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Name: Melisa Brotherson Grade Level: 10 - Periods: B1 Day: - 7 - Estimated Time: 80-85 Min

This document provides a lesson plan for a 10th grade English class focusing on analyzing a novel and addressing several state standards. The plan includes anticipatory activities, guided reading of the novel with questions, independent and small group work, and a closing assessment. Students will listen to an audiobook, discuss themes, answer reading questions, and experiment with educational robots. The goal is for students to analyze the text with 80% proficiency.

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46 views

Name: Melisa Brotherson Grade Level: 10 - Periods: B1 Day: - 7 - Estimated Time: 80-85 Min

This document provides a lesson plan for a 10th grade English class focusing on analyzing a novel and addressing several state standards. The plan includes anticipatory activities, guided reading of the novel with questions, independent and small group work, and a closing assessment. Students will listen to an audiobook, discuss themes, answer reading questions, and experiment with educational robots. The goal is for students to analyze the text with 80% proficiency.

Uploaded by

api-237866178
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Name: Melisa Brotherson Grade Level: 10 _ Periods: B1 Day:___7______ 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, 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.
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 with 80% efficiency.

Materials:
● Copies of chapter questions
● Bellwork 11
● Exit Ticket 12
● whiteboard markers
● stapler
● Audiobook
Technology Integration:
● Projector, dictionary.com, internet, iTunes, audiobook, 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)
18 ANTICIPATORY Prompt students to get out journals when Read the bell work Intrapersonal Identify the main conflicts
SET prompt aloud for Linguistic in the text.
they walk in.
students.
Bell Work 11- share.

Independent reading today. 7 minutes.


5 minutes to work on journals. (Due next
time) Log reading, get missing prompts,
notes, and bell work from a friend.
10 STRATEGY TO Summarize what’s happened so far in the Interpersonal Summarize what we’ve cold calling
ACCESS PRIOR novel. read so far in the text. assess what
KNOWLEDGE Turn to the themes page in your journal, students
page 85. Add to it while we read. remember
about the text
2 INTRODUCTION: I Handout Night books. Use audio recording Intrapersonal Are there any
DO while students questions?
follow along in the Assess what
If students choose not to follow along, I text. they
will take away participation points. That’s remember
the deal. about what to
do during the
Who was not here last time? Handout PIE reading.
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.

What are the three things we do while the


audio is playing? Follow along, answer
questions, or add to page 85 in our
journals.
5 GUIDED Start where we left off in the novel. Hand Prompt students to Auditory Show your understanding Are there any
PRACTICE: WE fill out the Linguistic of the text by answering questions
work back while students are reading.
DO questions. Ask if Logical specific reading questions. before we
(Steps to check for
there are any there Visual Examine what “selection” move on?
student Students listen to the audio recording and
understanding.) are stumped on. Intrapersonal actually means.
answer the reading guide questions as we
go.

35 INDEPENDENT/S After about 20 minutes of reading, pause Read the Auditory Evaluate the text and write In the classroom,
MALL GROUP: all students will be
and allow students 5 minutes to work with instructions and Linguistic detailed responses to the
able to analyze the
YOU DO questions aloud Logical reading questions. novel and create
others in the class on their questions. Get repeatedly. Visual writing responses
up a move around. (Handout tootsie rolls if with evidence
the class is sleepy or being good.) from the novel
with 80%
efficiency.
Read until the end of chapter 7.

Fill in chapter reading questions for about 5


minutes at the end of class. (if time)

Put journals away, pass books to the end of


the row.

Ozobots Analyze the parts


and working of
I will introduce the students to the ozobot Ozobots
technology and show them a
demonstration. Students will be allowed
to take 8-10 minutes to experiment with
them.

Log reading in journals. Due next time.


10 WRAP Exit Ticket- 12 Give time to finish and correct in Read the questions Logical
UP/CLOSING class. aloud for the Linguistic
(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….

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