Name: Melisa Brotherson Grade Level: 10 _ Periods: B1 Day:_5______ 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 4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings;
analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a
formal or informal tone).
● 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.
● 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.
● b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether
the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).
● 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.
Learning Objectives (in ABCD format): In the classroom, all students will create a PIE paragraph using evidence from the text with 80%
efficiency

Materials:
● Vocab study guides
● Night books
● Dehumanization, page 85 in journals
● Night PIE paragraph handout
● Chapter 1-6 reading questions
● Night audiobook
● Whiteboard markers
Technology Integration:
● Projector, dictionary.com, internet, audiobook,

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)
15 ANTICIPATORY Prompt students to get out journals when Read aloud all the Visual List the definitions of each
SET vocab instructions, Interpersonal vocabulary word.
they walk in.
repeat and Linguistic
VOCAB TEST- 12-15 minutes. With 5 rephrase.
minutes left, read the vocab list aloud, Remind students of
once. the extra credit on
No independent reading today, still log in the back.
journals. Due next time.
2 STRATEGY TO What has happened so far in the book? Can Read aloud the Linguistic Review what we read last Assess what
ACCESS PRIOR instructions and Intrapersonal time in the text. they
someone summarize what’s happened?
KNOWLEDGE repeat if necessary. remember
from last time.
2 INTRODUCTION: I Handout Night books Have the audiobook Linguistic Choose words you don’t Are there any
DO while the class Auditory know from the text for our questions
follows along. Visual vocabulary list. before we
Handout the chapter questions. We will Logical move on?
turn all of these in at the end of the book. Intrapersonal
Students can fill these in as we go along.
Also, give time for students to fill these in at
the end of class.

Handout post-its to a few people. If you

don’t know a word, write it down.
If students choose not to follow along, I
will take away participation points.

Start the audiobook where we left off last

time. If needed, I can play this through the
audio recording. Otherwise, I will read this
aloud to the students while they follow
along.
Stop after a few pages and prompt students
to fill in the handout. Read the questions
aloud to students. Ask if there are any they
are confused about.
54 GUIDED Call on someone to answer a few questions. Linguistic Analyze the reading and Are there any
PRACTICE: WE Auditory summarize the answers to questions
Continue reading the book until about 30
DO Visual the reading guide questions before we
(Steps to check for minutes before the end of class. Logical Explain your thoughts move on?
student Talk about anything we can add to our
understanding.) Interpersonal about the reading to Assess ability
dehumanization handout. completely answer the to analyze
Handout the PIE Paragraph assignment. questions. reading for
Project on the board. Read the directions reading
question
aloud. Show the students how to find the answers.
evidence they need. Explain the rubric.
Read aloud what they need to do to get
full points.
Are there any questions before we move
on?
16 INDEPENDENT/S Read until about 15 minutes left of class. Student can work in Linguistic Defend your point with In the
MALL GROUP: groups or alone to Interpersonal evidence from the text. classroom, all
YOU DO finish their work. Visual students will be
Review the 5 parts of PIE and where Walk around and Logical able to analyze
students can find notes in their journals. the novel and
help students pick
create writing
Page 46. their responses with
evidence/quote 80% efficiency.
Handout the PIE Paragraph assignment. from the text.
Prompt students to turn to page 46 in their
journals and review the PIE notes. Use
these notes to complete the paragraph.
Students can work in groups of two or
three.

*Explain that this will be very similar to

how their final paper will be. This is the
practice.

Read the top line of the rubric so the

students know what to do to get a good
grade. Read the directions and rephrase
them if necessary.
 1 WRAP No exit ticket today. Log due next time.
UP/CLOSING
(Include how the
results will drive
planning for the next
lesson.)

SUMMARY
WHAT
WORKED

WHAT NEEDS
TWEAKED/RE
VIEWED

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