Name: Melisa Brotherson Grade Level: 10 _ Periods: B1 Day:___13_____ 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.
● 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 5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing
what is most significant for a specific purpose and audience.
● Writing Standard 6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing
feedback, including new arguments or information.
● 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.
● Language Standard 2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Learning Objectives (in ABCD format): In the classroom, all students will write a final essay answering the topic questions for the
assignment and achieve 80% efficiency on the rubric.

Materials:
● Essay assignment copies
● Workshop handouts
● Class set of books
● copies of extra work
Technology Integration:
● Projector, internet, computer lab, google docs, microsoft word, dictionary.com, 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)
2 ANTICIPATORY Students meet in writing center. Sit Intrapersonal
SET
anywhere, log in. Hand back drafts to
students.
3 STRATEGY TO Review when the late work is due and essay interpersonal Recall what you know cold calling
ACCESS PRIOR about the late work policy. review what’s
is due. TODAY!
KNOWLEDGE due at end of
Review that we will meet in lab next time. class
Your final draft needs to be printed before
you leave. If you do not print it in this
period, then you have until 3pm today to
put it in my hands.
Give assignments to those who missed.

2 INTRODUCTION: I Handout the workshopping handout. Read handout aloud Linguistic Identify quotes for your Are there any
DO Logical draft. questions?
Visual
Intrapersonal

18 GUIDED As a class, go through the checklist for the Prompt students Interpersonal Critique your outline and Are there any
PRACTICE: WE when to start peer Linguistic decide what to put in your questions
DO
workshop.
workshops. Logical draft. before we
(Steps to check for
Give time limits Kinesthetic move on?
student Then students have about 10 minutes
understanding.) Visual
before the peer workshop.
60 INDEPENDENT/S Students work with their peers to workshop Students can work in Auditory Examine your feeling about
MALL GROUP: groups or alone. Linguistic the text and synthesize
for about 10-15 minutes.
YOU DO Can listen to music Logical your thoughts into an well
Be available to Visual written draft
Students finish their papers in class. Print it answer questions Interpersonal Evaluate the text for
out before you leave. throughout the lab evidence.
time
Prompt students on
time

Utah’s Online Library Students will use

their chromebooks to search for articles
online that refer to the conditions of the
world during WWII

Ozobots
Students will present their group research
presentation

While students are working, call struggling

students up and conference. LATE WORK
DEADLINE TODAY!

5 WRAP Print and log out. Students with 504 In the classroom,
UP/CLOSING Before students leave the lab, hand in draft, plans or that need all students will
(Include how the outline, thesis, and chapter questions, if you extra time can hand write a final
results will drive haven’t already. HAND IN FINAL DRAFTS! essay answering
planning for the next in a draft by the end
Bring back books. the topic
lesson.) of the day or next
Check in all books. questions for the
time, based on one- assignment and
on-one needs. achieve 80%
efficiency on the
rubric.
 SUMMARY
WHAT
WORKED

WHAT NEEDS
TWEAKED/RE
VIEWED

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