Names: Alex Martinez and Rosangelica Lopez Subject Area(s):ELA

Lesson Topic: Completing Double Entry Diaries for Chapters 16,17 and 18 in The Hate U
Give.
Grade Level(s): 11-12

Standards
Literacy Standard(s):
CCSS.ELA.LITERAY.W.11-12.4
Content Area Standard(s):
CCSS.LITERACY.RL.11-12.5
English Language Development (ELD) Standard(s):
ELD.P1.11-12.11

Lesson Objectives & Supports

Content objectives:
Students will be able to complete a Double- Entry Diary to further understand the
novel, the plot, and the theme.

Literacy objectives:
Students will be able to demonstrate their understanding of the text by completing a
Double-Entry Diary

Academic vocabulary:
Tier II Bravery, Voice, Ghetto
Tier III Ten-Point Program, gangbangers.

Literacy strategies and Integrated ELD Strategies (SDAIE, Specially Designed

Academic Instruction in English):
 Students will be able to complete a Double Entry Diary and demonstrate their
understanding of the text.
 Buehl, D.(2014).Classroom strategies for interactive learning (4th ed,),
Newark, DE: International Reading Association, 98-100


Assessment: How will you know if students met your objectives?

Students will be working in groups. Their oral discussions will allow me asses where they
are in the text.

Turning in their Double Entry Diary at the end of class will also allow me to fully asses their
progress in the lesson.

Students will be working in groups. Through oral discussion I will be able to see what
groups understand the text and what groups are struggling. At the end of class students
will turn in their Double Entry Diary and the instructor will be able to evaluate which
students struggle with analyzing and making connections to the reading.

Instruction: What you’ll teach, and how

Lesson Introduction/Anticipatory Set

Time Teacher Does Student Does
 Greet the class and introduce the lesson for the day
1Minte
Explain what a Double Entry Diary is. Pass out hand
out.

A Double Entry Diary is a two-column sheet where Students will come into the classroom with their
the students writes a passage/quote/or scene from writing instrument.
the novel on the right side and on the left side they
explain why the passage was important. Students will come in already read chapter 16,17, and
18 for homework the night before.
2Minutes
Students must fill in five passages

Split the students into pairs. Answer any questions if

2 Minutes
any.
Lesson Body
Time Teacher Does Student Does
Teacher will explain the directions of the assignment.
Students will be paired off and given a chapter to
work on. The chapters are 16, 17, and 18.
Teacher counts off the chapters for each pair.

Since students have read these chapters for

homework the night before, they will have 15
minutes to work with their partner to complete the
assignment. They must have at least five passages
total. Students will discuss their passages to the
5 Minutes
class. As the students as working, teacher will walk
around to make sure students are on task and that
Students will work in pairs to complete the
they are discussing meaningful passages.
assignment.
20 Minutes
Students will discuss their findings to the class. Since
Students will discuss to the class why they chose their
there are several groups with the same chapters,
passages.
each group will only share one passage.
Students will engage in the conversation about the
Teacher will then lead a discussion on chapter 18.
ending of chapter 18 and Maverick.
Teacher will read passage on page 322 beginning
with “You asked King Lords… until the end of the
20 Minutes
chapter on page 323.

Questions to ask after reading the passage: Why did

Maverick react this way.
Why does Maverick not get along with Uncle Carlos?
Why does Maverick trust gangbangers as oppose to
the police?
What lead to this decision?
How do you think Starr feels about the situation?

Lesson Closure
Time Teacher Does Student Does
End the discussion with asking student to think
about the role of the police in the novel so far.
Students will leave the class understanding the
5 Minutes chapter better.
Collect exit slip (The double- entry diary)
They will read the next section for homework.
Assign homework. Students must read chapters 19-
23 over the weekend.
Instructional Materials, Equipment & Multimedia

Double Entry Diary:

Name: _________________________________________ Date:_______________________ Class Period__________
Text Passage and Page Number This is Important Because…
Differentiation:
Indicate how you could adapt this lesson for each of the following groups of students.
Adaptations might include additional literacy supports or scaffolds, texts written at multiple
levels, etc.

English learners: Students can be given a word bank that describes slang terms.
They will be working in pairs to further understand the chapters.
Striving readers: Striving students are encouraged to lead the discussions in class.
Students with special needs: Students will be given a word bank to help with
understanding certain phrases or words. Students will be able to be assisted by
partner and by the teacher. Further accommodations can be made, depending on the
disability.
Advanced students: Advanced students will need to complete eight passages and
they must connect those passages to past chapters.