Tammy teaches business courses at the post-secondary and secondary level and has a master's of business administration in finance.
After this lesson, students will be able to:
- identify the characteristics of two main settings in the story
- complete an analysis of the main characters
- discuss how religious viewpoints affect personal relationships
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
- Copies of the Divided City by Theresa Breslin: Summary & Characters lesson and the lesson quiz
- This lesson plan is designed for students who have read Divided City by Theresa Breslin.
- Begin by asking students to identify reasons why friendships break up.
- Allow students to share their responses.
- Then explain that this lesson explores a summary of Divided City where a friendship was threatened by religion.
- Distribute the Divided City by Theresa Breslin: Summary & Characters lesson, select a volunteer to read 'Introduction to Divided City' and 'Main Characters' out loud, shoulder pair students, then ask them to complete the following:
- List three characteristics to describe the main characters in the lesson.
- Describe the similarities between Graham and Joe.
- Besides their religious beliefs, how are Graham and Joe different?
- Allow them to share their responses.
- Then choose another student to read 'A City Divided' and 'A Shared Love of Football', then ask the following of each pair:
- Take out a sheet of paper and make three vertical columns.
- Label the columns: Protestants, Catholics, Asylum Seekers.
- List at least five characteristics of each group and include a few not listed in the lesson.
- What happens to Graham on his way home?
- What is he anxious about doing and why?
- Would you be apprehensive too? Explain.
- Allow pairs to share their answers.
- Select another student to read the remainder of the lesson, then pose these discussion points:
- Do you consider Jammy a bully? Explain.
- How does Joe decide to help Graham?
- Why did the lesson author name a section of the lesson 'Green Streaks and Orange Walks'?
- What did Graham and Joe decide to do toward the end of the book?
- Ask each pair to share their responses with the class.
- Afterwards, distribute the lesson quiz and ask students to write the answers, then review.
- Begin this activity by asking students to discuss with the class about what they learned from reading the book.
- Then explain that this activity will explore conflict resolution as it relates to the groups in the book.
- Divide the class into four groups and assign one of the following to each:
- Asylum Seekers
- Now create pairs within the Protestants, Catholics and asylum seekers.
- Then explain this scenario and instructions:
- Using the details in the story, imagine you are living during this era and have been selected to represent your group at a conflict resolution conference.
- Create a list of problems your religious group and area of town experiences from the other groups.
- Devise solutions for each problem.
- While the other three groups are preparing, ask the arbitrators to discuss the situation as a whole and create some solutions.
- Now ask each pair to reconvene in their main group, discuss the problems and solutions and identify the top three of each.
- Then select a leader to speak for them at the conference.
- Require all three leaders to sit at a table in front of the arbitrators and discuss their points; while the class observes.
- After a lively debate, allow the arbitrators time to discuss and choose the best solution.
- Require the arbitrators to discuss their rationale for the solution.
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