Note for teacher:
 One of our most important classroom rules is that students
must bring their binders and writing utensils to class every day. All
students have a binder and each binder was properly
sectioned/tabbed during the first week of class. The binders have
been sectioned as follows:









Syllabus
Calendar
Instructions
Materials
Classroom Notes
Grammar Notes
Reading Notes
My Journal
Graded Items
 The purpose of this is to encourage students to be organized and
prepared. By having one binder, students are not confused about
what they need to bring to class and the teacher can check for
completeness on a daily basis, during one-on-one conferences,
and/or during parent-teacher conferences.
 In addition, students are allowed to use their notes during certain
quizzes and tests, so maintaining good notes can help students to
succeed in the class.
 Students are responsible for stocking their binders with loose-leaf
paper as they run out, but extra paper is available in the supply
cabinet if necessary (key to supply cabinet is in rear of top left
drawer of teacher’s desk beneath the box of tissue).
 Grammar mini-lessons are conducted daily with a graded
review every Friday (“Painless Grammar”).
These lessons are done via Power Point.
A hard copy of the slides is attached to each lesson plan in case of
technological difficulties. The lesson will need to be written on the
whiteboard under this circumstance.
The power point lesson can be found on the teacher’s computer:
Go to--My Documents…Painless Grammar
Lessons....
1
 Students have been debriefed on the procedure: they will need to title each
lesson and take notes in the grammar section of their academic note books—this
is a daily activity and students should have their note books for every class
period. If they don’t have them, students should take notes on loose leaf paper
and secure the information to their note books at a later time.

An “np” (not prepared) note should be made in the participation log (see
attached) for any student who does not have their academic notebook
with them
 Graded Grammar Reviews are timed at 10 minutes and are conducted every
Friday. Each lesson plan will indicate whether the review is conducted via Power
Point or handout. On occasion, students may use their notes. See the lesson
plan for this information. The Power Point slides or the handout will be attached
to the corresponding lesson plan.
2
Friday
Name: Andrea Andersen
School: Kennesaw State University
Lesson Title: Esckilsen’s Enigma: Making Predictions for Our New Novel.
Annotation: We are beginning a new unit of study titled, “Convenient Thinking.” After a mini grammar
lesson and journaling, the meat of this day’s lesson focuses on prediction activities prior to reading the
first five chapters of Erik E. Esckilsen’s YA novel, Offsides. Students will begin predicting with a silent
activity using mystery quotes from the text. They will then gather in groups to create a “We Think”
statement and sketch indicating what the mystery novel might be about. Each group will present their
ideas to the class and their predictions will be posted on the Graffiti Wall. The passages will be read
aloud in class by the teacher and students will then work individually on an anticipatory survey containing
essential questions related to the novel and the unit of study. Students will then debate these questions.
Homework includes reading the first five chapters and jotting down notes on the survey as they read.
Students will also have an extra credit opportunity. During the next class period, students will revisit the
Graffiti Wall and survey and reconsider the survey statements from the main character’s point of view.
Primary Learning Outcome: Students will engage themselves in pre-reading strategies that all good
readers must do: make predictions, question, and take a stance. By predicting and questioning, students
will make connections to personal/life experiences, be motivated to read, and be encouraged to develop
personal values. Students will use personal reflection, writing, discussion, drawing, and speaking via
individual and group work to achieve theses outcomes.
Additional Learning Outcome: Do our personal choices have anything to do with our fate?
Assessed GPS’s:
ELA9RL1 The student demonstrates comprehension by identifying evidence (i.e., examples of
diction, imagery, point of view, figurative language, symbolism, plot events and main ideas) in a
variety of texts representative of different genres (i.e., poetry, prose [short story, novel, essay,
editorial, biography], and drama) and using this evidence as the basis for interpretation.
The student identifies, analyzes, and applies knowledge of the structures and elements of fiction and
provides evidence from the text to support understanding; the student:
b. Analyzes the characters, structures, and themes of dramatic literature.
c. Relates identified elements in fiction to theme or underlying meaning.
ELA9C1 The student demonstrates understanding and control of the rules of the English language,
realizing that usage involves the appropriate application of conventions and grammar in both written
and spoken formats. The student
a. Demonstrates an understanding of proper English usage and control of grammar, sentence
and paragraph structure, diction, and syntax.
3
ELA9RC4 The student establishes a context for information acquired by reading across subject
areas. The student
a. Explores life experiences related to subject area content.
ELA9LSV1 The student participates in student-to-teacher, student-to-student, and group verbal
interactions. The student
a. Initiates new topics and responds to adult-initiated topics.
b. Asks relevant questions.
c. Responds to questions with appropriate information.
d. Actively solicits another person’s comments or opinions.
e. Offers own opinion forcefully without domineering.
f. Volunteers contributions and responds when directly solicited by teacher or discussion
leader.
g. Gives reasons in support of opinions expressed.
h. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for
similar expansions.
i. Employs group decision-making techniques such as brainstorming or a problem-solving
sequence (i.e., recognizes problem, defines problem, identifies possible solutions, selects
optimal solution, implements solution, evaluates solution).
j. Divides labor to achieve the overall group goal efficiently.
ELA9LSV2 The student formulates reasoned judgments about written and oral communication in
various media genres. The student delivers focused, coherent, and polished presentations that convey
a clear and distinct perspective, demonstrate solid reasoning, and combine traditional rhetorical
strategies of narration, exposition, persuasion, and description.
When responding to written and oral texts and media (i.e., television, radio, film productions, and
electronic media), the student:
c. Formulates judgments about ideas under discussion and supports those judgments with
convincing evidence.
4
Non-Assessed GPS’s:
ELA9RL4 The student employs a variety of writing genres to demonstrate a comprehensive grasp
of significant ideas in selected literary works. The student composes essays, narratives, poems, or
technical documents. The student
a. Demonstrates understanding of significant themes in specific literary works.
National Standards:
3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts.
They draw on their prior experience, their interactions with other readers and writers, their knowledge of
word meaning and of other texts, their word identification strategies, and their understanding of textual
features (e.g., sound-letter correspondence, sentence structure, context, graphics).
11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of
literacy communities.
12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for
learning, enjoyment, persuasion, and the exchange of information).
Materials:
1. Academic Notebook/writing utensil (student responsibility)
2. Power Point presentation for Painless grammar lesson
3. Erik E. Esckilsen’s YA novel, Offsides with Vocabulary Bookmark (one per student)
4. Five large sheets of paper with mystery quotes attached
5. Magic markers
6. Hat filled with group numbers (1-5)
7. Five large sheets of sketch paper for group responses
8. Scotch tape or thumb tacks to display responses on Graffiti Wall
9. “Esckilsen’s Enigma,” Anticipation Guide, Survey, Extra Credit handouts
10. Scoring guides for “Esckilsen’s Enigma” in class-activity and extra credit assignment.
Total Duration: 55 minutes
Technology Connection: Students will view and take notes and/or quiz during a daily/weekly grammar
mini-lesson/graded review via Power Point.
5
Procedures:
Agenda for the whiteboard:
Graded Grammar Review: Brush Strokes
Journal Prompt
“Esckilsen’s Enigma”
Assignment: Research soccer
Reminder: Research Rally on Monday
Question/Answer session
SSR
1. Graded Grammar Review—use notes (see handout below—“Brush Strokes:
Adjectives Shifted Out of Order”) 10 minutes
 Distribute handout and collect at 10-minute mark.
2. Journaling 5 minutes
Today’s Prompt (and time allotment) should be written on the whiteboard before
class:
Think of everything you know about the sport of soccer. Jot this down.
 Students do 5-10 minutes of journaling periodically (they know this). Students
are required to bring their academic notebooks with them to class every day and
they should do their journaling in the “My Journal” section of their notebooks. If
they don’t have them, students should take notes on loose leaf paper and secure
the information to their note books at a later time.

An “np” (not prepared) note should be made in the participation log (see
attached) for any student who does not have their academic notebook
with them.
 Let the students know that they have five minutes for today’s prompt
3. “Esckilsen’s Enigma” 30 minutes (total)
 Pass out the “Esckilsen’s Enigma” handout.

Explain to students that good readers naturally make predictions before they
begin reading a text and that this exercise will help them to develop this
important reading skill.

Ask for a volunteer to read the rationale paragraph aloud to the class
6

Teacher then quickly reads through the instructions on the handout (time is
of the essence during this day’s lesson)

Ask students to quickly arrange their desks according to instructions
(four desks face-to-face so that each group has a flat writing surface and all
group members can view and make their notes on the quote sheet at the
same time)

Have students choose a marker and number from the hat

Students should arrange themselves into their perspective groups according
to the numbers they have chosen from the hat (4 to 6 members per group)

Pass out the quote sheets (one per group). See attached quotes.
 Remind students the first part of the exercise is a silent activity
5 minutes

Begin timing one-minute intervals for each student in each group to respond
to their quote (in writing; on the quote sheet)

Have groups move to the next quote/set of desks at one-minute intervals
(repeat until each student has made their notes on each quote).
 Monitor students: make sure all students are contributing. Make
necessary notes on the participation log
5 minutes

Ask for a volunteer to Scotch-tape each quote to the whiteboard (in case
students wish to revisit the quotes and notes later)

In their groups, students need to select a recorder, illustrator, and a presenter
 Quietly, students are to discuss and agree on a “What We Think”
statement and a corresponding sketch. (Students only have 10 minutes
to complete this. Remind them that there is no right or wrong
answer, here!!)
 Pass out group packets: large sheet of sketch paper, scoring guides
for each student, and some “scratch” paper for practice before writing
and/or drawing on the sketch paper.
7
 The recorder should take notes and write out (on the sketch paper) the
final statement to share with the class
 The illustrator should take-in suggestions and create the final sketch
(on the sketch paper) to share with the class (with the help of other
group members)
 The presenter will read (from the sketch paper) the statement and
explain what is in the sketch to the class
 Other members of the group may revisit the quotes and notes as
necessary and should offer ideas and assistance to the recorder,
illustrator, and presenter.
 The final “What We Think” statement and the sketch should be on the
large sheet of paper provided to the students. Each student from each
group should write their name on this sheet to receive credit.
 Monitor groups and make necessary notes on the participation log
10 minutes

Students have one minute to present their statement and explain the group’s
sketch
5 minutes
 After each group’s presentation is complete, the presenter should attach
the finished product to the Graffiti Wall with tape or tacks (see supply
table in front of the teacher’s desk)

Teacher should now divulge the new novel’s cover and title and pass out the
new text.
 Vocabulary bookmarks should be inserted in each book (see attached).
 A stock of pre-cut bookmarks are located in the supply cabinet.
 Students have been debriefed on the purpose of the bookmarks. This
tool is designed to encourage students to write down words they don’t
understand…to have no fear about words.
 Students will have an opportunity during the next class lesson to raise
questions about these words.
8
 The teacher should select a few words to discuss during class in order
to promote literacy and in case the students claim they understood all
the words they read during their reading assignment.

Teacher should read each quote from the context of the novel so that
students will gain further understanding of the mystery quotes chosen, ask
questions, and discuss. (see below for actual quotes to be read from the text
and corresponding page numbers)
5 minutes
Words, phrases, and quotes for pre-reading consideration:
 “It’s just a game.” (rear cover)
 “Lighten up, Coach,” Tom says, feeling the strangest urge
to laugh. “It’s just a game.”
“Don’t test me,” Dempsey says with a sneer. “Play these
two minutes, and—win or lose—you get nothing.”
 “I don’t know whether to steal your notes or your land.” (p. 34)
 “A geek and an Indian. I don’t know whether to steal
your notes or your land. On reflex, Tom lunges for him,
but Paul Marcotte, sitting at the end of the booth, stands
and blocks his way.”
 “…the man’s gum snapping like flies hitting a window...” (p. 51)
 “Tom is silent, and the longer Dempsey stares at him, the
man’s gum snapping like flies hitting a window, the more
uncomfortable he feels. Tom looks toward his friends
again surprised to find them now gathered around Katya
and Mr. Gaz’s wheelchair.”
 Okwari (p. 45)
9
 “And to the Mohawk, it’s a symbol of strength. Okwari—
bear.”
 The man stops about twenty yards away, a clipboard under one arm… (p.
53)
 “The man stops about twenty yards away, a clipboard
under one arm, and watches him and Katya, as if waiting
for an opportunity to speak. He seems to be in no hurry,
but he definitely also seems to want a word with Tom.”
o Hopefully students will ascertain (on their own) how close they were to
what the novel is really about—this is fun. Listen for students’
comments, “Why didn’t I think of that?” or “That makes more sense!” or
“We need to change our sketch!”
o During the next class period, after the students have ventured the first
five chapters of the new novel, we will think about the main character
and what choices he has made in his young life. We will discuss his
traits and who he actually is as a character.


Ask the students who this character is. Is he a “good” kid or a “bad”
kid?
Field any answers from students and remind them that we will learn
much more about Cole Matthews after the first five chapters are
read.
o Ask students to quickly rearrange the desks so that the center of the
room is “clear” for the next activity
 Pass out the Anticipation Guide and Survey handouts (see attached).

Ask for a volunteer to read the directions for the survey and homework aloud
 Ask students to individually/silently consider each of the statements
on the survey as per the directions
 Ask the class to take a stance on each question as per the
directions giving approximately two minutes per topic
10
 The teacher should read a statement from the survey, have the
students choose a side, and ask for volunteer rationales from
each perspective
(if time is running short, skip through some of the questions—
students will revisit these statements tonight and again
tomorrow)
10 minutes
4. Closing 5 minutes
 Thank students for their attention and hard work. Remind students of their
reading assignment and when it is due.
 Have students secure the “Esckilsen’s Enigma” handout to the “Instructions”
section of their binders for future reference.
 Give students the Extra Credit handout and scoring guide (see attached)—they
should review this on their own during their homework studies. Remind
students that the extra credit is due tomorrow.
 The lesson will end with an “open question/answer” session for students who are
unclear as to the homework/extra credit assignment and to discuss anything from
the day’s lesson.
 Students may begin their reading assignment if no questions arise and/or if time
permits.
 Students may also go to the Graffiti wall and quietly view the responses from
each group more closely (keeping in mind that some students might be
reading).
Assessment:
 Journaling is periodically checked for completeness and at the end of each grading period. This
daily activity is worth 100 points out of 1,200 points possible for the grading period Points are
deducted only for lack of effort and/or if a student is disruptive while others are trying to work.
Otherwise, all students will receive 100 points at the end of the term. Specifically, today’s
journal prompt and exercise adheres to all three National Standards listed above and the GPS
ELA9RC4.
 Grammar exercises are formally assessed every Friday via a brief quiz covering the topics from
Monday through Thursday. Daily grammar notes are periodically stamped for completeness and
points are taken away only for lack of effort and/or if a student is disruptive while others are
trying to learn.
11

Although certain students may already grasp some of the topics covered during these daily
lessons, grammar note-taking is considered “good practice” and will help students to study
for the quizzes. Note: in some cases, students may use their notes for the quiz!

The grammar quizzes are worth a total of 100 points out of 1,200 points available for the
grading period. Note: All formal writing assignments in this course contain additional pointvalues and are evaluated for proper grammar and usage. Grammar point deductions in all
formal writing assignments can be salvaged by having students correct their errors and
explain why the error was made (simply noting the grammar rule).
 “Esckilsen’s Enigma” is a multi-faceted pre-reading lesson that asks students to make predictions
about a text before reading it, to work individually and in groups (listening, reading, writing,
drawing, and speaking publicly), and to consider and take a stance on essential questions related
to the novel and the unit. This day’s lesson is a demonstration of good reading habits such as
predicting, questioning, and connecting and will be used periodically throughout the year. In
addition, the lesson serves as a foundation for the student’s understanding and comprehension of
how and why choices are made and the consequences (good and bad) that coincide with those
choices; this is the expected outcome of this unit of study. “Esckilsen’s Enigma” constitutes the
meat of today’s lessons and will be assessed as follows:

Informal assessment: because much of this lesson involves individual and group work
along with class discussion, students will be monitored during class for participation.
Points are deducted only for lack of effort and/or if a student is disruptive while others
are trying to learn.
 Students who are absent on this day should be noted in the participation log (see
attached log/key) and are responsible for retrieving the reading, homework, and
extra credit assignments from a classmate or the teacher.
 Homework will be checked the following day for completeness and will be
assessed informally via class discussion.
 A deduction of 5 points out of the 100 possible homework points possible for
the grading period will occur for students who demonstrate that the reading
assignment and homework were not attempted. Students will be notified of
this deduction.

Formal assessment: the written statement portion of the in-class product will be given
a point value of 3 for each member of the group. The statement should be concise and
coherent and should demonstrate proper use of grammar. The sketch must have a direct
connection to the written statement and will be given a point value of 1. The
presentation to the class should be clear and concise and will be given a point value of 1.
The total value for this in-class submission is 5 points.
 See attached scoring sheet—review each group’s submission, fill in for each
student, and return the completed scoring sheets during the following class
period…the students should then secure these scoring sheets to their binders in
the “graded items” section.
12
 Random in-class learning activities and participation exercises are worth a total
of 100 points out of a possible 1,200 for the grading period. For this in-class
activity, the total point value is given to each member of each participating group
unless there is a blatant lack of effort by the group as a whole or by any member
of the group.
 Students who are absent will have a five-point deduction for this in-class activity.
 See Extension below for additional formal assessment related to today’s lessons.
Point Values for 9-Week Grading Period
 Journaling
100
 Grammar
100
 In-class Activities & Participation 100
 Homework
100
 Exams (4x150 pts)
600
 Unit Project
100
__________________________________________
Total Points
1,100
 Extra Credit Opportunities
100
__________________________________________
Total Possible Points
1,200
Note on Extra Credit: there may or may not be extra credit opportunities
on all exams and these opportunities are separate from the 100 extra credit
points available during the grading period. Extra credit opportunities
outside the exams will be plentiful during the grading period, but will be
capped at 100 points for each student.
Extension: the essential questions listed on the survey touch on some of the themes and concepts in the
new novel and serve as critical thinking prompts for the unit. In order to further engage students who
may not have been challenged by today’s lesson, students may select statements from the survey and
write a polished essay arguing their stance (see extra credit handout). The essay(s) may be directed
toward any audience the students choose (judge, friend, boyfriend/girlfriend, parent, teacher, school
board, general public, etc.). Using personal experience as a guide, students are encouraged to create a
scenario in which the argument can be made. Students are encouraged to use their writing skills to
identify the audience, topic, and setting, take a stance on the topic, and defend that stance.
These essays must be handwritten on loose-leaf paper.
Assessment:
 In order to maintain fairness, all students will be given the opportunity to write these essays.
Consequently, this extender will count as extra credit and will be given a point value of 5 (per
essay) toward the 100 possible extra credit points available for the grading period.
13
 Students may choose as many as 3 statements from the survey, but they are due the next class
period so as not to hinder current and upcoming work.

This extender is especially helpful to students who were absent or had other point
deductions from today’s lesson. It promotes self-efficacy.

See attached Extra Credit handout and scoring guide
Remediation:
 Journaling exercises allow students an opportunity to write freely without the threat of evaluation
 Grammar lessons are brief, tackle one topic at a time, and because it is given via Power Point, it
helps visual learners
 Reading instructions aloud helps auditory learners
 Individual and group work along with class discussion gives all students a chance to succeed
(especially ESL students and students who are learning disabled)
 Sharing finished products creates a sense of community in the classroom and allows students to
practice public speaking
 Question and Answer session at the end of class helps students to clarify expectations
 Opportunity for Sustained Silent Reading allows students whose home life and/or extra-curricular
activities do not promote an environment and/or the time necessary for reading
 Extra credit opportunity promotes fairness and allows all students a chance to succeed
Works Cited and Consulted: See final pages of this plan.
14
Name:______________________
Period:___________________
Grammar Review
Adjectives shifted out of order add rhythm and music to your sentences while
providing interesting detail and images. Use “adjectives shifted out of order”
to liven up the following simple sentences. Each sentence is worth two points.
1. Her voice called out to me.
__________________________________________________________________.
2. The trees swayed in the wind.
__________________________________________________________________.
3. His eyes stared through me.
__________________________________________________________________.
4. Silence filled the room.
__________________________________________________________________.
5. The moon floated over the moors.
__________________________________________________________________.
Student Score:
_____%
15
Esckilsen’s Enigma
Chapters 1-5
Making Predictions for our new novel1
Making predictions about what we are about to read helps us to begin
focusing on parts of the text before we actually read it. This is a strategy we
will use periodically for class discussions before we begin reading new
material.
Instructions:
Step 1: There are five large sheets of paper with words, phrases, or quotes listed that
are taken from the novel we are about to read. Desks should be arranged facing one
another in groups of four so that we have a flat surface to write on. Choose a number
out of the bowl for your group (1-5). Everyone needs a magic marker, so grab one out of
the box and go to your group’s table.
This is a silent activity—no talking
Step 2: Each member of your group should read the excerpt from the book and jot
down his/her thoughts as to what the book might be about. Write any thoughts, notes,
or words that come to mind leaving enough space for each member of the class to write
theirs. Remember, NO TALKING! You will have one minute to write.
When the one minute ends, you will proceed to the next table and repeat this process
until you come back to your original table. Read the excerpt and then your classmates’
notes as you move from table to table to help yourself along. On each paper continue
making your own notes.
Step 3: When you arrive at your original table, you will then examine what you
originally wrote, collaborate with your group (quietly), and devise a “What We Think”
statement and a general sketch that depicts something about your statement.
Your group’s “What We Think” statement is a written representation from your group as
to what you, as a group, believe the mystery novel is going to be about. The sketch is a
drawing of some aspect of what your statement suggests.
Select one person in your group to write the statement (recorder), one person to draw
the sketch (illustrator), and one person to share your work with the class
(presenter). All other members of the group should help with ideas, opinions, and/or
contribute to the sketch. It is up to the group to decide how to organize itself. Each
from Beers, K. (2003) When Kids Can’t Read: What Teachers Can Do, Portsmouth, NH; Heinemann (pp. 74-80,
94-101) and Beers, K. and Robert Probst (2007) Georgia Council of Teachers of English, Jekyll Island, Georgia,
1
16
paper with the excerpts and notes will be hung on the whiteboard in case anyone needs
to revisit them during this time.
YOU HAVE 10 MINUTES TO WRITE YOUR STATEMENT AND COMPLETE
THE SKETCH.
Step 4: We will then share our statements and illustrations in class.
There is no right or wrong answer, here.
The presenter will go to the front of the room and will have one minute to share the
group’s ideas with the class.
Note: This is a graded “in-class activity.” Review the scoring sheet as you work with
your group to ensure that you receive full credit.
Step 5: Once each group is finished presenting, we will explore the actual places in the
novel from where these excerpts were taken and discuss further what we might discover
in our reading.
Step 6: A survey will be given to everyone asking your opinions on generalizations you
might draw from the novel. This activity will be done individually and then we will
discuss who thinks what and why. This survey has three categories for answers: agree,
disagree, and not sure. Once complete (approximately five minutes) we will need to
move our desks so that they are split to each side of the room.
We will then go through each question on the survey. Those who agree will go to one
side of the room and those who disagree will go to the other side. Students who are
unsure of their opinion will stay in the middle. Volunteers will offer their reason for
each answer and we will discuss differing opinions.
For homework, you will read the first five chapters of the mystery novel. In class
tomorrow we will revisit our surveys to answer the same questions as the main character
in the novel would.
17
“The man stops about twenty yards away, a
clipboard under one arm…”
18
“It’s just a game.”
19
“I don’t know whether to steal your notes or
your land.”
20
“…the man’s gum snapping like flies hitting a
window...”
21
“Okwari”
22
Scoring Guide for “Esckilsen’s Enigma” In-Class Submission
Statement of predictions is concise,
coherent, and demonstrates proper
use of grammar and language
3 points
Sketch connects directly to statement 1 point
_________
_________
Presentation is clear and concise
1 point
_________
Name:_________________
Date:___________________
_____________________________________________________________
Scoring Guide for “Esckilsen’s Enigma” In-Class Submission
Statement of predictions is concise,
coherent, and demonstrates proper
use of grammar and language
3 points
Sketch connects directly to statement 1 point
_________
_________
Presentation is clear and concise
1 point
Name:_________________
Date:___________________
23
_________
Anticipation Guide2
Directions:
Read each statement on the reverse side of this page carefully. This survey has three
columns for answers: Agree, Disagree, and Not sure. Place the word “Me” in the
appropriate column.
Once complete (approximately five minutes) we will need to move our desks so that they
are split to each side of the room.
We will then go through each question on the survey. Those who agree will go to one
side of the room and those who disagree will go to the other side. Students who are
unsure of their opinion will stay in the middle. Volunteers will offer their reason for
each answer and we will discuss differing opinions.
Homework:
As you read this evening you can make notes on the survey about issues that are
revealed in the novel. We will revisit this survey after we have completed the first five
chapters of the novel in order to determine how Tom Gray would react to each
statement and why. Keep this survey readily available for this purpose.
For our “after reading” survey, you will place the word “Tom” in the appropriate
column.
2
from Beers, K. (2003) When Kids Can’t Read: What Teachers Can Do, Portsmouth, NH; Heinemann (pp. 74-80)
24
Survey
Statement
Agree
Disagree
Not
Sure
Notes
It is better to
honor others
than it is to
honor
yourself.
Your choices
do not
influence
your friends’
choices.
Your friends’
choices do
not influence
your choices.
A good friend
can keep a
secret.
People
cannot
change their
fate with the
choices they
make.
Extra, Extra!!!
25
Read All About It!!!
Great Extra Credit Opportunity!!!
As you read the first five chapters of Offsides, think about the statements on our survey as
you have already been instructed to do for tonight’s homework.
This extra credit assignment just asks that you think about them a little more!
Pick a statement and write an argumentative essay. Using your personal experience as a
guide along with your awesome writing skills, make sure that you do the following in your
essay to get the full five points:





identify the audience
identify the topic
identify the setting
defend your stance
write neatly and use proper grammar
Your essay(s) may be directed toward any audience (judge, friend, boyfriend/girlfriend,
parent, teacher, school board, general public, etc.). Try to make your argument as clear as
possible so that you might convince your audience to think the way you do…to adopt your
opinion.
These essays must be handwritten on loose-leaf paper.
You can choose up to three statements from the survey to argue. Each essay is worth five
extra credit points (for a total of 15 points).
Your essay(s) are due tomorrow (no extensions)!!!!
Scoring Guide for “Esckilsen’s Enigma” Survey Extra Credit
Identified the audience
1 point
Identified the topic
1 point
_________
_________
Identified the setting
1 point
_________
Defended your stance
1 point
_________
Handwriting is neat and
writing demonstrates proper grammar
26
and usage
1 point
Name:_________________
_________
Date:___________________
_____________________________________________________________
Scoring Guide for “Esckilsen’s Enigma” Survey Extra Credit
Identified the audience
1 point
Identified the topic
1 point
_________
_________
Identified the setting
1 point
_________
Defended your stance
1 point
_________
Handwriting is neat and
writing demonstrates proper grammar
and usage
1 point
_________
Name:_________________
Date:___________________
My personal
vocabulary list3
Name:__________________________
Novel:__________________________
Page:
3
May be copied for classroom use. ©2004 by Carol Jago, from Classics in the Classroom. Portsmouth, NH:
Heinemann. (p. 24).
27
Page:
Page:
Page:
Page:
Page:
Page:
Page:
Page:
Page:
Page:
Page:
Page:
Page:
Page:
Note: Copy the bookmarks on card stock, possibly in a light color, but with no
other distracting or cutesy features. Your intention is to enrich, not to distract, from the
reading. You know the prop is working when students ask you if they can please have
a new one.
28
Sample Participation Record4
Student Name &
Assignment
Monday
Tuesday
Wednesday Thursday
Friday
TOTAL
Sample Abbreviations:
NP = not participating
np = not prepared
dot = discussion off topic
S = socializing
A = absent
ICN = incomplete “class notes”
D = disruptive
The format of this sample is taken directly from Dr. Katherine Mason’s “Lesson Plan Component of 6-Trait
Writing: Voice.”
4
29
Works Cited
Beers, Kylene. When Kids Can’t Read: What Teachers Can Do. Portsmouth,
Heinemann, 2003.
NH:
Beers, Kylene and Robert Probst. Georgia Council of Teachers of English,
Georgia, 2007.
Jekyll Island,
“ELA High School: Tenth-Grade Literature and Composition.” www.georgiastandards.org.
2006. Georgia Department of
Education, 1 Sep 2007
<http://www.georgiastandards.org/SearchResults.aspx>.
Elliot, Rebecca, Ph.D. Painless Grammar. New York: Barron’s Educational
2006.
Services,
Jago, Carol. Classics in the Classroom. Portsmouth, NH: Heinemann, 2004.
Mason, Katherine. “Lesson Plan Component of 6-Trait Writing Voice.” Kennesaw State
University, 2006.
Mikaelsen, Ben. Touching Spirit Bear. New York: Harper, 2001.
“Standards.” www.ncte.org. 2007. National Council of Teachers of English. 1 Sep 2007
<http://www.ncte.org/about/over/positions/category/stand/119263.ht
m>.
30
Works Consulted
Burke, Jim. Reading Reminders. Portsmouth, NH: Boynton/Cook, 2000.
Wiggins, Grant and Jay McTighe. Understanding by Design. Alexandria, VA:
for Supervision and Curriculum Development, 1998.
31
Association