Name(s):____L.Mueller
District:__CCSD______
School: _____R.B. Stall High School____
Email:_latanya_mueller@charleston.k12.sc.us
Location:_D216____
Grade _12_, Unit _Identity_ Sample Lesson Plan
Text Title: The Namesake by Jhumpa Lahiri
Please list the overarching student objectives and corresponding standards in this series of ___ lessons:
 SWBAT read deeply and independently for extended periods of time
 SWBAT acquire and utilize contextual knowledge in t he analysis of the central text
 SWBAT compare and contrast cultural aspects and conflicts featured in the novel
 SWBAT write clearly and affectively on a variety of topics
 SWBAT make connections and express opinions concerning the central text and supplementary texts
 SWBAT discuss the text given a variety of discussion questions
Summary
Lesson 1: Who Are You?
Lesson objectives and corresponding standards:
 SL 3&5 introduce foundational ideas of identity (TED
talk)
 W 2 & 4 reflect on personal identity
Lesson 3: Desire
Lesson 2: Memories
Lesson objectives and corresponding standards:
 RI 1 & 7 examine the brain’s creation of memory
 W3 compose a narrative of a “definitive” memory from
childhood and express how that memory has impacted
 RL4 analyze/interpret “Forgetfulness” by Billy Collins /
other poetry on similar theme
Lesson 4: Beliefs
1
Lesson objectives and corresponding standards:
 RI1 examine generational goals/needs and
intergenerational relationships
 RI2 examine intergenerational relationships between 1st
generation Americans and their parents
 RL6 poem “Bilingual” and “Deliberate”
Lesson 5: Learning/Knowledge
Lesson objectives and corresponding standards:
 RI7 understand the geography and history of the Bengali
people and surrounding areas
 RI4 examine the concept of “Diaspora” in the US
 W1 write expository: how beliefs shape action and
identity
 L4 review Namesake vocab
Lesson 6: Intro (CH 1)
Lesson objectives and corresponding standards:
 RL 2 & 3 analyze “How It Feels To Be Colored Me” and
“On Being A Cripple”
 SL4 presentation: how others view you can impact your
identity
Lesson 7: Ashoke and Ashima (CH2)
Lesson objectives and corresponding standards:
 read and analyze chapter 1 of Namesake
Lesson objectives and corresponding standards:
 RL1 demonstrate reading completion
 W2 use close reading to write explanatory piece
comparing/contrasting marriage traditions
 RL1 read CH 2 (22-38)
Lesson 9: the house (CH3)
Lesson objectives and corresponding standards:
 RL 1 demonstrate reading completion
 SL4 examine American Diaspora as demonstrated in NS
 RL1 read CH2 (39-48)
Lesson objectives and corresponding standards:
 RL 1 read 49-55
 RL3 compare/contrast with “House on Mango”
 W1 write short argumentative piece: does where you live
impact identity
 ** read 55-72 hmwk
Lesson 11: Names (CH4)
Lesson objectives and corresponding standards:
 RL1 demonstrate reading comprehension 55-72
 RL3 “The Elders Are Gods”
 RL1 read CH4 72-88 (examine cultural conflict)
Lesson objectives and corresponding standards:
 SL3 podcast “How much does your name matter?”
 RI7 research: popular names over decades
 RL1 read chapter 4 (88-96)
Lesson objectives and corresponding standards:
 SL1 nickname share
 RI 1 “Scouts Want to Curb Use of Nicknames”
 RL1 read 97-112 (compare “Gogol” and “Nikhil”,
Lesson 8: Move to Cambridge (CH2)
Lesson 10: India (CH4)
Lesson 12: Nicknames (CH5)
2
Lesson 13: Ruth (CH5)
ABCD”
Lesson 14: American Family (CH6)
Lesson objectives and corresponding standards:
 RL1 demontrate reading completion ch5
 RL6 evaluate different types of love (My Love Swears,
January Hangover)
 RL1 read 113-124
Lesson 15: Life with Maxine (CH6)
Lesson objectives and corresponding standards:
 RL1 demonstrate reading completion
 RI6 read and annotate “What is it about 20 somethings?”
 RL1 read pages 124-140
Lesson objectives and corresponding standards:
 SL4 Maxine and Gogol: share quotes about their
relationship, family life, cultural conflict
 RL1 pgs 140-150
Lesson 17: Death of Ashoke (CH7)
Lesson objectives and corresponding standards:
 RL6 “Once More to the Lake
 RL1 read pgs 150-158
Lesson objectives and corresponding standards:
 W3 describe how Ashoke’s death changes Gogol and
affects identity crisis
 RL1 pgs 159-169
Lesson 19: Memories w/Dad (CH7)
Lesson objectives and corresponding standards:
 W3 describe how Ashoke’s death changes Gogol and
affects identity crisis
 RL1 pgs 169-179
Lesson 20: Moushmi (CH8)
Lesson objectives and corresponding standards:
 W3 describe how Ashoke’s death changes Gogol and
affects identity crisis
 RL1 pgs 179-187
Lesson objectives and corresponding standards:
 RI7 read and analyze (“More Asian Americans Marrying
Within Race”, “Is Arranged Marriage Really Any Worse
Than Craigslist?”)
 W3 compare and contrast Gogol’s marriage with his
parents situation
 RL1 pgs 188-201
Lesson 22: Gogol’s Wedding (CH CH9)
Lesson 21: Childhood Friends/Lovers (Ch8)
Lesson objectives and corresponding standards:
 RL1 pgs 201-218
Lesson 23: Married Life (CH9)
Lesson 16: NH House (CH6)
Lesson 18: Mourning at hospital and home (CH7)
Lesson objectives and corresponding standards:
 RI7 read and annotation Hindu Transnationalism
 RL1 pgs 219-227
Lesson 24: Sudden Death/Sudden Life (CH10)
3
Lesson objectives and corresponding standards:
 RL1 demonstrate reading comprehension
 SL1 discuss Gogol’s changing world, his transience based
on relationships with women
Lesson 25: Dimitri (CH10)
Lesson objectives and corresponding standards:
 RL1 demonstrate reading comprehension
 SL1 discuss transformative nature of a sudden shocking
event
Lesson 26: Monotony/The Mundane (CH11)
Lesson objectives and corresponding standards:
 RI1 infidelity jigsaw articles
 RL1 pgs 256-267
Lesson 27: Ashima (CH12)
Lesson objectives and corresponding standards:
 RL4 analyze and discuss the “pigeon” metaphor
 RL1 pgs 268-273
Lesson 28: A Life of Accidents (CH12)
Lesson objectives and corresponding standards:
 W1 prepared essay preparation
 RL1 pgs 274-284
Lesson 29: Essay
Lesson objectives and corresponding standards:
 W1 prepared essay preparation
 RL1 pgs 284-291
Lesson objectives and corresponding standards:
 W1 Essay writing, revision, final draft
Lesson _1_ [Note: Choose a lesson from the Summary to expand upon]
Lesson Objectives and Corresponding Standards
 SL 3&5 introduce foundational ideas of identity (TED talk)
 W 2 & 4 reflect on personal identity
Required Materials
 TED Talk “Who is the real you?
 Identity matrix worksheet
Procedures
1. Lead-In:
 Bellringer: dirty dozen grammar
 Good Things
 Who are you? What is identity and how do we know who we are?
4
2. Step by Step:
a) watch TED talk
b) discuss 4 parts
c) create identity matrix
3. Closure:
students will share identity matrix with neighbor, will reflect in journal about reaction to matrix
Differentiation
Advanced: written reflection on identity due at end of class
Struggling: extended time, individual support
Homework/Assessment: prepare a childhood memory to write about tomorrow
Lesson _2_ [Note: Choose a lesson from the Summary to expand upon]
Lesson Objectives and Corresponding Standards
 RI 1 & 7 examine the brain’s creation of memory
 W3 compose a narrative of a “definitive” memory from childhood and express how that memory has impacted
 RL4 analyze/interpret “Forgetfulness” by Billy Collins / other poetry on similar theme
Required Materials
 “Forgetfulness” by Billy Collins
 “How Our Brains Make Memories”
Procedures
1. Lead-In:
a) Bellringer: Dirty Dozen Grammar
b) Good things
c) What role do your memories have in shaping who you are? (good and bad)
2. Step by Step:
d) Read “Forgetfulness” aloud as a class, reflect: what does Collins have to say about how memory works?
e) Read and annotate “How Our Brains” article
f) Compose narrative of childhood memory, reflect on how that memory has shaped
5
3. Closure:
pair share memories
Differentiation
Advanced: written reflection due at end of class
Struggling: extended time, individual support
Homework/Assessment ask someone older than you what they wanted at your age
Lesson _3_ [Note: Choose a lesson from the Summary to expand upon]
Lesson Objectives and Corresponding Standards
 RI1 examine generational goals/needs and intergenerational relationships
 RI2 examine intergenerational relationships between 1st generation Americans and their parents
 RL6 poem “Bilingual” and “Deliberate”
Required Materials
 poem “The Elders Are Gods”
 6 Degrees of Generations (America)
 iPads
Procedures
1. Lead-In:
a) Bellringer: read “The Elders Are Gods”
b) Good things
2. Step by Step:
a) gallery walk “things old people say”, discuss
b) class discussion about intergenerational conflict
c) outline 6 degrees of generations project
a. students take 6 Degrees reading and are assigned a decade
b. they will read description and create poster outlining historical events, probable wants/needs wants, will make claims
about ways this generation may conflict with next and back up with proof
d) students begin individual work and research
6
3. Closure:
a) present timeline and post
Differentiation
Advanced: students expected to be discussion leaders
Struggling: extended time, individual attention
Homework/Assessment read “No Speak English”, reflect: why do immigrants reject the transition to speaking English?
Lesson _4_ [Note: Choose a lesson from the Summary to expand upon]
Lesson Objectives and Corresponding Standards
 RI7 understand the geography and history of the Bengali people and surrounding areas
 RI4 examine the concept of “Diaspora” in the US
 W1 write expository: how beliefs shape action and identity
 L4 review Namesake vocab
Required Materials
 articles
 History of Bengali people
 Bengali diaspora
 Hinduism
 famous Bengalis
 worksheet “What do you believe in?”
 worksheet Namesake vocabulary
Procedures
1. Lead-In:
a) bellringer: dirty dozen grammar
b) Good things
c) Question: What do you believe in?
2. Step by Step:
d) Brainstorm on the central question: “What do you believe in?”
e) Assign topics for belief jigsaw:
7
a. History of Bengali people
b. Bengali diaspora
c. Hinduism
d. famous Bengalis/traditions
f) email information to Mueller to be added to class wikipage resources
3. Closure:
review posted information
Differentiation
Advanced: will peer edit other wiki entries and post
Struggling: extended time, individual support
Homework/Assessment NS vocab
Lesson _5_ [Note: Choose a lesson from the Summary to expand upon]
Lesson Objectives and Corresponding Standards
 RL 2 & 3 analyze “How It Feels To Be Colored Me” and “On Being A Cripple”
 SL4 presentation: how others view you can impact your identity
Required Materials
 “How it Feels to Be Colored Me”
 “On Being a Cripple”
 “Cross” by Langston Highes
Procedures
1. Lead-In:
a) Bellringer: dirty dozen grammar
b) Good things
c) Essential question: How does the way others view you impact your identity?
2. Step by Step:
d) read “Cross”, discuss how people perceive themselves can differ from how society sees them
e) read 2 essays and complete writing prompt about how self identification impacts identity
8
3. Closure:
a) questions/concerns
Differentiation
Advanced: full completion of writing prompt prior to end of class
Struggling: extended time, individual support
Homework/Assessment study NS vocab
Lesson _6__ [Note: Choose a lesson from the Summary to expand upon]
Lesson Objectives and Corresponding Standards
 RL3 read and analyze chapter 1 of Namesake
Required Materials
 The Namesake
 Namesake reading journal
Procedures
1. Lead-In:
a) bellringer: dirty dozen grammar
b) Good things
2. Step by Step:
c) Class will review structure and expectations for Namesake reading journal
d) handout and assign books
e) students will read independently and complete journal entry for chapter 1
3. Closure:
questions/concerns
Differentiation
Advanced: none
9
Struggling: extended time, individual attention
Homework/Assessment complete Chapter 1 reading and journal entry
Lesson _7_ [Note: Choose a lesson from the Summary to expand upon]
Lesson Objectives and Corresponding Standards
 RL1 demonstrate reading completion
 W2 use close reading to write explanatory piece comparing/contrasting marriage traditions
 RL1 read CH 2 (22-38)
Required Materials
 The Namesake
 Namesake journal
 Chapter test 1
Procedures
1. Lead-In:
a) bellringer: dirty dozen grammar
b) good things
2. Step by Step:
c) Complete Chapter 1 reading test
d) Share out: Chapter 1 journal entry
e) read CH2 22-38, complete section journal
3. Closure:
- questions/concerns
Differentiation
Advanced: required to complete bonus question
Struggling:
extended time, individual support
Homework/Assessment read CH2 22-38, complete section journal entry
10
Lesson _8_ [Note: Choose a lesson from the Summary to expand upon]
Lesson Objectives and Corresponding Standards
 RL 1 demonstrate reading completion
 SL4 examine American Diaspora as demonstrated in NS
 RL1 read CH2 (39-48)
Required Materials
 The Namesake
 Namesake reading journal
 Debate prompt
Procedures
1. Lead-In:
a) bellringer: dirty dozen grammar
b) good things
2. Step by Step:
c) complete Chapter 2 reading test
d) Class activity: In groups, students will debate the differences between Indian and American naming practices. Each group will
present 3 arguments for their side and will prepare 3 rebuttals
e) read CH2 39-48, complete section journal entry
3. Closure:
questions/concerns
Differentiation
Advanced: mandatory completion of the bonus question
Struggling: extended time, individual support
Homework/Assessment complete reading CH2 39-48, complete section journal entry
Lesson _9_ [Note: Choose a lesson from the Summary to expand upon]
Lesson Objectives and Corresponding Standards
 RL 1 read 49-55
 RL3 compare/contrast with “House on Mango”
11

W1 write short argumentative piece: does where you live impact identity
Required Materials
 The Namesake
 Namesake reading journal
 “House on Mango Street” short story
 House on Mango writing prompt
Procedures
1. Lead-In:
a) bellringer: dirty dozen grammar
b) good things
2. Step by Step:
c) read 49-55 aloud as a class
d) read short story “House on Mango Street”, complete writing prompt
e) begin reading homework 55-72, complete journal section
3. Closure:
-share out writing
Differentiation
Advanced: mandatory completion of bonus question
Struggling: extended time, individual support
Homework/Assessment ** read 55-72 hmwk and complete journal
Lesson _10_ [Note: Choose a lesson from the Summary to expand upon]
Lesson Objectives and Corresponding Standards
 RL1 demonstrate reading comprehension 55-72
 RL3 “The Elders Are Gods”
 RL1 read CH4 72-88 (examine cultural conflict)
Required Materials
 The Namesake
 Namesake reading journal
12



poem “The Elders Are Gods”
posters
Chapter 4 test
Procedures
1. Lead-In:
a) bellringer dirty dozen grammar
b) good things
2. Step by Step:
a) take Chapter 4 test
c) read as a class “The Elders Are Gods”, discuss
d) small group investigation: intergenerational cultural conflict
a. in four groups, compare/contrast Ashoke and Ashima and their “American” children in each setting (India and
America), support with examples from novel
b. share out findings, post posters in classroom
e) read CH 4 72-88, complete reading journal
3. Closure:
questions/concerns
Differentiation
Advanced: must complete bonus question
Struggling: extended time and individual support
a) Homework/Assessment read CH 4 72-88, complete reading journal
Lesson 11_ [Note: Choose a lesson from the Summary to expand upon]
Lesson Objectives and Corresponding Standards
 SL3 podcast “How much does your name matter?”
 RI7 research: popular names over decades
 RL1 read chapter 4 (88-96)
Required Materials
13




The Namesake
Namesake reading journal
podcast “How much does your name matter?”
iPads: research popular names from past
Procedures
1. Lead-In:
a) bellringer: dirty dozen grammar
b) good things
2. Step by Step:
a) discuss naming, predict impact of name on life
b) listen to Freakonomics podcast “How much does your name matter?” and complete follow sheet
c) research names in story, popular decade names, and student names
d) read Ch4 88-96, complete reading journal
3. Closure: questions/concerns
Differentiation
Advanced: must complete bonus question
Struggling: extended time, individual support
Homework/Assessment read Ch4 88-96, complete reading journal
Lesson 12_ [Note: Choose a lesson from the Summary to expand upon]
Lesson Objectives and Corresponding Standards
 SL1 nickname share
 RI 1 “Scouts Want to Curb Use of Nicknames”
 RL1 read 97-112 (compare “Gogol” and “Nikhil”, ABCD)
Required Materials
 The Namesake
 Namesake reading journal
14

article “Scouts Want to Curb Use of Nicknames”
Procedures
1. Lead-In:
c) bellringer: dirty dozen grammar
d) good things
2. Step by Step:
a) Nickname share: have students write a childhood (school appropriate) nickname on a slip of paper and drop it into a box,
teacher will draw at random and students will try to guess which nickname goes to which student
b) read “Scouts want to curb use of nicknames” and annotate
c) read chap 5 97-112, complete reading journal
3. Closure: questions/concerns
Differentiation
Advanced: must complete the bonus question
Struggling: extended time, individual support
Homework/Assessment
Lesson 13_ [Note: Choose a lesson from the Summary to expand upon]
Lesson Objectives and Corresponding Standards
 RL1 demonstrate reading completion ch5
 RL6 evaluate different types of love (My Love Swears, January Hangover)
 RL1 read 113-124
Required Materials
 Chapter 5 reading test
 The Namesake
 Namesake reading journal
 poems My Love Swears, January Hangover
Procedures
1. Lead-In:
15
a) bellringer: dirty dozen grammar
b) good things
2. Step by Step:
a) take chapter 5 reading test
b) read poems “When My Love Swears” and “January Hangover”, annotate and reflect
c) read 113-124, complete reading journal
3. Closure:
questions/concerns
Differentiation
Advanced: must complete bonus question
Struggling: extended time, individual attention
Homework/Assessment read 113-124, complete reading journal
Lesson 14_ [Note: Choose a lesson from the Summary to expand upon]
Lesson Objectives and Corresponding Standards
 RL1 demonstrate reading completion
 RI6 read and annotate “What is it about 20 somethings?”
 RL1 read pages 124-140
Required Materials
 the Namesake
 Namesake reading journal
 article “What is it about 20 somethings?”
 chapter 5 test part 2
Procedures
1. Lead-In:
a) bellringer: dirty dozen
b) good things
2. Step by Step:
c) share out: Ruth
16
d) read and annotate “What is it about 20 somethings?”
e) read 124-140, complete reading journal
3. Closure: questions/concerns
Differentiation
Advanced: must complete bonus question
Struggling: extended time, individual support
Homework/Assessment read 124-140, complete reading journal
Lesson 15_ [Note: Choose a lesson from the Summary to expand upon]
Lesson Objectives and Corresponding Standards
 SL4 Maxine and Gogol: share quotes about their relationship, family life, cultural conflict
 RL1 pgs 140-150
Required Materials
 The Namesake
 Namesake reading journal
 quote exploration sheet
Procedures
1. Lead-In:
a) bellringer: dirty dozen grammar
b) good things
2. Step by Step:
a) Gogol/Maxine quotes: students will work back through the section of novel concerning Gogol and Maxine’s relationship,
identifying important quotes that give a picture of their relationship, family life, and cultural conflicts (give page in novel)
b) read pages 140-150, complete reading journal
3. Closure: questions/concerns
Differentiation
17
Advanced: must complete bonus question
Struggling: extended time, individual support
Homework/Assessment read pages 140-150, complete reading journal
Lesson 16_ [Note: Choose a lesson from the Summary to expand upon]
Lesson Objectives and Corresponding Standards
 RL6 “Once More to the Lake
 RL1 read pgs 150-158
Required Materials
 The Namesake
 Namesake reading journal
 Chapter 6 test
Procedures
1. Lead-In:
a) bellringer
b) good things
2. Step by Step:
a) Chapter 6 test
b) class discussion: how does the author show the ever-growing gulf between Gogol and his family? How does the author
compare and contrast Gogol’s home with Maxines? How does she use the characters of Maxine and Ashima to intensify those
cultural differences?
3. Closure: question/concern
Differentiation
Advanced: must complete the bonus question
Struggling: extended time, individual support
Homework/Assessment read pgs 150-158
18
Lesson 17_ [Note: Choose a lesson from the Summary to expand upon]
Lesson Objectives and Corresponding Standards
 W3 describe how Ashoke’s death changes Gogol and affects identity crisis
 RL1 pgs 159-169
Required Materials
 “Once More to the Lake” essay
 The Namesake
 Namesake reading journal
Procedures
1. Lead-In:
a) bellringer: dirty dozen
b) good things
2. Step by Step:
c) write a description of the lakehouse in Namesake
d) read “Once More to the Lake”, write short expository piece about “retreat” (what purpose does the lakehouse serve in both of
these pieces? what is your retreat?)
e) read 159-169, complete reading journal
3. Closure: questions/concerns
Differentiation
Advanced: must complete bonus question
Struggling: extended time, individual support
Homework/Assessment read 159-169 complete reading journal
Lesson __18_ [Note: Choose a lesson from the Summary to expand upon]
Lesson Objectives and Corresponding Standards
 W3 describe how Ashoke’s death changes Gogol and affects identity crisis
19

RL1 pgs 169-179
Required Materials
 The Namesake
 Namesake journal
Procedures
1. Lead-In:
a) bellringer: dirty dozen grammar
b) good things
2. Step by Step:
c) discuss death of Ashoke, make predictions about impact on Gogol and rest of story
d) Small group activity: author’s intent ( come up with a conclusion as to why it was necessary for the author to dramatically
change the direction of the plot. What would have happened if she had not done so? How many possible directions can the
story now take? conclude and share
e) read 169-179, complete reading journal
3. Closure: questions/concerns
Differentiation
Advanced: must answer bonus question
Struggling: extended time. individual support
Homework/Assessment read 169-179, complete reading journal
Lesson _19_ [Note: Choose a lesson from the Summary to expand upon]
Lesson Objectives and Corresponding Standards
 W3 describe how Ashoke’s death changes Gogol and affects identity crisis
 RL1 pgs 179-187
Required Materials
 The Namesake
 Namesake reading journal
20
Procedures
1. Lead-In:
a) bellringer: dirty dozen grammar
b) good things
2. Step by Step:
c) read 179-187 aloud in class
d) discuss the changes Ashoke’s death has brought to the characters Ashima, Gogol, Sonia. Each responds in a different way.
Does each character react how you’d expect them to? Does one character have a healthier reaction? Who do they turn to most
for support?
e) read 188-201
3. Closure: questions/concerns
Differentiation
Advanced: must complete bonus question
Struggling: extended time, individual support
Homework/Assessment read 188-201, complete section journal
Lesson _20_ [Note: Choose a lesson from the Summary to expand upon]
Lesson Objectives and Corresponding Standards
 RI7 read and analyze (“More Asian Americans Marrying Within Race”, “Is Arranged Marriage Really Any Worse Than
Craigslist?”)
 W3 compare and contrast Gogol’s marriage with his parents situation
 RL1 pgs 188-201
Required Materials
 The Namesake
 Namesake reading journal
 articles “More Asian Americans Marrying Within Race”, “Internet Marriages on the Rise in some internet communities”,
“One-in-Seven New U.S. Marriages is Interracial or Interethnic”, “Most Americans Marry Within Their Race”
Procedures
1. Lead-In:
21
e) bellringer dirty dozen grammar
f) good things
2. Step by Step:
d) class discussion: marrying out vs marrying in
e) articles: read annotate and share out
a. “More Asian Americans Marrying Within Race”
b. “Internet Marriages on the Rise in some internet communities”
c. “One-in-Seven New U.S. Marriages is Interracial or Interethnic”
d. “Most Americans Marry Within Their Race”
f) Moushmi prediction: how is Moushumi different from the other women that Gogol has dated? Make a prediction about how
you think their relationship will develop
3. Closure: questions/concerns
Differentiation
Advanced: must complete bonus question
Struggling: extended time, individual support
Homework/Assessment read 201-218, complete reading journal
Lesson _21_ [Note: Choose a lesson from the Summary to expand upon]
Lesson Objectives and Corresponding Standards
 RL1 pgs 201-218
 SL1 discuss Moushmi and Gogol’s potential as a couple
Required Materials
 The Namesake
 Namesake reading journal
Procedures
1. Lead-In:
a) bellringer
22
b) good things
2. Step by Step:
a) class discussion: pros/cons of Gogol’s relationship with Moushmi. What are the benefits of them being together, what are the
obstacles? How does Gogol’s “Nihkil” renovation of his identity conflict with the Gogol that Moushumi grew up with?
3. Closure: questions/concerns
Differentiation
Advanced: must complete bonus question
Struggling: extended time, individual support
Homework/Assessment read 219-227, complete reading journal
Lesson __22_ [Note: Choose a lesson from the Summary to expand upon]
Lesson Objectives and Corresponding Standards
 RI7 read and annotation “Transnational Migrants: When "Home" Means More Than One Country”
 RL1 pgs 219-227
Required Materials
 The Namesake
 Namesake reading journal
 article “Transnational Migrants: When "Home" Means More Than One Country”
Procedures
1. Lead-In:
b) bellringer: dirty dozen grammar
c) good things
2. Step by Step:
a) define: transnationalism
b) discuss from journal: what about Gogol and Moushimi’s wedding is unique and indicative of their transnationalism?
c) article, read and annotate: “Transnational Migrants: When "Home" Means More Than One Country”
d) read 228-245, complete reading journal
3. Closure:
23
Differentiation
Advanced: must complete bonus question
Struggling: extended time, individual support
Homework/Assessment read 228-245, complete reading journal
Lesson __23_ [Note: Choose a lesson from the Summary to expand upon]
Lesson Objectives and Corresponding Standards
 RL1 demonstrate reading comprehension
 SL1 discuss Gogol’s changing world, his transience based on relationships with women
Required Materials
 The Namesake
 Namesake reading journal
 Chapter 9 reading test
Procedures
1. Lead-In:
a) bellringer: dirty dozen grammar
b) good things
2. Step by Step:
c) Chapter 9 reading test.
d) small group work: Gogol’s women. Compare and contrast Gogol’s identity in relation to the women he is involved with. Each
group will take one woman (Ruth, Bridget, Maxine, Moushumi) and will discuss how he changes based on who he’s in a
relationship with
e) read 246-256, complete reading journal
3. Closure: questions/ concerns
Differentiation
Advanced: must complete bonus question
24
Struggling: extended time, individual support
Homework/Assessment read 246-257, complete reading journal
Lesson __24_ [Note: Choose a lesson from the Summary to expand upon]
Lesson Objectives and Corresponding Standards
 RL1 demonstrate reading comprehension
 SL1 discuss transformative nature of a sudden shocking event
Required Materials
 The Namesake
 Namesake reading journal
Procedures
1. Lead-In:
a) bellringer: dirty dozen grammar
b) good things
2. Step by Step:
c) class discussion: sudden shocking event can change your life, course of events
d) read pages 256-267, complete reading journal
3. Closure: questions, concerns
Differentiation
Advanced: must complete bonus question
Struggling: extended time, individual support
Homework/Assessment read pages 256-267, complete reading journal
Lesson __25_ [Note: Choose a lesson from the Summary to expand upon]
Lesson Objectives and Corresponding Standards
25


RI1 infidelity jigsaw articles
RL1 pgs 256-267
Required Materials
 The Namesake
 Namesake reading journals
Procedures
1. Lead-In:
a) bellginer: dirty dozen grammar
b) good things
2. Step by Step:
c) small group discussions and share out:
a. What happens on Moushumi and Gogol’s anniversary and what is the significance of this scene? What does it tell you
about the state of Gogol and Moushumi’s marriage?
b. Discuss Gogol’s activities during the time that Moushumi meets Dimitri and starts an affair with him. Does Gogol
suspect anything? How does the author show this?
c. What things are mentioned in Chapter 10 that Moushumi finds insulting to her as an Indian immigrant? How has she
translated those feelings into her feelings about her marriage?
d. In the past two chapters, Gogol and Moushimi have had multiple arguments/conflicts, both large and small. List these
arguments/conflicts and decide which is the most significant and why.
d) read 268-273, complete reading journal
3. Closure: questions/concerns
Differentiation
Advanced: must complete bonus question
Struggling: extended time, individual support
Homework/Assessment read 268-273, complete reading journal
Lesson __26_ [Note: Choose a lesson from the Summary to expand upon]
Lesson Objectives and Corresponding Standards
26


RL4 analyze and discuss the “pigeon” metaphor
RL1 pgs 268-273
Required Materials
 The Namesake
 Namesake reading journal
Procedures
1. Lead-In:
a) bellringer: dirty dozen grammar
b) good things
2. Step by Step:
a) class discussion: students will examine and discuss in small groups the “pigeon metaphor” on page 272 of The Namesake,
share out opinions
b) discuss essay preparation for final writing piece
c) read 274-284, complete reading journal
3. Closure: questions, concerns
Differentiation
Advanced: must complete bonus question
Struggling: extended time, individual support
Homework/Assessment read 274-284, complete reading journal
Lesson _27__ [Note: Choose a lesson from the Summary to expand upon]
Lesson Objectives and Corresponding Standards
 W1 prepared essay preparation
 RL1 pgs 274-284.
 SL1 discuss Ashima’s new identity as widow
Required Materials
27


The Namesake
Namesake reading journal
Procedures
1. Lead-In:
a) bellringer: dirty dozen grammar
b) good things
2. Step by Step:
c) divide and discuss: How is Ashima the same woman at the beginning of the book as she is at the end of the book? In what
ways is she different? How does the author use Ashima to show that someone can live comfortably in two cultures?
d) continue essay prep
e) read pg 284-291, complete reading journals
3. Closure: questions/concerns
Differentiation
Advanced: must complete bonus question
Struggling: extended time, individual support
Homework/Assessment read pg 284-291, complete reading journals
Lesson __28_ [Note: Choose a lesson from the Summary to expand upon]
Lesson Objectives and Corresponding Standards
 W1 prepared essay preparation
 RL1 pgs 284-291
Required Materials
 The Namesake
 Namesake Journals
 Namesake final essay organizer and quotes
28
Procedures
1. Lead-In:
a) bellringer: dirty dozen grammar
b) good things
2. Step by Step:
c) discuss: why does the author describe Gogol’s life as “A Life of Accidents”?
d) essay rough draft writing
3. Closure: questions/concerns
Differentiation
Advanced: must answer bonus question
Struggling: extended time, individual support
Homework/Assessment complete rough draft
Lesson __29_ [Note: Choose a lesson from the Summary to expand upon]
Lesson Objectives and Corresponding Standards
 W1 Essay writing, revision, final draft
Required Materials
 The Namesake
 Namesake reading journals
 essay organizer and information
Procedures
1. Lead-In:
a) bellringer dirty dozen grammar.
b) good things
2. Step by Step:
a) Writing essay
b) peer revision
c) begin final draft
29
3. Closure: questions/concerns
Homework/Assessment complete final draft
Lesson ___ [Note: Choose a lesson from the Summary to expand upon]
Lesson Objectives and Corresponding Standards

Required Materials

Procedures
1. Lead-In:
g)
2. Step by Step:
g)
3. Closure:
Differentiation
Advanced:
Struggling:
Homework/Assessment
Lesson ___ [Note: Choose a lesson from the Summary to expand upon]
Lesson Objectives and Corresponding Standards

30
Required Materials

Procedures
1. Lead-In:
h)
2. Step by Step:
h)
3. Closure:
Differentiation
Advanced:
Struggling:
Homework/Assessment
Lesson ___ [Note: Choose a lesson from the Summary to expand upon]
Lesson Objectives and Corresponding Standards

Required Materials

Procedures
1. Lead-In:
i)
2. Step by Step:
i)
3. Closure:
Differentiation
31
Advanced:
Struggling:
Homework/Assessment
32