Name: Melisa Brotherson Grade Level: 10 _ Periods: B1 Day:___11______ 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 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.
Learning Objectives (in ABCD format): In the classroom, all students will be able to create an essay draft and create study questions and
answers with 85% completion.

Materials:
● Essay assignment copies
● Class set of books
● Citation handouts
● copies of extra work
Technology Integration:
● Projector, internet, computer lab, google docs, microsoft word, dictionary.com, Quizlet, 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 In the
SET
anywhere, log in. classroom,
all students
Quizlet will compile
Students will use the publicly available units the
on Night and the Holocaust to create their information
own open ended questions for study from the
lesson and
create study
questions
Hand back work to students. and
answers
with 80%
efficiency

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.
KNOWLEDGE
is due.
Review that we will meet in lab next time.
Draft needs to be printed before you leave.
Give assignments to those who missed.
10 INTRODUCTION: I Start working on drafts. Linguistic Identify quotes for your Are there any
DO Logical draft. questions?
Visual
Intrapersonal

5 GUIDED Handout citation sheet. Read the handout Interpersonal Critique your outline and Are there any
PRACTICE: WE aloud. Linguistic decide what to put in your questions
DO Logical draft. before we
(Steps to check for Go through the heading, in-text, and works Kinesthetic move on?
student cited citation as a class. Create a works
understanding.) Visual
cited page as a class.
 INDEPENDENT/S Students finish their drafts in class. Print it Students can work in Auditory Examine your feeling about Analyze
MALL GROUP: groups or alone. Linguistic the text and synthesize various
out before you leave.
YOU DO Can listen to music Logical your thoughts into an well accounts of a
Visual written draft subject told in
Utah’s Online Library Students will use Interpersonal Evaluate the text for different
their chromebooks to search for articles evidence. mediums (e.g.,
online that refer to the conditions of the a person’s life
world during WWII story in both
print and
multimedia),
Ozobots determining
Students will work on their group research which details
presentations together are
emphasized in
each account.

While students are working, call struggling

students up and conference. Sign up for
make up times after or before school.

5 WRAP Before students leave the writing center. Save In the

UP/CLOSING your assignment! Save it to your login and email classroom, all
(Include how the it to yourself just in case. students will
results will drive Print and log out.
planning for the next
be able to
lesson.)
Before students leave the lab, hand in draft, create an essay
outline, thesis, and chapter questions, if you draft with 85%
haven’t already. Bring back books. completion.
SUMMARY
WHAT
WORKED

WHAT NEEDS
TWEAKED/RE
VIEWED

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