QUESTION: I noticed my peers were more broad with their activities… like “think/pair/share”

do specific activities like assignments work for this section?

Activities for Each Unit

Unit 1: Character and Idea Development (using effective sentences and quotations)
➢ Body Biography (borrowed from Pam Coke)
○ Each student is assigned a character from the novel to complete this on.
Quotations must be included.
➢ Classroom Transformation → set the classroom up like a courtroom and assign
student roles from characters in the novel
➢ Brainstorm for Narrative Writing (think/pair/share)
○ Questions: Write as quickly as possible (10 memories-good or bad), 1 minute
sharing, write 1 minute about your favorite place then share, write 10 people of
significance then share) (borrowed from Katy Sayers at Poudre High School)

Unit 2: Analyze Theme Through Essential Writing Skills

➢ Learning through Song: Play spirituals for students
➢ Keeping a Diary like Jefferson
➢ Theme/Spiritual Presentations
○ Students are assigned a theme and a spiritual and must create a presentation
connecting the two using textual evidence
➢ Semicolon Practice
○ Knowing the difference of when to use a semicolon and when not to
○ Correcting sentences, writing your own

Unit 3: Literary Arguments and Craft (through literary techniques)

➢ Shakespearean Dictionary
○ Familiarizing self with Shakespeare’s language; making definitions
■ http://www.shakespeareswords.com/Glossary
■ https://absoluteshakespeare.com/glossary/t.htm
➢ Shakespearean Syntax and Wording: (inspired by Adrianna Lopez at Alamosa High
School)
○ Although most of Shakespeare’s written words were created during a period
defined as “modern English,” Shakespeare’s characters speak much differently
than people do today. Sometimes the words are arranged in weird ways (syntax),
or Shakespeare will use words that you are not familiar with (eyene, ay, zounds).
We already have defined a lot of new words with our Shakespearean dictionaries.
Now it’s time to take what we’ve learned, and practice writing like William
Shakespeare, himself!
➢ English Sonnet Sampler
 ○ Directions: Create a “sonnet sampler” that outlines what you have learned about
sonnets. Students will need writer’s notebook and Shakespearean Dictionaries.
➢ Writing Prompts
○ Does fate exist, or is it just something we read about?
○ Write your own personal definition of love. Explain.
○ What type of love/values do you think is most significant to the play and the
characters?
○ How does Shakespeare communicate the emotions and attributes of his characters
to the audience? Give specific examples.

Unit 4: Integrating Multiple Sources to Create A Project Evaluating Culture

➢ Mini Group Research Projects Evaluating Culture, Religion, Politics in relation to
Persepolis reading; students will then present these with groups members in front of class
➢ Reading Questions per chapter and daily discussions (pair/share) leading up to a quiz
➢ Tug of War Activity (from Making Thinking Visible)
○ Learning to view different sides without biases
➢ Bechdel Test Activity
○ List books and movies that pass this test after viewing example

Unit 5: Analyzing and Forming Arguments (writing an argument)

➢ Figurative Language Spy Room Transformation (from Pam Coke)
➢ Adopting a role/persona and having to defend it to a fellow classmate
○ Students will choose from a deck of cards that each are labeled with a different
role of an individual (such as President of the US, CEO, plant shop owner,
emotional drama teacher, manager of Apple, lifeguard, lawyer, doctor, student,
very serious congressman, bakery manager, juice bar manager, etc.)
○ Essentially, students get into partners. One student adopts the role, while the other
student becomes the “seller.” The seller must try to sell something relevant to the
person playing a role; must develop a claim and use strong reasons during role
playing! Students then switch partners and get a new card. Then we share our
findings as a class.
➢ Speech and Debate