Brown Girl Dreaming Instructions
You will find the unit lesson plan that was created already in the attached files.
Please use the titles for each section so the reader will know which task you are referring to.
Reflection and Inquiry Process
Inquiry Questions
After reading the book, what researchable questions feel important? What remains unanswered by the book? What has the book prompted you to wonder about?
Inquiry Process
How would you engage in a research process to respond to these questions? What research methods would you employ? What would you produce? How would you evaluate your investigation?
Reflection
How was this reading and inquiry process for you as a learner? What skills did you notice yourself relying on? How would you teach or scaffold these skills for your students?
Application
Task #1: Scaffold student-led discussions
Write a lesson plan* [or a series of mini-lessons] that support the development of skills around discussing literature and inquiry. You may choose to make your lesson specific to the book you read as a group, or make it general for use with other books [or stories, poetry, etc]. Use your own wobbles and reflections as you participated in this project to inform your understanding of the support students will need to engage and learn effectively.
Task #2: Scaffold student-led inquiry
Write a lesson plan* [or a series of mini-lessons] that support the creation and implementation of a student-led inquiry project after reading a novel. You may choose to make your lesson specific to the book you read as a group, or make it general for use with other books [or stories, poetry, etc]. Use the resources from our class readings to support your planning.
Task #3: Propose curriculum
Craft a 1-2 page proposal advocating for the inclusion of your novel:
- as a whole-class read
- as a choice during a literature circles unit
Your proposal should address why it is important for students to read the book [use research and readings from class to support], what the project or unit that it will be included in looks like, what skills students will practice during the unit, and what standards are addressed. Your audience is school leadership: ELA department chair, principal, curriculum director, and/or school board.
*A basic lesson plan should include a statement of purpose and essential question[s], learning objectives and connections to state standards, the specific teaching and learning process, and any materials and resources needed for implementation.
