• Day 6 - Compare and Contrast essay

    Posted by Lynn Fuller on 11/13/2012

    Day 5

    15 minutes – Journal: Compare and contrast with the person next to you: What are your favorite desserts?  (5 minutes to discuss favorite dessert with neighbor and then 10 minutes to write.)


    Lesson: Swap writing with a neighbor.  Complete peer editing worksheet.  Concentrate on how to add more details.

    Play Comparative/Would you rather games.

    Anyone who is not finished writing, finish.

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  • Day 5 - Compare and Contrast Essay

    Posted by Lynn Fuller on 11/9/2012

    Day 4

    10 minutes – Journal: Which is better: rice or bread? Explain why.

    70 minutes – Trade off ELLIS and Lesson

    Lesson: Beginners – discuss comparative and how to use it in writing.  Write.
    Advanced – Discuss meaning of although, though, even though, while and do examples.  Emphasize 2 parts to sentence.  Look in essay to find places to put these transition words.  Write. 

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  • Day 3 - Compare and Contrast essay

    Posted by Lynn Fuller on 11/7/2012

    Day 3

    10 minutes – Journal: Compare and contrast your two best friends.

    15 minutes – Choose comparative degree or Would you rather game

    50 minutes – Trade off ELLIS/Lesson

    Lesson: Discuss structure choices (by topic or by characteristic).  Write

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  • Day 2 - Compare and contrast essay

    Posted by Lynn Fuller on 11/5/2012

    Day 2

    10 minutes - Journal : Compare and contrast your computer and your phone.

    (A day presentations – November 5)

    15 minutes: Comparative degree game

    50 min: ELLIS and lesson trade off

    Lesson: Read Essay, Complete prewriting sheet, begin brainstorming.

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  • Day 1 - Compare and contrast essay

    Posted by Lynn Fuller on 11/1/2012

    Day 1

    Journal – 10 min: What are some differences about your house now and the house you lived in before?

    (B day presentations November 1st)

    15 min – Play “Would you rather?”   (Yellow stack of cards)
    Choose a card and say which option you would rather take and why.

    50 min - ELLIS and lesson trade off
    Pass out rubric.  Discuss guidelines and read and answer questions.

    With remaining time, students may get teacher or peer tutoring or read from the class library.

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  • Day 9: The Breadwinner

    Posted by Lynn Fuller on 9/7/2012

    Day 9:

    1.       Journal: Choose a character.  Answer these questions: 

    a.       How would you describe _________?

    b.      How did __________ change the novel?

    c.       Why did this change occur?

    2.       Vocab Quiz

    3.       Group: Read pp. 155-159

    4.       Partners read pp. 160-166.

    5.       Introduce autobiographical writing.  Brainstorm.

    a.       Describe a time when you did something that was brave.

    6.     Test next class.

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  • Day 8: The Breadwinner

    Posted by Lynn Fuller on 9/5/2012
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  • Day 7: The Breadwinner

    Posted by Lynn Fuller on 9/4/2012

    Day 7:


    1.       Journal: Why should Parvana feel hopeful?

    2.       Event cards:  Give each student a card with an event from the novel.  Have them line up in the correct order.

    3.       Group read pp. 95-103

    4.       Partners:  Read pp. 104-113.

    a.       Before: Predict what Shauzia might suggest to make money.

    b.      It Says, I Say and So

                                                                   i.      p. 104: Why doesn’t Parvana tell her mother about the new job?

                                                                 ii.      p. 106: How do the girls feel about the bones and their job?

                                                                iii.      p. 108: How does Mr. Skull help the girls?

                                                               iv.      p. 109: Why is the danger of land mines especially difficult for Parvana?

                                                                 v.      p. 112: Why does Parvana wash herself at the water tap?

    5.       Group: Read pp. 114-122: Discuss symbolism of the bread Window Woman drops.

    6.       HW: stunned (to be stunned), intimidated (to intimidate), thwack, mending, ran out, head down

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  • Day 6: The Breadwinner

    Posted by Lynn Fuller on 8/31/2012

    Day 6:


    1.       Journal: Talk about this sentence: “Up until then, she had seen Talibs only as men who beat women and arrested her father.  Could they have feelings of sorrow, like other human beings?  Parvana found it all very confusing.”

    2.       Share journals with class.

    3.       Vocabulary: needlework, drew, flicker, ruined, escort

    4.       Read pp. 83-89 as a group. 

    a.       Discuss vocabulary in context: (tangle p 84, ruined p 85, Karachi p 85, sympathy p. 85 false cognate, tap p. 86, latrine p. 89, escort p 89)

    b.      Discuss fetching as a form of fetch.

    c.       Pause occasionally and check for understanding.

    5.       Read pp. 90-94 in pairs.

    a.       Pass out guiding questions.

                                                                   i.      Before: Predict what might happen.

                                                                 ii.      Name 3 key events.

                                                                iii.      Predict what happens after the chapter.

    6.       Group: Complete Compare/Contrast: US vs Afghanistan

    7.       Homework: Vocabulary: smuggle, stench, land mine


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  • Day 5: The Breadwinner

    Posted by Lynn Fuller on 8/29/2012

    Day 5:

    1.       Vocabulary Quiz

    2.       Journal:  What will Parvana’s new plan be?

    3.       Read pp. 63-67 as a group.

    a.       What does it mean when it says “Mother’s voice caught” when Parvana put on Hossain’s clothes

    4.       Read pp. 68-73 in partners.  Listener summarizes at the bottom of each page.

    5.       Using words on the Word Wall, groups make a chart







    Lazy person





    6.       Vocabulary: idle, sulk, embroidery, fake

    7.       Homework: pp. 74-82 – stop and jot

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