Name: Melisa Brotherson Grade Level: 10 _ Periods: B1 Day:__10______ Estimated Time: 80-85 min

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.
Reading: Literature Standard 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.
● Reading: Literature Standard 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.
● Reading: Literature Standard 6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States,
drawing on a wide reading of world literature.
● Reading: Informational Text Standard 7
Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which
details are emphasized in each account.
● 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.
● Writing Standard 9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
● 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.
● Speaking and Listening Standard 3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or
exaggerated or distorted evidence.
● Language Standard 1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Learning Objectives (in ABCD format): In the classroom, all students will be able to create an essay outline with clear points, quotes, and
explanations and create study questions and answers with 85% completion.

Materials:
● Essay assignment copies
● Class set of books
● Outline handout copies
● Thesis statement copies
● Transition handouts
● whiteboard markers
● Audiobook
Technology Integration:
● Projector, internet, Quizlet, Utah’s Online Library, Ozobots

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)
3 ANTICIPATORY Prompt students to get out journals when Read the bell work Intrapersonal review the
SET prompt aloud for questions
they walk in.
students.
Bell Work- study chapter questions for 3
minutes.
20 STRATEGY TO Test on book. Read the test aloud. Give Read the test aloud. Interpersonal Analyze the chapter cold calling
ACCESS PRIOR questions and write the Assess learning
enough time to finish.
KNOWLEDGE correct answer. of the book.
Correct section 1 as a class. Pass out red
pencils. Hand in.
Review deadline for late work. In the
classroom,
all students
will compile
Quizlet the
Students will use the publicly available units information
on Night and the Holocaust to create their from the
own open ended questions for study lesson and
create study
questions
and
answers
with 80%
efficiency

5 INTRODUCTION: I Get out outlines, essay assignments Project on the board Auditory Are there any
DO read the handout Linguistic questions?
aloud for the Logical
Project the thesis statement handout on students Visual
the board. Walk student through the Intrapersonal
assignment and what to do.

Write the two points on the back of the

handout and the words to start the
statement as well: although, even though,
despite.
3 GUIDED Students write re-write their own thesis. Read aloud the Interpersonal Identify where to put Are there any
PRACTICE: WE reflection Linguistic transitions. questions
DO instructions. Logical before we
(Steps to check for Handout transitions. You will need lots of move on?
student transitions in your writing to make it flow
understanding.) Any questions
together. Review where to put transitions. about the
Write a “T” on their outline for each essay
transition. assignment?

Utah’s Online Library Students will use Analyze

their chromebooks to search for articles various
online that refer to the conditions of the accounts of a
world during WWII subject told in
different
mediums (e.g.,
Ozobots a person’s life
Students will get into groups and work on story in both
their group research presentation print and
multimedia),
determining
which details
are
emphasized in
each account.

40 INDEPENDENT/S Students work on and finish their outline in Read the Auditory Examine your feeling about In the classroom,
MALL GROUP: instructions and Linguistic the text and synthesize all students will
YOU DO
class. Can work with others or alone. be able to create
questions aloud Logical your thoughts into an well
**If students choose not to work on this, repeatedly. Visual written outline. an essay outline
then you have to go back to your seat. with clear
Students can work in Interpersonal Evaluate the text for
points, quotes,
groups or alone. evidence. and explanations
If finished with outline, start writing up the Can listen to music with 85%
draft on lined paper. completion.

Pass in journals.

While students are working, call struggling

students up and conference. Sign up for
make up times after or before school.
 2 WRAP Hand in the chapter questions.
UP/CLOSING Hand in the outline.
(Include how the Hand in the thesis handout.
results will drive
planning for the next
lesson.)

SUMMARY
WHAT
WORKED

WHAT NEEDS
TWEAKED/RE
VIEWED

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