Professional Documents
Culture Documents
Standards:
● 11‐12.RL.3 Analyze the impact of the author's choices regarding how to develop and
connect elements of a story or drama.
Objectives (Explicit):
● SWBAT analyze the Lus’ explosive encounter with Xing and his fiancee in order to participate in a
silent discussion about their dysfunctional relationship.
Evidence of Mastery (Measurable):
Students will demonstrate mastery by answering 5/9 possible silent discussion questions. Responses will be assessed based
on the following criteria: 1) at least four sentences in length (short paragraph), 2) use of textual evidence (i.e. paraphrases,
direct/indirect quotes), and 3) grade-level composition skills. (Mastery=80%)
● SWBAT annotate a text in order to critically engage with its main ideas, make connections, and generate
questions and reactions.
● SWBAT practice citing textual evidence in order to strengthen their viewpoints during a discussion.
Key vocabulary: Materials/Technology Resources to be Used:
● Silent Discussion - a discussion strategy that uses writing ● Silent Discussion directions
and silence as tools to help students explore a topic in ● Doc camera
depth ● Copies of excerpt from Ch. 8 of American
● Annotate - to add notes to a text or diagram giving Panda
explanation or comment ● Scrapbook paper with silent discussion
questions
● Writing utensils
● Erasers
● Timer
● Color cards
Opening (state objectives, connect to previous learning, and make relevant to real life)
I will introduce the objective of the day and then have students activate their prior knowledge by discussing the concept of
silent discussions. I will then go over the silent discussion guidelines and talk a bit about the excerpt they are about to read.
Compared to previous chapters, this excerpt (and chapter as a whole) is full of action and showcases one of the book’s
major conflicts. I will tell students that while the content of this chapter is likely to provoke them, they will have to practice
self-discipline and channel how to convey their thoughts and emotions into concise, detailed, powerful writing.
Co-Teaching Strategy/Differentiation:
Students who have difficulty seeing the projected content will be given a physical copy of the silent discussion
guidelines.
Co-Teaching Strategy/Differentiation:
Partner lower performing students with higher performing students so that the latter can quietly assist them
throughout the annotation process.
Co-Teaching Strategy/Differentiation:
For students who struggle with timing and/or composition, allow them to stay at each question/station for up to an
additional minute. Reduce the number of questions they must answer to 4 in this case.
● Three W’s: As a whole class, students will discuss what they learned today, what its relevance/significance was,
and where this new knowledge might take them.