Cara Maglione

EDP 660

Lesson Plan

Content Area: English 10

Unit Topic/Essential Question: Is Silence Ever Harmful?

Lesson Topic: Using inquiry based learning strategies to analyze supplementary texts.

Standards: RST 1

RST 2

WST 3

Lesson Objectives:

 Cognitive

o Learning Target: I can evaluate the persuasive techniques used in Elie Wiesel’s

speech.

o Create higher level questions modeled by Costa’s House.

o Actively engage in small-group activity fulfilling assigned role in group.

o Participate at least twice during whole-class discussion.

 Behavioral

o Student will only take two short breaks during 45-minute period.

 Can take pass for a short walk to the water fountain or bathroom.

 Can take a brief break to stretch no longer than 2 minutes.

o Student will be an active member of small-group activity.

  Will be able to demonstrate age-appropriate social skills:

 Respecting input of other three members of group and whole class

during discussion.

 Not interrupting peers while they are speaking during small-group

and whole-class discussion.

 Raising hand and waiting patiently to be called-on during whole-

class discussion.

 Addressing questions and points of discussions by classmates

respectfully using academic discourse stems.

 Behavioral Supports

o Whole-Class

 Designed role-sheets to guide students’ thinking and prompt written

response.

 Self-Assessing Rubric for use during literature circles.

 Taped on each desk.

 Circulation of both teachers during literature cirlces to ensure student

discussion remains focused.

 Guiding questions given to each group to guide discussion.

o Individual

 Student can take two short breaks during 45-minute period.

 After completion of motivation and mini-lesson.

 After successful active-participation in small-group instruction.

 Daily self-assessment rubric.

  Completed at end of each class period by student.

 Teacher initials “daily” and parent/guardian must sign each night

as part of student homework.

Lesson Materials

 “Keeping Memory Alive” Elie Wiesel

o Text.

o Audio Reading.

 Smartboard.

 PowerPoint.

 Notebook/Writing Utensil.

 Costa’s House Modeling Leveled Questioning Discourse.

 Handout of guiding questions for student use during small-group instruction.

 Literature Circle Rubric.

 Role assignment sheet for literature circles:

o Included is explicit discussion of each role.

Rationale

Students have been studying Elie Wiesel’s Night. In order to gain a deeper

understanding of the mentor text, Wiesel’s “Keeping Memory Alive” speech will be used as a

supplementary text. Students will work in their assigned group for Literature Circles. Working

in small groups, especially Literature Circles, enhances student comprehension while

strengthening their social skills. Students will be able to practice active reading by using AVID

strategies such as “Marking the Text” and the creation of higher order questions using “Costa’s
House.” These strategies guide students through deep text analysis and lead them to a higher

understanding of both the mentor and supplemental texts that will help the class answer the

essential question of the unit: Is Silence Ever Harmful?

Procedure

 Quick-Write: Students will respond to the following question based on the prior

lessons reading:

 In the first paragraph, Wiesel states, “I know: your choice transcends me.”

Transcend is defined as “go beyond the range or limits of (a field of activity or

conceptual sphere).” What is the significance of the word “transcends”? As

the speech progresses, how does Wiesel illustrate this concept?

 Students will participate in a Stand-share-sit in which they will stand and share their

response with their partner, sit when they are done verbalizing, and then will respond

to one another’s response to note similarities or differences.

 Whole class Share(3 minutes)

 Students will go over number 2 from the prior lesson in a whole class discussion.

 Students will listen and read along to paragraphs 5-9, and will be required to

underline any rhetorical devices observed, and circle any of the pre-reading

vocabulary.

 Students will work in their literature circles to answer questions 3-5, teachers will be

circulating.

 Respond and explain answers whole class. (3 minutes)

  Check for understanding. (Thumbs up/down)

 Summary/reflection/analysis. (4 minutes)

Adaptations

 Accommodations

o Color Coded PowerPoint

o Audio of Elie Wiesel supplementary text.

o Self-Assessing Rubric.

o Literature Circles.

o Guiding Questions for Discussion.

 Modifications

o Behavioral Self-Assessment Rubric.

o Identified students only have to come up with a Level One/Level Two question.

 Others must come up with a Level Three question.

o Identified Student must participate at least two times during class discussion.

Assessments

 Formative

o Thumbs Up/Thumbs Down.

o Literature Circles.

o Costa’s Levels of Questions.

o Whole Class Discussion.

 Summative

o Summary:

 What did I learn?

  How did I learn it?

 Why did I learn it?

o Success Criteria.

Assignments

 Behavioral Self-Assessment Rubric.

Reflection

 Evidence of Learning

o Self-Assessment Rubric.

o Class Discussion.

o Annotation of Texts.

o Creation of Leveled Questions using Costa’s House.

o Literature Circles.

 High Point of Lesson

o Literature Circle  All students followed group work protocol taped on desk and

fulfilled designated group roles according to self-assessing rubric.

 Low Point of Lesson

o During whole class discussion, some students seemed disengaged when it was

their classmates turn to speak.

o Some students interrupted others during discussion and literature circles due to

over-eagerness to participate and share thoughts.

 Improving Teacher Effectiveness

o Formally record data more efficiently and consistently.

 Keep running records of individual student achievements, including those

without an IEP during whole-class and literature circles.