Learning Segment Template

Pages one through four are thinking and planning worksheets, critical to complete before deciding on daily plans.
I. NAME OF THE BIGGER UNIT OR TOPIC OF STUDY IN WHICH THE LEARNING SEGMENT
OCCURS: Slaughterhouse Five and Science Fiction: Understanding Themes and Practicing Literary Analysis
DURATION: 5 weeks
A. Desired Results for the Unit or Topic of Study
Goals (What Will Students Know, Understand, and be Able to Do at the end of the 2 week unit or
semester?):
I want students to know:
The elements and nuances of science fiction, and how it functions as a genre
The backgrounds and styles of various authors and poets, including but not limited to Kurt Vonnegut, Ray
Bradbury, Harlan Ellison, and Isaac Asimov.
The differences between a theme and motif, and how we can find both in literature
The difference between writing a claim and writing an opinion
I want students to understand:
The complex layers of science fiction and the social commentary that it provides
How literature from the 1940s onward can be reflective of modern society (e.g. Ahead of its time)
The social and societal messages and themes offered from the chosen texts and how to connect to them in
a contemporary context
I want students to be able to:
Determine themes and motifs in short stories, poems, and novels through close reading and visualization
exercises
Write opinions based on themes and motifs in literature
Practice developing and supporting a thesis in a literary analysis essay

Practice writing claims and supporting them using evidence from the chosen texts (quotations, passages)

Essential Questions/Central Focus for the Unit:

Why are we reading science fiction, and what does it offer in terms of commentary and messages that
other genres may not provide?
What are the themes of what we are reading, and why do we need to talk about them?
How can we argue and support our own ideas based on what we read?

Why is it important to use direct evidence, or quotations, to prove a claim or idea?

B. Assessment Evidence:
1

Summative Assessments (Benchmarks, Culminating Assignments, Grade Determinants)

Informal Assessments include journal writing, graphic organizers, a Socratic seminar, a written timeline
based on the main text of the unit, writing in columns (Thinking in Threes), pair discussions, whole class
discussions, practicing CQCs (Claim-Quotation-Commentary pieces), and close reading annotations.

Formal Assessments include a literary analysis paper (at least two drafts). This paper will include a
structure expectation list and rubric.

C. Language Demands (Reading, Writing, Speaking, Listening, Performance Expectations. Reference CC

Literacy and ELD Standards)
Students will be expected to demonstrate a proficient comprehension of the conventions of English and its
vocabulary and grammar usage. As science fiction is a genre that will occasionally stretch the boundaries
of conventional standard English, students will also be expected to take on the challenge of exploring
words with multiple and contested meanings, as well as why a specific form of syntax or diction has been
used (see standards CCSS.ELA-LITERACY.L.11-12.1.B and CCSS.ELA-LITERACY.L.11-12.3).
At this grade level, students are expected to meet the Common Core standard CCSS.ELALITERACY.L.11-12.2, which means that at this point, they should have a steady command of the
capitalization, punctuation, grammar, and spelling conventions of the English language.
Students have and will continue to be expected to participate in collaborative and cooperative discussions
and activities with one another and with their teachers, as stated by CCSS.ELA-LITERACY.SL.11-12.1.
This includes preparing for said discussions by writing detailed notes, as well as evaluating the discussion
performance of their peers using a grading scale and rubric. As emphasized by CCSS.ELALITERACY.SL.11-12.4, students are expected to present findings, information, and evidence not only in
discussions, but also in writing and thesis development. In their reading, they are expected to cite textual
evidence to support analysis (CCSS.ELA-LITERACY.RL.11-12.1), as well as determine the tone and
voice of a text by examining its language and structure (CCSS.ELA-LITERACY.RL.11-12.4).
D. Student Academic Development Readiness (Consider what students have learned, what they appear to
know, understand, not know and misunderstand. Consider social development as well, in terms of peer
collaboration, problem solving)
Students have previously practiced in-text citations and journal writing. They need to practice CQCs and
contributing to discussions in thoughtful and informative ways. Students understand the requisites of
literary analysis but dont necessarily understand how to directly quote the book or support their claims
using direct passages. They need support in essay structure, the revision process, and organizing thoughts
in a consistent and structured manner in papers and journal writing.

II. LEARNING SEGMENT OVERVIEW

A. General Topic:
Responding to Science Fiction Short Stories and Poems
and Writing Thesis Statements Pertaining to Theme

Grade(s):
11th & 12th Grade

# Days/Periods (3-5 hours):

3 days (3 hours and fifty minutes)

B. Essential Question(s):
- What do we do in order to understand and determine the themes of the texts that we are reading?
- How can we write a claim, or opinion or idea, based on a story or poems theme or on a posed question based on
theme?
- Why is it important to respond to and argue ones opinions based on theme and motif?
- Why do we need to understand the characters or speakers in a story in order to understand themes?

C. Central Focus: (Reference PACT Handbook)

Students read and respond to textual themes in science fiction, while writing thesis statements and arguments based on
literary analysis. Specifically, they will be reading Slaughterhouse Five by Kurt Vonnegut, Repent, Harlequin! Said
the Ticktockman" by Harlan Ellison, and The Quiet World by Jeffrey McDaniel.

D. Learning Goals & Outcomes: Students will

- Students will practice finding and analyzing themes and motifs in chosen short stories and poems from the science
fiction genre.
- Students will practice using graphic organizers and column writing to analyze character and create arguments based
on said themes.
- Students will practice close reading in order to determine theme and why it is important to the chosen texts.
- Students will begin to develop and express ideas and comments based on themes and opinions.
- Students will practice developing and writing thesis statements in preparation for writing a literary analysis paper.

E. Common Core Literacy or ELA Standards Addressed: Speaking, Listening, Reading, Writing, and
Performing (Standards can be clustered but every lesson need not address every strand.)
3

Reading
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text, including determining where the text leaves matters uncertain.
Listening
CCSS.ELA-LITERACY.SL.11-12.3
Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises,
links among ideas, word choice, points of emphasis, and tone used.
Speaking
CCSS.ELA-LITERACY.SL.11-12.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grades 11-12 topics, texts, and issues, building on others ideas and expressing their
own clearly and persuasively.
Writing
CCSS.ELA-LITERACY.W.11-12.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
F. List Texts (texts may be other than print, like music, art, video)
Complete a Preparatory Analysis of Text (PAT) worksheet for planning reading tasks and strategies. PAT Worksheet
follows the template.
Slaughterhouse Five by Kurt Vonnegut (Main text)
Repent, Harlequin! said the Ticktockman by Harlan Ellison (Short story)
The Quiet World by Jeffrey McDaniel (Poem)

G. California ELD Standards for Learning Segment and Performance Levels (reading, writing, speaking,
listening, performing). Align with Common Core Content Standards.
Reference CA ELD Standards. Select only those that apply to the Learning Segment.
Part 1: Interacting in Meaning Ways
Collaborative
Emerging

Students are able to speak on a basic, conversational level with their peers in order to ask questions
and access the work in different ways. They can answer yes or no questions using simple sentences
and phrases.
Students can assist with tasks in pair and small group activities, including graphic organizers, and use
basic writing exchanges with their peers.

Expanding Students are able to respond to their peers comments, either agreeing or disagreeing, and use
background knowledge to contribute to the conversation.
Students can assist with writing tasks and vocabulary self-selection, as well as seeking help with
certain language barriers.

CCCS

CCSS.ELA-LIT
Propel conversa
range of positio
perspectives.

CCSS.ELA-LIT
Respond though
resolve contrad
investigation or

CCSS.ELA-LIT
Evaluate a spea
ideas, word cho
4

Bridging

Students not only are able to respond to their peers comments, but they can also counter with their
own opinions and respectfully and comfortably. They are able to connect their background knowledge
to the project or discussion.
Students are able to suggest and direct tasks, rather than simply participating in them. They can do
this through written exchanges or verbal responses.

Part 2: Learning about How English Works

CCCS

H. Types of Assessments: How will you check for understanding?

Summative: These occur after instruction.
E.g., any length, genre or type of writing, quiz,
test, presentation, project, performance
assessment, report
Literary analysis paper

Formative: These occur during instruction. They let you check

for understandings and misunderstandings; they give students
critical feedback when they are saying, making, and doing, and
they allow for changes in the instructional plan.
E.g., oral response, whole class cues, observation of pair work,
observation of group work, records of work, worksheets, notes,
annotations, drafts, organizers, outlines, journals, discussions
Oral response, pair work, graphic organizers and mind maps,
annotations, journal writing, pair and whole class discussions

I. Progression of Lesson Tasks (The lesson

could be a 3-5 hour learning segment):
For Day One (50 minutes)
1. Students will participate in a whole class,
teacher-guided mindfulness session. This will
help them mentally and physically focus before
starting their tasks. (10 minutes)
2. The teacher will read aloud from Chapter 4
of Slaughterhouse Five for ten minutes, and
students will follow along while also picking
out important passages for their literary
analysis paper. Students will then read to
themselves for ten minutes. (20 minutes)
3. Students will work to complete a character
mind map of Billy Pilgrim, the protagonist of
the novel, and the conflict(s) he faces as a
character. (20 minutes)
For Day Two (1 hour and 30 minutes)
1. Students will be provided context on Harlan
Ellison, with motifs emphasized. (5 minutes)
2. Students will read and annotate a short story
by Harlan Ellison, Repent, Harlequin! said
the Ticktockman. The first part of the short
story will be read aloud, and students will then
read quietly and annotate, underlining passages
that emphasize themes. (40 minutes)
3. Students will be posed three questions:
What are benefits of having time organize
your life? What are the downsides of having
time dictate your life? What if your life were
not organized by time and could decide what

J. Possible ELD Scaffolds and Strategies to Support Students

and Address the Language Demands of each of the Lesson Tasks.

The agenda for each day will be written on the whiteboard

when the students come in. It will also be explained verbally
before class starts.
Students will be provided opportunities to complete graphic
organizers and can respond with visuals to questions.
Students will be encouraged to work in pairs and small
groups to discuss responses to questions. Connecting to
background knowledge and anecdotal evidence is also
important for students who have difficulty understanding the
depth of questions posed to them.
Students will be given opportunities to observe their peers,
especially during the mindfulness sessions, in order to imitate
them and develop an understanding of the repeated language
used in those sessions.
Students can create a word bank and use technology and
dictionaries in order to build a list of vocabulary that they
may not understand or may need to practice. This can also be
called vocabulary self-selection.
- Going off of that, students can underline
words in texts they are expected to read in
order to add them to the word bank.
Students will be given opportunities to write responses in
their first language. They then can use technology or books to
translate their responses into English.
Images and visuals will be used in class, including pictures of
authors when providing context to the students.
Burning questions and journal questions can be reworded to
feel more personal and relatable. This also creates an
6

your schedule looks like? They will respond

to the questions and develop their opinions
using a Thinking In Threes Organizer (Three
columns). They will do this in pairs. (30
minutes)
4. Students will share their responses and
opinions in pairs and to the class as a whole.
They will also be given time to ask the teacher
reciprocal questions about the short story. (15
minutes)
For Day Three (1 hour and 30 minutes)
1. Students will participate in a whole class,
teacher-guided mindfulness exercise, which
will include visualization of a hypothetical
situation. (What if you were only allowed to
speak a handful of words a day?) A burning
question will be posed to them: Does using
fewer words allow people to express
themselves more? (10 minutes)
2. Students will read the poem The Quiet
World by Jeffrey McDaniel. It will be read
aloud, annotated, and briefly discussed (15
minutes).
3. Students will take the time to pick out 2-3
lines from the poem that contribute to their
answer to the burning question. (10 minutes)
4. In their journals, students will respond to the
burning question and create a thesis statement.
They will use the lines they chose from the
poem as evidence to support their claims (30
minutes).
5. Students will share their responses in pairs
and to the class as a whole, while also being
given the opportunity to ask the teacher
reciprocal questions (20 minutes).
6. The final five minutes of class will be used
for closure students will be asked why they
believe reading the poem is important, and
why it might be beneficial to think about how
much we talk versus how much we say of
value. (5 minutes)

opportunity to use more colloquial language if academic

language is still too difficult for the student to gauge.
For students who have difficulty concentrating with noise,
they are permitted to wear headphones and listen to music
provided that when discussion starts, they take them off and
participate.
Students can use gestures and hand movements in
discussions, and I can also use gestures while speaking in
order to assist them in connecting movements with
identifiable words.
Students will be provided sentence starters in order to assist
them in developing their writing and arguments.
As the teacher, I will circulate the room and check in on
students in order to gauge their understanding of the tasks
and their progress of completing them. This will allow me to
further build scaffolding techniques for each individual
student.

K. Teaching Resources (Visuals, Materials, Handouts)

- Copies of short story and poem (Repent and The Quiet World)
- Three-column Thinking In Threes handout
- Blank sheet of paper for character mind mapping (Billy Pilgrim, Slaughterhouse)
- Theme/Motif sheet (students will have already started filling this out during the previous week, identifying themes and
motifs as they read)

III. DAILY LESSON PLANS

DAY __1_
Day _1_: Agenda
-

Main Goal: Interpret character and conflict in Slaughterhouse Five

Mindfulness exercise based on concept/absence of time
Read aloud and annotation of character passage
Character mind map (Billy Pilgrim); illustration and traits

Learning Activities and Corresponding Activity

Structures:
Day _1_: Into

Mindfulness Opener (7 minutes): Students will

be led through a guided mindfulness session;
prompted question: How long do you think this
mindfulness session took? What is your perception
of how much time we spent?

Day _1_: Through

What will you do? What will students do?

Read aloud (20 minutes): I will read aloud the

first two paragraphs of Chapter 4 and have students
read aloud paragraphs after me.
- A specific character passage will
be provided to students to read and
annotate, specifically looking for
character traits.
Character mind map (20 minutes): Based on a
model, Students will draw an image of what they
think the protagonist, Billy Pilgrim, looks like as
described by the author.
Students will draw from the
specific character passage given to
them while doing their drawing.

Opportunities for
Assessment, Formative
and Summative:
Students are
focused and
practicing absolute
quiet during the
mindfulness
session.

How will students

demonstrate learning?
How will you know what
students know?

Students are on
task and following
directions.
Observing the
class during readaloud to ensure
that they are
actively listening
and focused on the
text.
Noticing whether
students are

Scaffolds, Literacy, and

ELD Strategies:

Students are
instructed to
observe the session
and imitate the
behavior and quiet
of their peers.

Students will be
encouraged to
listen and follow
along to their peers
reading aloud.
If a student is
struggling with
vocabulary, they
may use tools such
as their journals or
highlighters in
order to mark
difficult words.
They will then be
encouraged to look
up their words,
write the definition,
and put them in a

They will write 6-8 main words

that define the character and his
traits. They will also write a
caption that they think
encapsulates the protagonist in that
moment in that book.

Day __: Beyond

How will you wrap up the lesson?
How will you ready students for homework or segue to the
next lesson?

inferring character
traits from the text
(from what they
say, from what
other people in the
book say to them,
from how the
author describes
the character)
Circulating the
room to check for
understanding and
to see if any
students need
support or
questions
answered

Students are
actively listening
and using
appropriate body
language and
Closure (3 minutes): Redirect students to the
posture to
concept of time and how we perceive it. Then raise
demonstrate
a food for thought question: What if our whole
attentiveness.
world were restricted by time? To what extent is
Students ask
it already restricted? I will let them know that
relevant and
tomorrow we will be reading a short story
thoughtful
specifically addressing those questions.
questions
regarding the
lesson and
branching from it.
Students volunteer
answers to the
food for thought
question and
engage their peers
using thoughtprovoking and
insightful points.
Note: Attach relevant documents, such as worksheets, assessments, rubrics, scoring guides, etc.

place that is easy to

access.
Students may use
words from their
native language to
determine character
traits, provided that
they can be
translated and
connected to their
English
equivalents. This
will also allow
them to see the
language in
context.
All instructions for
the coursework will
be on the
whiteboard, which
I will go over at the
beginning of class
and throughout the
class in the form of
check-ins
Students will be
encouraged to write
down the food for
thought question,
which will be
written on the
whiteboard

Slaughterhouse-Five, Ch. 4 Passage #1, pp. 78-79

And Billy let himself down oh so gradually now, hanging onto the diagonal cross-brace in the corner in order to
make himself seem nearly weightless to those he was joining on the floor. He knew it was important that he
make himself nearly ghostlike when lying down. He had forgotten why, but a reminder soon came.
Pilgrim said a person he was about to nestle with, is that you?
Billy didnt say anything, but nestled very politely, closed his eyes.
God damn it, said the person. That is you, isnt it? He sat up and explored Billy rudely with his
hands. Its you, all right. Get the hell out of here.
Now Billy sat up, too wretched, close to tears.
Get out of here! I want to sleep!
Shut up, said somebody else.
Ill shut up when Pilgrim gets away from here.
So Billy stood up again, clung to the cross-brace. Where can I sleep? he asked quietly.
Not with me.
Not with me, you son of a bitch, said somebody else. You yell. You kick.
I do?
Youre God damn right you do. And whimper.
I do?
Keep the hell away from here, Pilgrim.
And now there was an acrimonious madrigal, with parts sung in all quarters of the car. Nearly
everybody, seemingly, had an atrocity story of something Pilly Pilgrim had done to him in his sleep. Everybody
told Billy Pilgrim to keep the hell away.
Slaughterhouse-Five, Ch. 4 Passage #2, pp. 72-73
Billy now shuffled down his upstairs hallway, knowing he was about to be kidnapped by a flying saucer. The
hallway was zebra-striped with darkness and moonlight. The moonlight came into the hallway through
doorways of the empty rooms of Billys two children, children no more. They were gone forever. Billy was
guided by dread and the lack of dread. Dread told him when to stop. Lack of it told him when to move again. He
stopped.
[] Billy Pilgrim padded downstairs on his blue and ivory feet. He went into the kitchen, where the
moonlight called his attention to a half bottle of champagne on the kitchen table, all that was left from the
reception in the tent. Somebody had stoppered it again. Drink me, it seemed to say.
So Billy uncorked it with his thumbs. It didnt make a pop. The champagne was dead. So it goes.
TPE, Day One

10

DAY __2_
Day _2_: Agenda
-

Main Goal: Practice writing opinion based on theme and literary analysis
Read short story Repent! by Harlan Ellison
Annotate with focus on finding passages that reflect theme of time and emphasize worldbuilding language
Continue to add to Theme/Motif sheet.
Complete Thinking in Threes column sheet (in pairs) responding to three questions regarding
time, utilizing the text in your answers.

Learning Activities and Corresponding Activity

Structures:
Day _2_: Into
Providing Context (5 minutes): I will provide context for
the author of the short story, Harlan Ellison, and briefly
mention some motifs he uses in his writing. Students will
use sheets marking themes and motifs in what they are
reading, which they will have started work on at the
beginning of the unit.
- Special attention will be given to the genre, as well as
recurring images and phrases.
Day _2_: Through
What will you do? What will students do?

Reading (40 minutes): I will read aloud the first

section of Repent! while students listen for
voice, tone, and allusions. Students will then read
the rest of the story silently.
- While reading, students will
annotate and underline passages
that best depict the theme of the
short story (the concept of time
and its restrictions). They will also
underline words and phrases that
exemplify world-building (what
kind of world has Ellison created
in his story?) They will add these
passages, themes, and motifs to
their Theme & Motif sheets.
Thinking In Threes (Or pairs, technically!) (30
minutes): After reading, students will be instructed
to work with a peer in completing a Thinking In
Threes column sheet. This sheet will provide three
questions to respond to. These questions will
specifically focus on the abstract concept of time.
- What are the benefits of having
time organize your life?

Opportunities for
Assessment, Formative
and Summative:
Students will be
invited to ask
questions about
the author in order
to check for levels
of engagement

Scaffolds, Literacy, and

ELD Strategies:

How will students

demonstrate learning?
How will you know what
students know?

Students are on
task and focused
on the reading and
writing
Students will
underline passages
that depict theme
and/or time
I will circulate the
room during pair
work to check in
on students
understanding and
answer questions
Checking if
students show
collaborative and
cooperative skills
while completing
their Thinking in

The agenda will be

written on the
whiteboard and
explained at the
beginning of the
class.
Images and
multimedia will be
used in providing
context of the
author.
Students can be
paired with
colleagues who can
support them in
their literacy and
learning without
them feeling lost or
stranded.
If writing is a
struggle, students
may verbally
discuss their
responses to the
questions in an
appropriate way
that makes them
feel comfortable
and respected.
Students will be
encouraged to write
personal and
anecdotal responses
in order to better
respond to the
questions.
Students can write
11

What are the downsides of having

your life dictated by time?
What if your life were not
organized by time and you could
decide what your schedule looks
like?

Day _2_: Beyond

How will you wrap up the lesson?
How will you ready students for homework or segue to the
next lesson?

Class Discussion and Questions Jigsaw Style

(15 minutes): Students will be separated into three
groups based on the three questions given. They
will raise their hands in order to choose their
groups and respond to the questions in a whole
class environment.
Each group will be responsible for reporting their
answers to their assigned questions.
I will pose questions to further the discussion and
connect it back to Vonnegut. These questions will
include asking the students about how they think
Ellison and Vonnegut both incorporate the concept
of time into their writing (compare/contrast in
discussion).

Threes columns

Students are
responding with
thoughtful and
reflective
questions and
comments
regarding the
Thinking In
Threes activity.
Students are
actively listening
to their peers and
other groups as
they respond to
questions.

in their first
language, as long
as it is translated in
the long run.
Students can be
provided sentence
starters to assist
with responding to
the Thinking In
Threes columns.
For example:
Some of the
benefits of having
time organize your
life are ______.
Or If my life
werent organized
by time, I would
make my schedule
look like this:
_____.
Students will be
encouraged to
actively listen and
take notes on
students responses,
focusing on key
terms and words in
order to better
comprehend them

Note: Attach relevant documents, such as worksheets, assessments, rubrics, scoring guides, etc.

12

TPE, Day Two

THEMES
(overarching messages or ideas)

MOTIFS
(images, phrases, or symbol that connect to a theme; often
recurring)

13

14

Harlan Ellison, Speculative Author, circa 1960s

Harlan Ellison, Speculative Author, 2015

TPE, Day Two

15

What are the benefits of having time

organize your life?

What are the downsides of having

your life dictated by time?

What if your life were not organized

by time and you could decide what
your schedule looks like?

THINKING IN THREES:
Repent, Harlequin! said the Ticktockman
TPE, Day Two
16

DAY __3_
Day _3_: Agenda
-

Main Goal: Create thesis statement based on theme in poem

Mindfulness exercise based on concept/absence of language and limitations in speech
Read The Quiet World by Jeffrey McDaniel
Respond to the burning question: Does using fewer words allow people to express
themselves more? Refer to three self-selected passages in response.
Pair share answers to burning question before sharing with class
Create closure by responding to questions regarding why we reflect on time and language

Learning Activities and Corresponding Activity

Structures:
Day _3_: Into

Mindfulness (10 minutes): I will lead the class in

a guided mindfulness session in which they will
consider the amount of words they say a day (on
average, an American adult speaks 15,000 words a
day). Through the mindfulness, the students will
then think about how they would cope if that
amount was cut by half, and then by half again,
until ultimately, they can only say up to 167 words
a day. This is a direct allusion to the poem that they
will be reading in class.
- At the end of the mindfulness
exercise, a burning question will
be written on the whiteboard:
Does using fewer words allow
people to express themselves
more? This burning question will
be the springboard used for the
next class exercises.

Day _3_: Through

What will you do? What will students do?

The Quiet World Reading (15 minutes): I will

provide context for Jeffrey McDaniel before
reading his poem, The Quiet World, out loud.
Students will annotate the poem, underlining lines
that they find particularly interesting or engaging.
We will then briefly discuss the poem, and I will
openly invite students to ask me reciprocal
questions about it.
Picking Out Passages (10 minutes): 3. Students
will take the time to pick out 2-3 lines from the
poem that contribute to their answer to the burning
question. They will write these passages in their

Opportunities for
Assessment, Formative
and Summative:
Students are
focused and
practicing absolute
quiet during the
mindfulness
session.
Students express
an understanding
of the idea of a
burning question
through body
language and
inquiry

How will students

demonstrate learning?
How will you know what
students know?

Students are
actively listening
to the poem as it is
read aloud
I check for
understanding in
their notes and
annotations
I gauge their
comprehensions

Scaffolds, Literacy, and

ELD Strategies:

Students are
instructed to
observe the session
and imitate the
behavior and quiet
of their peers.
The agenda will be
written on the
whiteboard and
explained at the
beginning of class

Students with
language
difficulties can
underline phrases
or words they do
not understand in
order to look them
up or attempt to
infer their meaning
through context.
Students who have
difficulty
understanding the
burning question
can have it
reworded as a
17

journals.
-

Students will not be expected at

this time to write full CQCs, but
they will be expected to connect
their chosen passages in their
writing while expressing their
thesis statement.

Creating A Thesis Statement (30 minutes):

Responding to the burning question on the
whiteboard, students will create a thesis statement
either agreeing or disagreeing with the question.
This thesis statement can be backed with personal
opinion, but the passages should at least be taken
into consideration while writing a response. This
will be written in their journals.

based on the
questions they ask
me in the
reciprocal learning
process
I check students
journals to ensure
that passages are
picked and written
out in full for
reference
I circulate the
room in order to
check for
understanding of
the burning
question and the
directions given
on how to respond
to it
Students actively
write their journal
responses, using
the entire allotted
time to do so, and
ask thoughtful
questions if they
get stuck

Day _3_: Beyond

How will you wrap up the lesson?
How will you ready students for homework or segue to the
next lesson?

Pair Share and Discussion (20 minutes):

Students will use ten minutes to share their

Checking in on
pair discussions to
ensure that
students are on
task and
responding to the

personal question.
For example:
Imagine you
couldnt say more
than a handful of
words today. Do
you feel like you
could still live a
full life? Why or
why not?
Students can
respond to the
thesis statement
with a simple Yes
or No. Then they
can verbally
explain their
answer me, and I
can ask them
questions and
repeat phrases to
help them with
language
scaffolding.
Students may use
their first language
to translate and
respond to the
burning question,
as long as
translation is then
implemented after
the writing is
finished.
As a side activity,
students can
attempt to keep
count of the words
they use in class in
order to compare it
with the limited
number as
presented in the
poem. This can
serve as an
interesting detail in
a whole class
discussion.
Students can be
placed with peers
who can assist
them with
responding to and
translating
questions.
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responses to the burning question in pairs. The next

ten minutes will be used to discuss the responses to
the thesis statement as a whole. Students will be
expected to point out at least one passage they used
to emphasize their thesis statement.

burning question,
using their journal
entries and
passages from the
poem
Students are
Closure (5 minutes): I will pose questions to the
actively listening
students that focus on reflection of both the lesson
or responding to
and the week, and why we have addressed both the
the questions with
limitations of time and language.
insight and
thoughtfulness
while staying on
topic
Students properly
reference at least
one passage and
connect it directly
to their responses
in the whole class
discussion
Note: Attach relevant documents, such as worksheets, assessments, rubrics, scoring guides, etc.

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The Quiet World

BY JEFFREY MCDANIEL

In an effort to get people to look

into each others eyes more,
and also to appease the mutes,
the government has decided
to allot each person exactly one hundred
and sixty-seven words, per day.
When the phone rings, I put it to my ear
without saying hello. In the restaurant
I point at chicken noodle soup.
I am adjusting well to the new way.
Late at night, I call my long distance lover,
proudly say I only used fifty-nine today.
I saved the rest for you.
When she doesnt respond,
I know shes used up all her words,
so I slowly whisper I love you
thirty-two and a third times.
After that, we just sit on the line
and listen to each other breathe.
TPE, Day Three

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