesson:
The purpose of this lesson is for students to continue to connect with a core text and how
the main character is vulnerable and susceptible to being faced with adversity. Students
will begin to connect the struggles that Junior faces with struggles that they too may face
in their lives. As we progress through the text, students will see how and why Junior
responds the way he does which will promote discussion on how and we respond the way
we do in certain situations.

Lesson Procedures: (Introduction, Development, Conclusion)

(2:10-2:20) Bell Work Question: When you look at the word Hope, what is the first thing that comes to your
mind? Why? How do you see hope so far in the novel for Junior?
(2:20-2:30) Bell work discussionDuring this discussion, students will have a quick recap of the novel so far
and discuss where we last left off. This will allow students the opportunity who werent in class the previous
class to catch up during the discussion (advancing the plot) as well as give students an opportunity to refresh on
the content.
(2:30-2:40 read poem 2:40-2:55 writing) Mi ProblemaStudents will read the poem Mi Problema by Michele
Sorros and will have an invitation to write activity in which they will respond to the prompt: What is the problem
that the speaker address in the poem? Do you think Junior can relate to her? How so? If not, what makes Junior
and this speaker different? How can this poem be used to relate to a part of your life? How can this help to shape
or influence your identity?
(2:55-3:00) Transition and pass out books
(3:00-3:20) Chapter 6 & 7Students will read as a class chapter 6 and 7 of the text and will complete discussion
questions. (**Instead of reading aloud, I will play the audio book for the 2 chapters).
(3:20-3:35) Go over rubric for Big 6 Presentation.
(3:35-3:40) Wrap-up: As a closing activity, students will respond to the following prompt: How are you and
Junior alike AND different?

Materials and Resources:

ATDPTI Books
Invitation to Write Prompt
Mi Problema Poem
Assessments and Assignment:
Invitation to write

Mi Problema
By Michele Serros

Perhaps she wanted to be white

like THEM.
and that is bad.

My sincerity isnt good enough.

Eyebrows raise when I request:
Hable mas despacio, por favor.
My skin is brown
just like theirs,
but now Im unworthy of the color
cause I dont speak Spanish
the way I should.
Then they laugh and talk about mi
problema
in the language I stumble over.
A white person gets
encouragement, praise,
for weak attempts at a second
language. Maybe he wants to be
brown
like us.
and that is good.
My earnest attempts make me look
bad, dumb.

I keep my flash cards hidden a

practice cassette tape
not labeled
cause I am ashamed.
I should know better they tell me
Spanish is in your blood.
I search for S.S.L. classes, (Spanish
as a Second Language) in college
catalogs
and practice
with my grandma.
who gives me patience, permission
to learn.
And then one day,
Ill be a perfected r rolling tilde
using Spanish speaker. A true
Mexican at last!

Invitation to Write
What is the problem that the speaker address in the poem? Do you think Junior can relate to her? How so? If not,
what makes Junior and this speaker different?

Invitation to Write
What is the problem that the speaker address in the poem? Do you think Junior can relate to her? How so? If not,
what makes Junior and this speaker different?