Lesson 10

Strategy Focus: Background Knowledge, Vocabulary, Preview, Prediction, Self-Question

Connection, Infer, Character Analysis, Main idea, Details, and Writing a Summary
Common Core State Standards:
Reading Standards for Literature Grade 9-10
CCSS 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 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.
CCSS 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).
Writing Standards Grade 9-10
CCSS 5: Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most significant for a
specific purpose and audience.
CCSS 6: Use technology, including the Internet, to produce, publish, and update
individual or shared writing products, taking advantage of technologys capacity to link
to other information and to display information flexibly and dynamically.
CCSS 9: Draw evidence from literary or informational texts to support analysis,
reflection, and research.
Speaking and Listening Standards Grade 9-10
CCSS 1: Initiate and participate effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grades 910 topics, texts, and
issues, building on others ideas and expressing their own clearly and persuasively
CCSS 2: Adapt speech to a variety of contexts and tasks, demonstrating command of
formal English when indicated or appropriate.
Language Standards Grade 9-10
CCSS 1: Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
CCSS 2: Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
CCSS 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 4: Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grades 910 reading and content, choosing flexibly from a range of
strategies.
CCSS 6: Acquire and use accurately general academic and domain-specific words and
phrases, sufficient for reading, writing, speaking, and listening at the college and career

readiness level; demonstrate independence in gathering vocabulary knowledge when

considering a word or phrase important to comprehension or expression.

Student Learning Objective

I can read and comprehend text in English using many reading strategies.
I can determine the characters of a story and words to describe personality.
I can write a character analysis using text evidence OR I can write a summary.
I can clarify the meaning of unknown English vocabulary and use the words in my
writing.

Materials
Independent Reading book of choice
Reading Strategies Graphic Organizer
Character Traits Graphic Organizer (From Reading Comprehension)
Writing a Summary Graphic Organizer
Individual Reading Conferencing Checklist
Writing a Summary Rubric
Character Analysis Essay Rubric

Lesson Description (Reading Period)

Warm Up Take down the Reading Strategies Chart, and replace it with a new
blank one without the reading strategies listed. Give each table note cards and
markers to list as many reading strategies as they can think of. Students take turns
coming up to the chart and taping their reading strategy in the correct column.
Modeling Review the strategies, and take note that some strategies may be listed
in more than one column. Show students a US history textbook, a science
textbook, a magazine, a novel, and a newspaper. Explain that reading strategies
help them understand anything they read.
Guided Practice/Independent Practice Place many texts with lexile levels BR
to 200 out on the front table. Allow students to choose their own independent
reading book. Students read the books and fill out the Reading Strategies Graphic
Organizer independently. The teacher holds individual reading conferences using
the Individual Reading Conferencing Checklist.
Differentiation Independent reading conferences allow the teacher to assess
student needs abilities, and address the individual need of each student.
Lesson Description (Writing Period)
Warm Up Students work with a partner to take turns reading each other the
independent reading book they chose.
Modeling Review the two types of literature responses that we have learned in
previous lessons (summary and character analysis essay). Review The Open
Book, and Standing by Emma. Explain that different texts are better with

different literature responses. Some books could be used to do more than one
type of literature response. Allow students to choose which literature response
they would like to do for their independent reading book, and give them a graphic
organizer for the literature response of their choice.
Guided Practice Students work on their literature response of their choice.
Completing the graphic organizer and rough draft. The teacher circulates around
the room holding writing conferences to help with the revise and edit process.
Independent Practice Students publish their final copies on Google Classroom.
Differentiation Individual writing conferences allow the teacher to address the
individual needs of each students and work with them to improve their writing
skills.
Assessment of Student Learning (Did students meet the learning objectives?) Students
are assessed formatively using reading and writing conferences and the the individual
reading conferencing checklist. Students are summatively assessed with their final copies
of their literature responses.