English 10
Monster
Daily Lesson Plan
Day 1 * 1/18/11
Student Objectives
Students Will:
 Use prior knowledge to make connections within themselves in regard to
specific life events/decisions and consider the influence of their actions on
themselves and their community
 Describe these events and explain their importance through writing and
discussion
 Learn methods to connect their life experience to literature and world concepts
 Use their written and oral reflections as to generate ideas when composing final
project
Standards Addressed:
Materials:
Packet:
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Life Tree Worksheet
Making Connections Worksheet
Procedure Overview:
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Discuss student’s life events and community
Introduce new unit concepts
Present packet
Instructions for Tree of Life activity
Making connections concepts
Making Connections Worksheet Lesson
Student Assessment:
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Evaluate student contribution in respect to written and oral participation
Reflections:
Step by Step Procedures
Introduction to new unit
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Hook – Ask students, “What is the most exciting thing you have done in your
life?’
Listen to responses
Ask students, “What is the most exciting thing you have done in your town, or
surrounding area?”
Generate brief sharing discussion
Introduce key concepts of new unit/pass out packets
Give instructions for Life Tree Activity
Write down 4 events we just talked about, connect to community
Encourage variety of positive/negative life experiences
*share my personal life experience connected with community
*work within local group
*special place or community ritual
*friend urged them to make bad choice
Students complete activity independently
Consider how to make connections with topics
Go over Making Connections handout
Students fill in terms on blank grid as I project concepts on overhead
Talk more about the life events they recorded and make connections to text,
other literature, and the larger world.
Revisions:
Personal objectives:
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Clearly establish procedures/expectations/directions
Listen and build upon student responses—value their contributions
Reflect on strengths and weaknesses
English 10
Monster
Daily Lesson Plan
Day 2 * 1/19/11
Student Objectives
Students Will:
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Acquire skills to develop comprehension and meaning within poetry
Understand fundamental themes within Mending Wall
Explore perception of relationship between neighbors/community
Connect fundamental ideas of Mending Wall to aspects of their own
neighbors/community
Gain insight to poetry analysis by listening to audio version of poem
Find their own interpretations of poem while working in small and large group
settings
Standards Addressed
Materials:
Packet:
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Procedure Overview
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Student Assessment
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Reflections:
Meaningful Poetry Handout
Mending Wall Handout
Access students prior knowledge of poetry through inquiry
Evaluate reasons for liking/disliking poetry
Propose ways to read poetry
Meaningful Poetry handout
Play recorded version of Mending Wall
Individual poem analysis
Small group poem analysis
Class analysis/ discussion
Ask students to connect an aspect of the poem to their own life, another piece
of literature, or larger worldview
Evaluate student oral and written responses
Step by Step Procedures
Introduction to poetry
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Hook – Ask students, “Who likes to read poetry?”
“What poetry have they previously read?”
“What reason do they like/dislike poetry?”
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Suggest reason for not relating to poetry may be because it can be somewhat
confusing and difficult to interpret meaning.
Ask student to try to view poetry differently (life experience, insight to human
nature
Read worksheet introduction
Review worksheet questions
Listen to Mending Wall (3:08)
Instruct students to write ideas on worksheet (refer to poem on following page)
Work time
Ask students to work with a partner to discover their own meanings from
questions on following page
Work time
Begin Mending Wall class discussion—may carry over to day 3
Instruct students to connect one aspect of Mending Mall to their own life,
another text, or larger world view and prepare to share their connection with
class the following day.
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Revisions:
Personal objectives:
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Clearly establish procedures/expectations/directions
Listen and build upon student responses—value their contributions
Reflect on strengths and weaknesses
Demonstrate confidence/knowledge of subject matter
English 10
Monster
Daily Lesson Plan
Day 3 * 1/18/11
Student Objectives
Students Will:
 Demonstrate understandings of Mending Wall through class discussion,
personal connections and journal entry
 Preview aspects of upcoming class novel, Monster, to activate motivation and
formulate ideas
 Use graphics to: visualize reading, build a better understanding of text, and
deduce self knowledge
 Understand/Practice Graffiti Wall Reading Journal Guidelines, daily
expectations, and procedures by making 1st entry in relation to their
understandings of Mending Wall
 One image relating to text—text visualization develops reading
comprehension
 One word or phrase relating to the text—fosters individual text
interpretation/expression, vocabulary interaction through selfexpression
These tasks help
 One connection to themselves, another text, worldview—
transform reading into
making connections improves reading comprehension and helps
an active, rather
students to develop personal core values
passive process.
 Vocabulary—two vocabulary term definitions to determine
textual word meaning and expand variety of word usage
 Summarize reading-- Identify and explain main ideas and
relevant details.
 One printed entry to display on class graffiti wall—a designated
audience promotes student value concerning completed written
assignments
Standards Addressed
Materials:
Packet: Mending Wall handout
Graffiti Wall Journal Guidelines/Example handout
Computers
Procedure Overview
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Student Assessment
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Reflections:
Revisions:
Assess student understandings of Mending Wall (summary of events in poem)
o Replay recorded poem if necessary
Review first set of general questions from Meaningful Poetry worksheet
Highlight summation of poem events
Re-address significance of walls/different kinds of walls (literal/figurative)
Emphasize importance of individual sharing with the class (no right wrong
answers…ideas aren’t wrong)
Explore student responses to second set of interpretation questions
Inquire what connections they made with this poem and their life/other media
Connect to community
Explain Graffiti Wall Journal directions (project instructions/example overhead)
Instruct students to create first journal entry with Mending Wall concepts
Work time
Introduce Monster and author Walter Dean Myers
1. Podcast: W. D. Myers on Where the Ideas Come From (4 min)
2. Teaching Books Audio Excerpt: Monster (pgs 1-5) (4 min)
Evaluate class discussion participation/responses
Evaluate online journal entries for comprehension
English 10
Monster
Daily Lesson Plan
Day 4 * 1/21/11
Student Objectives
Students Will:
 Develop reading and vocabulary comprehension throughout Monster class read aloud
 Practice speaking and listening skills during Monster read aloud.
 Build knowledge, gain insights, explore possibilities, and broaden their perspective in
association to the themes found within the contemporary novel, Monster
 Consider the purpose of community from author, novel, and their own perspective
 Implement use of technology while accomplishing objectives associated with reading
journal assignment (refer to day 3 lesson plan)
Standards Addressed
Materials:
Packet: Monster Reading Guide Handout
Monster (in class text)
Computers
Procedure Overview
 Give positive feedback from yesterday’s lesson (fantastic journal entries and Mending
Wall comprehension)
 Introduction to author, Walter Dean Myers, and novel, Monster
 Podcast: W.D. Myers on Where the Ideas Come From (his community)
 Distribute in class copies of Monster
 Explain read aloud procedure
 In class reading: Monster (30 minutes)
 Briefly review short answer questions from Reading Guide
 Review revised journal entry guidelines
 Remainder of class: journal work time
Student Assessment
 Evaluate class participation in reading and short answer response
 Evaluate journal entries
Revisions:
15
Step by Step Procedures
Mending Wall Feedback /Introduction to Monster
 Praise students on Mending Wall comprehension and meaningful connection choices
 Outline Walter Dean Myers and Monster background information
 Podcast: W.D. Myers on Where the Ideas Come From (his community) (4min)
 Explain read aloud procedure
 Character names written on blackboard
 Student seating arranged in front of class
 Each student will read
 Some students will have assigned parts
 Some students will read in paragraph sequence
 All students must follow text
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Direct students to sign up for character roles that are written on black board; instruct
them to sit in front of the class
 Pass out text
 Day 1 Monster reading (pgs 1-26)
 Call on individual students to respond to short answer questions from reading guide
 Ask students what they think of the book so far—likes/dislikes
If time limits
 Review revised Graffiti Journal procedures and reinforce expectations
prevent journal
 Write step by step instructions on blackboard
entry work time,
 Allow rest of class period to work on journal entries
emphasize extra
Day 1 characters/blackboard
Journal guidelines /blackboard
work time will be
Steve
provided for
O’Brien
students during
Stenographer
Guard 1
the next class
Court Clerk
period
Judge
Petrocelli
Briggs
Sawicki
30
Reflections:
English 10
Monster
Daily Lesson Plan
Day 5 * 1/24/11
Student Objectives
Students Will:
 Understand relevant themes from prior reading and unit objectives
 Implement use of technology while accomplishing objectives associated with reading
journal assignment (refer to day 3 lesson plan)
 Develop reading and vocabulary comprehension throughout Monster class read aloud
 Practice speaking and listening skills during Monster read aloud.
 Build knowledge, gain insights, explore possibilities, and broaden their perspective in
association to the themes found within the contemporary novel, Monster
Standards Addressed
Materials:
Packet: Monster Reading Guide Handout
Computer
Procedure Overview
 Review and reinforce week one learning objects and subject matter
 Discuss short answer questions from Reading Guide
 Review amended reading journal guidelines
 Work time: day 1 reading journal
 Review read aloud procedures
 Monster read aloud (read aloud until 10 minutes left in class period)
 Work time: day 2 reading journal
Student Assessment
 Short answer response
 Command of read aloud
 Journal entry
Reflections:
Step by Step Procedures
Day 1 reading journal/Day 2 reading
 Go over short answer questions from Reading journal
 Review story plot of day one reading
 Review amended reading journal guidelines
 15 minute reading journal work time
 Assign reading parts
 Instruct students with parts to sit in front of class
 Instruct other readers to read in turn
 Read aloud until 10 minutes left in class period (may alter reading schedule)
 Day 2 reading journal work time for remainder of class
 Remind students who finish early to complete Mending Wall Journal
 Encourage students to use tools within Google docs to increase reading journal
creativity (have fun with this assignment)
Revisions:
English 10
Monster
Daily Lesson Plan
Day 6 * 1/25/11
Student Objectives
Students Will:
 Implement use of technology while accomplishing objectives associated with reading
journal assignment (refer to day 3 lesson plan)
Standards Addressed
Materials:
Packet: Monster Reading Guide Handout
Monster (in class text)
Computers
Procedure Overview
 Summary of day 1 reading
 Summary of day 2 reading
 Briefly review short answer questions from day two reading guide Reading Guide
 inquire progress of vocabulary word definition/define assessment process
 Feedback on journal entries strengths/improvement
 Review revised journal entry guidelines
 Address questions
 Remainder of class: journal work time
Student Assessment
 Evaluate class participation short answer response
 Evaluate journal entries
Revisions:
Step by Step Procedures
Review reading day 1&2/Journal Review/Work Time
 Clarify day’s agenda (snow delays limited journal work time/journal format questions)
 Review plot summary days 1&2
 Reading journal short questions
 Inquire about vocabulary—explain words are included in reading guide
 Provide a list containing 14 terms for oral vocabulary assessment when finished
reading Monster
 Review Journal Guidelines/expectations (on blackboard)
 Problems
 Title/name-Monster
 Cite picture website--do not include url in citation
 Include type of connection (text to self, other media, bigger idea)
 Focus on concepts of 5 responses first
 Aesthetic element/creative aspect of entry second—after 5 responses complete
 Answer
specific questions/concerns
 Work on
journal entries 1 and 2 for
Journal Requirements /Blackboard
Running document
remainder
Title—Name Monster
Character Overview
of period
1. Picture (cited using easy bib)
Steve 16 yr old, ‘look out’
 If students
2. Word or phrase related to
O’Brien Steve’s defense att
finish both
day’s reading
Petrocelli—assistant DA,
3. Connection (text to self, other
entries—
monsters in the community,
media, bigger world view)
instruct
seeking death penalty
4. Two defined vocab words
them to
Briggs King’s defense att
5. Summary of day’s reading
James King—also on trial—
finish
(include page numbers)
encourages Steve’s actions
Mending
Bobo—involved in crime
wall entry,
Zinzi—sexually harassed
print a copy
snitch who cuts a deal for
and
info
color/shade
Bolden—told Zinzi about
/ decorate/design submission to display on class
crime was going to cut deal
but Zinzi beat him
graffiti wall.
Reflections:
English 10
Monster
Daily Lesson Plan
Day 7* 1/26/11
Student Objectives
Students Will:
 Develop reading and vocabulary comprehension throughout Monster class read aloud
 Practice speaking and listening skills during Monster read aloud.
 Build knowledge, gain insights, explore possibilities, and broaden their perspective in
association to the themes found within the contemporary novel, Monster
 Implement use of technology while accomplishing objectives associated with reading
journal assignment (refer to day 3 lesson plan)
Standards Addressed
Materials:
Packet: Monster Reading Guide Handout
Graffiti Wall Journal Instruction Handout
Monster (in class text)
Computers
Procedure Overview
 In class reading: Monster (pgs. 64-89)
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Day 3 Reading Guide Discussion Question response
Summarize events from day 3 reading
Work time: Monster journal entry #3
Student Assessment
 Class participation in read aloud
 Short answer response
 Journal entries
Revisions:
Step by Step Procedures
Monster Day 3 read aloud/journal work time
Before class:
 Character names on blackboard
 Pass out text
Start of class:
 Direct students to sign up for character roles that are written on black board; instruct
them to sit in front of the class
 Character names written on blackboard
 Student seating arranged in front of class
 Each student will read
 Some students will have assigned parts
 Some students will read in paragraph sequence
 All students must follow text
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Day 3 Monster Reading (pgs 64-89)
Instruct students to get computers and Monster Packet ready
Give feedback on yesterday’s journal entries
Address any remaining journal entry questions
Ask students to review day 3 reading guide questions and prepare for short
question/answer response
Call on individual students to respond to short answer questions from reading guide
Summarize events from day 3 reading
Day 3 characters/blackboard
Courtroom
Side Stage
Steve
O’Brien
Officer 2
Officer 1
Freddy
older prisoner
prisoner 2
prisoner 3
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Allow rest of class period to work on journal entries
Reflections:
English 10
Monster
Daily Lesson Plan
Day 8* 1/27/11
Student Objectives
Students Will:
 Develop reading and vocabulary comprehension throughout Monster class read aloud
 Practice speaking and listening skills during Monster read aloud.
 Build knowledge, gain insights, explore possibilities, and broaden their perspective in
association to the themes found within the contemporary novel, Monster
 Implement use of technology while accomplishing objectives associated with reading
journal assignment (refer to day 3 lesson plan)
 Engage in short discussion
Standards Addressed
Materials:
Packet: Monster Reading Guide Handout
Graffiti Wall Journal Instruction Handout
Monster (in class text)
Computers
Procedure Overview
 In class reading: Monster (pgs. 89-126)
 Day 4 Reading Guide Discussion Question response
 Summarize events from day 4 reading
 Work time: Monster journal entry #4
 Feedback to individual students about journal entries
Student Assessment
 Class participation in read aloud
 Short answer response
 Journal entries
Revisions:
Step by Step Procedures
Monster Day 4 read aloud/journal work time
Before class:
 Character names on blackboard
 Pass out text
Start of class:
 Direct students to sign up for character roles that are written on black board; instruct
them to sit in front of the class
 Character names written on blackboard
 Student seating arranged in front of class
 Each student will read
 Some students will have assigned parts
 Some students will read in paragraph sequence
 All students must follow text
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Day 4 Monster Reading (pgs 89-126) READ LOUD SO ENTIRE CLASS CAN HEAR!
Instruct students to get computers and Monster Packet ready
Call student’s attention to class graffiti wall
 Reminder to print one completed entry for class display and check out
their peer’s entries
 Reminder to know vocabulary terms and keep track—oral test
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 Participation reminder (all ideas are good ideas-level of comfort-and
finally part of unit grade)
Instruct students to review day 4 reading guide questions and prepare for short
question/answer response ( also--formulate questions of their own…if they have any)
Call on individual students to respond to short answer questions from reading guide
Summarize events from day 4 reading
Allow rest of class period to work on journal entries
Day 3 characters/blackboard
Courtroom
Side Stage
Steve
O’Brien
Petrocelli
Briggs
Williams
Osvaldo
mr/mrs harmon
Newscaster (m&f)
neighborhood resident
Woman 1
Woman 2
Reflections:
English 10
Monster
Daily Lesson Plan
Day 9* 1/31/11
Student Objectives
Students Will:
 Develop reading and vocabulary comprehension throughout Monster class read aloud
 Practice speaking and listening skills during Monster read aloud.
 Build knowledge, gain insights, explore possibilities, and broaden their perspective in
association to the themes found within the contemporary novel, Monster
 Implement use of technology while accomplishing objectives associated with reading
journal assignment (refer to day 3 lesson plan)
 Engage in short discussion
Standards Addressed
Materials:
Packet: Monster Reading Guide Handout
Graffiti Wall Journal Instruction Handout
Monster (in class text)
Computers
Procedure Overview
 Summarize events from day 4 reading
 Day 4 Reading Guide Discussion Question response
 In class reading: Monster (pgs.127-159)
 Work time: Monster journal entry #4
 Feedback to individual students about journal entries
Student Assessment
 Class participation in read aloud
 Short answer response
 Journal entries
Revisions:
Step by Step Procedures
Monster Day 4 read aloud/journal work time
Before class:
 Character names on blackboard
 Pass out text
Start of class:
 Direct students to sign up for character roles that are written on black board; instruct
them to sit in front of the class or side stage
 Character names written on blackboard
 Student seating arranged in front of class
 Each student will read
 Some students will have assigned parts
 Some students will read in paragraph sequence
 All students must follow text
 Call student’s attention to class graffiti wall
 Reminder to print one completed entry for class display and check out
their peer’s entries
 Reminder to know vocabulary terms and keep track—oral test
 Participation reminder (all ideas are good ideas-level of comfort-and
finally part of unit grade)
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Instruct students to review day 4 reading guide questions and prepare for short
question/answer response ( also--formulate questions of their own…if they have any)
 Write at least one idea down in packet and prepare to discuss ideas
Follow my day 4 hand out (Start with vocabulary term questions)
Summarize events from day 4 reading
Call on individual students to respond to short answer questions from reading guide
Day 5 Monster Reading (pgs 127-159) READ LOUD SO ENTIRE CLASS CAN HEAR!
Instruct students to get computers and Monster Packet ready
Allow rest of class period to work on journal entries if time permits or complete journal
entries for Homework
Day 5
characters/blackboard
Forbes
Dr. Moody
Steve
King
Petrocelli
Williams
Reflections:
English 10
Monster
Daily Lesson Plan
Day 10* 2/3/11
Student Objectives
Students Will:
 Know Monster Unit schedule/evaluation and Journal Grading specifics
 Review Monster reading pages 127-159 by listening to audio book
 Enrich Monster reading while broadening vocabulary, stretching attention span, and
developing critical thinking skill while listening and reading Monster pages 161-200
Standards Addressed
Materials:
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Monster in class text
Computers
Procedure Overview
 Hand Out Revised Calendar/journal grading rubric
 Review Journal Rubric
 Listen to Monster Audio Book (Pages 127-200)
 Journal entry # 5
Student Assessment
 Reading Journal entries
Revisions:
Step by Step Procedures
 Hand out revised calendar/ graffiti journal rubric
 Review expectations of reading journal
 Remind oral vocab quiz and graffiti wall submission
 Listen to audio book monster pgs 127-200 (1:05-1:45)---35 minutes
 Think about ideas/beliefs of Steve’s guilt or innocence while listening
Reflections:
English 10
Monster
Daily Lesson Plan
Day 11 * 2/4/11
Student Objectives
Students Will:
 Read orally and listen to Monster pgs 201-238
 Review vocabulary terms
 Discern journal entry strengths/weakness; what they must complete before due
date
Standards Addressed
Materials:
 Packet: Monster Reading Guide Handout
 Monster (in class text)
 Computers
Procedure Overview
 Vocabulary review
 Briefly review short answer questions from day 5-6 reading guide Reading Guide
 Individual feedback on journal entries strengths/improvement
 Journal work time
Student Assessment
 Evaluate class participation short answer response
 Evaluate journal entries
Revisions:
Step by Step Procedures
Reading day7 pgs201-238
 Vocabulary review (from list; definition, sentence, word, etc.)
 Short question answer questions from packet
 Class read aloud Monster day 7 Pgs 201-238
 Journal work time…journals due next Thursday Feb. 10
 REVIEW CONNECTION REQUIREMENTS AND SUMMARY REQUIREMENTS
(SPECIFIC)
 Many have A LOT TO CATCH UP ON!
 MY MISTAKE IN CALENDAR GAVE THEM AN EXTRA DAY…BE GLAD!
 Class work time
 Individual student journal feed back
 Work on journal entries over the weekend
Characters on Blackboard
Briggs
Moore
Petrocelli
Nipping
Sawicki
Steve
O’Brien
Side Stage
Inmate 1
Inmate 2
Inmate 3
Prosecutor a lawyer who represents the side in a court case that accuses a person of a crime and
who tries to prove that the person is guilty
Admissible able to be admitted or allowed ; especially : able to be allowed or considered in a
legal case
Infringing to commit a breach or infraction of; violate or transgress: to infringe a copyright;
to encroach or trespass (usually followed by on or upon ): Don't infringe on his
privacy.
Contend : to strive or vie in contest or rivalry or against difficulties : struggle
: to strive in debate : argue
: maintain, assert <contended that he was right>
: to struggle for : contest
Impede to interfere with or slow the progress of
Conspirator a person who is involved in a secret plan to do something harmful or illegal : a
person who is involved in a conspiracy
Felony a serious crime (such as murder or rape)
Redress (1) : to set right : remedy <looked to charity, not to legislation, to redress social wrongs
— W. R. Inge> (2) : to make up for : compensate b : to remove the cause of (a grievance or
complaint)
Grandiose : characterized by affectation of grandeur or splendor or by absurd exaggeration
: impressive because of uncommon largeness, scope, effect, or grandeur
Articulate divided into syllables or words meaningfully arranged : intelligible b : able to speak c :
expressing oneself readily, clearly, or effectivel
Careen to go forward quickly without control ▪ The car careened [=careered] down the hil
Pertinent relating to the thing that is being thought about or discussed : relevant
Grotesque odd or unnatural in shape, appearance, or character; fantastically ugly or absurd;
bizarre.
Perpetrator perform, or execute (something likened to a crime)
Apprehended arrest, seize
Diminutive small; little; tiny: a diminutive building for a model-train layout.
2.
Grammar . pertaining to or productive of a form denoting smallness, familiarity, affection, or
triviality, as the suffix -let, in droplet from drop.
–noun
3.
a small thing or person.
4.
Grammar . a diminutive element or formation.
5.
Heraldry . a charge, as an ordinary, smaller in length or breadth than the usual
Concentric having a common cente
Pensive musingly or dreamily thoughtful
2
: suggestive of sad thoughtfulnes
Bravado : blustering swaggering conduct b : a pretense of bravery
2
: the quality or state of being foolhardy
English 10
Monster
Daily Lesson Plan
Day 11 * 2/4/11
Student Objectives
Students Will:
 Read orally and listen to Monster pgs 201-238
 Review vocabulary terms
 Discern journal entry strengths/weakness; what they must complete before due
date
Standards Addressed
Materials:
 Packet: Monster Reading Guide Handout
 Monster (in class text)
 Computers
Procedure Overview
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Vocabulary review
Briefly review short answer questions from day 5-6 reading guide Reading Guide
Individual feedback on journal entries strengths/improvement
Journal work time
Student Assessment
 Evaluate class participation short answer response
 Evaluate journal entries
Revisions:
Step by Step Procedures
Reading day7 pgs201-238
 Vocabulary review (from list; definition, sentence, word, etc.)
 Short question answer questions from packet
 Class read aloud Monster day 7 Pgs 201-238
 Journal work time…journals due next Thursday Feb. 10
 REVIEW CONNECTION REQUIREMENTS AND SUMMARY REQUIREMENTS
(SPECIFIC)
 Many have A LOT TO CATCH UP ON!
 MY MISTAKE IN CALENDAR GAVE THEM AN EXTRA DAY…BE GLAD!
 Class work time
 Individual student journal feed back
 Work on journal entries over the weekend
Characters on Blackboard
Briggs
Moore
Petrocelli
Nipping
Sawicki
Steve
O’Brien
Side Stage
Inmate 1
Inmate 2
Inmate 3
Prosecutor a lawyer who represents the side in a court case that accuses a person of a crime and
who tries to prove that the person is guilty
Admissible able to be admitted or allowed ; especially : able to be allowed or considered in a
legal case
Infringing to commit a breach or infraction of; violate or transgress: to infringe a copyright;
to encroach or trespass (usually followed by on or upon ): Don't infringe on his
privacy.
Contend : to strive or vie in contest or rivalry or against difficulties : struggle
: to strive in debate : argue
: maintain, assert <contended that he was right>
: to struggle for : contest
Impede to interfere with or slow the progress of
Conspirator a person who is involved in a secret plan to do something harmful or illegal : a
person who is involved in a conspiracy
Felony a serious crime (such as murder or rape)
Redress (1) : to set right : remedy <looked to charity, not to legislation, to redress social wrongs
— W. R. Inge> (2) : to make up for : compensate b : to remove the cause of (a grievance or
complaint)
Grandiose : characterized by affectation of grandeur or splendor or by absurd exaggeration
: impressive because of uncommon largeness, scope, effect, or grandeur
Articulate divided into syllables or words meaningfully arranged : intelligible b : able to speak c :
expressing oneself readily, clearly, or effectivel
Careen to go forward quickly without control ▪ The car careened [=careered] down the hil
Pertinent relating to the thing that is being thought about or discussed : relevant
Grotesque odd or unnatural in shape, appearance, or character; fantastically ugly or absurd;
bizarre.
Perpetrator perform, or execute (something likened to a crime)
Apprehended arrest, seize
Diminutive small; little; tiny: a diminutive building for a model-train layout.
2.
Grammar . pertaining to or productive of a form denoting smallness, familiarity, affection, or
triviality, as the suffix -let, in droplet from drop.
–noun
3.
a small thing or person.
4.
Grammar . a diminutive element or formation.
5.
Heraldry . a charge, as an ordinary, smaller in length or breadth than the usual
Concentric having a common cente
Pensive musingly or dreamily thoughtful
2
: suggestive of sad thoughtfulnes
Bravado : blustering swaggering conduct b : a pretense of bravery
2
: the quality or state of being foolhardy
English 10
Monster
Daily Lesson Plan
Day 12* 2/7/11
Student Objectives
Students Will:
 Listen while reading along to conclusion of Monster pgs 238-281.
 Broaden vocabularies, stretch attention spans, and develop critical thinking skills while
listening to audio book and participating in short class discussion.
 Consider their definitions of guilt and innocence though analyzing jury decisions in
Monster.
Standards Addressed
Materials:

Monster in class text
Procedure Overview
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
Review reading day 7
Ask students to share their predictions about Steve and King’s impending verdict
Listen to Monster Audio Book (Pages 238-281)
Hold short discussion on the books conclusion
Reading Journal due date reminders
Student Assessment
 Answers to class discussion questions and their overall reaction/analysis to Monster
Revisions:
Step by Step Procedures
 Review Day 7 reading
o Steve took the stand, said he was not in the drug store on the day of the
robbery/murder
 Take a class vote on the jury decision for both Steve and King; will they be found
guilty or innocent?
 Under the eyes of the law, if Steve conspired (conspirator-vocab term, what
does it mean) with other to commit the robbery, a felony (vocab term) and
someone dies (no matter how) all conspirators may be found guilty of murder.
 Listen to audio book Monster pgs 238-281---35 minutes (closing arguments)
 Think about ideas/beliefs of Steve’s guilt or innocence while listening
 Short discussion about the jury’s decision of both Steve and King
 Why was Steve found innocent and King guilty?
 Was Steve really guilty or innocent, regardless of jury’s verdict?
 Reminder of impending Journal due date, Thursday
Reflections:
English 10
Monster
Daily Lesson Plan
Day 13* 2/8/11
Student Objectives
Students Will:
 Know Monster vocabulary terms
 Know Monster synopsis and come to their own conclusions about the verdict
 Know how to prepare for upcoming Monster final discussion
 Know how to generate ideas through brainstorming techniques
Standards Addressed
Materials:




Monster Packet
Monster in class text
Brainstorming Writer’s Notebook
Computers
Procedure Overview
 Review vocabulary words from entire Monster packet (see notes below)
 Review questions from Monster Packet day 6-7-8
 Explain final Monster Discussion requirements
 Hand out/explain Brainstorming Writer’s Notebook
 Explain upcoming writing project
 Brainstorm for 10 minutes about one person listed in day 7 Monster Packet
 Review Journal Rubric
 Work on Journals for the remainder of class
Student Assessment
 Comprehension of vocabulary term definitions
 Responses to reading journal questions
 Participation during brainstorming activity
 Journal entries
Revisions:
Practice Oral MONSTER VOCABULARY
1. Admissible-- able to be admitted or allowed; especially able to be allowed or
considered in a legal case
 (Judge p.18) All right. I’m ruling the kid’s testimony is admissible.
What does the word admissible mean in the following book sentence?
2. Apprehended-- arrested, seized
 (Briggs p. 102) Mr. Cruz, when you were apprehended, did you make a statement
to the police about your part in this crime?
What word means to be arrested or seized?
3. Articulate--intelligible, able to speak , expressing oneself readily, clearly, or
effectively
 (CUT TO p.28) Jose Delgado is on the stand. He is young, very well built, and
articulate.
If I speak well and choose my words very carefully; if I am able to speak clearly and
effectively--what am I?
4. Bravado—confident or brave talk or behavior that is intended to impress other
people; the quality or state of being foolhardy
 (CUT TO p.266) (Steve and King) One looks terrified. The other is putting on a
show of bravado.
What does the word bravado mean?
5. Careen--to go forward quickly without control *The car careened down the hill
 (p.42) Throws rock. We see that it bounces in front of the post and careens
slightly to one side.
We see that it bounces in front of the post and zigzagged slightly to one side—which of
your words is a synonym for zigzag?
6. Concentric--having a common center
 (FADE IN p.199) Concentric colorful circles and hurdy-gurdy music…
Define the word concentric.
7. Conspirator--a person who is involved in a secret plan to do something harmful or
illegal; a person who is involved in a conspiracy
 (Petrocelli p. 23) Further, there will be evidence that prior to the robbery there
was a plan or conspiracy, to rob the store…Yet another of the conspirators, the
planners of this robbery that left a man dead, was to go into the store prior to the
robbery to check it out…
What word means: a person who is involved in a secret plan with others to do
something illegal?
8. Contend—to claim, argue, insist, or state; strive in debate; maintain, assert
 (Petrocelli p. 22) The State will contend that one of those men was Richard
“Bobo” Evans.
What does the word contend mean in the following book sentence?
9. Diminutive--small; little; tiny; petite; a small thing or person
 (p. 161) An Assistant DA ushers in Lorelle Henry. The diminutive 58-year-old
retired school librarian is neatly dressed.
Mrs. Henry is described as a small woman in Monster, which of your vocabulary
words means small?
10. Felony--a serious crime that usually involves violence
 (Petrocelli p. 25) Very simply put, this is a case of murder. It is, moreover, a
murder committed during a felonious act. The two defendants you see before you
will be shown to be participants in that act and are being charged with felony
murder.
Read book sentence; what is the definition of felony?
11. Grandiose--characterized by absurd exaggeration; impressive because of uncommon
largeness, scope, effect, or grandeur
 (Briggs p. 27) Miss Petrocelli, representing the State, has presented this case in
very broad and grandiose terms.
Margaret planned an extravagant party, complete with elephants, trapeze artists, and
clowns. Which of your vocabulary words could you use to replace the word extravagant
with?
12. Grotesque--odd or unnatural in shape, appearance, or character; fantastically ugly or
absurd; bizarre.
 (CUT TO<photos of Mr. Nesbitt> p. 27) Black-and-white shots from various
angles of body in grotesque position.
Use grotesque in a sentence?
13. Impede--to interfere with or slow the progress of
 (Petrocelli p. 23) Another of the planners of this crime was to stand outside the
drugstore and impede anyone chasing the robbers.
Which of your vocabulary terms means to interfere with or slow the progress of?
14. Infringing--to commit a breach or infraction of; violate or transgress; to infringe a
copyright; to encroach or trespass (usually followed by on or upon) *Don’t infringe
on his privacy.
 (Petrocelli p. 21) Most people in our community are decent, hardworking citizens
who pursue their own interests legally and without infringing on the rights of
others.
Most people in our community are decent, hardworking citizens who pursue their
own interests legally and without intruding on the rights of others.
Which of your vocabulary words would best replace intruding in the sentence?
15. Pensive—engaged in, involving, or reflecting deep or serious thought
 (CLOSE UP of O’Brien p. 276) Her lips are tense; she is pensive. She gathers
her papers and moves away as Steve, arms still outstretched, turns toward the
camera.
Define pensive.
16. Perpetrator—someone who commits a harmful or immoral action connected to a
crime
 (Karyl p. 74) It’s my understanding that the crime scene technicians didn’t find
any fingerprints they could establish as belonging to the perpetrator.
Someone who commits a harmful or immoral action connected to a crime is defined as a
what?
17. Pertinent—having a clear relevance to the matter at hand
 (Judge p. 55) Overruled; it’s pertinent.
Fill in the blank with one of your vocabulary words.
He was so off topic, nothing he said was _________to what we were talking
about.
18. Prosecutor--a lawyer who represents the side in a court case that accuses a person of
a crime and who tries to prove that the person is guilty
 (Steve p. 5) I’ll write it down in the notebook they let me keep. I’ll call it what
the lady who is the prosecutor called me. MONSTER.
Use the word prosecutor in a sentence that shows its meaning.
19. Redress--compensation for wrong or loss.
 (O’Brien p. 26) When a crime is committed, it is the state that must apply the law
in a manner that offers redress and that brings the guilty parties to justice.
Which of your vocabulary words means compensation for wrong or loss?
English 10
Monster
Daily Lesson Plan
Day 14* 2/8/11
Student Objectives:
Students Will:
 Know Monster vocabulary terms
 Fully understand Monster storyline and arrive at their own conclusions in connection to
the verdict
 Be familiar with upcoming Monster final discussion and preparations required
 Understand how to generate ideas through brainstorming techniques
Standards Addressed:
Materials:

Monster Packet



Monster in class text
Brainstorming Writer’s Notebook
Computers
Procedure Overview:
 Review vocabulary words from entire Monster packet
 Review questions from Monster Packet day 6-7-8
 Explain Monster Final Discussion requirements
 Hand out/explain Brainstorming Writer’s Notebook
 Practice brainstorming techniques for 10 minutes
 Review Journal Rubric
 Work on Journals for the remainder of class
Student Assessment:
 Comprehension of vocabulary term definitions
 Responses to reading journal questions
 Participation during brainstorming activity
 Journal entries
Revisions/Reflections:
Step by Step Procedures:
 Ask students if they liked the novel Monster
 What was better listening to book or reading it out loud?
 Run down day’s agenda

Review vocabulary in preparation for upcoming test

Review Monster Reading guide questions from days 6-7-8 and fill out packet
(packet due Monday 2/14…checked for completion)
 Review Monster Final Discussion requirements (Final discussion Thursday 2/10)
 Brainstorming activity for upcoming writing project
 Any time left to work on 7 journal entries, 8 entries will receive extra credit
 Print one entry for Graffiti Wall display
 Open packets to reading day 6: ask highlighted short answer questions and any additional
questions--give students ample time to respond…do not answer for them!!!
 Reading day 7: read Monster(202), Steve’s description of street…read packet directions
 Read Steve’s journal entry 14 (202)…read packet directions.
 Give students time to write their description of their street and to list the people they
love, love them, or people they admire in their packet
 Reading day 8: ask highlighted short answer question and any additional questions
 Read (270) where Steve asks himself a series of questions…read directions in packet
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Read (281) where O’Brien turns away from Steve after trial…read directions in packet
 Give students time to respond to questions in their packets
Ask students to share: What decisions they think Steve didn’t make?
How they would have responded to Steve if they were his lawyer?
Hand out Brainstorming Writer’s Notebook
Ask students if they have practiced free writing or listing in other classes to brainstorm
Go over Brainstorming handout
 Class will be practicing free writing or listing for the first 10 minutes of class for the next
several class periods to generate ideas for upcoming writing project
Begin first brainstorming exercise
 Pick one person from Monster packet that they love, that loves them, or that they
admire and list every possible thing they can think of about the person
o Hair color, eye color
o What they smell like; perfume or cologne
o What they like to do; what they hate to do
o How they dress
o Their favorite food, music, tv show, actor or actress
o Favorite sayings…like I have a friend who always says “I’m just sayin’”
 Freewrite anything (every detail you can think of, even if you think it’s silly) about that
person…just don’t stop writing
o Something you did together
o How you met
o A fight or disagreement you had
o Something funny, awkward, or beautiful about them
Remainder of class Journal Work time
 review important aspects from rubric (connection/summary)
Guest teacher plans for Mollie Rice
Wednesday, February 9th
Schedule:
Period 1: English 10 room 153
Period 2: English 10 room 153
Period 3: Prep/break
Period 4: Prep/break
Period 5: Prep/break
Period 6: Lunch
Period 7: World History 1 room 245
Period 8: English 10 room 153
Please take attendance on the attached class lists and send list to the office at the end of each period.
Students have assigned seats (see attached seating charts) and should remain in these seats for the
duration of the class period to ensure productivity.
Students will need computers for the entire class period. Jim Stump in room , Dana Zulke in room
154, or any one of the custodians will open the laptop cart for you when you arrive.
English 10 Periods 1-2-8
First period only:
Announcements begin roughly around 8:10 and run until about 8:20.
To view the announcements use the remote located on the front table by the podium to turn the
projector on (point the remote at the screen and press power; make sure the projector is on VIDEO).
1. Students will begin the period by spending 8 to 10 minutes free-writing in their Brainstorming
Writer’s Notebook packet to address the prompt in bold below.
 Write prompt on blackboard: Think about a time when you cried or felt like crying
and either wept uncontrollably or kept yourself from crying.
 Ask students to reflect back to the beginning of the novel Monster as you read the
following passage written by the books main character, Steve Harmond, in his
journal on page 1:
“The best time to cry is at night, when the lights are out and someone is being beaten up and
screaming for help. That way even if you sniffle a little they won’t hear you. If anybody knows
that you are crying, they’ll start talking about it and soon it’ll be your turn to get beat up when
the lights go out.”
 Ask students if they can recall other places in the book Monster when characters
were crying (Steve’s mother and father, other inmates).
 Instruct students to think about a time when they cried or they felt like crying and
either wept uncontrollably or kept themselves from crying.
 Review free-writing practice:
 Write very quickly without stopping to think about grammar, logic, sentence
structure, or importance of ideas…just write
 Allow 8 to 10 minutes of free-writing time (judge when to stop by observing when
the majority of students slow down or stop writing or stop at a maximum 10
minutes—whichever comes first)
2. Students will work independently for the rest of the class period on the following items:
 Monster on-line reading journal
JOURNALS DUE: THURS 2-10
 Monster Final Discussion Question responses
FINAL DISCUSSION: THURS 2-10
 Monster Packet completion (EVERYTHING EXCEPT the last two packet pages
covering The Road Not Taken)
MONSTER PACKETS DUE: MON 2-14
 Print and decorate Monster Reading Journal entry for class graffiti wall display
 Study Monster vocabulary terms
ORAL VOCABULARY TEST: WED 2-16
Please remind students of assignment due dates as stated above.
Thank you very much for your help today, I hope you enjoyed your time spent with the 10th grade
English students. I welcome any positive or negative feedback.
Sincerely,
Mollie Rice
English 10
Monster
Daily Lesson Plan
Day 16 * 2/10/11
Student Objectives
Students Will:
 Comprehend vocabulary term definitions and be able to express terms accurately during
oral discourse
 Explore ideas by means of guided free-writing exercise to draws on personal experience
and insight
 Develop critical thinking skills and practice oral discourse during Monster final class
discussion



Build knowledge, gain insights, explore possibilities, and broaden their perspective in
association to the themes found within Monster
Use shared discussion responses to foster their own conclusions concerning literature
and life experience while making connections with supporting evidence and class views
Actively engage in a supportive learning community where they can safely share their
opinions
Standards Addressed:
Materials:
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Monster Text
Packet: Monster Final Discussion handout
Brainstorming Writer’s Notebook
Self assessment rubric
Procedure Overview:
 Short vocabulary review
 Guided free-write
 Discussion preparation
 Monster Final Group Discussion
Student Assessment:
 Accurate oral vocabulary responses
 Free-write contribution and engagement
 Monster Final Discussion Participation
 Self assessment rubric
Reflections:
Step by Step Procedures:
 Brief vocabulary oral practice
 Review free-writing practice:
 Write very quickly without stopping to think about grammar, logic, sentence
structure, or importance of ideas…just write
 Start day’s guided free-write
 Think back to Steve’s journal entry where he doesn’t want to write about what
happened at Mr. Nesbitt’s drug store on Dec.22.
“I thought about writing about what happened in the drugstore—but I’d rather not have it on my mind.”
 Use the next several minutes to write about what you think really happened in the
drugstore—remember to keep writing and writ anything and everything
o What the drugstore looked like inside or outside
o
o
o




Was Steve there…did he actively participate in robbery
Was he the lookout
Did he not give a sign because he didn’t see anyone or was he
simply not involved in the crime
o Did he plan on participating in the robbery, but then change his
mind at the last second
o Steve never should have been on trial he didn’t do anything
o He should have been locked up for ever
o What did bobo look like…what did he smell like
o What Steve said at the drugstore…was he crying, laughing, what
he sounded like
Explain Discussion Procedures and Self Evaluation guidelines
Allow students to prepare for 5 minutes prior to discussion
Initiate Final Monster Discussion
Allow students at least five minutes to assess their discussion participation
Revisions:
English 10
Monster
Daily Lesson Plan
Day 17 * 2/11/11
Student Objectives
Students Will:
 Acquire skills to develop comprehension and meaning within poetry
 Understand fundamental themes within The Road Not Taken




Explore perception of relationship between neighbors/community
Connect fundamental ideas of the Road Not Taken to aspects of their own
neighbors/community
Gain insight to poetry analysis by listening to audio version of poem
Find their own interpretations of poem while
Standards Addressed
Materials:
Packet:


Procedure Overview


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




Student Assessment

Meaningful Poetry Handout
The Road Not Taken Handout
Access students prior knowledge of poetry through inquiry
Evaluate reasons for liking/disliking poetry
Propose ways to read poetry
Meaningful Poetry handout
Play recorded version of Mending Wall
Individual poem analysis
Small group poem analysis
Class analysis/ discussion
Ask students to connect an aspect of the poem to their own life, another piece
of literature, or larger worldview
Evaluate student oral and written responses
Reflections:
Step by Step Procedures
Introduction to poetry

Hook – Ask students, “Who likes to read poetry?”
“What poetry have they previously read?”
“What reason do they like/dislike poetry?”

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
Suggest reason for not relating to poetry may be because it can be somewhat
confusing and difficult to interpret meaning.
Ask student to try to view poetry differently (life experience, insight to human
nature
Read worksheet introduction
Review worksheet questions
Listen to Mending Wall (3:08)
Instruct students to write ideas on worksheet (refer to poem on following page)
Work time
Ask students to work with a partner to discover their own meanings from
questions on following page
Work time
Begin Mending Wall class discussion—may carry over to day 3
Instruct students to connect one aspect of Mending Mall to their own life,
another text, or larger world view and prepare to share their connection with
class the following day.
Revisions:
Monster Day 18
2/14/11
Step by Step Lesson Plan
1. Monster Journal feedback:
 Majority of the students did well, but some didn’t
 Technical issues slowed down the process
 Snow days/not enough in class work time for the many (too many)requirements of
assignment
 Students who did not receive the grade they had hoped for may revise
entries by next Monday the 21—guidelines for revision are on the back
table…pick one up on the way out if you need to revise and come to me
with any questions about the revision process.

2.
3.
Grades are on the back of Monster final Discussion hand out—those who handed
back their evaluations earned extra points in the discussion grade. Those who did
not, should still hand their evaluations in, but will not receive additional credit.
 Part of your job as a student is to follow directions (this means
homework too) or ask questions if you are unsure about something.
 On the back of your discussion evaluation are other requirements of this unit and
the grade you were awarded.
1. Mending wall Journal Entry (5 points total)
2. Monster Final Discussion (+, check, --, or a 0—if you handed your evaluation
back it was impossible to earn a zero)
3. Graffiti Wall Journal submission (+ and counted as participation grade)
 If you have a blank in any of these spaces, it is your responsibility to complete this
work.
 If you have a blank and you completed requirement see me—I will fix it.
 None of these are considered late, as I did not assign a due date, but work on
getting them in by the end of this week.
 Remember you are evaluated on a daily basis for participation (discussion and
graffiti) Participation accounts for 20% of your final grade.
Vocabulary Review
 Vocabulary terms along with accurate definitions are now posted on scoodle
 The sentence that the word appears in the book is printed too
 Study these for vocabulary test on Wednesday
 It will be similar to what we have been practicing in class
 You should be prepared for the test with a list of your 14 vocab words
 If you do not have a list of your words, you will be questioned on 14 from the list
Scoodle in Class Writing assignment
 I apologize for the confusion on Friday as far as your Poem composition
 I realized that I just didn’t allow enough class time to work on a poem properly
 I hope you all got my e-mail and didn’t finish this assignment
 If you did complete the assignment you will be awarded extra credit
 I want us talk a bit more about The Road Not Taken today
 Who can give me tell what the poem is about—a general idea
 There were a lot of great thoughts going around on Friday about the different
meanings found within the poem
 What meaning did you take from the poem
 Get out your brainstorming journals and write for a few minutes about your
thoughts on the Road Not Taken
 For the remainder of the class period you will respond to a posted in class writing
assignment on scoodle about the decisions and choices we are faced with in life
 This is not a free-write like we have been practicing in class, this is an informal class
writing exercise
 You have the remainder of the class period to work on this assignment

If anyone has any questions about Journal Revision or a discrepancy in the
completed assignments please ask
4. Oh I almost forgot---Happy Valentine’s Day…Grab a cookie before you start working on you
scoodle entry…but remember your responses should be finished in class...
 We will begin creative non-fiction writing tomorrow.
Monster Day 19
2/15/11
Step by Step Lesson Plan
Reminders reminders reminders
1. Vocabulary review
2. Brainstorm
3. Creative nonfiction/ personal essay intro
4. Power point
SEE HAND WRITTEN NOTES ON CREATIVE NON FICTION/PERSONAL ESSAY PACKET
Monster Day 20
2/16/11
Step by Step Lesson Plan
1. Reminders about journal revision
2. Vocabulary study
3. Tell to brainstorm as free writing…real FREE writing when finished with test
4. Vocabulary test
5. PSSA practice test directions/PSSA practice test
6. Review brainstorming: free writing and listing ideas
SEE HANDWRITTEN NOTES
Monster Day 21
2/17/11
Step by Step Lesson Plan
5. VOCAB TEST FEED BACK
6. Grotesque, bravado
7. Specific details….questions where directions were to use vocabulary term in sentence to
show its meaning…
8. Means to give specific details
9. I did not give specific detailed instruction—so I took reasonable answers
10. Like journal responses, where I am always writing be more specific…occurred to me that I
could write ‘be more specific a hundred times on your papers, however if you don’t know
what that means…you can’t do it…you don’t know what you don’t know, or what you
haven’t been taught’
11. LESSON: HOW TO BE SPECIFIC/SPECIFIC DETAILS
Demonstrate what being specific entails…not just cheese, but white American cheese
Sensory details..slimy white American cheese that looks like a piece of printer paper
12. PRACTICE USING SPECIFIC DETAILS
I’ll begin--give specific detail…kimmie is wearing a bright green shirt
Go around the room/students will give specific details using precise words to convey
meaning
Add sensory detail and imagery to their specific statements
13. BRAINSTORM
List as many things under favorite food category
Example: cereal crisp co-co puffs without milk
If you run out of favorite foods; list foods you hate
Example: Smelly cold broccoli that mom made for dinner last night that tasted like feet
Ample list work time
14. Review: Elements of creative non –fiction:
1. Voice—distinctive style of the author
Shows personality
Sets tone
2. Descriptive detail/Precise words
3. Topic—
4. Underlying story/ belief
Meaningful to writer/author
5. Point of view
1st
6. Organization/transitions
Logical Idea flow (story makes sense)
15. Creative non-fiction example 1: Me Talk Pretty One Day OR They Call Him Rooster, Sedaris
Listen for examples of (ITEMS ABOVE)
WRITE THEM DOWN
16. Read story
17. Discuss elements of Creative non-fiction
18. Creative non-fiction example 2: (SCoodle online story) Big Boy, David Sedaris
Read independently
Discuss with partner
Monster Day 22
2/18/11
Brainstorm
List the things in your backpack/locker (2 min)
Pick one item and specifically describe specific detail/precise words (8 min)
Pen—my favorite red pen with a chewed up cap…
What do you use it for?
Where did you get it?
How would you feel if you lost it?
Active/passive voice mini lesson
Would you rather be described as active or passive?
Leo Stoscheck NPR Essay
Listen
Discuss
Read
Revise with in small group
Monster Day 23
2/19/11
Brainstorm about anything
Share Leo’s essay revisions
Page 6 in packet Brainstorming for specific ideas
Pick one expand on it in brainstorming packet
WAIT UNTIL CLASS IS QUIET AND PAYING ATTENTION BEFORE STARTING
IF STUDENTS START TALKING, I WILL STOP TALKING. BECAUSE THEY ARE NOT LISTENING.
1.
Reader—audience--a reading, viewing, or listening public (person reading story)
Writer—author--the writer of a literary work (person who wrote story)
1.
2.
3.
4.
5.
6.
Find partner
Reader read Writer’s story out loud
Reader retell Writer’s story in own words
Reader ask Writer questions about story
Writer write questions down
Switch Roles
BECAUSE WHY PURPOSE
Writer to hear and think about your story
Confirm general story ideas for reader and writer
Clarify audience interest in story
2.
1. Consider Readers questions
2. WRITE DOWN RESPONSES
3.
4.
5.
6.
Get computers
Type complete essay draft
When finished print hard copy
Give hard copy to Ms. Rice and get directions for the next step in the writing process
Model
Pause
Wait for full student attention
Stop Speaking if necessary
Speak LOUD and CLEAR
Observe ALL Student Behavior
Clarify
Ask student to explain directions
Ask: Is there anyone who doesn’t know EXACTLY what to do?
I hear, and I forget. I see, and I remember. I do, I understand.
Smile
Monster day 24
2/20/11
Page 7 in creative nonfiction packet
Storyboard/outline/loose shell
Make sure students have topic
CONSIDER AUDIENCE
Strong Topic Ideas
Outline in pages 8-9-10
Finish for home work—prepare to share tomorrow
1st rough draft
Monday February 28th, 2011
Monster day 25 Lesson Plan
Work on completing first printed copy of rough draft
Go through the Checklist for Individual Revision on pages 11-12-13 in packet
Look for places to improve (add or subtract ideas)
Check to make sure that each paragraph contains ONE and only ONE idea
Paragraphs should have the same structure as the entire essay
Paragraphs begin with a sentence that introduces the point or idea
Middle sentences follow and provide information about the point or idea
Finally, a concluding sentence that reaffirms the point or idea and leads to the next idea
Each Paragraph should have:
Beginning
Middle
End
Each new point or idea is a signal to start a new paragraph. Each paragraph should be a logical
progression from the previous idea and lead to the next idea or conclusion.
Good transitions can connect paragraphs and turn disconnected writing into a unified whole. Instead of
treating paragraphs as separate ideas, transitions can help readers understand how paragraphs work
together, reference one another, and build to a larger point. The key to producing good transitions is
highlighting connections between corresponding paragraphs. By referencing in one paragraph the relevant
material from previous ones, writers can develop important points for their readers.
It is a good idea to continue one paragraph where another leaves off. (Instances where this is especially
challenging may suggest that the paragraphs don't belong together at all.) Picking up key phrases from the
previous paragraph and highlighting them in the next can create an obvious progression for readers. Many
times, it only takes a few words to draw these connections. Instead of writing transitions that could connect
any paragraph to any other paragraph, write a transition that could only connect one specific paragraph to
another specific paragraph.
Remind students about the following elements of the personal essay:
 Writer’s voice
o writing should sound like them, their personality
o written in 1st person point of view
o active voice (subject is performing the action)
o specific details
 geographic place; state, region
 time; year, season, time of day
 specific place; lake, forest, camp, school
 what the scenery looked like, smelled like, felt like
o precise word choice
 frosted flakes rather than cereal
 hemlock tree rather than tree
o past tense and vivid verbs
 we talked—we rambled on about nothing
 they smiled—they grinned
 Reason or purpose for writing
o topic/story should interest writer as well as their audience
o include a lesson learned or changed way of thinking
When students finish complete draft see me for conference
STUDENT QUESTIONS:
How do you think your is writing coming along?
Is there anything I can help you with?
 describe what happened
 one specific detailed event
 important subject, narrow this larger subject down to a specific example
 what were you feeling or thinking about when this happened
o after this happened
o how you feel about this incident now
 what were you really thinking; what was the voice in your head saying
 what does it mean
 why did it happen
 when did it happen
 who was there
What are you going to do next?
3/2/11 Monster
Day 26
WAIT UNTIL CLASS IS QUIET AND PAYING ATTENTION BEFORE STARTING
IF STUDENTS START TALKING, I WILL STOP TALKING. BECAUSE THEY ARE NOT LISTENING.
1.
Pass out Personal Essay Rubric
 Review elements of personal essay
o Go around room have individual students read handout aloud
o Review points
o Address questions
2. Brainstorm
 Mental images
o Specific details
o Clear mind of everything but subject; concentrate on your essay subject
 What does it look like? WEATHER
 What do you see? COLORS
 Are there PEOPLE there?
 Who are they? What are they doing? What do they look like?
 Identify SMELLS
 Identify SOUNDS
3. Get Computers
 Headers—Upper left corner
o Name
o Period
o Date 3-3-11 (Thursday)
 12 point font
 Times New Roman
 Double Space
o No space between paragraphs
 Make sure Essay is shared with mar25 and jls66
4. Carefully read your own essay before you do anything else
 You may fix obvious errors
 Individual checklist pages 11&12 creative nonfiction worksheet
 THINK ABOUT TITLE
 If you have done that (address question ideas hand out)
5. With 10 minutes class time left-- Print Individual Essay
 I will collect and distribute to random peers
 Read Classmates Essay
 Peer Review
 Model/Explain
 Pause
 Wait for full student attention
 Stop Speaking if necessary
 Speak LOUD and CLEAR
 Observe ALL Student Behavior
 Clarify
 Ask student to explain directions
 Ask: Is there anyone who doesn’t know EXACTLY what to do?
I hear, and I forget. I see, and I remember. I do, I
understand.
Smile
Personal Essay
Tell a big story in a small way, or a small story in a big way.

Describe exactly what happened.
 one specific detailed event
 important subject, narrow this larger subject down to a specific
example

What were you feeling or thinking about when this happened?
o After this happened?
o How you feel about this incident now?

What were you really thinking; what was the voice in your head saying?

What does it mean?

Why did it happen?

When did it happen?

Who was there?

What does it look like? WEATHER

What do you see? COLORS

Are there PEOPLE there?

Who are they? What are they doing? What do they look like?

Identify SMELLS

Identify SOUNDS
______________________________________________________________________________
____________
Overview of Punctuation: http://owl.english.purdue.edu/owl/resource/566/01/
Friday March 4th
Day 29
1.
Collect Personal Essays
 Congratulate students on a job well done
 Long writing process, but necessary for really good essays worth sharing
 Give students time to print/attach rubric
2.
Begin Podcast Pep talk
 Pass out podcast rubric
 Some students hesitant to share essay
 Only podcast elements of your essay that you want to share
 Language arts include the skills of
o Reading
o Writing
o Listening
o Speaking
 Generate
 Organize
 Communicate ideas effectively
 Not only shape your ideas and concerns into clear and effective speech, but actively
listen to the ideas of others.
 Well established classroom community where sharing is safe
3. Listen to Podcast
4. Go over Podcast rubric/podcast directions
 Answer all questions
5. Today practice reading essay out loud
 Write abbreviated script if necessary