Speak Unit Daily Lesson Plans

SPEAK UNIT DAILY LESSONS
Teacher: Kayla Foster Thompson Valley High School

Class: English 9 Period: 2 (8:23-9:09) October 12, 2015: 47 Minutes
Common Core State Standards for Ninth Grade:
CCSS.ELA-LITERACY.SL.9-10.1
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.
CCSS.ELA-LITERACY.SL.9-10.1.D
Respond thoughtfully to diverse perspectives, summarize points of agreement and

disagreement, and, when warranted, qualify or justify their own views and understanding
and make new connections in light of the evidence and reasoning presented.
Learning Target:
I can explain my choices and learn about how choice impacts characters in Speak for the end of
the unit.
Goals:
Students will be introduced to the Speak unit.
Students will choose their character for their final argumentation paper.
Students will have a discussion about choices.
Students will practice their daily grammar exercises.
Materials:
Teacher:
SmartBoard
YouTube Video
Writing Utensil
Scenarios for students
Students:
Writing Utensil
Paper
Spiral Notebook
Lesson:
MUG Shot Monday (10 Minutes)
Students will copy two sentences with grammar, mechanics, and usage errors and correct
them. Then, we will go over the corrections as a class.
Choices Video (5 Minutes)
Students will watch the video about choices. This will get them thinking about choices
they make and how it impacts others. This activity appeals to more than one learning
style.
Journal Writing (5 Minutes)
Students will write about a choice they have made or a choice that someone else has
made that has greatly impacted their lives or the lives of someone they know. If they are
comfortable, they will turn and share with a partner.
Choice Scenarios (15 Minutes)
Place students in groups of about 5 or 6. Give each group a scenario to discuss. The
groups should talk about the choices they would make within this scenario and how they
would handle it. They will then share with the class their scenario and their decisions.
This works as a modification for some students.
Example Scenarios:
A friend has told you that they are thinking about going to a party. You know this
party will include drugs and alcohol and that your friend is easily tempted by these.
What do you say to them? What do you do?
You went to a party over the weekend, but dont remember anything that happened.
People at school on Monday start to whisper when they see you. What do you do?
You are friends with Riley. Over the weekend, Riley went to a party. Riley called the
cops and ruined the entire party. Now everyone at school refuses to speak to Riley.
Riley ruined your fun at the party by calling the cops. She wont say why she called
the cops. Do you speak to Riley? Why or Why not? How will you treat her?
Bob shows up to school after being gone for three days. Bob has scabs on his lips, is
covered in bruises, and hasnt showered recently. He refuses to talk to you or any of
your friends. What do you do?
Youve noticed your best friend slowly becoming more and more absent from your
group. He is normally a good student but has stopped turning in his homework and
coming to class. Later, you find out that he stops coming to school at all. What do you
think is happening? What can or will you do?
Your best friend starts to date someone that you know is bad news. Her new
boyfriend is known to be mean to girls, doesnt like to be told no, and is very
disrespectful. You try and tell her that he may not be a good influence or the right guy
for her. She tells you that you are just jealous and then stops speaking to you. You are
very worried about her. What are your next steps?
Drawing Names (5 minutes)
After the scenario activity, students will draw names of characters out of a hat or
container. This will be their assigned character for the novel. They are picking characters
much like Melinda picks her assignment in Speak. They will use this character to write an
argumentative essay about choices at the end of the unit.
Where to Next? (7 minutes)
Hand out the assignment sheet and rubric for the argumentative essay. Explain that the
students will write their essays on their drawn character and that they may not change
them. Explain that throughout Speak, they will be watching and closely reading for their
characters choices and reasoning behind each decision they make. Explain that this essay
is where we are working toward for the end of the unit.
Assessment:
The Scenario activity will be used as a formative assessment for this unit. The scenarios were
taken from events that happened within the book to see where student biases lie and how to
approach them while reading Speak by Laurie Halse Anderson.
Accommodations and Modifications:

The introductory video adheres to visual learner needs. By splitting the students in to groups, it
breaks down the scenario activity to make it more tangible and ease any anxiety concerns about a
large group discussion. To accommodate higher-level thinkers, these students have the option to
work on their own and produce a writing piece (at least a paragraph) of a detailed response to
more than one scenario.
Reflection:
This lesson was modified for the scenario activity. The kids did not handle the situation
appropriately even when asked to be respectful. Modify it to one scenario as a class discussion.

CCSS.ELA-LITERACY.RL.9-10.3 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.
Learning Target:
I will begin reading Speak and begin completing the first marking period reading guide.
Goals:
Students will begin Speak.
Students will be introduced to the three types of irony.
Students will begin the reading guide.
Materials:
Teacher:
SmartBoard
Bell Work Slides
Reading Guide
Writing Utensil
Speak
Students:
Writing Utensil
Paper
Spiral Notebook
Lesson:
Literature Term Tuesday (10 Minutes)
Students will watch a video about irony and the three types of irony. They will take notes
and a class discussion will follow.
Speak and Reading Guide (37 Minutes)
Begin reading Speak aloud with students. Stop for questions and check for understanding
of words, concepts, ideas, etc. that the students may not be familiar with. Hand out the
reading guide for students to complete. To modify, students may work together to
complete the assignment.
Assessment:
Ask students about their first reactions to Melindas character in Speak. Stop and ask students
about vocabulary and ideas to check for understanding. The reading guide will be used as a
formative assessment.

Students may fill out the reading guide on their own or with a partner or help from a teacher to
meet modifications and accommodations. They may fill out the worksheet by themselves if they
need more rigor in their work.
Reflection:
Students did well with this. They understood irony and were able to identify it within the text.
No large concerns about comprehension of the book thus far.

Class: English 9 Period: 2 (8:23-9:09) October 15, 2015: 99 Minutes (Block day does not meet
Wednesdays)
CCSS.ELA-LITERACY.RL.9-10.3 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. CCSS.ELA-LITERACY.RL.9-10.1 Cite strong and thorough textual evidence to
support analysis of what the text says explicitly as well as inferences drawn from the text.
Learning Target:
I will do test corrections and continue to read Speak.
Goals:
Students will continue Speak.
Students will learn new vocabulary.
Students will do test corrections on their short story unit exam.
Materials:
Teacher:
SmartBoard
Bell Work Slides
Reading Guide
Writing Utensil
Speak
Students:
Writing Utensil
Paper
Spiral Notebook
Tests
Copies of Short Stories
Lesson:
Terminology Thursday (10 Minutes)
Students will fill out a word box for a new vocabulary word. The word box will include
the definition of the word, a sentence containing the word, a drawing to help students
remember the meaning, and synonyms and antonyms of the word.
Test Corrections (22 Minutes)
Students will individually do test corrections on their graded unit exam from their short
story unit.
Begin reading Speak aloud with students. Stop for questions and check for understanding
of words, concepts, ideas, etc. that the students may not be familiar with. Hand out the
reading guide for students to complete. To modify, students may work together to
complete the assignment.
Assessment:

Students who need extra support with their test corrections may work with the teacher or special
education teacher to help them correct their tests. This may be for extra time if needed. Students
may fill out the reading guide on their own or with a partner or help from a teacher to meet
modifications and accommodations. They may fill out the worksheet by themselves if they need
more rigor in their work.
Reflection:
Students did well with this. The test corrections improved their grade and behavior was normal.

CCSS.ELA-LITERACY.RL.9-10.4 Determine the meaning of words and phrases as they are
used in the text, including figurative and connotative meanings; analyze the cumulative impact of
specific word choices on meaning and tone (e.g., how the language evokes a sense of time and
place; how it sets a formal or informal tone). CCSS.ELA-LITERACY.RL.9-10.2 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.
Learning Target:
I can identify figurative language within Speak.
Goals:
Students will learn about figurative language.
Students will identify figurative language within the text.
Materials:
Teacher:
SmartBoard
Bell Work Slides
Figurative Language Leaves Activity
Leaf Cut-outs
Writing Utensil
Speak
Students:
Writing Utensil
Paper
Spiral Notebook
Speak
Lesson:
Figurative Language Leaves (22 Minutes)
Discuss figurative language and the different types that occur within literature. This will
give an understanding as to what students know and need to know about figurative
language. Hand out assignment sheet and do an example with students in-class. Then
have students do leaves on their own. To modify, students may work together if
necessary.
Continue reading Speak aloud with students. Stop for questions and check for
understanding of words, concepts, ideas, etc. that the students may not be familiar with.
Hand out the reading guide for students to complete. To modify, students may work
together to complete the assignment.
Assessment:
Ask students what questions they have about the reading guide. Stop and ask students about
vocabulary and ideas to check for understanding. The reading guide will be used as a formative
assessment. Figurative Language Leaves will be used as a summative assessment to check for
understanding of figurative language.

Students who need extra support with their leaves may work with a peer or the teacher for extra
instructional support. Directions are given in print and orally. Students may fill out the reading
guide on their own or with a partner or help from a teacher to meet modifications and
accommodations. They may fill out the worksheet by themselves if they need more rigor in their
work.

Learning Target:
I can identify figurative language within Speak.
Goals:
Students will learn about figurative language.
Materials:
Teacher:
SmartBoard
Bell Work Slides
Leaf Cut-outs
Writing Utensil
Speak
Students:
Writing Utensil
Paper
Spiral Notebook
Speak
Lesson:
Students watch a video to learn about symbolism. Connect examples to recent works of
literature (Harry Potter, The Hunger Games, Lord of the Rings, Star Wars, etc).
Students will continue the figurative language leaves they began last week. Students will
do the leaves on their own. To modify, students may work together if necessary. Students
with shortened assignment modifications may do 5 leaves total instead of the required 10.
Hand out the reading guide for students to complete. To modify, students may work
together to complete the assignment.
Assessment:

work. Students with an IEP or 504 with a shortened assignment modification may do 5 leaves
instead of the required 10.
Reflection:
Students seem to love the book so far. Many of them are still confused on the figurative language
leave assignment. Maybe spend some time in groups explaining this on a more individual level. I
may print up a list of definitions for the types of figurative languages.

Wednesdays)
advance the plot or develop the theme. CCSS.ELA-LITERACY.RL.9-10.1 Cite strong and
thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
Learning Target:
I will finish reading the first marking period of Speak and complete the reading guide.
Goals:
Students will finish the first marking period of Speak.
Students will learn new vocabulary.
Students will finish their first marking period reading guide.
Materials:
Teacher:
SmartBoard
Bell Work Slides
Reading Guide
Writing Utensil
Speak
Students:
Writing Utensil
Paper
Spiral Notebook
Lesson:
After 20 minutes, the students will turn to an elbow partner and read aloud to each other.
This is a modification for not only a brain break, but also to accommodate for different
reading levels. After this, students will read individually for about 15 minutes until the
last few pages of the first marking period. This accommodates for the higher-level
readers and lets the lower-level readers read at a pace that is comfortable for them. After
the time is over, the class will come back together to answer questions on the reading
guide and finish the rest of the first marking period aloud. To modify, students may work
together to complete the reading guide assignment.
Assessment:
The reading guide will be used as a summative assessment for the upcoming quiz over the first
marking period. This will help to understand what the students need to be successful with the
novel.

Students will have many different opportunities to read to different ability levels. Reading the
book aloud to the students helps the auditory learners as well as visual when students follow
along. Reading guides for lower-level students have been modified to fewer than 10 questions.
Reflection:
Students did REALLY well with this! They were focused and on-task for most of the period. I
was very impressed with how they are doing with the book thus far. They seem to like the
characters and find the novel relatable.

CCSS.ELA-LITERACY.W.9-10.1 Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Learning Target:
I can understand the difference between argument and persuasive writing.
Goals:
Students will discuss the difference between argument and persuasive writing.
Students will take a quiz over the first marking period of Speak.
Materials:
Teacher:
SmartBoard
Bell Work Slides
Argument vs. Persuasion Handout
Writing Utensil
Speak
Students:
Writing Utensil
Paper
Spiral Notebook
Speak
Lesson:
First Marking Period Quiz (15 Minutes)
Students will have their first formal assessment over the first marking period of Speak by
Laurie Halse Anderson.
Character Assignment (5 Minutes)
Students who were not present on the first day of the unit will draw characters for their
argumentative papers due at the end of the unit.
Argument vs. Persuasion (15 Minutes)
What is the difference between an argument and persuasion? What are you trying to do
when you are arguing with someone? What are you trying to do when you are persuading
someone? Use examples. How would you approach the topic of wanting to go to the
movies with friends? How would you persuade her? How would you argue your case?
What are the differences? Hand out the compare and contrast handout that talks about
argument vs. persuasion. This is scaffolding for the writing piece of the unit.
Speak (Remainder of class period)
If time allots, continue to read Speak aloud to the class.
Assessment:
Students will be assessed on the quiz over the first marking period.
There is a teacher staffed in the room at all times to help students with reading modifications and
para accommodations. Because there are over 30 students in the class, this becomes helpful to
have three teachers in the room to help with this modification. Students always have the option
of having the quizzes read aloud to them in the classroom or a separate, more private location
down the hall. Students on IEPs or 504s with an extended time modification are more likely to
use this modification.
Reflection:
We ran way over on time with the quiz. To improve, I would allow more time for the quiz. Im
glad I had extra materials planned, but I sometimes forget that I wrote the quiz and know all of
the answers when they are in a totally different situation. None of the kids on IEPs or 504s used
their oral directions accommodation, however one student did use extra time. We did not spend
as much time on argument vs. persuasion as I would have liked. Tomorrow, we will do an
argument graphic organizer to reinforce the idea.

Class: English 9 Period: 2 (8:23-9:09) October 27, 2015: 47 Minutes SKILLS STRATEGY
CCSS.ELA-LITERACY.W.9-10.1 Write arguments to support claims in an analysis of substantive
topics or texts, using valid reasoning and relevant and sufficient evidence.
Goals:
Students will understand the elements of an argumentative paper.
Students will acknowledge counterclaim in a pro/con article.
Target:
Students will identify the elements of argumentation using a pro/con article.
Materials:
Teacher:
Article: https://newsela.com/articles/healthylunch-procon/id/5308/
Writing Utensil
SmartBoard/Projector
Computer
Students:
Notebook
Article
Writing Utensil
Lesson:
Lit-Term Tuesday- hyperbole (10 Minutes)
Students will watch a video about hyperbole and create their own examples in their
notebooks.
Article (37 Minutes with Exit)
Read article aloud, together as a class. Have students popcorn if they are willing.
Together, go over the elements. What is the article about? Who can give me a summary of the
PROS? Who can give me a summary of the CONS? As a class, we need to make a CLAIM about
this issue. What should students have for lunch? (Have students move to one side of the room for
FOR and the other for AGAINST. Majority will rule to decide claim). Create claim together as a
class on board. Students should write this down in their notebooks as we go along. How can we
support this claim? What can we use in the text that will help us prove our point? How do these
examples support our claim? Why are these examples important?
After a few examples have been given: People may not agree with your claim. How can
we show them that we are taking note/acknowledging their side of the argument? How do they
know that we are not just ignoring them? What can we say to show them that we are thinking
about their concerns? Students should say something like I know you might think or I
know that you might be thinking about (Something along those lines). If they dont get it, do
a side story. You want to go to the movies, but your mom says you have too much homework.
How do you convince her? (This may take too much time and go on a side tangent). After
examples, ask how we can acknowledge their concerns while still supporting our claim. How can
we make them feel acknowledged but still prove our claim? Remember, were NOT persuading
them, we are just trying to prove our side. Students should give examples.
Conclusion. We need to come back to our original claim. How can we do that? How do
we come full circle in a sense? How can we wrap up our argument? How can we win this
argument? Students will give examples. Come to a conclusion as a class. Do you think this is a
sufficient argument? If not, how can we improve it?
Questions?
Exit:
What are three things you need in an argument? (Claim, evidence, counterclaim). Show of
fingers, 1 being NO WAY JOSE, 3 being EHHH, KINDA, and 5 being LEAVE ME ALONE TO
WRITE MY PAPER I CAN DO THIS, how comfortable do you feel with argumentation? What
do you want more practice with?
Assessment:
Exit ticket. What did they NOT understand? What are students missing? What do students say
they want more practice with? What did they struggle with as a class?
Reflection:
Students REALLY got this! The class was super in to the whole lesson and showed me where
their strengths and weaknesses lie with argumentative writing. We need to work more on
counterclaim in the weeks to come.

Wednesdays)
Students continued their Individual Career and Academic Plan (ICAP) with their counselor. This
is required by the state of Colorado.
Learning Target:
I will complete my ICAP.
Goals:
Students will complete their ICAP.
Materials:
All materials provided by the Thompson Valley counseling department.
Lesson:
Students completed their ICAPs with their ninth grade counselor.
Assessment:
None

None necessary for this day.

Learning Target:
I will continue to read Speak.
Goals:
Students will continue to read Speak.
Students will continue to work on their figurative language leaves.
Materials:
Teacher:
Smartboard
Speak
Bell Work PowerPoint
Second Marking Period Reading Guide Handout
Students:
Speak
Second Marking Period Reading Guide
Spiral Notebook
Writing Utensil
Lesson:
Free Write Friday (5 Minutes)
Students will do a five-minute timed free write on anything they would like. A prompt is
always provided in the weeks bell work slides.
Speak and Second Marking Period Reading Guide Handout (40 Minutes)
Handout the reading guide for the second marking period. Continue to read Speak aloud
to the students, pausing for questions and to check for understanding. Read until about
page 65, after Melindas Thanksgiving scene. Students should follow along as the book is
being read aloud.
Assessment:
The reading guide will be used as a formative assessment for the second marking period of the
book.

Students with IEPs and 504s with shortened assignment modifications receive a reading guide
with fewer than ten questions. Students may work together to complete their reading guides. The
book is read aloud to appeal to the auditory learners and those with lower reading abilities. Many
of the higher-level readers have been reading ahead in the book.
Reflection:
The students seem to really relate to Melinda. They feel sorry for her, so it will be interesting to
see how they react to the upcoming pieces of the book. The students are very engaged in the
book and surprisingly groan when the bell rings.

Class: English 9 Period: 2 (7:30-9:09) November 2-3, 2015: 99 Minutes
N/A
Learning Target:
I will complete Aspire Testing.
Students completed district-required ACT Aspire testing the Monday and Tuesday of this week in
a block-style schedule.

Class: English 9 Period: 2 (7:30-9:00) November 5, 2015: 90 Minutes (Block day does not meet
Wednesdays)
CCSS.ELA-LITERACY.RL.9-10.1 Cite strong and thorough textual evidence to support analysis
of what the text says explicitly as well as inferences drawn from the text. CCSS.ELALITERACY.RL.9-10.3 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. CCSS.ELA-LITERACY.L.9-10.3 Apply knowledge of language to
understand how language functions in different contexts, to make effective choices for meaning
or style, and to comprehend more fully when reading or listening. CCSS.ELA-LITERACY.L.910.5 Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
Learning Target:
I will continue to read Speak and identify figurative language within the text.
Goals:
Materials:
Teacher:
Smartboard
Speak
Second Marking Period Reading Guide Handout
Students:
Speak
Spiral Notebook
Writing Utensil
Lesson:
Speak and Second Marking Period Reading Guide (60 Minutes)
Handout the reading guide for the second marking period. Continue to read Speak aloud
to the students, pausing for questions and to check for understanding. Read until the end
of the second marking period where Andy Evans has his first interaction with the
Marthas. Talk about the comparison and symbolism of the tree in the novel to Melinda
and her art project. How are they similar? How are they different? What changes are you
expecting or predicting?
Figurative Language Leaves
Continue working on the figurative language leaves assignment. Remind students that
their 10 (or 5 if modified) are due on November 20, the Friday before Thanksgiving
break. Do an example together in class to remind students of the assignment
requirements.
Assessment:
book. The figurative language leaves will be used as a summative assessment to indicate the
level of understanding of figurative language. Students are asked to do at least five different
types of figurative language to show understanding in more than one type of figurative language.

of the higher-level readers have been reading ahead in the book. The figurative language leaves
have been modified from ten required leaves to five.
Reflection:
We did not quite finish the second marking period. The students are asking really great questions
which tells me they are making connections to the book and grasping the concepts.
Teacher(s): Kayla Foster with Christy GoldbergPeriod 2: 8:23-9:09

Friday, November 6, 2015
English 9
47 Minutes
Goals:
Students will begin to think about their character for their essay.
Students will understand how figurative language is working throughout the text.
Standard(s):
meanings.
Target:
Students will continue to read Speak and identify figurative language throughout the second
marking period.
Materials:
Teacher:
Speak by Laurie Halse Anderson
Computer
Leaves
Assignment Sheets
Students:
Notebook
Writing Utensil
Lesson:
Speak (15 Minutes)
Students should have out their reading guides and pick up a copy of the novel from the
front of the room. Ask what happened last time we met (Thursday). Talk about the
symbols that we have seen so far in the book. How have they changed? What are some
new ones? Begin to read from where we left off in class. Stop and pause for questions as
they come up. How has Melinda changed from the first marking period to the second?
What have you noticed about her behavior? Are her grades better now or worse (This
question will only be asked if the end of the marking period is reached). Who is IT? How
do Melindas parents treat her? How do they respond to the meeting with the counselor?
Is their relationship getting stronger? What implications do you think that Mr. Freemans
painting will have on the rest of the novel?
Students were assigned figurative language leaves at the beginning of the novel. Each
student has an assignment sheet. Review the types of figurative language. What is a
simile? What is a metaphor? Personification? Etc. Review the requirements to complete a
leaf. Remind students that they need to have made 10 leaves before Thanksgiving break
(Nov. 20). Students will individually find examples of figurative language within the text
for their leaves. This accommodates students who need one-on-one instruction with the
text and assignment.
Paper Conferences (10 MinutesThis will happen during Figurative Language Leaves)
Mrs. Goldberg will pull students in small groups to conference about their argumentative
papers due after break. How will they begin to think about their characters? What do you
need to include on this paper? What choices have your characters made so far? How do
you think they will change? What are you confused about? What do you need help with?
Kids will be pulled out based on the number of leaves they have completed. If they do not
have more than 6/10 leaves completed, kids will not be pulled out individually.
Conferences will continue with the rest of the students on Tuesday. This helps to
accommodate higher-level thinking students.
Large Group Conference (3-5 Minutes)
What questions do you have about your paper so far?
Individual Reading Time (Remainder of the Period)
Quiet reading time for the remainder of the period. This will accommodate students who
have a faster reading level than other students in the class.
Exit:
In your opinion, what is the most important event that happened in the book during the
second marking period? On a scale of 1-10, one being IS THIS OVER YET? And 10
being I NEVER WANT THIS BOOK TO END, how much do you like the book so far? Is
there anything we havent talked about that you would like to talk about?
Assessment:
Exit ticket. What are students missing? What do students say they want more practice with?
What did they struggle with as a class? How did they react to the questions? Did their answers
show that they understand the concepts in the book? Do the figurative language leaves show that
they understand figurative language and how it is operating within the book?
Students will be allowed to work one-on-one with the teacher or individually during leaf time
and will be able to conference with teachers about essays based on their ability level. This
includes a brain break by switching activities about every 10 minutes or so. These students have
mostly lower-level thinking abilities, so stopping and asking many questions during the reading
helps to check for understanding and keeps them on the same thinking level as their peers.
Assignments have been modified for a few students in the class. For example, one student has
been modified to 7 leaves instead of 10 due to a learning disability.
Reflection:
We finished the second marking period today. We did not have time for paper conferences, which
is fine because kids really needed the time to work on their leaves. The kids were totally hooked
and seem prepared for the quiz on Monday.

Class: English 9 Period: 2 (8:23-9:09) November 9, 2015: 47 Minutes
meanings.
Learning Target:
I will continue to read Speak and identify symbols and figurative language within the text.
Goals:
Students will take a quiz over the second marking period of Speak.
Students will correct a grammatically incorrect sentence in their notes to understand editing.
Materials:
Teacher:
SmartBoard
Bell Work Slides
Leaf Cut-outs
Writing Utensil
Speak
Second Marking Period Quiz
Third Marking Period Reading Guide
Students:
Writing Utensil
Paper
Spiral Notebook
Speak
Lesson:
Quiz (15 Minutes)

Students will take a short assessment over the second marking period in Speak to
demonstrate their understanding of the text.
Hand out the third marking period reading guide. Continue reading Speak aloud with
students. Stop for questions and check for understanding of words, concepts, ideas, etc.
that the students may not be familiar with. Hand out the reading guide for students to
complete. To modify, students may work together to complete the assignment. Students
may also complete the figurative language leaves during the reading as they come across
and identify different types of figurative language.
Assessment:
The reading guide will be used as a formative assessment to acknowledge what concepts the
students are not grasping from this part of the book. This is the most revealing section of the
book so its important that the students understand what is going on. Ask students what questions
they have about the reading guide. Stop and ask students about vocabulary and ideas to check for
understanding. The reading guide will be used as a formative assessment. Figurative Language
Leaves will be used as a summative assessment to check for understanding of figurative
language.

work. Figurative language leaves have been modified to those on IEPs or 504s to 5 leaves
instead of the class-required 10 as a shortened assignment modification. Quizzes are always
available to be read orally to students who have this accommodation. Only one student usually
utilizes this accommodation of about four students with the same accommodation in their IEP or
504.

advance the plot or develop the theme.
Learning Target:
I will begin to draft an argument and continue to read Speak.
Goals:
Students will begin Speak.
Students will review simile and metaphor.
Students will begin thinking about their argumentative papers and use a graphic organizer.
Materials:
Teacher:
SmartBoard
Bell Work Slides
Article
Argument Graphic Organizer
Writing Utensil
Speak
Students:
Writing Utensil
Paper
Spiral Notebook
Article
Lesson:
Students will watch a video about metaphor and simile. This should be a review. They
will take notes and a class discussion will follow.
Article and Graphic Organizer (42 Minutes)
Students will read another pro/con article about the school meal standards implemented
by Michelle Obamas Healthy Hunger-Free Kids Act. They will popcorn the reading
around the room to help them practice their oral reading skills. This gives students who
love to read aloud an accommodation to have the space to be free to do this. If students
are not comfortable reading aloud, they may pass without any penalty. After the article
has been read, revisit the elements of a successful argument (claim, reasons, evidence,
counterclaim, refutation, conclusion). As a class, do an example claim and a reason with
evidence together. Are we for or against the meal standards, as a whole? Class should
pick. Why are we for/against? Can we back this up with the text? How? Where is their
evidence? After the class example is finished, the students will pair up to do the next
reason together. After they finish the second reason with their partner, the students will
get some individual work time to fill out a third reason by themselves.
Once the reasons and evidence have been filled out, have the students for the meal
standards stand at the front of the room and have the students against the standards sit at
their desks. This helps as a small brain break to get the students out of their seats a little
bit. Have the students standing pick a partner. After everyone is seated, go over an
example counterclaim and refutation for each side. Then, have them work together with
their partners to help them anticipate their strongest counterclaim and to write a credible
refutation. Once this is done, students may write a conclusion. Students will turn this in at
the end of class to receive credit for their work. This will act as a formative assessment as
well.
Assessment:
Students will turn in their graphic organizers to check for understanding of argumentative writing
concepts. Do they understand what a counterclaim is? Do they understand a rebuttal? Do they
have evidence that reasonably backs their claim?

Doing two examples, one as a large group and one in pairs, is a modification for students who
need repeated directions. Students who are more advanced and talented may work on their own if
they so choose.
Reflection:
I saw the lightbulb go off over a few heads today. It seems like they really understand what is
going on in \an argument paper. However, it looks like they are going to need more practice with
counterclaim and refutation to be successful.

Class: English 9 Period: 2 (7:30-9:09) November 12, 2015: 99 Minutes (Block day does not meet
Wednesdays)
meanings.
Learning Target:
I will continue to read Speak and identify figurative language within the text.
Goals:
Materials:
Teacher:
Smartboard
Speak
Speak Audiobook
Third Marking Period Reading Guide Handout
Students:
Speak
Spiral Notebook
Writing Utensil
Lesson:
Speak and Third Marking Period Reading Guide (55 Minutes)

Tells students to get out the reading guide for the third marking period. Ask about what
happened in the book the last time the class read. The students should say things like
Andy Evans making Melinda have a physical reaction to him, the Marthas trying to oust
Heather, etc. Continue to read Speak to the students, pausing for questions and to check
for understanding. Play the audiobook starting in the third marking period until Melinda
ditches school for the first time. Go over the questions in their reading guide. What do
they not understand? What questions do they have? What connections are they making?
Continue working on the figurative language leaves assignment. Remind students that
their 10 (or 5 if modified) are due on November 20, the Friday before Thanksgiving
break. Do an example together in class to remind students of the assignment
requirements. If students get done early, they may have silent reading time with Speak.
Assessment:
book. The figurative language leaves will be used as a summative assessment to indicate the
level of understanding of figurative language. Students are asked to do at least five different
types of figurative language to show understanding in more than one type of figurative language.

Reflection:
The students seemed really tired today. The audiobook reads much slower than I do, but I think
this is beneficial to most of the students. They seem to like the voice of Melindas character
through the narrator. We did not get to the part where Melinda ditches school. Monday we will
start with the section, Lunch Doom. I think we will finish the book with the audio instead of
me reading to them.

or style, and to comprehend more fully when reading or listening.
Learning Target:
Goals:
Students will correct a grammatically incorrect sentence in their notes to understand editing.
Materials:
Teacher:
SmartBoard
Bell Work Slides
Leaf Cut-outs
Writing Utensil
Speak
Speak Audiobook
Students:
Writing Utensil
Paper
Spiral Notebook
Speak
Lesson:

Ask students to get out their third marking period reading guide and get a book. Play the
third marking period aloud on the audiobook and have students follow along with their
copies. Stop for questions and check for understanding of words, concepts, ideas, etc. that
the students may not be familiar with. The students should fill out their reading guides as
the audiobook plays. Read until Melinda ditches school the second time. Stop and ask
about Heather breaking up with Melinda. What do they think the implications if this
will be? What are their predictions? How does Melinda react? Why does Melinda go to
the hospital when she ditches school? To modify, students may work together to complete
the assignment. Students may also complete the figurative language leaves during the
reading as they come across and identify different types of figurative language.
have been modified from ten required leaves to five. Reading aloud is a modification for the
auditory learners and the students with lower reading abilities.
Assessment:
language.
Reflection:
The kids really hate Heathers character. Its funny to see how they react differently than I
anticipated. Not many of them thought Melinda was actually sick at the hospital. Discuss this
more tomorrow. Behavior is pretty mellow. The kids seem to enjoy this book (for the most part).

Learning Target:
Goals:
Students will learn a new literature term.
Materials:
Teacher:
SmartBoard
Bell Work Slides
Leaf Cut-outs
Writing Utensil
Speak
Speak Audiobook
Students:
Writing Utensil
Paper
Spiral Notebook
Speak
Lesson:
Students watch a video about personification as their literature term for the week.
Students will create examples in their notebooks.

the audiobook plays. Read until Melinda is dropped off at her mothers store by Mr.
Freeman (about page 123). Talk about the meeting between Melinda, her parents, the
counselor, and Principal Principal. What do they think the implications if this will be?
What are their predictions? Will the meeting help? How does Melinda feel about Mr.
Freeman? When was the last time she spoke to anyone? How is Mr. Freeman influencing
Melinda? To modify, students may work together to complete the assignment. Students
may also complete the figurative language leaves during the reading as they come across
and identify different types of figurative language.
Assessment:
language.
Reflection:
We are moving pretty slowly. We need to finish the third marking period on Thursday in order to
be able to send books home with reading homework over the Thanksgiving break. The kids are
asking great questions, but in order for them to be successful with their papers, we need to be
able to finish the book over the break.

Class: English 9 Period: 2 (7:30-9:0) November 19, 2015: 90 Minutes (Block schedule does not
meet on Wednesdays)
or style, and to comprehend more fully when reading or listening. CCSS.ELA-LITERACY.W.910.1.B Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing
out the strengths and limitations of both in a manner that anticipates the audience's knowledge
level and concerns. CCSS.ELA-LITERACY.RL.9-10.1 Cite strong and thorough textual
evidence to support analysis of what the text says explicitly as well as inferences drawn from the
text. CCSS.ELA-LITERACY.RL.9-10.3 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. CCSS.ELA-LITERACY.L.9-10.3 Apply
knowledge of language to understand how language functions in different contexts, to make
effective choices for meaning or style, and to comprehend more fully when reading or
listening. CCSS.ELA-LITERACY.L.9-10.5 Demonstrate understanding of figurative language,
word relationships, and nuances in word meanings.
Learning Target:
I will finish the third marking period of Speak and understand counterclaim.
Goals:
Students will learn a new vocabulary word.
Students will understand the elements of a counterclaim.
Materials:
Teacher:
SmartBoard
Bell Work Slides
Leaf Cut-outs
Writing Utensil
Speak
Speak Audiobook
Video: https://www.youtube.com/watch?v=GeZzFTvptcc
Students:
Writing Utensil
Paper
Spiral Notebook
Speak
Lesson:
the audiobook plays. Read until the end of the third marking period. What happened to
Melinda? Was she consenting? What does it mean to consent? Do you have any questions
about what happened? Do we know why she called the cops? Do we know why she is not
speaking? Students should be able to finish their third marking period guide now. To
modify, students may work together to complete the assignment. Students may also
complete the figurative language leaves during the reading as they come across and
identify different types of figurative language.
Counterclaim Video (20 Minutes)
Students should get out their notebooks. Watch the 10 minute video about counterclaim.
Students should take notes on what it means to write an effective counterclaim. Ask
questions along the way. Why is this a good counterclaim? What should counterclaim
look like in your paper? Have students pair up with someone of the same character
assignment. Write a counterclaim paragraph together (or an outline) and turn it in at the
end of the period.
have been modified from ten required leaves to five. The video is a visual example for students
still struggling with counterclaim. The pair-share activity helps those students with lower-level
thinking skills to be able to be successful in writing a counterclaim.
Assessment:
language. The counterclaim activity will be used as a formative assessment to see if students
really understand what it means to write a counterclaim.
Reflection:
We finished the third marking period! From the looks of the counterclaims the students wrote,
they understand what a counterclaim is and why it is important to their papers. This is awesome.
I wish I would/could have spent more time on the writing aspect of this unit.
Teacher(s): Kayla Foster with Christy GoldbergPeriod 2: 8:23-9:09

Friday, November 20, 2015
English 9
47 Minutes
Goals:
Students will take a quiz over the third marking period.
Students will understand how figurative language is working throughout the text.
Standard(s):
Target:
Students will continue to read Speak and identify figurative language throughout the second
marking period.
Materials:
Teacher:
Computer
Leaves
Assignment Sheets
Third Marking Period Quiz
Fourth Marking Period Reading Guide
Book Check-Out Lists
Students:
Notebook
Writing Utensil
Lesson:
Students will do a timed free write for 10 minutes today to begin thinking about their
character and the choices he/she made.
Quiz (20 Minutes)
Students will take a small assessment over the third marking period of the book.
Book Check Out and Reading Guide (5 Minutes)
Students will take home a book to complete the novel over the Thanksgiving break. Hand
out a fourth marking period reading guide and take down book numbers.
Figurative Language Leaves and Other Work (10 Minutes- Remainder of Class)
Students were assigned figurative language leaves at the beginning of the novel. Each
student has an assignment sheet. Review the types of figurative language. What is a
simile? What is a metaphor? Personification? Etc. Review the requirements to complete a
leaf. Remind students that they need to have made 10 leaves before Thanksgiving break
(Nov. 20 TODAY). Students will individually find examples of figurative language
within the text for their leaves. This accommodates students who need one-on-one
instruction with the text and assignment. Students who have completed the leaves
assignment may do make up work for the class or begin their homework.
Assessment:
The Third Marking Period quiz will be a summative assessment over that section of the book.
Students on IEPs or 504s were allowed to do 5 leaves instead of the class-required 10. They also
had the option of the quiz being orally read to them or extra time.
Reflection:
The kids were squirrely today. They are definitely ready for break.

plot or develop the theme. CCSS.ELA-LITERACY.L.9-10.3 CCSS.ELA-LITERACY.W.910.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
Learning Target:
I will discuss the ending of Speak and begin to draft my essay.
Goals:
Students will discuss the ending of Speak.
Students will begin to draft their argumentative papers.
Materials:
Teacher:
SmartBoard
Bell Work Slides
Roar by Katy Perry
Brave by Sara Bareilles
Speak
Students:
Writing Utensil
Paper
Spiral Notebook
Speak
Lesson:
Timed Write (5 Minutes)
Have students write about the choices their character made in the book. They will use
these to help them write their papers.
Speak, Reading Guide, and Group Discussion (40 Minutes) DISCUSSION STRATEGY
Discuss the ending of Speak as a large-class discussion. What happened to Melinda in the
closet? How did she find her voice? How did the tree come to symbolize her in the end of
the book? What questions do you still have? Break students into groups of 3-5 and have
them discuss the following questions:
1. Is it possible to speak without any actual spoken words? Why or Why Not? Pull examples
from the text to support your opinion.
2. Why do you think Rachel reacts in such a negative way to what Melinda tells her in their
written conversation in the library?
3. What does Melinda learn in art class? What does the tree finally come to symbolize?
4. What role do the adults play in Melindas life in her quest to find her voice?
5. What role does rumor play in Speak? How are rumors and the truth connected? Is one
more powerful than the other?
6. What other questions do you still have about the novel?
After this is done, play Roar by Katy Perry and Brave by Sara Bareilles and ask the
students to compare how the songs relate to Melinda. The students should stay in their groups
for this activity.
After the discussion, have students group up based on their characters and compare
choices. This will help to modify students who have a lower-level thinking skill to help
them be able to analyze their characters choices.
Assessment:

Directions are given in print and orally. Students may fill out the reading guide on their own or
with a partner or help from a teacher to meet modifications and accommodations. They may fill
out the worksheet by themselves if they need more rigor in their work.
Reflection:
The songs turned in to karaoke, but it was great. It was an awesome way to welcome the students
back for the final few weeks of the semester. A lot of them did not do the homework, which was
expected. They will need to read in order to finish their papers. Many of the students said the
book ended too abruptly, which I agree with.

Class: English 9 Period: 2 (8:23-9:09) December 1, 2015: 47 Minutes
or style, and to comprehend more fully when reading or listening. CCSS.ELA-LITERACY.W.910.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence. CCSS.ELA-LITERACY.W.9-10.1.A Introduce
precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an
organization that establishes clear relationships among claim(s), counterclaims, reasons, and
evidence. CCSS.ELA-LITERACY.W.9-10.1.B Develop claim(s) and counterclaims fairly,
supplying evidence for each while pointing out the strengths and limitations of both in a manner
that anticipates the audience's knowledge level and concerns. CCSS.ELA-LITERACY.W.910.1.C Use words, phrases, and clauses to link the major sections of the text, create cohesion,
and clarify the relationships between claim(s) and reasons, between reasons and evidence, and
between claim(s) and counterclaims. CCSS.ELA-LITERACY.W.9-10.1.DEstablish and maintain
a formal style and objective tone while attending to the norms and conventions of the discipline
in which they are writing.CCSS.ELA-LITERACY.W.9-10.1.E Provide a concluding statement or
section that follows from and supports the argument presented.
Learning Target:
I will begin to draft and write my argumentative paper.
Goals:
Students will be assessed over the Fourth Marking Period in Speak.
Students will demonstrate understanding of grammar, mechanics, and usage.
Materials:
Teacher:
SmartBoard
Computer Lab
Bell Work Slides
Fourth Marking Period Quiz
Argument Checklist
Writing Utensil
Speak
Students:
Writing Utensil
Paper
Spiral Notebook
Computer
Speak
Lesson:
MUG Shot Monday Tuesday (5 Minutes)
Students will copy a grammatically incorrect sentence from a slide on the board and
correct in in their notebook.
Speak Quiz (15-20 Minutes)
Students will take a quiz over the fourth and final marking period of the book, Speak.
This quiz will assess their comprehension of the ending of the book.
Paper Writing and Conferences (15-20 Minutes)
After students finish their quizzes, they will be asked to go to the computer lab to begin
drafting their essays. I will meet with individual students alphabetically to talk them
through their paper and the checklist that I will provide to them. This will be an
assessment tool to see where students stand on their topic and how well he or she
understands the assignment. This will also be used to conference with students about
modifications for those on a 504 or an IEP.
Assessment:
Students will have a formal quiz to assess their understanding of the novel. Individual
conferences will be used to assess how well students understand the topic and what is being
asked of them. These conferences will also allow for time to accommodate and modify for
students with IEPs and 504s.

If needed, students on IEPs or 504s may ask for the quiz to be read aloud to them in a separate
room. Conferences will allow for me to change the assignment based on student needs. The
graphic organizer provided to students previous to this class allows for students who need the
accommodation of a graphic organizer for all writing tasks. Extra copies will be available in
class.

Class: English 9 Period: 2 (7:30-9:00) December 3, 2015: 90 MinutesBlock day does not meet
Wendesdays.
CCSS.ELA-LITERACY.W.9-10.1.B Develop claim(s) and counterclaims fairly, supplying
evidence for each while pointing out the strengths and limitations of both in a manner that
anticipates the audience's knowledge level and concerns. CCSS.ELA-LITERACY.RL.910.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text. CCSS.ELA-LITERACY.RL.9-10.3 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. CCSS.ELALITERACY.L.9-10.3 Apply knowledge of language to understand how language functions in
different contexts, to make effective choices for meaning or style, and to comprehend more fully
when reading or listening. CCSS.ELA-LITERACY.L.9-10.5 Demonstrate understanding of
figurative language, word relationships, and nuances in word meanings. CCSS.ELALITERACY.W.9-10.1 Write arguments to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence. CCSS.ELA-LITERACY.W.910.1.A Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and
create an organization that establishes clear relationships among claim(s), counterclaims,
reasons, and evidence. CCSS.ELA-LITERACY.W.9-10.1.B Develop claim(s) and counterclaims
fairly, supplying evidence for each while pointing out the strengths and limitations of both in a
manner that anticipates the audience's knowledge level and concerns. CCSS.ELALITERACY.W.9-10.1.C Use words, phrases, and clauses to link the major sections of the text,
create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and
evidence, and between claim(s) and counterclaims. CCSS.ELA-LITERACY.W.910.1.D Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing. CCSS.ELA-LITERACY.W.910.1.E Provide a concluding statement or section that follows from and supports the argument
presented.
Learning Target:
I will begin to draft and write my argumentative paper.
Goals:
Materials:
Teacher:
SmartBoard
Computer Lab
Bell Work Slides
Argument Checklist
Writing Utensil
Speak
Students:
Writing Utensil
Paper
Spiral Notebook
Computer
Speak
Lesson:
Paper Writing and Conferences (90 Minutes)
Students will be asked to go to the computer lab to begin drafting their essays. I will meet
with individual students alphabetically to talk them through their paper and the checklist
that I will provide to them for the students I did not meet with on Tuesday. This will be an
assessment tool to see where students stand on their topic and how well he or she
understands the assignment. This will also be used to conference with students about
modifications for those on a 504 or an IEP.
Assessment:
Individual conferences will be used to assess how well students understand the topic and what is
being asked of them. These conferences will also allow for time to accommodate and modify for
students with IEPs and 504s.

Conferences will allow for me to change the assignment based on student needs. The graphic
organizer provided to students previous to this class allows for students who need the
accommodation of a graphic organizer for all writing tasks. Extra copies will be available in
class.

CCSS.ELA-LITERACY.W.9-10.1.B Develop claim(s) and counterclaims fairly, supplying
evidence for each while pointing out the strengths and limitations of both in a manner that
anticipates the audience's knowledge level and concerns. CCSS.ELA-LITERACY.RL.910.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text. CCSS.ELA-LITERACY.RL.9-10.3 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. CCSS.ELALITERACY.L.9-10.3 Apply knowledge of language to understand how language functions in
different contexts, to make effective choices for meaning or style, and to comprehend more fully
when reading or listening. CCSS.ELA-LITERACY.L.9-10.5 Demonstrate understanding of
figurative language, word relationships, and nuances in word meanings. CCSS.ELALITERACY.W.9-10.1 Write arguments to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence. CCSS.ELA-LITERACY.W.910.1.A Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and
create an organization that establishes clear relationships among claim(s), counterclaims,
reasons, and evidence. CCSS.ELA-LITERACY.W.9-10.1.B Develop claim(s) and counterclaims
fairly, supplying evidence for each while pointing out the strengths and limitations of both in a
manner that anticipates the audience's knowledge level and concerns. CCSS.ELALITERACY.W.9-10.1.C Use words, phrases, and clauses to link the major sections of the text,
create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and
evidence, and between claim(s) and counterclaims. CCSS.ELA-LITERACY.W.910.1.D Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing. CCSS.ELA-LITERACY.W.910.1.E Provide a concluding statement or section that follows from and supports the argument
presented.
Learning Target:
I will finish writing my paper.
Goals:
Students will revise their papers before they turn them in for grading.
Students will finish their papers.
Materials:
Teacher:
SmartBoard
Computer Lab
Bell Work Slides
Argument Checklist
Writing Utensil
Speak
Students:
Writing Utensil
Paper
Spiral Notebook
Computer
Speak
Lesson:
Students will take five minutes to do a timed free write about anything they want. There
is a slide in the Bell Work slides with a prompt.
Paper Writing and Revising (42 Minutes)
Students will finish drafting their argumentative essays. Students on IEPs or 504s will
have extended time. Some students will have shortened papers for modification.
Assessment:
The papers will be used as a summative assessment to show understanding of argument writing
and the concepts in the book.

Students on IEPs or 504s may have extended time if their documents allow for it, as well as a
shortened assignment. The shortened assignment would be one reason, one counterclaim, and
two pieces of evidence from the text.

plot or develop the theme.
Learning Target:
I will create a character collage of Melinda and analyze how her character developed over Speak.
Goals:
Students will discuss Speak.
Students will create a character collage.
Students will understand how Melinda has developed.
Students will cite evidence from the text.
Materials:
Teacher:
SmartBoard
Bell Work Slides
Speak
Poster Paper
Markers
Magazines/Newspaper
Scissors
Students:
Writing Utensil
Paper
Spiral Notebook
Speak
Any Reading Guide They Would Like
Lesson:
Students will copy one sentence with grammar, mechanics, and usage errors and correct
Melindas Character Collage/Body Biography (37 Minutes) COOPERATIVE LEARNING
Students will create a character collage of Melinda. Break the students in to groups of
about 4-5. Students will assign each other one marking period. Each student should have
their own marking period for this activity. Students will grab a piece of poster paper from
the front of the room. There should be one person for each group. Students will draw the
outline of a body and divide it in to four sections. This will represent Melinda and the
four marking periods of the novel. Students will be asked to:
-Assign each member a marking period. This person will be the leader for that
marking period.
-Assign sub-roles. Each leader will need to pick 1-2 peers to help them find
quotes and 1-2 peers to help them find images that represent Melinda from that time.
-Create a character collage of Melinda. The purpose of this activity is to
understand how her character developed over the course of the book and how the choices
she made impacted her throughout the novel.
-Find at least 2 quotes per marking period that show Melindas development.
-Use the magazines/newspaper to find images that represent Melinda and the
symbols around her. (Think about the tree!).
-Write a summary of each marking period.
-Write a 3-5 sentence summary of how Melinda has developed throughout the
book as a complex character.
This should be a creative element for students. This activity will act as a modification for
the more kinesthetic learners in the classroom. Students with modifications for small
groups should also enjoy this activity. Those students with shortened assignments may
find one quote that best summarizes their section of the book. Each student will get an
individual grade for this activity. The goal is to help each other learn new things about the
book or Melinda that they had perhaps not thought of before. Give the students strict time
constraints to keep them on-task. Allow for more time as needed.
Exit (5 Minutes)
On a sticky note, answer the following questions:
1. How would you describe your contribution to the work done today? What was your
role? What did you do?
2. How well did your peers work together?
3. What grade would you give yourself for this activity?
4. What grade would you give your group?
Assessment:
The character collage will show how deeply students are thinking about the book and their
understanding of Melindas evolution as a character. What quotes did they think best represented
their section? How did they rate themselves? Their groups? What kind of images did they use?
Why did they use them? What does their summary say about how Melinda has changed?

This lesson is a great modification for kinesthetic learners. This is a modification for smaller
group work for students with this modification on their IEP or 504. Each grade is individual so
that students with shortened assignments can earn their own grades and students with higherthinking skills can earn a grade that shows their skill sets as well. Giving each student a role is a
modification as well, especially letting them choose their own roles. Students with anxiety issues
or emotional disorders may choose roles they feel most comfortable with for this activity.
Reflection:
This was almost a train wreck. Students tried to pick groups over the 4-5 size, so I had to assign
students to certain groups. If I were to do this lesson again, I would come to class with preselected groups. The students were relieved to find out they earn an individual grade. They asked
amazing questions about symbolism and picked out great quotes to support their section. Overall,
the students liked this activity. The noise level was a little too high, so this would be something
to explain in my expectations before the activity started. This would be great to do on a block
day for more time. I would love to have students present their collages to their peers. Great way
to end the unit.

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SPEAK UNIT DAILY LESSONS

Teacher: Kayla Foster Thompson Valley High School

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in

Respond thoughtfully to diverse perspectives, summarize points of agreement and

Accommodations and Modifications:

Teacher: Kayla Foster Thompson Valley High School

Accommodations and Modifications:

Teacher: Kayla Foster Thompson Valley High School

Accommodations and Modifications:

Teacher: Kayla Foster Thompson Valley High School

Accommodations and Modifications:

Teacher: Kayla Foster Thompson Valley High School

Accommodations and Modifications:

Teacher: Kayla Foster Thompson Valley High School

Accommodations and Modifications:

Teacher: Kayla Foster Thompson Valley High School

Teacher: Kayla Foster Thompson Valley High School

Teacher: Kayla Foster Thompson Valley High School

Accommodations and Modifications:

Teacher: Kayla Foster Thompson Valley High School

Accommodations and Modifications:

Teacher: Kayla Foster Thompson Valley High School

Teacher: Kayla Foster Thompson Valley High School

Accommodations and Modifications:

Teacher(s): Kayla Foster with Christy GoldbergPeriod 2: 8:23-9:09

Teacher: Kayla Foster Thompson Valley High School

Quiz (15 Minutes)

Accommodations and Modifications:

Teacher: Kayla Foster Thompson Valley High School

Accommodations and Modifications:

Teacher: Kayla Foster Thompson Valley High School

Speak and Third Marking Period Reading Guide (55 Minutes)

Accommodations and Modifications:

Teacher: Kayla Foster Thompson Valley High School

Speak and Reading Guide (37 Minutes)

Teacher: Kayla Foster Thompson Valley High School

Speak and Reading Guide (37 Minutes)

Teacher: Kayla Foster Thompson Valley High School

Teacher(s): Kayla Foster with Christy GoldbergPeriod 2: 8:23-9:09

Teacher: Kayla Foster Thompson Valley High School

Accommodations and Modifications:

Teacher: Kayla Foster Thompson Valley High School

Accommodations and Modifications:

Teacher: Kayla Foster Thompson Valley High School

Accommodations and Modifications:

Teacher: Kayla Foster Thompson Valley High School

Accommodations and Modifications:

Teacher: Kayla Foster Thompson Valley High School

Accommodations and Modifications:

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