Vango Lesson Plan

Patrick Mulier
February 15th, 2015
TE 408
Lesson Plan: What Happens Next with Vango?
# of Days

Prior
Knowledge

Students have read the Book Vango Between Earth and Sky and are familiar
with the content of the book. They have already studied various characters
personalities and development in the text; they have already begun thinking
about how the multiple characters add perspective upon Vangos identity.
Students have some understanding with literary elements characterization.
Students have already studied reader response theory. Theyve worked with
argumentative writing before.

Lesson
Objective(s)

Students take the role of author and director of Vango by furthering the story
thats already established with their own addition of what happens next.
Students engage with multiple characters (including Vango) using what they
already know about each character (their personality, motives, experiences,
ect.) cited with textual evidence to an argumentative piece that they believe
would likely have happened next in the story. In small groups creatively
engage in a format of their choice; such as a written-epilogue, a scripted skit,
a sneak-peak trailer of movie sequel, an essay, a poem, or a song. Students
will write a short authors statement afterwards to justify their choices for
their work, and how they further answer the question who is Vango by adding
meaning to his identity. Students interpretations of Vango and their choices of
how it would perpetuate reflects the reader response theory lens which they
are engaging the text with.

Lesson
Assessment

Students presentations to the class will be assessed, their written pieces, as

well as the authors statements to be turned in. Within each of the three, the
work will be graded on their inclusion and integration multiple characters, and
whether or not the characters are consistent with the rest of the novel by
textual parallels; their work should be a reflection of their own creative
interpretation of the storys progression (which would include their own
thoughts, ideas, and personal experiences); students adequately justify their
choices for the text and work to further develop the identity of Vango, (for the
essential question). A rubric on these three main elements will be used to
assess, as well as space for written feedback from the teacher.

Standards

CCSS.ELA-LITERACY.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other characters,
and advance the plot or develop the theme.
CCSS.ELA-Literacy.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.

CCSS.ELA-Literacy.RL.9-10.5
Analyze how an author's choices concerning how to structure a text, order
events within it (e.g., parallel plots), and manipulate time (e.g., pacing,
flashbacks) create such effects as mystery, tension, or surprise.
CCSS.ELA-LITERACY.SL.9-10.4
Present information, findings, and supporting evidence clearly, concisely, and
logically such that listeners can follow the line of reasoning and the
organization, development, substance, and style are appropriate to purpose,
audience, and task.
Materials
Needed

Pens, notebooks, Vango: Between Earth and Sky, additional creative tools and
materials (camera, costumes, markers, paint/canvas, instrument, magazines
for a collage)

Time

Learning Task

Methods or Procedures

15 minutes

Students fully understand the prompt.

Theyve constructed a definition
(theoretical and practical) of
characterization and reader
response theory. By seeing the
teachers model project as well as
proposed ideas, they see how these
two can play out in creating a
additional ending to Vango.

Clarify the assignment prompt, with

whole class give them room for
questions. Show them my own
response to the assignment (an
exemplary-model of what it could
look like). Share possible ideas and
artistic mediums with which to do the
project. Define on the chalk-board
characterization and reader response
with the class (collectively), show how
these elements are at work in my
model-additional ending (to scaffold).
Propose ideas for students to possibly
roll with and encourage creativity.

35 minutes

Gather into small groups and

collaborate to decision-make and plan
the project, entering into into the
collaborative and creative writing
process.

Have students choose their partners,

forming groups of 3-5, have them
spend 5 to 10 minutes
brainstorming, configuring and
proposing to the teacher their story.
Theyll consider central tenants of the
prompt: (1) which characters to
analyze and integrate (using textual
support), (2) how they will let their
own personal interpretations and
subjective experiences to influence
their work, (3) how these will factors
will further add meaning to the
essential question who is Vango?
They begin to write their additional
ending. If students need any
additional tools (such as a camera,

Day 1

magazines, or an instrument) they

can delegate people to bring in
materials for next class.
Day 2
35 minutes

Continue to collaboratively and

creatively write additional ending
text to Vango, utilizing any necessary
materials that were brought into class.

Students gather into their small

groups and continue to work on their
projects, writing it, reviewing it and
refurbishing it to be ready to present
to the class.

15 minutes

Students engage in reflective writing

of their what happens next project.
They fill the shoes of the author and
consider the authors choices, think
about how reader-response theory
became manifest in their work, and
also how they characterized in order
to develop a theme.

Students individually write a one

paged authors statement about
the piece they collaboratively made.
Theyll write to the audience of the
public and literary critics, considering
the tree questions: (1) why did they
make the choices they did? (2) How
did their own personal thoughts and
experiences play into their
interpretation and creation of the
additional ending, (3) how their
inclusion and integration of certain
characters added meaning to Vangos
mysterious identity. Students must
include 2-4 textual references from
Vango to justify their decisions, in
order to show it has alignment with
the original story. Students finish their
authors statement for homework, and
come in ready to present the next
day.

Students practice their oral

presentation skills to build confidence
and ability in public speaking. They
practice citing strong textual evidence
from Vango in the authors statement.
They feel valued and proud of the work
they completed with their group.
Listening students practice attentive
listening and questioning skills.

Small group presentations what

happens next story to the whole class,
then share their authors statement,
justifying their decisions for its creation,
and allow some time for questions.
Groups take 4-7 minutes per
presentation in front of class. After
class they turn everything in.

Day 3
45 minutes