Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 43314
A Long Way Gone: Memoirs of a Boy Soldier-An Intro to
Analysis & Argumentation Part I of III
In this lesson, students will read chapters 1-7 of Ismael Beah's memoir, A Long Way Gone: Memoirs of a Boy Soldier while learning how to analyze
the chapters using a reader response journal, create an oral argument through a Seed Discussion, and in writing a central idea statement.
Subject(s): English Language Arts
Grade Level(s): 8
Intended Audience: Educators
Suggested Technology: Document Camera,
Computer for Presenter, LCD Projector, Overhead
Projector, Adobe Acrobat Reader, Microsoft Office
Instructional Time: 6 Hour(s)
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: Ishmael Beah, A Long Way Gone: Memoirs of a Boy Soldier, argumentation, Seed Discussion, Reader
Response Journal,
Resource Collection: CPALMS Lesson Plan Development Initiative
ATTACHMENTS
A Long Way Gone_Ask the Teacher.pdf
A Long Way Gone_Central Idea Statement Rubric.pdf
A Long Way Gone_IntroductionEvidenceExplanation for Quizzes.pdf
A Long Way Gone_PreReading A Long Way Gone Crossword.pdf
A Long Way Gone_Reading Journal Daily Assignment.pdf
A Long Way Gone_Seed Discussion Reflection Sentence Frame and Rubric.pdf
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Students will read chapters 1-7 of A Long Way Gone and analyze the central idea to determine its progression in those chapters.
Students will produce a reader response journal to help them clarify their thinking about the text and types of support.
Students will write an introductory argument about chapters 1-7 by using evidence from the literary non-fiction piece and discussions to distinguish their own
suppositions about the work.
Students will use the seed discussion format to verbalize their claims and their suppositions in order to learn from one another and reflect about the text.
Students will write an argument statement to cite textual evidence that most strongly supports an analysis of what A Long Way Gone explicitly says as well as draw
inferences drawn from the text.
The students will produce clear and coherent writing through their Reader Response Journals and their Argument Statements to develop and organize their writing
in a style and format that is appropriate for the purpose and audience.
Prior Knowledge: What prior knowledge should students have for this lesson?
page 1 of 7 1. Understand what is meant by:
textual evidence
analysis
central idea/theme
2. Understand the elements of argumentation (claim, support, findings, opposing claim (refutation)
3. Be able to write minimally
4. Be able to read in English
5. Be able to speak publicly and work in a group discussion setting
Guiding Questions: What are the guiding questions for this lesson?
How does Ismael Beah develop the central idea throughout chapters 1-7?
In what ways does Ismael Beah present arguments?
How does writing consistently help you, the writer, in creating augments?
Teaching Phase: How will the teacher present the concept or skill to students?
Order of Lesson (This schedule below is based on a block schedule. Please adjust accordingly if your school utilizes a different schedule):
Day 1
1. Hook
2. Vocabulary
3. Model Response, Ask A Teacher and How to Read Chapter 1 based on the Hook and Guided Practice
4. Home Learning: Students read chapters 1-2, Ask a Teacher & Journal
Day 2
1. Ask a Teacher
2. Quiz chapters 1-2, Explanation/Modeling of Introduction-Evidence-Explanation
3. Read Chapter 3- Share out loud
4. Mini-Seed Discussion Practice based on Journals and/or Ask the Teacher Questions
5. Home Learning: Students read chapters 3-4, Journal, Ask a Teacher
Day 3
1. Teacher will collect first Journal for chapters 1-4 and provide feedback
2. Ask a Teacher
3. Quiz chapters 3-4
4. Read Chapter 5- Share out loud
5. Seed Discussion Prep
6. Home Learning: Students read chapters 5-7, Journal, Seed Discussion preparation
Day 4
1. Seed Discussion
2. Seed Discussion Reflection
3. Home Learning: Students read chapters 5-7 Journal due
Day 5
1. Teacher will collect Journal chapters 5-7 and provide feedback
2. Central Idea Statement
3. Reflecting & Small Group Discussion on Guiding Questions
The "Hook" and Activation of Prior Knowledge
1. Implement a "Block Party" (a discussion using some quotes from the book) in class. See quotes below to use in the Block Party.
I recommend skipping the step in a Block Party where students move around the room and only allow the students to share in groups at their tables.
I recommend modeling the Block Party and walking around the room as students are discussing at their tables.
You may time the discussion giving each participant one minute to read and discuss their thoughts on the quote.
Additionally, have students reflect in writing in their journal before speaking to their table group members.
Teacher will write the quote and reflect on the following questions:
What do you think about what is being said?
What would you do if the same thing happened to you?
page 2 of 7 What might happen in this book based on the quote?
2. Have students do a post reflection after discussing the quotes with their group members:
What was the most interesting quote and why?
3. Teachers may grade student reflections and discussions holistically with a check plus (A), check (C) or check minus (F).
Block Party Quotes:
1. Gibson explained that the teachers had told them that the rebels had attacked Mogbwemo, our home. School had been canceled until further notice. We stopped
what we were doing (9).
2. We must go back and see if we can find our families before it is too late (10).
3. Too much blood has been spilled where you are going. Even the good spirits have fled from that place (11-12).
4. As we, and others, emerged from the bushes, we saw a man run from the driver's seat to the sidewalk, where he vomited blood. When he stopped vomiting, he
began to cry. It was the first time I had seen a grown man cry like a child, and I felt a sting in my heart (12).
5. In the back of the van were three more dead bodies, two girls and a boy, and their blood was all over the seats and the ceiling of the van (12-13).
6. Later we learned that the man had tried to escape with his family and the rebels had shot at his vehicle, killing all his family (13).
Introducing/Modeling the Concept or Skill
1. Let students know that they will be reading a true story about a 13-year-old young man in another country. But before getting into the story, you would like them to
get a feel for what is happening since there are very sensitive issues such as murder, hatred, homelessness and drug use.
2. In order for them to get the best understanding of this book, they need to understand some of these concepts and discuss it with each other. But they need to be in
groups of three for this to happen.
3. Write guiding questions for the Block Party on board and review. Write the questions on the board or place a copy at their desks. Place them in groups of three
(have a seating chart ready beforehand). Let them know that they will be choosing a quote, writing about the quote using three guiding questions and discussing the
questions with their group members and writing a short reflection after the discussion.
4. Choose the group that is the closest to you to model the protocol. Ask if they understand. Let them know that you will be grading their reflections and their
discussions.
Example 1: "We didn't know what it was called then, but I was impressed with the fact that the black fellows knew how to speak English really fast, and to the beat"
(6). Sample response: Clearly, this book is about someone not from America. Because they used the term "black fellows." Also, the narrator does not know how to
speak English well. Even though I speak English, I get tongue tied and even can't say some words very fast or even remember them, so I guess I understand how
they feel about something new. I wonder if this book is going to be about English, music, or just foreigners in general?
Example 2: "During the holidays, he brought me cassettes and taught my friends and me how to dance to what we came to know as hip-hop" (6). Sample
response: Wow, this must be an old book. First they use cassettes and the narrator did not know what hip-hop was. That's how I felt when some friends were
talking about the wobble. I wonder if they will become famous dancers?
Example 3: "He stood by the door of our clay brick and tin roof house laughing and then asked, "Can you even understand what you are saying?" (6-7). Sample
response: "Clay brick and tin roof"? I am guessing these people are poor. I don't think they make houses out of clay brick here in the United States. They seem to
be having fun, because someone is laughing at them and watching them. I wonder if this book is going to be about having fun?
In the interest of time, the teacher may place quotes in a sandwich bag or envelope and have each group take a quote.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
Guided Practice Overview:
1. During the Reading of Chapter 1, the teacher stops and asks a comprehension question (who is the speaker, what is happening…), what quotes would be good to
use as responses, and are there any questions the students have about the texts.
2. Model a Reader Response and have students do one as they read using the stems in the Journal Handout.
Ex. Looking at the map, I wonder how long his journey is? If I were to measure the same distance here in our city, how long would it be? I hope we find out how
long this took him and if he took it on foot or some other type of transportation.
3. As the teacher reads the chapter aloud, ask students questions periodically about the text such as how many people live with Ishmael, what is the purpose for going
out of the village with his friends, how do they know their village was attacked. When asking students questions, ask them where in the text the information was
retrieved which gets them used to finding support for their statements.
4. During the reading of Chapter 3, the teacher stops periodically to ask students to choose a quote to write as part of their reader response journal. Ask the students
what is the author's central idea thus far and explain. Also ask what questions they have about the chapter.
5. During the reading of Chapter 5, the teacher stops periodically to ask students to choose a quote to write as part of their reader response journal on either claim or
central idea. Students should use text support and share with the class.
6. Seed Discussion Reflection- teacher models how to create a reflection using the frame provided. Ask students where they would find the information to include in
the frame and to give an example.
7. Central Idea Statement- teacher models how to create a statement using the introduction evidence and explanation sample provided for their quizzes and the
theme handout.
Write one together using a work they are familiar with.
Have the students write one with a partner.
Ask students-what is the central idea? How do you find it? How do you support that this is the central idea?
8. a. Ask the Teacher--Model how to use this card to ask questions about the first chapter before the quiz.
page 3 of 7 A simple question could be: Why is Ishmael interested in learning how to dance and rap? (motives)
How does the setting play a role in the memoir? (setting)
Have the students use the card with a partner to think of a question to ask before the quiz so that it helps them refresh their memory about the chapter and helps
them think deeply about the text while rereading the text.
8.b. First Quiz- Model how to write a response based on the Introduction-Evidence-Explanation
Ask students, based on chapter 1, how does Ismael feel about his family?
Have them write their responses down.
Ask them to support their responses with evidence from the text including page numbers.
Ask students what argument is Ismael making about family in chapter 1?
Ask students to work in pairs using the information to write an introduction-evidence-explanation.
Ask students to share while making comments about their use of sentences, evidence from text and enough support.
These activities are designed to help students look at text closely for evidence to support their thoughts, analyzing the author's argument, how to cite the author, as
well as how to write a coherent paragraph using text based evidence.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
1. Vocabulary Crossword Puzzle to be done after the Block Party--have students and teacher own these words by using them daily in their writing and discussions of
text.
2. Ask the Teacher
3. Daily Quizzes
4. Central Idea Statement
5. Seed Discussion
6. Seed Discussion Reflection
7. Read chapters 1-2, 3-4, and 5-7
8. Reader Response Journal
Teacher Actions during the activity
1. Vocabulary- Give prizes for first to finish with correct answers. Walk around the room to ensure that students are on task or if they require additional instructions.
2. Journal- grade and provide feedback
3. Quizzes- create quiz, grade and provide feedback
Responses to quizzes must be supported
Introduction-Evidence-Explanation Paragraphs
Teacher models
Sample Quiz Questions for Chapter 1: How has Ismael changed from Chapter 1 to Chapter 2? Give at least two examples. What have you learned about the culture
and country of Sierra Leon thus far?
4. Central Idea Statement- grade and provide feedback
5. Seed Discussion/Reflection- grade and provide feedback
Student Actions during the activity
1. Vocabulary crossword -finish as soon as possible
2. Journal- complete for homework, use rubric to meet the objectives of the assignment
3. Ask the Teacher- complete for homework, be ready to participate in this activity each day at the start of class
4. Complete the readings of the chapters and take chapter quizzes- use evidence from the text for support (use journal and any other notes to prepare for quizzes)
5. Seed Discussion- discuss, use evidence from the text for support, review rubric before participating to meet objectives for discussion
6. Seed Discussion/Reflection - write, usingrubric for support to meet objectives of the activity
7. Central Idea Statement- write, use evidence from the text for support, use rubric to meet objectives of this summative assessment
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
Lesson Review Activity
1. In journals, students will write a reflection on the guiding questions and share their responses in a Think-Pair-Square-Share.
Summative Assessment
After reading chapters 1-7 of A Long Way Gone: Memoirs of a Boy Soldier by Ishmael Beah, students will write a Central Idea Statement (an extended response-not
an essay) where they will determine the central idea of the text and analyze its development over the course of the text (for the first seven chapters), including its
relationship to supporting ideas; provide an objective summary of the text by:
1. introducing their claim(s),
page 4 of 7 2. acknowledge and distinguish the claim(s) from alternate or opposing claims,
3. and organize the reasons and evidence logically.
4. They must also, support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrate an understanding of the topic or
text.
A rubric is provided to assess student work.
Note: This lesson is the first lesson in a 3-part unit aimed at using a literary non-fiction text to teach students how to analyze and create arguments.
Formative Assessment
During the Lesson:
1. Reader Response Journal Handout- Weekly submittals. These journals help students process their reading; learn how to respond to texts and understand the
importance of quotes and how to write using them.
Teach students how to respond to literary and informational quotes in writing.
The rubric is provided so students understand what is expected.
Give students a sample response (one is provided in the handout).
Provide opportunity to write a response with the teacher, individually, and as a group.
2. Ask the Teacher- Students are given an opportunity to clarify their reading and thinking daily before quizzes, they are allowed to ask any questions to help them
process their comprehension of the text. Provide students sample question stems and topics they might want to ask questions about, model the behavior. Laminate
and give the students as a bookmark. Provide extra credit points to students who are prepared to ask questions.
3. Daily Quiz- Let students know that these quizzes will focus on the chapters read, they are no more than 3 questions, they are open book and they will be modeled
on the question stems and topics which will help them to read the chapters with a purpose. Model Introduction-Evidence-Explanation to allow students to write
paragraphs using evidence to support their arguments. (Explanation and Example attached).
Sample questions for Chapter 2: Explain the last sentence in Chapter 2. What does the author mean? Use support from the text to help with your explanation.
Sample questions for Chapter 3:
Foreshadowing is used by the author to hint at what will come later on in the book. Give one example of foreshadowing and explain how it helps the reader.
What differences does the author present between the rebels and the soldiers? What does he want the reader to know or understand?
Sample questions for Chapter 4:
Why has money, clothing, material possessions become "useless"?
Imagery is used by the author to create mental pictures using the senses (see, smell, touch, taste, hear). Give one example of imagery and explain its purpose
in this chapter.
4. Seed Discussion- Students will have ample opportunities to respond to the text by reading and writing but it is also important for them to learn from each other,
discuss their own thoughts and process orally. They will need rules and multiple opportunities to practice this behavior. I recommend starting a small seed discussion
after every two chapters and do a large one in chapter eight. Students may use their journals or Ask the Teacher Questions to engage in the discussion. Have students
include theme/central idea in their discussions.
5. Seed Discussion Reflection- Students will use the information from the text, their own thoughts about the texts and the seed discussion information to write a
claim statement. The statement includes their opinion about the text thus far, the support for their opinion and reasons why the opposing views are not sufficient. This
reflection should be modeled first, students should practice with the teacher and then given an opportunity to practice individually. Students and teacher can use this
handout and rubric for seed discussion reflection.
Feedback to Students
1. Explicit oral feedback should be given during the modeling of the Reader Response Journal. This is extremely important as it guides how students will respond to
texts.
Students should know what was good or bad about their responses and why. For example, the feedback should focus on the types of quotes the students have
chosen (ones that can generate thoughtful responses) and how the responses should be.
The teacher may want the students to start with two or three sentences using the reader response starters to begin each sentence.
They may also use the Ask the Teacher handout to write their responses.
Explicit feedback would entail detailing why the responses and/or quotes chosen were good or bad. Do not just say excellent, poor, good, but explain why.
2. Explicit Oral Feedback should be given during the Seed Discussion Reflections.
The teacher may ask students to partner write and share their statements after the teacher has modeled.
Feedback should focus on the kinds of claims written, whether the support is ample (sufficient), based on the evidence the students garnered from the text, if a
refutation is evident and if the support is ample.
3. Oral Feedback should be given during the Ask the Teacher portion of the class each day.
This helps students understand the kinds of questions to ask while reading.
This helps to clarify any misconceptions.
Feedback should focus on elements of plot (characterization, theme, conflict...) and rhetoric (tone, mood, purpose, bias...).
4. Written Feedback will be given daily by way of the quizzes and weekly with the journal responses. This is an additional means to see how students are processing
the nuances of the text.
5. Teachers can use Exit Slips (an end of class activity to see what knowledge students gained during the lesson).
Can be done for each chapter to see if there is something that the whole class missed in comprehension or analysis.
If the class missed a point, teachers may use this as a reason to do a mini lesson for the whole class. The steps of a mini-lesson are below- allow no more than 15
minutes:
1. Explain/Define the concept.
page 5 of 7 2. Give an example from the text.
3. Work with students to give another example.
4. Redefine the concept explaining why the example produced was sufficient.
5. Have students work in pairs to find another example and explain.
6. Have two or three groups share orally.
7. Give explicit feedback.
8. If only a few missed a point, teachers may use this as a reason to pull those students and do a mini-lesson with them as the other students are working
independently.
Exit Slip Questions may be no more than 3.
Exit Slip Questions may be focuses on elements of plot, rhetoric, or argumentation.
Feedback will be given based on these elements.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
1. Use this slide show to help students with citing textual evidence. Use slides 1-15: (copy and paste the link into your
browser) http://casarez.weebly.com/uploads/3/9/0/6/390698/how_to_cite_textual_evidence_powerpoint.pptx
2. Use this handout on the 12 most common themes in literature to help students understand the types of themes they may encounter in the text.
Extensions:
Have students read the issue of IB World where Ismael Beah is interviewed. Then ask students to synthesize information from the sources (the book and the article)
and incorporate it into a coherent, well-developed essay that argues a clear position on whether schools help students overcome trials.
Suggested Technology: Document Camera, Computer for Presenter, LCD Projector, Overhead Projector, Adobe Acrobat Reader, Microsoft Office
Additional Information/Instructions
By Author/Submitter
This lesson is the first lesson in a 3-part unit aimed at using a literary non-fiction text to teach students how to analyze and create arguments. Lessons #2 and #3 in this unit
have been included as related CPALMS resources.
SOURCE AND ACCESS INFORMATION
Contributed by: Keisha McIntyre McCullough
Name of Author/Source: Keisha McIntyre McCullough
District/Organization of Contributor(s): Miami-Dade
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
LAFS.8.RI.1.1:
LAFS.8.RI.1.2:
LAFS.8.W.1.1:
LAFS.8.W.1.2:
Description
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences
drawn from the text.
Determine a central idea of a text and analyze its development over the course of the text, including its relationship to
supporting ideas; provide an objective summary of the text.
Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the
reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating
an understanding of the topic or text.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims,
reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and supports the argument presented.
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the
selection, organization, and analysis of relevant content.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader
categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding
comprehension.
b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and
examples.
page 6 of 7 c.
d.
e.
f.
LAFS.8.W.2.4:
LAFS.8.W.4.10:
Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from and supports the information or explanation presented.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose,
and audience. (Grade­specific expectations for writing types are defined in standards 1–3 above.)
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
page 7 of 7