Learning Segment Template

Pages one through four are thinking and planning worksheets, critical to complete
before deciding on daily plans.
I. NAME OF THE BIGGER UNIT OR TOPIC OF STUDY IN WHICH THE LEARNING
SEGMENT OCCURS: 2 weeks to a semester
A. Desired Results for the Unit or Topic of Study
Goals (What Will Students Know, Understand, and be Able to Do at the end of the
2 week unit or semester?):

Students will have done pre-reading and predicting exercises with the poem And Yet the Books.
Students will have read and will understand the novel Fahrenheit 451.
Students will be able to discuss the social influence of books and why they might be considered
threatening.
Students will exercise and enhanced their critical reading skills through the in-depth reading of
Fahrenheit 451.
Essential Questions/Central Focus for the Unit:

Reading, understanding, and interpreting Fahrenheit 451.

B. Assessment Evidence:
Summative Assessments (Benchmarks, Culminating Assignments, Grade
Determinants)

Benchmark quick-writes/reflections on the reading.

Persuasive essay regarding the notion of the importance or dangers of literature with supporting evidence
form the text. (Students will be given several prompts to choose from, each involving the theme of the
text and requiring text evidence to support their claims).
C. Language Demands (Reading, Writing, Speaking, Listening, Performance
Expectations. Reference CC Literacy and ELD Standards)

-CCSS.ELA-Literacy.RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text.
-CCSS.ELA-Literacy.RL.9-10.2 - Determine a theme or central idea of a text and analyze in detail its
development over the course of the text, including how it emerges and is shaped and refined by specific details;
provide an objective summary of the text.
-CCSS.ELA-Literacy.RL.9-10.3 Analyze how complex characters (e.g., those with multiple or
conflicting motivations) develop over the course of a text, interact with other characters,
and advance the plot or develop the theme.

-CCSS.ELA-Literacy.WL.9-10.1 Write arguments to support claims in an analysis of substantive topics

or texts, using valid reasoning and relevant and sufficient evidence. CCSS.ELA-Literacy.WL9-10.1.a
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an
organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
CCSS.ELA-Literacy.WL.9-10.1.e Provide a concluding statement or section that follows from and
supports the argument presented.
-CCSS.ELA-Literacy.WL.9-10.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for
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writing types are defined in standards 13 above.)

-CCSS.ELA-Literacy.WL.9-10.10 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 tasks,
purposes, and audiences.

D. Student Academic Development Readiness (Consider what students have

learned, what they appear to know, understand, not know and misunderstand.
Consider social development as well, in terms of peer collaboration, problem
solving)
Students are expected to be able to work in a group and participate in group
discussions.
My assumption will be that my students can read and write in English, although
scaffolding will be a large focus of the in class activities.
I expect my students to be familiar with a poem, but not confident in reading it
aloud with proper rhythm and/or analyzing it for meaning.
I expect my students will be somewhat familiar with the idea of predictions
although I do not expect them to be confident making predictions.

II. LEARNING SEGMENT OVERVIEW

(3-5 hours of instruction for Math, English, Science, SS/History, PE, WL, and
Music. Art needs a longer period of time.)

A. General Topic:

Grade(s):

Poetry: Introduction to Fahrenheit 451

# Days/Periods (3-5
hours):

2 Days/ 2 Periods (about 3

hours)

B. Essential Question(s):

What is this poem stating? (Literal understanding of the text)

What is this poem about? (Abstract understand of the text)
What is the authors point of view? What is he trying to convince the reader of?

C. Central Focus: (Reference PACT Handbook)

The central focus for this learning segment will be for students to be able to interpret a complex piece of
poetry literature. I want students to be able to derive literal understandings and contemplate complex
understanding, moving beyond the text. Students should walk away from this learning segment having
digested the theme of this poem and be ready to apply it to the reading of Fahrenheit 451. In reference to the
PACT Handbook, students will engage in structured opportunities for students to actively develop their
own abilities to understand, interpret, or respond to the complex features of the text by working in groups to
dissect the reading.

D. Learning Goals & Outcomes: Students will

Students will be able to understand the vocabulary of this text.

Students will be able to gain a literal understanding of the text.
Students will be able to discuss the author and how his background contributes to the understanding of the
text.
Students will be able to discuss and consider the argument being made within the text.
Students will be able to understand the rhythm of the text.

E. Common Core Literacy or ELA Standards Addressed: Speaking, Listening,

Reading, Writing, and Performing (Standards can be clustered but every lesson need not
address every strand.)
Reading - CCSS.ELA-Literacy.RL.9-10.1 Cite strong and thorough textual evidence to support analysis of
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what the text says explicitly as well as inferences drawn from the text.
Listening
Speaking
Writing-CCSS.ELA-Literacy.RL.9-10.2 - Determine a theme or central idea of a text and analyze in detail its

development over the course of the text, including how it emerges and is shaped and refined by specific details; provide
an objective summary of the text.
Research
*Movement (not CC, but important to consider as a form of communication)
F. List Texts (texts may be other than print, like music, art, video)
Complete a Preparatory Analysis of Text (PAT) worksheet for planning reading tasks and
strategies. PAT Worksheet follows the template.
PAT Worksheet provided below for And Yet the Books.
The video Nazi Book Burning https://www.youtube.com/watch?
v=yHzM1gXaiVo&feature=youtu.be (will not be analyzed).

G. California ELD Standards for Learning Segment and Performance Levels (reading,
writing, speaking, listening, performing). Align with Common Core Content
Standards.
Reference CA ELD Standards. Select only those that apply to the Learning Segment.
Part 1: Interacting in Meaning Ways
CCCS
CollaborativeExchanging information and ideas with others through oral

collaborative discussions on a range of social and academic topics SL.910.1,

6; L.910.3, 6
Offering and justifying opinions, negotiating with and persuading others in
communicative exchanges W.910.1; WHST.910.1; SL.910.1, 4, 6; L.910.3, 6

EmergingExpanding- ELD Students will participate in exchanging information and ideas by

participating in class, small group, and partnered discussion answering academic
topic questions. They will practice in supporting their opinions with evidence form the
text and persuading others through their image drawings, explaining and persuading
Bridging
Interpretive - Listening actively to spoken English in a range of social and
academic contexts. SL.9-10.1, 3,6; L.9-10.1, 3, 6.

EmergingExpanding- Students will be explaining their ideas and providing texted based
evidence to support those ideas. Explaining inferences from the text and its meaning
uses critical examinations of the text.
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Bridging
Productive Justifying own arguments and evaluating others arguments in
writing. W.9-10.1, 8-9; WHST.9-10.1, 8-9; L.9-10.1-3, 6

EmergingExpanding- Students will examine how the author is persuading the reader in the
poem by examining the figurative language in the text and expanding on evidence in
the text.
Bridging
Part 2: Learning about How English Works

CCCS

Structuring Cohesive Texts

EmergingExpanding- Students will be applying knowledge of familiar language to link ideas
through the vocabulary exercise when they match images of known vocabulary.
Bridging-

Expanding and Enriching Ideas

Emerging- Students will use images of nouns and noun phrases to describe, inform,
analyze, and recount the text .
ExpandingBridging
Connecting and Condensing Ideas
EmergingExpanding- Students will participate in condensing ideas through the evaluation of the
text and the translating that text into prior-knowledge based sentences before
translating them again into visual aids.
BridgingH. Types of Assessments: How will you check for understanding?

Summative: These occur after

instruction.
E.g., any length, genre or type of
writing, quiz, test, presentation,
project, performance assessment,
report
-Quick Writes (2)
-Annotated copy of the poem
(annotated as instructed)
-Images project

Formative: These occur during instruction. They

let you check for understandings and
misunderstandings; they give students critical
feedback when they are saying, making, and
doing, and they allow for changes in the
instructional plan.
E.g., oral response, whole class cues, observation of
pair work, observation of group work, records of work,
worksheets, notes, annotations, drafts, organizers,
outlines, journals, discussions
-Class discussions
-Group discussions (Observations)
-Partnered discussion (Observation)
-Annotations of text
-Reviews

I. Progression of Lesson Tasks

(The lesson could be a 3-5 hour
learning segment):

J. Possible ELD Scaffolds and Strategies to

Support Students and Address the Language
Demands of each of the Lesson Tasks.

Please see lesson plans and

corresponding scaffolds listed
and detailed below.

Please see lesson plans and corresponding

scaffolds listed and detailed below.

K. Teaching Resources (Visuals, Materials, Handouts)

-Nazi Book Burning Video- https://www.youtube.com/watch?
v=yHzM1gXaiVo&feature=youtu.be
-Vocabulary PowerPoint attached to submission
-(Notes on author included in the lesson plan)
-Hand out of And Yet the Books attached to submission
-Annotations of And Yet the Books for teacher attached to submission
-Topics and templates for Quick Writes included with the lesson plan
-Reviews from book cover included with lesson plan.

III. DAILY LESSON PLANS

Note: Copy and paste template below as needed, depending on # of days in your learning
segment.
DAY 1-2
Day 1: Agenda
Introduction to And Yet the Books
-Context
-Vocabulary
Read-around
Quick Write

Learning Activities and Corresponding

Activity Structures:
Day _1_: Into

Opportunities for
Assessment,
Formative and
Summative:

Scaffolds, Literacy,
and ELD Strategies:

None.

Video to provide
context for the text.

Students will watch a short video, Nazi

Book Burning

PowerPoint for
students to see
words and images
before being
presented with the
written definitions
and before they
encounter then
within the text.

Students will watch a PowerPoint of

vocabulary that is presented in the text
and will play as a class to guess the
definition of the words using the pictures
presented.
Students will hear a few words about the
author of the poem And Yet the Books,
Czeslaw Milosz
-Lived 1911-2004
-Lived through WWII and saw much
destruction
-Religious man, Roman Catholic
-During the war, his own books were
banned and burned.
(40 minutes)
Day _1_: Through
What will you do? What will students do?
Students will each receive a printed copy
of And Yet the Books to keep.
Students will participate in a Read-around
-One student will start the exercise by
reading the poem until the end of the first
line. The student immediately next to
them will continue until the end of the
next line, and so on until the end of the
poem.
-For the second reading, one student will
start the poem again, this time reading
until the first punctuation mark in the
poem, then the student next to him or her
will continue and do the same. This
continues until the end of the poem.
-For the final reading, one student will
stat again and read until there is a period;
etc.
Between each reading, I would briefly
check in with the students and see what
differences they noticed in the reading.

How will students

demonstrate
learning?
How will you know
what students know?
Students will
demonstrate
learning by
reading the text
allowed. I would
circle around the
room and listen for
improvement in
the flow of the
reading or monitor
the reading as one
large group.

The text has been

scaffold by
reviewing
challenging
vocabulary before
reading. Students
are given clear
patterns to follow
while reading
instead of being
asked to read
through the
punctuation. When
learning to read
poetry, often the
flow of the
punctuations are
the most
challenging part.
By approaching
them step by step
as a group, we are
creating scaffolds
toward being able
to read the poem
probably as a
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This could be done as a large group or in

smaller groups depending on the class
size.

whole.

(30 minutes)
Day _1_: Beyond
How will you wrap up the lesson?
How will you ready students for homework or
segue to the next lesson?
Quick Write:
Students will participate in a quick write
to predict what they believe this poem is
about?
Templates:
I believe this poem is about _____ because
_______. This poem could be about _____
but I am not sure because_____.
I do not know what this poem is about
because ______ and I am confused by
_____.
(10 minutes)

Students will
submit a quickwrite to
demonstrate that
they are
considering the
poem and making
predictions.

Providing words
templates for
making a
prediction about
the text.

Share quick write ideas with a partner

and explain your reasoning.
(10 minutes)
Total Time for Lesson: 1h 30min.
Note: Attach relevant documents, such as worksheets, assessments, rubrics, scoring guides,
etc.
Day _2_: Agenda
Finishing And Yet the Books
Getting Ready to start Fahrenheit 45:
Refresh of the Text
Group Share
Break it Down
-Breaking down the text
-Identifying Imagery
-Making Meaning
Quick Write
Learning Activities and Corresponding
Activity Structures:
Day _2_: Into
Yesterdays Quick-Writes are passed back
to the students. They are instructed to

Opportunities for
Assessment,
Formative and
Summative:

Scaffolds, Literacy,
and ELD Strategies:

None. This is an
opportunity to
remind them of

Reviewing from the

previous days
scaffolds. Students
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take out their copy of And Yet the

Books.
Read aloud:
I read the poem again to the class as a
reminder of what we went over last class.

the previous days

activities and get
them back into the
mindset to analyze
the text.

have their
responses from the
previous day when
they used their
templates for the
quick write.

How will students

demonstrate
learning?
How will you know
what students know?

Using color-coding
to make meaning of
the text.

Group share:
What were some of the guesses as to what
the poem was about? How did you reach
that guess?
(10 minutes)
Day _2_: Through
What will you do? What will students do?
On students copy of the poem, have them
underline (in different colors) all the
separate imagery in the poem.
Example and modeling on the board:
That appeared once, still wet as shinning
chestnuts under a tree in autumn, This is
one image of a tree.
(5 minutes)
Then, for each colored phrase, draw a
small picture to represent that image.
Example and modeling: I draw a quick
picture of a tree with leaves falling
around the base in orange and brown
whiteboard pens.
(20 minutes)
In groups of four, present your drawings
to the members of your group and explain
why you drew each picture.
(20 minutes)
Then as a group, discuss the poem and
agree on one persons drawings that the
group feels best depicts the imagery in
the poem. When the group has chosen,
one member will come to the front of the
class and tape their drawing to the board.
(5 minutes)
As a class, we will go through the poem
reviewing the concrete images and
compare them to the class drawings.
(10 minutes)
As a class, we will discuss what the author

Students will each

submit their
images of the
poem for credit
and I will check
them for
understanding.
They are also
checking for their
own understanding
by translating the
information into
another medium
and then they are
explaining their
drawing through
evidence from the
text.
Groups will check
their
understanding of
the text by
discussing and
dividing as a group
who summarized
the images of the
text best.

Using modeling and

examples of the
tasks to scaffold
them.
Translating the
information into
another medium to
enhance
understanding.
Discussing in a
group to enhance
understanding.
Reviewing the text
along with the
visual examples of
the imagery.
For group
discussion,
students have been
provided with
multiple forms of
questions to choose
from to use to
participate in the
conversation.

Finally, as a class
will check for
understanding by
reviewing the text
together.
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is authors purpose? What is he trying got

say? What is he trying to convince you of?
Is he convincing? Why or why not? How
does the text support his argument?
(15 minutes)

Day _2_: Beyond

How will you wrap up the lesson?
How will you ready students for homework or
segue to the next lesson?
Showing the class the cover Fahrenheit
451 and reading them the reviews from
the back cover:
BrilliantStartling and ingeniousMr.
Bradburys account of this insane world;
which bears many alarming resemblances
to our own, is fascinating. New York
Times

Groups discussion
is opened up to the
class to think
critically beyond
the text and to
help other
students better
discuss the piece.
Students will
submit their Quick
Writes of their
predictions of the
book using their
understanding of
the poem and the
hints from the
reviews.

A prescient, lyrical writer with an abiding

hatred for intolerance, Bradbury
influenced generations of readers and
many of our most famous dreamers, from
Stephen King to Steven Spielberg.
Junot Diaz
Quick write:
Keeping in mind the poem we just read,
what do you think Fahrenheit 451 will be
about?

Templates for
writing will be
provided as
scaffolding for
students to make a
prediction about
what the novel will
be able. They will
have scaffolded the
text of the poem
And Yet the Books
which they can use
as a stepping-stone
to make their
prediction. They
have been provided
with examples of
the reviews to
indicate what the
story might be
about.

Templates for Quick Write:

Based on what we learned about the
poem And Yet the Books and the reviews
of the novel, I believe Fahrenheit 451 will
be about ___ because ___.
(10 minutes)
Total Lesson Time: 1h 35min.
Planning Resources:
CA Common Core Standards
http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf
CA ELD Performance Levels
11

http://www.cde.ca.gov/sp/el/er/eldstandards.asp (Scroll down to grade level)

Teaching Strategies:
Scaffold
Scaffolds help learning by breaking lesson tasks into smaller steps: (They are the perch on
which a student can stand and be supported before making the next leap.)
Examples
Model tasks and do activities for and then, maybe, with your students before you ask them
to work independently
Help you students build schema or a mental pattern that allows them to imagine and
understand concepts and new information.
Contextualize the lesson topic and learning objective, that is, ask how you can suggest
relevance or make a connection to other topics. Let students know how and why the lesson
matters.
Access prior knowledge and/or link to prior learning to jump start student engagement and
confidence.
Encourage connections to other subjects, current events, points of view, genres
Know your students. A reluctant learner may perk up if they find something of personal
interest or relevance embedded in the lesson.
Design Active Participation Strategies
It is harder to check out when actively engaged in doing a task. You might encounter more
resistance (and occasional obstinacy) but active over passive learning holds greater promise.
That said, try to remember to also allow your students quiet time to process and time where you
can watch and observe.
Examples of Active Participation Strategies
Direct Instruction: a great lecturer or speaker can be really engaging. Rule of thumbknow
your audience and dont go longer than 10 minutes.
Questioning: If you are using direct instruction or leading a whole class discussion, design
questions to thread throughout that take students beyond yes, no, and right or wrong.
Design a series of questions to push student thinking. You ask. Student answers. Ask that
student a follow up question.
Self-questioning: teach students to ask questions to use independently, in pair, group, and
whole class discussions.
Note-taking, literary journal keeping, reading annotation. (Remember to scaffold these)
Pair and Group activities that keep students engaged (jig saw, gallery walk, fish bowl
collect these)
Writing is active! Use quick writes, summary, interpretive, and analytic responses. Have
students write in pairs or even in groups.
Purposeful self-assessment and/or reflection. Help students know what they know. Help
them see learning as a process and performance as part of a spectrum of development.
Vary tools: Integrate the arts, digital media, and multiple communication tools
Create tasks for pre-reading, connecting reading to writing or writing to reading. Make
visible invisible performance steps.
TALK!
Examples of Tasks that Give Students Time to Process and Make Meaning (I would
still label them as active)
Paired directed conversation
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Writing
Responding to questions posed ahead with time to think and process before answering
Asking students to synthesize a lesson: exit slips, summary notes, write/ask questions link
ideas

PAT: Preparatory Analysis of Text Worksheet

Goals:
To select and read a text first as a reader and second as a teacher.
To analyze the purpose, the resonating components, and demanding features of text
before designing a teaching lesson.
Name of Text*: And Yet the Books
Author/Composer: Czeslaw Milosz
Source: http://thecarmelitelibrary.blogspot.com/2012/10/and-yet-books.html
Topic of Lesson: Introduction to Fahrenheit 451. Critical Reading of a text.
*A text can be defined as print or image. Math symbols, musical notations, and art images
communicate specific meanings following specific communicative forms. Length depends on
purpose, as well as student language performance levels. For this exercise, a text can be as
short as a phrase and as long as a book or musical composition. Text types may include literary,
informational, representational, mathematical word problems in print or symbol, a musical
score, explanations, descriptions, narratives, interpretations, essays, and arguments.
You may annotate a copy of the text instead of using this worksheet. The worksheet is meant to
be a way to organize a preparatory analysis of a selected text before designing the instructional
plan.
Complete numbers 1-6. Decide what is relevant for your teaching from numbers 7-12.
1. A. Mark significant words, notes, symbols, phrases, measures, and passages.
Will Include annotations separately.
2. Reread the marked and annotated sections above, and highlight the three that
you believe will be the most significant for this lesson.

1. That once appeared, still wet as shining chestnuts under a tree, coddled, began to live
2. We are, they said, even as their pages were being torn out, or a buzzing flame licked away their
letters.
3. Derived from people, but also from radiance, heights.
3. Add one more element of the text that resonates to you.

In spite of fires on the horizon, castles blown up, tribes on the march, planets in motion.
4. Highlight and copy the four most important words, phrases or quotations here.
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1.
2.
3.
4.
5.

Sperate beings
We are
durable
even as their pages were being torn out
derived form people

5. As a specialist in your discipline, what do you take away from this text?
The idea that books are immortal. They are a stone in time that is never truly
destroyed. Books are something that take on a life of their own and outlive and even
surpass the ideas of
6. What would you want your students to take away from this text?
The idea that books are immortal, and can serve as a symbol throughout the events of
the world.
7. Note the density of information and some key concepts and ideas:
What background knowledge would students need in order to approach this text?
(What would they need to know before reading it? How can you make the concepts
in the text more accessible?)
They would need to know that the author lived from 1911-2004 and was a
witness to the destruction that came from WWII. They would also need to
know that the author was a Roman Catholic. I would talk to them about the
book burnings in WWII and perhaps show them a video summary (Which
would also be part of an introduction to Fahrenheit 451).

What information in the text is most important?

The distinction that books are separate beings which leads to the notion
that books live beyond people and beyond their authors.

What key concepts in the text are most important?

The important piece of the text in terms of using it as an introduction to
Fahrenheit 451would be the idea that books exist in some way even if they
are abused and/or books are powerful benchmarks of time.

8. Levels of Meaning:
Is there more than one story, argument, line of thinking, or idea in this text?
No.

Are there multiple levels of meaning? If so, what are they?

It could be argued that every poem has multiple levels of meaning but I
14

would only want to focus on the top levels for the purposes of this lesson.
9. Complexity and Voice:
Is there more than one point of view, perspective or voice in the text?

From whose perspective is the text written?

Is there a subtext or counter position?

Is the text chronological? If not, how is time used in the text?

What references, if any, are there to texts, ideas and/or theories outside the text
under study?

10. Figurative and Idiomatic Language:

Are there analogies, metaphors or figurative or idiomatic expressions in the text?
Imagery and personification.

Are ideas concrete or abstract (or some combination thereof)?

Throughout the poem, the imagery is quite literal, but the personification
creates the abstract ideas.

Is there word play, humor or irony?

The tone of the poem is very serious, no humor or word play that I can
detect. There is an ironic thought that people, who are frail and cause
destruction, create these well born books that are then separate from us
and become immortal.

Is any of the language potentially misleading?

11. Purpose and Audience

What is the authors purpose? (To express, reflect, inquire, explore, inform,
explain, analyze, interpret, persuade, evaluate, judge, propose a solution, or seek
common ground)?
Persuade the reader of the superiority and importance of books.

What kinds of readers does the author seem to anticipate? (What in the text tells
you that?)

Is the text associated with a company, brand, organization, group or discipline?

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12. Genre, Structure and Presentation of Information

What genre is this text?

How is the text organized? Are there headings? text boxes? side bars? images?
maps? charts?

Inviting Students to the Conversation: Suggestions to scaffold or build a bridge

between teacher text analysis and student understanding.
Use the next five questions as a worksheet when constructing the instructional plan. Each
references close reading strategies, particularly important for ELD students.
1. Engaging Students through Inquiry

In Science, questions are constructed to discover or test. What questions might

you ask that could connect student background knowledge to the ideas important
to the reading?
How are books made? Where do they come from?
What are some of the books you can recall that have been around for a very
long time? That have stood the test of time?
What are some books that you expect will still be popular when you are
gone?

In the Humanities, questions are constructed to explore human motive and

character. What questions might you ask that could help students develop empathy
for other experiences or connect student beliefs to other perspectives?
Are books important? Why?
What is the purpose of a book? Why do people write books?
When was a time that you affected by a book? Either emotionally or
intellectually? Is that book important?
What makes a book important?

2. Using Multimodal Representations of Ideas

How could you convey an idea or point through graphics, photographs, painting,
video, movement, music, or dance before students start reading?
As previously mentioned, I would show the class a short video discussing
WWII book burning, which would also enhance their introduction to
Fahrenheit 451. Link is below:
https://youtu.be/yHzM1gXaiVo

How can you represent key vocabulary before introducing and defining words?
See attached PowerPoint and description below.

3. What key vocabulary and vocabulary phrases are most important?

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Beings - something that exists or is thought to exist

Coddle - to treat tenderly; nurse or tend indulgently
Durable - able to withstand wear, pressure, or damage; hard-wearing.
Frail - (of a person) weak and delicate
Disperse - spread over a wide area.
Pageant - any magnificent or showy display, procession, etc
Dew - moisture condensed from the atmosphere, especially at night, and
deposited in the form of small drops upon any cool surface.
Derive - obtain something from another source.
Radiance - light or heat as emitted or reflected by something.
4. How can you or can you represent the concepts key vocabulary represents before
introducing and defining words? (Important ELD strategy)
See attached PowerPoint.
I would present the students with a PowerPoint of slides with pictures depicting
the difference words then I would ask the class to take guesses as to what the
word meant. Afterward, I would provide students with the definitions.
5. Can you shorten, modify, or rewrite the text without compromising complexity of
ideas, purpose, register or feeling?
See attached scanned annotation. I would lead the students in decoding this in
groups, especially after demining the vocabulary words within the text.

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