Group Size: Any
Time Required: 60 - 90 minutes
Learning Objective: Students will be able to use MLA citation to respond to a short-answer question
Student Worksheet #11 (attached)
Homework sheet (attached)
If students cannot take Night home, copy pages 53 - 69 for all students to take home for homework.
Post-it notes (so that students can code their novels)
Night by Elie Wiesel (one copy for each student)
Do Now: (Add a Do Now to the Student Notes so that students have something to complete upon entering the room. I like to use this opportunity to spiral skills from prior lessons or to ask students to journal about a life experience that might help them to make a connection with today's lesson.)
Connection: We spent all last week using open-ended questions to push our thinking on Night by Elie Wiesel, and we're going to continue in that vein this week.
Direct Instruction / Guided Practice: I know that you thought, on Friday, that your second draft of your open-ended question was your final draft, but that was a bit of a fib.
Practice makes perfect, and there are no shortcuts to becoming a truly great writer.
Today, you will have the opportunity to rewrite your open-ended questions with my feedback.
First, however, let's talk through some of the trends I saw from Friday's writing. (Here, you should mention and dispel any common misconceptions you noticed in students' writing. You may even want to turn exemplars into overhead transparencies and talk through what you saw prior to allowing students to begin rewriting.)
Link: Today you will be working entirely at your own pace. Let's take a look at your tasks. (Have S share out the "Links" section of the student notes.)
Independent Practice: (Distribute students' writing samples.
At this time, pull no more than 4 students who struggled with Friday's assignment into a small group in the library or at the guided reading table. Review and reteach relevant objectives. Some ideas for today:
1. If responses were very disorganized, you may wish to color-code an exemplar on another topic, differentiating between topic sentence, details, evidence, concluding sentence etc. You may then ask students to rewrite their essays using the same color-coding.
2. If students shared the same misconceptions, reteach these concepts using a question on another topic--perhaps a question from a previous lesson--and permit students to work in partners for the rewrite.
3. If students seem to have completely misunderstood last week's lessons, it may be desirable to have students start from scratch by reviewing key objectives, modeling a response to another question, then facilitating a guided cooperative write with them.
All other S will review feedback and rewrite their compositions on the back of today's notes. They should then staple their final drafts on top of their rough drafts so that it will be easy for you to see their progress from one draft to another.
After S conclude their rewrite, they should read and code pages 47 - 53 of Night.
Closing: Great work today! I look forward to reading your responses.
Now let's take a look at our homework for this evening. (T will distribute and review homework sheet with students and distribute copies of Night pages if there are not sufficient copies of Night available for students to take home.
Differentiation: Students have the opportunity to rewrite with teacher feedback. Struggling writers will receive additional support in a small-group setting. Support may include color-coding, peer-editing and/or cooperative writing.