Lesson Series- Pre Reading and Reading Night- 10th Grade Lesson #1 WebQuest and PowerPoint Presentations Technology

and Differentiated Texts Objective: Students will prepare to read the memoir Night by researching background information on The Holocaust and WWII. Students will teach each other by presenting to the class. Common Core Standards: CCSS.ELA-Literacy.SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. CCSS.ELA-Literacy.SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. Anticipatory Set: Students will review learning from the previous weeks background lessons by writing 2-3 facts they remember from their last weeks notes. Students will then pair share and share out to get them warmed up for todays WebQuest. Independent Practice/Guided Practice: Students will form groups of 2 or 3 (heterogeneously paired by EL and skill level) and participate in their assigned section of the WebQuest. Students will research different links in order to answer text dependent questions which will help inform them of prereading/background knowledge to Night. Students will fill out their guided question worksheet on the topic chosen for their group. Students will then create a 2-3 slide Powerpoint presentation to share with the class.

Assessment. Students will be called at random to present their PowerPoints with the class. Other students will take notes on the new information presented by the groups on their worksheets. Rubric is on WebQuest. Closure/ Homework: Students will write on a post- it one thing they learned from the WebQuest that will prepare them for reading of Night.

Lesson #2- Annotating Informational Text Objective: Students will evaluate historical information and synthesize it with Night by using close reading strategies to annotate an informational text and gather evidence to use in a Socratic Seminar the following school day. Common Core Standards: CCSS.ELA-Literacy.L.9-10.4c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. CCSS.ELA-Literacy.RI.9-10.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. CCSS.ELA-Literacy.RI.9-10.2 Determine a central idea of a text and analyze 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. CCSS.ELA-Literacy.RI.9-10.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. Anticipatory Set: Students will turn in homework from previous days lesson. Teacher will hand out article and have students number each paragraph. Students will preview the text by underlining a word or phrase they feel are important and teacher will call on non-volunteers to share out their underlined phrases. Direct Instruction : Teacher will read out entire article to class once. Teacher will instruct students on how to chunk the text and then model the Say/Do method of annotating the first chunk with the class (Say- what the author is saying in the chunk; summary and Do- What the author is doing; comparing, listing, clarifying, etc.) Teacher will also model using context clues to predict the meaning of the vocabulary word from the first chunk. Guided Practice: Students will use their smart phones or a dictionary to look up Tier I and II words from article if needed to check the validity of their contextual clues. Students will then re-read the text using Say/Do to annotate each chunk while teacher walks around and monitors class. (15-20 min). Teacher will pull cards for non-volunteers to check for understanding by asking students to share out their Say/Do annotations. Independent Practice/Assessment : Students will answer text dependent questions and look for claims to support their position for the next days Socratic Seminar.

Closure/ Homework: Students will share their position on a sticky note and posting it on the door as they leave. Students will create thinking map of their choice to prepare for seminar by synthesizing the information from todays article as well as the previous days.

Lesson 3- Literature Circles and Annotating Night Objective: Students will analyze the text Night by annotating the text in pairs. Students will be analyzing the text to find themes and motifs in the novel. Students will participate in literature circle roles to discuss the novel in more depth. Common Core Standards: 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. RL.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.9-10.4 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). Anticipatory Set: Students will take out their homework and go over the answers in order to also recall the events from the previous chapters. Students will have the opportunity to share what they annotated in their texts from their previous days reading. Independent Practice: Students will form groups of 2 or 3 and read Section 2. Students will fill out different literature circle sheets in their pairs that I choose for each group by differentiating tasks (illustrator, summarizer, connector, questioner, etc.) Students will also annotate the text and look for recurring themes. Assessment. Students will be called at random to present their annotations and their role sheets