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Name: Melisa Brotherson Grade Level: 10 _ Periods: B1 Day:___8______ Estimated Time: 80-85 min

Language Arts Standard(s) Addressed:


● Reading: Literature Standard 1 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.
● Reading: Literature Standard 2 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.
● Reading: Literature Standard 4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings;
analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging,
or beautiful.
● Writing Standard 1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient
evidence.
● Writing Standard 4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
● Speaking and Listening Standard 1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
● Language Standard 5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Language Arts Learning Objectives (in ABCD format): In the classroom, all students will be able to analyze and synthesize their thoughts about
the novel into a one-page reflection with 85% completion.

Materials:
● Copies of chapter questions
● Bellwork make-up handouts, have all exit tickets and assignments copied and ready
● Essay assignments
● Outline handouts
● Reflection handouts
● whiteboard markers
● Audiobook
Technology Integration:
● Projector, dictionary.com, internet, iTunes, audiobook, Utah’s Online Library, Quizlet

Pacing Lesson Steps All Students Differentiation Multiple Essential Questions: Assessment
(as needed for Intelligences Bloom’s Taxonomy Method
gifted students Addressed
and students
with disabilities)
12 ANTICIPATORY Prompt students to get out journals when Read the bell work Intrapersonal
SET prompt aloud for
they walk in.
students.
Bell Work- Handout Zeros. Make-up time
for bell work, assignments, and exit tickets.
Independent reading - 6 minutes
2 STRATEGY TO Summarize what’s happened so far in the Interpersonal Summarize what we’ve cold calling
ACCESS PRIOR novel. read so far in the text. assess what
KNOWLEDGE Turn to the themes page in your journal, students
page 85. Add to it while we read. remember
about the text
15 INTRODUCTION: I Handout Night books. Finish the book Use audio recording Auditory Show your understanding Are there any
DO while students Linguistic of the text by answering questions?
today.
follow along in the Logical specific reading questions. Assess what
text. Visual they
Prompt students to follow along in the Prompt students to Intrapersonal remember
reading and complete the questions. fill out the about what to
questions. Ask if do during the
What are the three things we do while the there are any there reading.
are stumped on.
audio is playing? Follow along, answer
questions, or add to page 85 in our
journals.

Start where we left off in the novel. Hand


work back while students are reading.

Students listen to the audio recording and


answer the reading guide questions as we
go.

Finish the text.


12 AND GUIDED Discussion about the text. What do you Read aloud the Interpersonal Examine your feeling about Are there any
12 PRACTICE: WE reflection Intrapersonal the text and synthesize questions
think of the book? Did you feel it was
DO instructions. Linguistic your thoughts into a before we
(Steps to check for worthwhile to read? Would you Project the essay Logical written reflection. move on?
student recommend it to someone else?
understanding.) assignment and give Any questions
a copy to each about the
Handout the reflection. Give about 7 student. essay
minutes to write. Due at the end of class. assignment
before we
move on?
Handout the essay assignment. Go through
the assignment as a class. Project on the
board. Have students write the due dates at
the top of the paper.
Find articles that help you
analyze and draw
Utah’s Online Library Students will use conclusions about the
their chromebooks to search for articles subject you chose
online that refer to the a subject from the
book that the students find interesting.

I brainstorm a web on the board about


dehumanization. Give students 4 minutes
to do this on page 84 of their journals. They
need to add to this for points today.
40 INDEPENDENT/S Handout Outline. Project this on the board. Read the Auditory Evaluate the text and write In the classroom,
MALL GROUP: instructions and Linguistic detailed responses to the all students will
Due next time in class. be able to
YOU DO questions aloud Logical reading questions.
analyze and
repeatedly. Visual
Give the rest of the time for students to fill synthesize their
Students can work in Interpersonal
thoughts about
in their outlines and chapter questions. groups or alone. the novel into a
Turn it in if they are done, if not, they are one-page
due next time. Students can work together reflection with
85% completion.
on this.

Quizlet have students play the quiz game


on their Chromebooks for the last 5
minutes of class.

Put journals away, pass books to the end of


the row.
2 WRAP No Exit ticket today. Journals due. Next time:
UP/CLOSING Test, study questions due.
(Include how the If you need a book, do not take one of the
results will drive
planning for the next class set. Come check one out.
lesson.)

SUMMARY
WHAT
WORKED

WHAT NEEDS
TWEAKED/RE
VIEWED

*Include handouts, graphic organizers, assessments, etc….

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