Talbot County Public Schools

DAILY LESSON PLAN

Teacher’s Name: Biringer

Lesson Title: Introduction to TQE (PT 100-148) Date: 2/12/24
Subject/Course/Unit: The Persistence of Memory Time: 3rd Grade: 10
STUDENT PERFORMANCE OBJECTIVE(S):

CCSS.ELA-LITERACY.SL.9-10.1.C

Propel conversations by posing and responding to questions that relate the

current discussion to broader themes or larger ideas; actively incorporate others
into the discussion; and clarify, verify, or challenge ideas and conclusions.

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

CCSS.ELA-LITERACY.RL9-10.1

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.RL9-10.4

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.

CUE SET: “We are going to engage in our first group discussion today. How many of
you have engaged in a seminar style discussion? What comes to mind when you
hear the word seminar?”
Teaching Strategy:
a. Whole Group Presentation: Introduce TQE process with Powerpoint.
b. Modeling: Model discussion questions in small groups. What constitutes an
effective topic of discussion. What behaviors would be considered
effective?
c. Small Groups: Students work in groups (15 minutes) of 3-4 to come up with
Topics, Questions, and Epiphanies.
d. TQE DIscussion (using student discussed examples as much as possible)
Guided Practice:
1. Provide Questions for groups to foster discussion.
 2. Circulate and provide input to help students find material to address.
3. Run TQE Seminar with student generated questions.
Independent Practice:
1. Students who have not read may choose to read independently and
complete the “Independent Read.”
Formative Assessment: Productive engagement with the discussion following the
“TQE Criteria”
Correctives: If necessary, students can complete “Independent Read.”
Enrichment:
Summative:
REVIEW & CLOSURE: Review what went well, what needs to be improved for
next week.
Agenda:
Homework: Read Paper Towns 149-199 for next Tuesday’s discussion.