Name: Melisa Brotherson Grade Level: 10 _ Periods: B1 Day:___4 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 and create study questions and answers with 80% efficiency.
Materials:
● Large Post-its, cut in half
● Exit ticket 10
● Ch 1-6 questions
● Mice and Men books
● whiteboard markers
● Audiobook
Technology Integration:
● Projector, dictionary.com, internet, iTunes, audiobook, Quizlet

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)
5 ANTICIPATORY Prompt students to get out journals when Read the bell work Intrapersonal Identify the definitions for
SET prompt aloud for Linguistic the vocabulary.
they walk in.
students.
Bell Work today- Vocab Study Guide-
handout the study guide and give students
time to write down just the definitions, do
the sentences at home. (about 5 minutes)
Put this up on the projector and write in the
first line- if the students are confused.
VOCAB TEST NEXT TIME. Pre-review what
is required for the test.
Hand back work while students are
working.
No independent reading today, still log in
journals.
10 STRATEGY TO Summarize what 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 Auditory Write the words you don’t Are there any
DO while students Linguistic know on a post-it note. questions?
follow along in the Logical
If students choose not to follow along, I text. Visual
will take away participation points. That’s Intrapersonal
the deal.

Handout post-its to a few people. If you

don’t know a word, write it down and the
sentence it’s from in the novel. (Don’t hand
these to people on the aisle, they will pass
them out.)

Handout questions to students who were

absent.
18 GUIDED Finish chapter two and try to get through Prompt students to Auditory Criticize Lennie and Are there any
PRACTICE: WE fill out the Linguistic George’s relationship. questions
most of chapter three.
DO questions. Ask if Logical Explain how the society before we
(Steps to check for
there are any there Visual treats the mentally ill. move on?
student Students listen to the audio recording and
understanding.) are stumped on.
answer the reading guide questions as we
go.

After about 20 minutes of reading, pause

and allow students 5 minutes to work with
others in the class on their questions. Get
up a move around.
30 INDEPENDENT/S Read until about 15 minutes left in class. Read the Auditory Evaluate the text and write In the classroom,
MALL GROUP: all students will be
instructions and Linguistic detailed responses to the
able to analyze the
YOU DO questions aloud Logical reading questions. novel and create
Fill in chapter reading questions for about 5 repeatedly. Visual writing responses
minutes at the end of class. with evidence
from the novel
with 80%
efficiency.

compile the
information
from the
lesson and
Quizlet create study
Students will use the publicly available units questions
on Night and the Holocaust to create their and
own open ended questions for study answers

Put journals away, pass books to the end of

the row.
4-5 WRAP Exit Ticket- 10 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….