Class: ELA 10

School: Clarkston High School

Mentor: Elyse Rosengren
Unit: Choice Novel
Materials used: Hexagons that were completed Friday, Individual analysis worksheet, projector,
pen/pencil
Standard:CCSS.ELA-LITERACY.W.9-10.3.E
Provide a conclusion that follows from and reflects on what is experienced, observed, or
resolved over the course of the narrative.
Objective: Students will be able to explain significant relationships between aspects of their
choice novels in depth.
Essential Question: Why do relationships matter?
Alignment: Students are wrapping up the choice novel unit. They will have finished their book
the previous Friday, and are using this activity to show their understanding of how the aspects of
the book work together. From here they will do one more project to show how well they
understood their main character and the relationships that character built throughout the book.
Potential to engage students: Students will be working in their book groups to come up with a
large web of connections using different aspects of their book before doing an individual
analysis.
Assessment: After working with their groups, the students will explain three connections they
made in the bigger web in depth. This will serve as a way for me to know how deep they are
thinking about the relationships that show up in their text.
Adaptations: Students have the opportunity to type up their connection explanations if needed. I
will walk around the room to ensure each students understands and can hear the directions
being given at any particular time.
Class break down:
1. Question of the day and class overview (5 minutes)
2. Launch
a. Cover objectives and transition into book groups, then explaining what they will
be doing with the hexagons they made Friday in class. Show students an
example from the novel they read first semester, including the explantation that
they will be doing individually. (EMC)
3. Pass out hexagons to the students as I explain this process, making sure each group
has a set of hexagons that correspond with their choice novel.
4. Give students 15 minutes to talk in groups and create a web of relationships based on
the hexagons they are given. The students should be figuring out where each hexagon
fits into the web and how they relate to each of the adjacent hexagons. (FGD)
5. While the students are discussing, I will be walking around and asking questions about
why the hexagons connect. (EIST)
6. If students are finished connecting all of the hexagons before the time is up, I will have
the students start over and shuffle up their hexagons (depending on time).
7. Once the 15 minutes is up, I will make every student stop their discussion and do the
writing portion of the assignment, where they are choosing three relationships that are
on their table and explaining the significance in detail. (FA)
8. About 5 minutes before the bell, I will have students turn in their sheet and I will bring the
objective back on the board, explaining that I had them do this activity in order for me to
see how well they understood the inner workings of the many different aspects of their
novels.