Theme and Grade Level Novel Study/Theme Introductory Activities Key Vocabulary List Key Instructional Activities

 Exploring gender and identity through the
novel The Breadwinner by Deborah Ellis
 Grade 6
* Adapted from Literacy in the Early Grades by
Tompkins (2015) pp. 362-363
Novel and other Resources
1. The Breadwinner by Deborah Ellis
2. http://ccbc.education.wisc.edu/authors/expert
s/dellis.asp - interview with Deborah Ellis
3.https://afghanistan.liveuamap.com/
4.https://www.youtube.com/watch?v=yAuX-
paLc20 – various clips from movie
5. Guides to Effective Instruction volume 1-7
Junior
6. I Am Malala by Malala Yoousafzai
7. Class blog/ discussion forum for posts
Timeline for Using the Novel
 First lesson there will be no formal reading of
the novel but rather reading of the forward and
author’s note to activate prior knowledge of
the roles of gender in places like Canada and
Afghanistan
 Second lesson will cover chapters 1-3
 Third lesson chapters 4-6
 Fourth lesson chapters 7-9
 Fifth lesson chapters 10-12
 Sixth lesson chapters 13-15
 Remaining lessons (minimum of 2) will be
work period for culminating task as well as
watching animated film
 Students will begin exploring this novel by
participating in a read aloud of Ellis’ authors note and
forward. Upon completion of this students will be
shown a map of Afghanistan and asked to explore
what they already know about this portion of the
world. Students will be evaluated on their oral
communication skills and their ability to share orally
with their small groups. There will be resources
available to students in the classroom, both digitally
and in print for students to begin to explore.
As an initial assessment for task, students will be
asked to create a t-chart listing the things they know
about Afghanistan on one side and the things they
want to know on the other side. This assessment will
help determine where the lessons go next.
Key Objectives and Resources
Language Arts Curriculum links:
-engage students in meaningful interactions with a
variety of texts.
-learn to identify and explore multiple perspectives,
question the messages in the texts, and look at issues
related to fairness, equity, and social justice.
-OE Oral 1, 2, 3; Reading 1, 2, 3, 4; Writing 1, 2, 3, 4;
Media Literacy 1, 2, 4 (not per lesson but throughout
unit entirety) *attached more specific ideas to this plan
for reference
-cross curriculum activities could include links to the
Art curriculum making images that may be seen in the
media in both Canada and Afghanistan, Physical
Education engaging obstacle courses and tag like one
would see in the market with the Taliban chasing,
Social Studies exploring Canada’s role in aid to places
like Afghanistan
Digging In to the Big Ideas
 Students will learn the various roles genders plays in
society around the world with a particular focus on
Canada and the Middle East.
 This will allow students to explore how gender is
viewed in relation to media, culture, and societies and
give students the chance to make these connections
through the six language arts with tasks like a
research project, decoding media and film, mapping,
and comparisons between Canada and Afghanistan
and how each society views the various roles of
women
1. Afghanistan  Compare and contrast skill development
2. Taliban through oral, written and media literacies
3. Dari  Students will explore the role of gender on
4. Pashtu identity and how this is seen in both Canada
5. Male and places like Afghanistan
6. Female  Students will be in small groups and online
7. Breadwinner forums sharing their thoughts and opinions
8. Burqa after whole group reading has been completed
9. Chador  Students will generate chapter summaries and
10. Pattu ask questions such as “why are women seen as
11. Shalwar Kameez less important?”, “why would being a boy be
12. *and any other words student generate from their better/worse in Afghanistan than Canada?”
small group discussions  Students will complete exit tickets sharing one
13. point after each lesson they found helpful and
14. Differentiation one thing they still want to know more about
 Books: The Breadwinner on tape for review
15.
 Grouping: students will be grouped by table groups
and not ability. This will allow for everyone to take a Culminating Task(s)
role and rotate through tasks like discussion posts.  Students will work in small groups or
All reading will be done by teacher in read aloud individually if they want to explore
form comparisons and contrasts between Canada
 Activities: students can use speak to text for online and places like Afghanistan and the role of
work or select a role like artist instead of recorder gender and identity on the society
based on comfort. For oral tasks, students can present  Final task will be a research project displaying
in small group or with only teacher what they have found
 Culminating Task(s): students will work in groups  This can be done through oral presentation,
to research points of view of the role of gender in power point, prezi, stop motion animation or
both Afghanistan and Canada and present with orally any form of visual art but students will be
with visual supports. This can be done in small required to provide some form of oral
groups to reduce whole group anxiety explanation which can be done in front of
whole class or with teacher
The Six Language Arts and Technology  Gallery walks and peer evaluations will be
 Reading Activities: read discussion posts and conducted holistically
research materials, go back to the book for support
 Writing Activities: write discussion posts and write Assessment
summaries of the information tor their final task  Diagnostic: t-chart during introduction highlighting
 Listening Activities: listen to teacher during read prior knowledge and what they want to learn; using
aloud as well as online resources such as interviews map to explore Afghanistan and what they know
with the author and critiques about this place in the world
 Speaking Activities: students use their voice and  Formative: peer editing for final task, peer feedback
point of view in in small group and whole group in discussion posts, exit tickets after each lesson
discussion as well as present in final task  Summative: rubric for final presentation evaluating
 Viewing Activities: student will explore image and specifically language curriculum like oral language
text in media and decode for comprehension  Self-Reflection: final reflection after gallery walk
 Representing Activities: visuals added to final task highlighting 2 things they learned or felt they did
 Technology Use: use of computers, tablets and really well with and one thing they are going to keep
internet for researching working on or exploring to bring into the classroom