Name: Melisa Brotherson Grade Level: 10 _ Periods: B1 Day:___6______ 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.
● Writing Standard 9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Language Arts Learning Objectives (in ABCD format): In the classroom, all students will be able to analyze the novel and create writing
responses with evidence from the novel and create study questions and answers with 80% efficiency.

Materials:
● Ch 1-6 questions
● Bellwork- handback vocab tests and collect again
● Exit Ticket 11
● whiteboard markers
● stapler
● Audiobook
Technology Integration:
● Projector, dictionary.com, internet, iTunes, audiobook, 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)
5 ANTICIPATORY Prompt students to get out journals when Read the bell work Intrapersonal Identify the major parts of
SET prompt aloud for Linguistic the text.
they walk in.
students.
Bell Work 10- summary and reaction to the
text.
Hand back vocab tests and PIE paragraphs
while students are doing bell work.
Summary versus analysis. Review grading
scale. Redo tests if they are under a B-. Re-
collect tests.
No independent reading today, still log in
journals.
10 STRATEGY TO Summarize what happened so far in the Interpersonal Summarize what we’ve cold calling
ACCESS PRIOR novel. What has happened to Curley? How read so far in the text. assess what
KNOWLEDGE did Lennie react? students
Turn to the themes page in your journal, remember
page 85. Add to it while we read. about the text

2 INTRODUCTION: I Handout Night books. Use audio recording Auditory Are there any
DO while students Linguistic questions?
follow along in the Logical
If students choose not to follow along, I text. Visual
will take away participation points. That’s Intrapersonal
the deal.

Who was not here last time? Handout PIE

paragraph assignment to these students-
they also missed the Vocab test.

Prompt students to follow along in the

reading and complete the questions.

If you need a book, do not take one of the

class set. Come check one out.
22 GUIDED Start at chapter 5, on page 66. (Track 17 on Prompt students to Auditory Show your understanding Are there any
PRACTICE: WE fill out the Linguistic of the text by answering questions
the audio book) Hand work back while
DO questions. Ask if Logical specific reading questions. before we
(Steps to check for students are reading. Staple study guides. there are any there Visual Examine what “selection” move on?
student
understanding.) are stumped on. actually means.
What are the three things we do while the
audio is playing? Follow along, answer
questions, or add to page 85 in our
journals.

Students listen to the audio recording and

answer the reading guide questions as we
go.

After about 20 minutes of reading, pause

and allow students 5 minutes to work with
others in the class on their questions. Get
up a move around. (Handout tootsie rolls if
the class is sleepy or being good.)
 30 INDEPENDENT/S Read until the end of chapter 5. Read the Auditory Evaluate the text and write In the classroom,
MALL GROUP: all students will be
instructions and Linguistic detailed responses to the
able to analyze the
YOU DO questions aloud Logical reading questions. novel and create
repeatedly. Visual writing responses
with evidence
from the novel
with 80%
efficiency.

the
Quizlet information
Students will use the publicly available units from the
on Night and the Holocaust to create their lesson and
own open ended questions for study create study
questions
Fill in chapter reading questions for about 5 and
minutes at the end of class. (if time) answers

Put journals away, pass books to the end of

the row.

Log reading in journals. Due soon.

10 WRAP Exit Ticket- 11 Give time to finish and correct in Read the questions Logical Explain the physical ailment
UP/CLOSING class. aloud for the Linguistic that strikes Elie.
(Include how the students.
results will drive
planning for the next
lesson.)

SUMMARY
WHAT
WORKED

WHAT NEEDS
TWEAKED/RE
VIEWED

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