Teacher Candidate: Heather Taylor November 29th, 2010

Unit Topic: Novel Unit, Speak

Essential Question(s): What does silence do to a person? What about speaking out? How does
Laurie Halse Anderson incorporate symbolism into Speak? What is the effect?

Relating to Themes: Lesson One

Lesson *uses cooperative learning
Title/Number

What does the term “silence” mean to you? How would it feel to remain
Lesson Question (s) silent for your freshman year?

Standard 1: Students will read, write, listen, and speak for information
State Standards and understanding.
and Performance As listeners and readers, students will collect data, facts, and ideas;
Indicators discover relationships, concepts, and generalizations; and use knowledge
generated from oral, written, and electronically produced texts. As
speakers and writers, they will use oral and written language to acquire,
interpret, apply, and transmit information.

Performance Indicator 1.4 - use details, examples, anecdotes, or

personal experiences
to explain or clarify information

Lesson Objectives 1. Prior to reading it, students will engage with themes of Speak outside of
(Bloom’s the text.
Taxonomy) 2. Students will predict what Speak is going to be about before reading
much of it.

---------------------- -----------------------------------------------------------------------------------
Teacher will view student’s work on charts to ensure they are fully
Acceptable engaging with the themes. Also, class discussion (with teacher prompting)
Evidence will be an informal assessment as well.
 A large part of my intended classroom will be journal prompts (everyday
quotes, quote from novels or other literature, basic questions, etc.). I will
expect every student to respond to a quick prompt at the start of just about
Bell Ringer and every class. Today’s prompt will be a precursor to the questions they will
Prior Knowledge be answering on charts later in class. On the board will be “‘Is it better to
Tap – this can be let people think you are stupid, or should you open your mouth and
together or remove all doubt?’ – Mark Twain”. Students will be given 3 minutes to
separate respond. Journals will be collected for a pass/fail grade at the end of the
year. Students will pass if they have all entries; they will not be graded on
content.
_________________ ____________________________________________________________

When students walk into the classroom, they will be handed a color coded
card that pre-determines the group they will be in. (Groups and rationale
attached.) Teacher will direct students into their groups, where they will
determine a “secretary”, one who records their answers on the charts
Procedure – given. Teacher will pass out markers to each group (the same color as their
teacher input, cards) and instruct them on how the graffiti technique works. They will
modeling, guided move as groups to different charts with different questions on them. The
practice, questions are as follows:
independent 1. What does the term “silence” mean? How could your group’s ideas be
practice, and/or different from another’s?
activities 2. How would it feel to remain silent for your entire freshman year? What
are some circumstances that you would consider doing it?
*Accommodations 3. How would it feel to be an outcast? What do you think causes someone
for learning to get labeled as one?
modalities are 4. How can art affect a person?
required. 5. What is the meaning of friendship? How can it affect a person?
6. What is an unwritten rule for surviving high school?
Students will be given 4 minutes at each chart. Once their time is up and
each group has made it to each station, the teacher will go chart by chart
asking the groups to explain the answers to the questions. After that is
complete, the teacher will ask for 3 volunteers to predict what the rest of
the novel will be about (they would have already read the First Marking
Period section of the book). Following this, the teacher will assign the first
half of the Second Marking Period for homework.
*Students who learn visually will be able to read the answers on the charts
instead of just hearing it. By writing the answers, kinesthetic learners will
be able to make their own meaning. And finally, with the discussion at the
end of the lesson, auditory learners will be able to hear the answers.
*The grouping of students offers a form of differentiated instruction.
 After giving the initial directions on the graffiti, teacher will ask three
different students what their task is. Informally, teacher will walk around
Checks for the room making sure students are on task as they are working on the
understanding – charts. (Teacher will not simply remain at her desk for the duration of the
directions, classroom. She will be an active participant in the student’s learning.)
procedures, Teacher will offer suggestions to groups that seem stuck on certain
routines, and questions as needed.
content (formative)

Informal assessment will be done throughout the lesson. With the checks
for understanding throughout, formative assessment will be done. In
Assessment – type addition, the chart work will be an informal formative assessment.
and purpose

Teacher will ask students what they think the book will be about before
they leave. (This was already discussed above.) This will be going back to
Closure the objectives and creating a full circle for the lesson. In addition, with the
discussion, they will be going back to the first objective of the lesson.

Student with the 504 will be allowed to leave whenever needed, as well as
keep snacks and drinks with her at all times. The bipolar student will be
told beforehand that he will be asked to do group work, and also be told
Accommodations who his partners will be. The student with the ED and IEP will have a
dictionary readily available whenever he needs it. (As will other students,
as well.) The student with cerebral palsy will be closely watched to ensure
he is participating in the task, although not writing on the charts. He will
also be given more time, if needed, to complete his journal entry. Also, the
students that need it will be given homework assignment sheets to make
sure they complete all homework required.
Color coded cards (27 in all), 6 pieces of poster paper with pre-written
questions for the charts, 6 markers, 27 copies of Speak to pass out to the
students
Materials

One class period

Duration
Teacher Candidate: Heather Taylor November 29th, 2010
Unit Topic: Novel Unit, Speak

Essential Question(s): What does silence do to a person? What about speaking out? How does
Laurie Halse Anderson incorporate symbolism into Speak? What is the effect?

Silence and Analysis: Lesson Two

Lesson *uses pretesting
Title/Number

What are the benefits and disadvantages of speaking out?

Lesson Question (s) What is symbolism? How is it incorporated into Speak?

Standard 2: Students will read, write, listen, and speak for literary
State Standards response and expression. Students will read and listen to oral, written, and
and Performance electronically produced texts and performances, relate texts and
Indicators performances to their own lives, and develop an understanding of the
diverse social, historical, and cultural dimensions the texts and
performances represent. As speakers and writers, students will use oral
and written language for self-expression and artistic creation.
Performance Indicator 2.1 - present responses to and interpretations of
literature, making reference to the literary elements found in the text and
connections with their personal knowledge and experience
Standard 3: Students will read, write, listen, and speak for critical
analysis and evaluation.
As listeners and readers, students will analyze experiences, ideas,
information, and issues presented by others using a variety of established
criteria. As speakers and writers, they will present, in oral and written
language and from a variety of perspectives, their opinions and judgments
on experiences, ideas, information and issues.
Performance Indicator 3.2 - present arguments for certain views or
actions with reference to specific criteria that support the argument

Lesson Objectives 1. Students will respond to prompts in their journals.

(Bloom’s 2. Students will evaluate the pros and cons of speaking out versus being
Taxonomy) silent.
3. Students will analyze Melinda by using quotes from the book.
---------------------- -----------------------------------------------------------------------------------
Students will complete two worksheets by the end of the class. Those
Acceptable worksheets will be turned in and graded.
Evidence
 When students walk in, they will be given a pretest on symbolism. This
will not be graded; instead, they will be given credit for simply doing it.
After they have done that, they will be directed to their journals where
Bell Ringer and they will be doing a more in-depth assignment than the previous day.
Prior Knowledge
Tap – this can be
together or
separate

_________________ ____________________________________________________________
Teacher will hand out the pretest. Students will be given 5 minutes or so to
complete it. After each student has handed in their pretest, they will be
asked to get out their journals for the day’s activities. They will be asked
to write about an instance in which they would consider remaining silent
for a period of time. Then, the teacher will ask them to write about
Procedure – scenarios in which they spoke out about something, whether a big thing or
teacher input, not. After everyone has completed this task, the teacher will use “Mix-
modeling, guided Freeze-Share” to stimulate conversion amongst the classroom. The teacher
practice, will ask students to get up and walk around the room. When the lights
independent click off, the students will be asked to pair up with the closest person next
practice, and/or to them. They will then be asked to share their thoughts will the person
activities they are paired with. (If needed, some groups can triple up.) The teacher
will listen to make sure they are all on task. Once they have all shared,
*Accommodations they will go back to their seats, where they will take out a piece of paper.
for learning With that, they will be asked to create a chart of pros and cons for
modalities are speaking out, and a pros and cons chart for remaining silent. Teacher will
required. walk around the room to make sure students are staying on task and
answer questions as needed. When everyone has completed it, the teacher
will briefly discuss brief personal anecdotes about speaking out/remaining
silent and more famous ones like Fredrick Douglass. (With a strong
emphasis on brief, as this will be further touched upon later in the unit.)
Before the students leave for the day, the teacher will ask four students to
retell what they have learned and what they think about speaking out and
remaining silent. At the end of the day, the teacher will assign the second
half of the Second Marking Period for homework.
The next class, the teacher will use direct instruction.
1. Teacher will share objective of “students will analyze Melinda using
quotes from the novel”.
2. Teacher will take a quote from the novel and put it on the board. Quote
will be “I actually thought for a moment that we could cast spells, could
turn people into frogs or rabbits, to punish the evil and reward the good”
(p. 40). She will explain that this quote, even taken out of context, can say
a lot about Melinda. At this point in the novel, Melinda is talking about
her past and her naivety the prior year. She has changed, and the tone of
the quote says a great deal about the bitterness she feels. The teacher will
ask for students to give their own interpretation of the quote, requesting
they use textual evidence to back up their claims. She will ask students to
 use hand signals (pre-determined early on in the class; thumbs up means “I
understand and can explain it”, thumbs sideways means “I don’t quite
grasp the entire concept, but I’m almost there, and thumbs down means “I
don’t understand how you can to that conclusion at all”) to check for
understanding throughout the analysis of the quote. If she senses unease
within the classroom, she will continue with another quote.
3. Teacher will pass out the worksheet with quotes from the novel on it.
She will ask for volunteers to do the first quote together. Teacher will use
their input, but also ask for help from students that she suspects may not
totally understand it. She will do the same with the second quote, and if
time allows (and it’s needed), the third quote as well.
4. For closure, teacher will have students write an exit slip answering the
question, “How can a quote say something about a character?”.
5. For homework, students will be asked to finish the worksheet.
6. On the final test at the end of the unit, the students will have to analyze
Melinda using some of the very same quotes they have on the worksheet.
It will also show up on their midterm/final exams.
The teacher will assign the first half of the Third Marking Period for
homework.
*uses direct instruction
*Visual learners will be able to see the quotes on the board and in front of
them. Kinesthetic learners will be able to get out of their seat with the
activity and hopefully make their meaning that way. Auditory learners will
be able to hear the way to analyze a quote.
*uses setting objectives and providing feedback
*uses homework and practice
The retellings will help the teacher know if the students are understanding
the lesson or not on the first day. The hand signals will check for
Checks for understanding during the analysis section. The teacher will also use the
understanding – worksheets and the exit slips to make sure the students have understood
directions, the day’s lesson.
procedures,
routines, and
content (formative)

The checks for understanding (especially the hand signals) will be

formative assessments along the way. In addition, the worksheets that will
Assessment – type be turned in will also be formative assessments.
and purpose
 The retelling of the day’s lesson plan (from the students) will close the
first day. The exit slip with “How can a quote say something about a
Closure character?” will close the second day.

Student with the 504 will be allowed to leave whenever needed, as well as
keep snacks and drinks with her at all times. The bipolar student will be
told beforehand that he will be asked to do group work, and also be told
Accommodations who his partners will be. The student with the ED and IEP will have a
dictionary readily available whenever he needs it. (As will other students,
as well.) Student with cerebral palsy will be given extra time if he needs it
to complete any of the tasks. Also, the students that need it will be given
homework assignment sheets to make sure they complete all homework
required.
Student journals, books, worksheets

Materials

Two class periods

Duration
Teacher Candidate: Heather Taylor November 29th, 2010
Unit Topic: Novel Unit, Speak

Essential Question(s): What does silence do to a person? What about speaking out? How does
Laurie Halse Anderson incorporate symbolism into Speak? What is the effect?

Symbolism: Lesson Three

Lesson *uses cooperative learning
Title/Number

What is symbolism? How is it used in Speak?

Lesson Question (s)

Standard 2: Students will read, write, listen, and speak for literary
State Standards response and expression.
and Performance
Indicators Performance Indicator 2.3 - identify significant literary elements
(including metaphor, symbolism, foreshadowing, dialect, rhyme, meter,
irony, climax) and use those elements to interpret the work

1. Students will create posters based on symbolism in the story.

Lesson Objectives
(Bloom’s
Taxonomy)

---------------------- -----------------------------------------------------------------------------------
The posters created by the students will show evidence that the students
Acceptable understand symbolism.
Evidence
 Students will be asked to respond in their journals to the prompt “If you
would know strength and patience, welcome the company of trees.  -Hal
Bell Ringer and Borland”.
Prior Knowledge
Tap – this can be
together or
separate

_________________ ____________________________________________________________

Teacher will ask students to get into groups of two or three. They will be
allowed to pick their own group, so that they have a sense of power and
freedom within the classroom. She will ask them to create posters based
on the symbolism in the story. Their poster should contain the least
Procedure – amount of actual written words as possible and instead rely heavily on
teacher input, pictures and symbols. After they are done with their posters, they will
modeling, guided present them to the class. They will be given twenty five minutes to work
practice, on the posters and the rest will be spent presenting. Teacher will walk
independent around and make sure all students are staying on task and working
practice, and/or together on their posters. Teacher will assign Fourth Marking Period for
activities homework.
*Visual learners will see the posters
*Accommodations * Kinesthetic learners will work on the posters, hands on activities
for learning * The discussion will aid auditory learners
modalities are
required.
 Teacher will ask four students what the task is. After receiving satisfactory
answers all four times, she will have them start working on their posters.
Checks for She will walk around throughout the entire class, making sure everyone is
understanding – staying on task and working together.
directions,
procedures,
routines, and
content (formative)

The final posters will be a formative assessment.

Assessment – type
and purpose

The teacher will allow for enough time to ask every single student to
explain some part of symbolism. This can either be symbolism in general,
Closure symbolism in the novel, or the effect of symbolism. The important thing is
that every student contributes an answer in some way.

Student with the 504 will be allowed to leave whenever needed, as well as
keep snacks and drinks with her at all times. The bipolar student will be
told beforehand that he will be asked to do group work, and also be told
Accommodations who his partners will be. The student with the ED and IEP will have a
dictionary readily available whenever he needs it. (As will other students,
as well.) Student with cerebral palsy will be given extra time if he needs it
to complete any of the tasks. Also, the students that need it will be given
homework assignment sheets to make sure they complete all homework
required.
Poster board, markers

Materials

Duration One class period

Teacher Candidate: Heather Taylor November 29th, 2010
Unit Topic: Novel Unit, Speak

Essential Question(s): What does silence do to a person? What about speaking out? How does
Laurie Halse Anderson incorporate symbolism into Speak? What is the effect?

Making Connections: Lesson Four

Lesson *uses technology
Title/Number

How can Melinda’s plight be connected to other people?

Lesson Question (s)

Standard 1: Students will read, write, listen, and speak for information
State Standards and understanding.
and Performance As listeners and readers, students will collect data, facts, and ideas;
Indicators discover relationships, concepts, and generalizations; and use knowledge
generated from oral, written, and electronically produced texts. As
speakers and writers, they will use oral and written language to acquire,
interpret, apply, and transmit information.
Performance Indicator 1.2 - compare and synthesize information from
different sources

Standard 3: Students will read, write, listen, and speak for critical
analysis and evaluation.
As listeners and readers, students will analyze experiences, ideas,
information, and issues presented by others using a variety of established
criteria. As speakers and writers, they will present, in oral and written
language and from a variety of perspectives, their opinions and judgments
on experiences, ideas, information and issues.
Performance Indicator 3.3 - understand that within any group there are
many different points of view depending on the particular interests and
values of the individual, and recognize those differences in perspective in
texts and presentations

Standard 4: Students will read, write, listen, and speak for social
interaction.
Students will use oral and written language for effective social
communication with a wide variety of people. As readers and listeners,
they will use the social communications of others to enrich their
understanding of people and their views.
Performance Indicator 4.1 - write social letters, cards, and electronic
messages to friends, relatives, community acquaintances, and other
electronic network users
 Lesson Objectives 1. Students will compare Melinda’s silence to that of Maya Angelou.
(Bloom’s 2. Students will make a list of people who have spoken out in history.
Taxonomy) 3. Students will create a letter to a main character in Speak.

---------------------- -----------------------------------------------------------------------------------
The worksheets that the students hand back will show that they have
Acceptable understood the comparison of the silence. The lists they hand in will show
Evidence that the second objective has been met. Finally, the letter that will be
turned in the next day will show that they understand the task at hand.

When students get settled, they will be given a copy of the poem “Listen”
by Laurie Halse Anderson. Teacher will play the Youtube clip of Laurie
Halse Anderson reading the poem for the students (found at
Bell Ringer and http://www.youtube.com/watch?v=ic1c_MaAMOI). Students will be
Prior Knowledge asked to write a brief response in their journals to it.
Tap – this can be
together or
separate

_________________ ____________________________________________________________
Teacher will hand out the poem “I Know Why The Caged Bird Sings” by
Maya Angelou to the students. Teacher will read it aloud once, and then
ask the students to work with her on a choral reading of the poem. She will
pass out Venn Diagrams that ask the students to supply similarities and
differences between Maya Angelou and Melinda. This chart will be turned
Procedure – in for a grade.
teacher input, Next, teacher will ask students to pair up. They will create a list of at least
modeling, guided 5 people who have spoken out about an issue in the past. They will be
practice, directed to the library, where they can research on the Internet or
independent encyclopedias. These people can include influential persons such as
practice, and/or Martin Luther King Jr, Charles Darwin, or people like Monica Lewinsky
activities that spoke out against wrong-doing even though they may have been
attacked by the press/paparazzi. They will share this list with their peers in
*Accommodations a discussion format at the end of the lesson.
for learning Finally, students will be asked to complete a letter to a character of the
modalities are novel, detailing their own feelings and thoughts about the characters
required. actions. This will be turned in the next day with their exam.
*Visual learners will be able to use the Venn diagrams to see the
similarities/differences between the two women.
*Kinesthetic learners will learn by going to the library and doing their own
research, making their own meaning out of the information.
 *Auditory learners will hear the poems and the discussions will also aid in
their learning.
The hand signals will be used throughout this lesson to ensure students are
all on the same page.
Checks for
understanding –
directions,
procedures,
routines, and
content (formative)

The charts will be turned in for a formative assessment and for a grade.
The discussion based at the end of the lesson will be more of an authentic
Assessment – type assessment to ensure the students are getting the real world application out
and purpose of the assignment.

Before the students leave, they will be asked to finish an exit slip with one
comparison of Melinda to Maya Angelou and one person that has spoken
Closure out in the past.

Student with the 504 will be allowed to leave whenever needed, as well as
keep snacks and drinks with her at all times. The bipolar student will be
told beforehand that he will be asked to do group work, and also be told
Accommodations who his partners will be. The student with the ED and IEP will have a
dictionary readily available whenever he needs it. (As will other students,
as well.) The student with cerebral palsy will be closely watched to ensure
he is participating in the task, although not writing on the charts. He will
also be given more time, if needed, to complete his journal entry.
Two poems, use of the internet in the classroom, Venn diagrams, use of
the library

Materials

Duration Two class periods

Teacher Candidate: Heather Taylor November 29th, 2010
Unit Topic: Novel Unit, Speak

Essential Question(s): What does silence do to a person? What about speaking out? How does
Laurie Halse Anderson incorporate symbolism into Speak? What is the effect?

Bringing it All Together: Lesson Five

Lesson
Title/Number

What does silence do to a person? What about speaking out? How does
Lesson Question (s) Laurie Halse Anderson incorporate symbolism into Speak? What is the
effect?

Standard 3: Students will read, write, listen, and speak for critical
State Standards analysis and evaluation.
and Performance As listeners and readers, students will analyze experiences, ideas,
Indicators information, and issues presented by others using a variety of established
criteria. As speakers and writers, they will present, in oral and written
language and from a variety of perspectives, their opinions and judgments
on experiences, ideas, information and issues.

1. Students will demonstrate their knowledge and understanding of the

Lesson Objectives Unit with an exam.
(Bloom’s
Taxonomy)

---------------------- -----------------------------------------------------------------------------------
Students will take and pass a unit exam, demonstrating their knowledge
Acceptable and understanding of the unit.
Evidence
 Students will walk in and go straight to the exam.

Bell Ringer and

Prior Knowledge
Tap – this can be
together or
separate

_________________ ____________________________________________________________

Teacher will pass out exam, read the instructions, and be ready to answer
questions if needed.

Procedure –
teacher input,
modeling, guided
practice,
independent
practice, and/or
activities

*Accommodations
for learning
modalities are
required.
 Teacher will read the exam to the students and use the hand signals to
ensure students understand the directions.
Checks for
understanding –
directions,
procedures,
routines, and
content (formative)

Test- Summative assessment, showing the students learned the major

themes of Speak and the symbolism in it.
Assessment – type
and purpose

Teacher will collect tests.

Closure

Student with the 504 will be allowed to leave whenever needed, as well as
keep snacks and drinks with her at all times. The student with the ED and
IEP will have a dictionary readily available whenever he needs it. (As will
Accommodations other students, as well.) ANY student that needs more time will be
allowed to take advantage of it.

Exam

Materials

One class period—longer if needed

Duration