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

Materials:

Student Worksheet #9 (attached)
Overhead transparency of questions (attached)
Post-it notes (so that students can code their novels)
Night by Elie Wiesel (one copy for each student)

Do Now: (S will complete today's Do Now, which requires them to make a prediction about what will happen next in Night.  After allowing students two minutes of independent work time, T will share out S thoughts.)

Connection: Yesterday we spent some time learning how to cite evidence. We're going to continue in that vein today and get a lot more practice. Let's dive right into our class novel, Night, in preparation for answering an open-ended question together.  Before we begin, however, please get out yesterday's notes, Notes #8, so that you have the MLA citation steps in front of you.  (T will allow time.)

Direct Instruction / Guided Practice:(Review plot through yesterday: Elie Wiesel and his family have been taken from their home by Hungarian troops and have ridden in trains as prisoners into Germany. Mrs. Schachter keeps screaming about flames, and the other passengers beat her to quiet her. Then pick up together on page 27 and finish the chapter on page 28.)

Let's take a look at our question. (T will display the first question on the overhead.  Duplicate question appears on students' notes.)

What strategies must we use to respond to this question? What are we being asked to do? (Take reasonable responses and record them in the margins of the question itself.  Encourage S to do the same.)

How will we respond? Let's plan our response. How many paragraphs will we write? Why? (Take reasonable responses and jot a note to yourself in the margin of the overhead.  Encourage S to do the same.)

Remember, the first step is to write a topic sentence that echoes the language of the question itself. (If one paragraph, ask for student help in crafting the topic sentence. If two paragraphs, model the first sentence as: "In Night by Elie Wiesel, Mrs. Schachter has visions of a fire for the entirety of the train ride."  Only request help when you get to the second topic sentence.  T should be recording a response to the question on the board; S should be recording the same response in their notes.)

If writing one paragraph, T will lead S through finding evidence.  T will then solicit S help in recording evidence to support the topic sentence.  Finally, T will mention that it is poor form to conclude a paragraph with a quotation and will therefore model writing an original concluding sentence.

If writing two paragraphs, T will lead S through finding evidence for the first paragraph.  T will then solicit S help in recording evidence to support the topic sentence.  T will mention that it's poor form to conclude a paragraph with a quotation and will therefore model writing an original concluding sentence.  T will then solicit student input in writing the topic sentence for the second paragraph and allow S to work in small groups to record the evidence and conclusion.  T will facilitate share out after sufficient independent work time.)

Today you will be writing a response to another open-ended question. Since we just practiced together, I'm sure that today will be even easier for you than yesterday. Remember: practice makes perfect!

Link: It's very important that you do today's tasks in order. Check out the "Link" section of your notes to review what you should be doing today. (Share out "Links.")

Independent Practice: (Since T should have reviewed responses to yesterday's questions last night, T should have an idea of which students are likely to struggle today.  T may wish to pull those students into a small group during this time to further scaffold their writing experience by providing them with extra support.

S read silently and code the text. T may pair up students who would struggle alone.

After students have completed their assigned pages, they will respond to the open-ended question on the back of their notes sheets.

Finally, they are welcome to move on to reading and coding their literature circle novels and pleasure-reading books.)

Share:  Our time for today is up. Please take a moment to share what you read and wrote with a person sitting near you. When you're done, you should be ready to share out how you wrote your response to the open-ended question. (Allow time.)

Let's touch base briefly about how you responded to today's open-ended question. (Share out.)

Closing: Today we read about how Elie Wiesel arrived at Auschwitz-Birkenau, how he was separated from his mother and sister, and how he and his father lied about their ages to save their lives.  Tomorrow you will continue to read Night, and you will work through the entire writing process to create your first published draft of an open-ended question.

And now it's time for Million Dollar Question.

1. In the pages we read today, Elie Wiesel begins to doubt God's goodness, wondering why, if He existed, He could allow such atrocities to take place. Make a text-to-self connection: Describe a time when you have doubted your beliefs, religious or otherwise. (Accept reasonable responses.)

2. In your own words, why did World War II occur?  (Accept reasonable responses.)

3. (Note to the Instructor: Insert your own question here based upon objectives your students mastered up until this point in the year.)

4. Explain the first step in responding to an open-ended question.

Differentiation: Literature circle and pleasure reading novels are differentiated by reading level and by choice. Gradual release during Direct Instruction/Guided practice. Thoughtful pairing of students during Independent practice. Small-group work during independent practice is in response to yesterday's independent practice. Active reading strategy: coding the text. 

 

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