TOPIC FOR THE LESSON: Double Entry Journals (DEJs) Date: October 29th, 2019

Grade Level/Course: 9th Grade ELA

Unit:

Lesson objectives (information, disposition, and skill objectives):

1. Students will know how to use double entry journals when they are reading a text
2. Students will understand that using DEJs make it easier to reference the text during discussion
Standards Addressed:
 9.5.1.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
 9.4.2.2 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.
 9.5.5.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences,
paragraphs, or larger portions of a text (e.g., a section or chapter).

Initiation/Opening Time
How many of you find it difficult to go back to the text when you doing a discussion? Is it hard for you to
remember a specific moment when asked about it later?
These are common when it comes to start to discuss literature. We’re going to go over a form of 5 minutes
notetaking that can line up your thoughts with the text itself.

Teacher’s Activities Students’ Activities Time

 Show the structure of the Double Entry Journal,  Copy down structure on their iPad, and copy
model it on the board down the example from the board
 Go over what things Streveler will be looking
for as they read their lit circle books: 15 minutes
connections between characters and
development, rising action, what you agree  Follow along in the b text they are reading and
events/people that you liked or disagreed with. copy down example
 Read the first page of Thank You Ma’am, and
look for the ideas listed out previously.
 Model: write the quote on one side (with a page
number!), then write own thoughts on the other
side of the board.
 Find another quote from the text but ask  Read through assigned reading, and practice 25 minutes
students what they think is important about this doing DEJ’s on own
quote or line. Fill it in the example on the  Complete one or two on paper to turn in to Ms.
board. Rood for formative assessment
 Make sure to check for understanding &
answer any questions.
 Float around the classroom when students are
working on their own DEJs. Answer any
questions, and scaffolding where its necessary

Closure Time
After work time, ask students if they think this would help them during their class discussions? What
about it did they like? What about it did they not like? 5 minutes

Assessment Tools:
1. Exit Slip – proof of DEJ
2. Discussion / personal communication at the end of class
 Pre-Planning:
Materials/Resources (list):
Classroom text, iPad, exit slip write up

Reflections/Notes:

Adapted from Larson & Keiper, Instructional Strategies for Middle and High School