Dr. Miller
T.E. 432/5432
How Persuasion Leads to/Effects Oppression: Night
Name of course: Communication Arts 2
Number of students: 25
Your name:
Room number: 202
Date of learning: December 2nd 2013
School name: Ruskin High
School
Grade level and ability group: Sophomore English
CMT name: Kelly Pittard
Meeting time: 9:14-10:01
Time period: 3rd
Unit Rationale:
This unit, built upon the PAR (Preparation, Assistance, Reflection) framework,
will begin the preparation phase through a “cultural identity bag.” This activity will
allow students for exploring their self-identity/culture, setting them up for
understanding of themselves within society and gaining insight into their
ancestors’ roles in society, as well as giving the chance to acknowledge and
celebrate our difference, but also recognize how those differences have been
exploited to develop oppression. This activity will not only allow me to get to
know the students better, but for the students to know each other better as well.
This unit will also incorporate the constructivist theory, as students will construct
knowledge for themselves as they work through the text of “Night,” writing their
thoughts, questions, feelings, etc. in their student journals. They will also be
constructing knowledge for themselves through literary worksheets to identify
different literary devices in each chapter, allowing for multiple examples to be
reinforces throughout the duration of the text. Collaborative learning will also be
frequently taking place throughout this unit with daily classroom discussions.
With these discussions, student will be able to hear other students’ thoughts and
opinions, and may be exposed to a perspective they would not have considered
otherwise. The learning styles of kinesthetic, auditory, and visual will frequently
be addressed through different letters, articles, journals, photos, videos, and
guest speakers that relate to the themes in the text. Culturally responsive
teaching will also be taking place, as students have the ability to express and
affirm their own viewpoints and experiences with the cultural identity bag, as well
as with what they can relate from the story. Through engaging in active dialogue
and writing, students will develop a deeper understanding of writing a persuasive
essay and how to correlate and incorporate it into their future writing and reading.
This will strengthen them academically in their writing and vocabulary, as well as
socially in being able to effectively communicate in more thorough dialogue. They
will gain experience in analyzing their word choices by creating persuasive
essays, developing the critical thinking skills needed to interact in a higher
education setting and professionally in society.
Objectives: Specific outcomes that can be assessed by activities





As a result of this learning segment, students will be able to identify the
author’s purpose(es) for writing “Night.” Students will be assessed through
daily collected journal entries and classroom discussion.
As a result of this learning segment, students will be able to identify
historical/social contexts and contributions to the events that occurred in
“Night.” Students will be assessed through daily collected journal entries
and classroom discussion.
As a result of this learning segment, students will be able to analyze and
identify literary devices and describe how it enhances writing. This will be
assessed through daily collect journal entries, classroom discussion, and
through a literary terms/devices worksheet that is assigned per chapter.
As a result of this learning segment, students will be able to identify what
social justice/oppression means. Students will be assessed through daily
collected journals, classroom discussion, and a reflective essay after the
story.
As a result of this learning segment, students will be able to develop a
persuasive essay with extensive descriptions and different forms of
appeal. Students will be assessed with a rubric to their essay.
Standards (NCTE, MO Common Core):
Standards met in this learning segment include:
NCTE- 1,2,3,4,5,6,7,9,11,12
MO Common Core: Reading: RI.9-10.7, RL.9-10.1, RL.9-10.2, RL9-10.4
Writing: W.9-10.2, W.9-10.6, W.9-10.9
Speaking & Listening: SL.9-10.1, SL.9-10.4
Language: L.9-10.3, L.9-10.4, L.9-10.5
Goals of unit/Questions to answer
• What is Prejudice?
• What is Social Justice?
• How do literary terms/devices enhance reading/writing and
interpretation?
• How does oppression happen?
• How do historical/social persuasions/propaganda effect social
justice/oppression?
Day One
Objective: As a result of this learning segment, students will be able to develop understanding of
their own culture/race and how it fits into historical/social contexts and contributions.
Standards: NCTE-9,10,11,12
CCSS- SL.9-10.4
Bell-work: Think, “Who am I? How does my culture fit into history/society?”
Mini-Lesson: Recognizing, understanding, and celebrating how our differences help us to attain
self-identity. We can also identify how those differences have been historically exploited to create
oppression.
Work Time: Present Cultural Identity Bag: 3-5 items that represent who you are.
Reminder: Turn in your exit slip!
Materials:
 Student Notebooks
 Projector/Computer/Internet
 Pen/Pencil
Step-by-step procedures
1. I will direct students to the bell-work to think, “Who am I? How does my culture fit into
history/society?” (2 mins)
2. Mini-lesson: Recognizing, understanding, how our differences help us to attain selfidentity and also identifying how those differences have been historically exploited to
create oppression. Ask students for examples, discuss. (5 mins)
3. HOOK: Students share their cultural identity bags (38 mins)
4. Students will fill out exit slips (2 mins)
Classroom arrangement and management issues
Arrangement: Students will remain at their desks during the entire class period, unless they are
standing/at the front of the room while sharing their cultural identity bag.
Management Issues: Classroom expectations will have already been clearly established,
providing an atmosphere of respect and participation. Students will have been involved with
developing classroom norms and will be expected to follow them. Students who may get off task
should be able to quickly be corrected with a verbal reminder.
Technology
Adaptations
ELL students can use native words to describe their cultural identity and will be encouraged to do
so.
Students with physical disabilities can vocally give their presentations have someone share about
them if they prefer.
Student engagement
Students will be clearly engaged if they are actively listening and participating
Assessment I will collect their exit slips at the end of class and grade them with a check of
complete (that they did it), or not (if they didn’t do it).
1. I will provide 1-3 points on how complete their exit slip is.
Exit Slip
1.
Did you enjoy sharing about yourself today?
Yes
No
Explain:
2.
Did you enjoy learning about your classmates?
Yes
No
Explain:
3.
What were two things you learned about a classmate(s) today? List and explain
a.
Classmates Name:
What you learned about him/her:
b.
Classmates Name:
What you learned about him/her:
4.
Name one classmate you had something in common with and one classmate you
had something different from and what was it that was the same and different between
you two:
a.
In common
Name:
What we share:
b.
5.
Different
Name:
What is different:
Do you feel like you know your classmates better now?
Yes
No
Explain:
Day Two

Objective: As a result of this learning segment, students will be able to analyze and
identify literary devices and describe how it enhances writing. This will be assessed
through daily collect journal entries, classroom discussion, and through a literary
terms/devices worksheet that is assigned per chapter.
 As a result of this learning segment, students will be able to identify what social
justice/oppression means. Students will be assessed through daily collected journals,
classroom discussion, and a reflective essay after the story.
Standards: NCTE-1,2,3,4,5,6,7,8,9,10,11,12
CCSS- RL.910.2, RL.9-10.4, RL.9-10.5, RL.9-10.6, R..9-10.7, RL.9-10.9, RL.910.10, RI.9-10.2, RI.9-10.3, RI.9-10.4, RI.9-10.5, RI.9-10.6, RI.9-10.7, RI.9-10.8, RI.9-10.9,
RI.910-10, W.9-10.4, W.9-10.5, W.9-10.7, W.9-10.8, W.9-10.9, W.9-10.10, SL.910.1, SL.9-10.2,
SL.9-10.3, SL.9-10.4, SL.9-10.6, L.9-10.1, L.9-10.2, L.9-10.3, L.9-10.3, L.9-10.4, L.9-10.5, L.910.6
Bell-work: What is propaganda?
Mini-Lesson: Define propaganda
Work Time: View example propaganda videos, photos, articles, etc. Write a reflection addressing
how propaganda is present in your life/what you have been influenced to do. Discuss
positive/negative effects.
Reminder: Bring your books next class!
Materials:
 Student Notebooks/Journal
 Projector/Computer/Internet
 Pen/Pencil
 Night book
Step-by-step procedures
1. I will direct students to write about the bell-work prompt, “What is propaganda?” (5
minutes)
2. We will have a small discussion of their definitions and examples and then formally define
it and look at multiple examples. (25 mins)
3. Students will then be instructed to write a small reflection on how propaganda is present
in their life/what they have been influenced to do, positive/negative effects. (10 mins)
4. Students will then share and discuss. (5 minutes)
5. Student’s will be given a homework assignment to bring in an example of propaganda. (2
mins)
Classroom arrangement and management issues
Arrangement: Students will remain at their desks during the entire class period,
Management Issues: Classroom expectations will have already been clearly established,
providing an atmosphere of respect and participation. Students will have been involved with
developing classroom norms and will be expected to follow them. Students who may get off task
should be able to quickly be corrected with a verbal reminder.
Technology: Projector to display different videos, photos, music of propaganda
Adaptations
ELL students can bring in examples of propaganda in their native language
Students with physical disabilities vocally present their examples, rather than write it down, or
vice versa
Student engagement
Students will be clearly engaged if they are actively listening and participating
Assessment I will collect student’s propaganda reflections that identify propaganda in their lives.
Student’s name___________________ Propaganda Example/Reflection
2
1
0
Preparation
Came to class with
example and reflection
finished and ready to
present
Came to class with
partially completed
reflection and suitable
example
Came to class
empty handed
Speaking
Presenting was loud and
clear enough for
everyone to hear and
understand
Mumbled and was
hard to understand
Did not read at all
Act of
Listening
Attentively listening
throughout the
presentations
Had to be reminded
once to display active
listening
Consistently did
not display active
listening
Total: /6
Day Three

Objective: As a result of this learning segment, students will be able to identify
historical/social contexts and contributions to the events that occurred in “Night.”
Students will be assessed through daily collected journal entries and classroom
discussion.
 As a result of this learning segment, students will be able to analyze and identify literary
devices and describe how it enhances writing. This will be assessed through daily collect
journal entries, classroom discussion, and through a literary terms/devices worksheet that
is assigned per chapter.
 As a result of this learning segment, students will be able to identify what social
justice/oppression means. Students will be assessed through daily collected journals,
classroom discussion, and a reflective essay after the story.
Standards: NCTE-1,2,3,4,5,6,7,8,9,10,11,12
CCSS- RL.910.2, RL.9-10.4, RL.9-10.5, RL.9-10.6, R..9-10.7, RL.9-10.9, RL.910.10, RI.9-10.2, RI.9-10.3, RI.9-10.4, RI.9-10.5, RI.9-10.6, RI.9-10.7, RI.9-10.8, RI.9-10.9,
RI.910-10, W.9-10.4, W.9-10.5, W.9-10.7, W.9-10.8, W.9-10.9, W.9-10.10, SL.910.1, SL.9-10.2,
SL.9-10.3, SL.9-10.4, SL.9-10.6, L.9-10.1, L.9-10.2, L.9-10.3, L.9-10.3, L.9-10.4, L.9-10.5, L.910.6
Bell-work: List and define as many literary devices/terms that you know?
Mini-Lesson: Refresh/Define Literary Terms/Devices
Work Time: Read Chapters 1-2 of Night. Write in journals, fill out literary term sheet, discuss
Reminder: Bring your books next class!
Materials:
 Student Notebooks/Journal
 Projector/Computer/Internet
 Pen/Pencil
 Night book
Step-by-step procedures
1. I will direct students to write about the bell-work prompt, “List and define as many literary
devices/terms that you know.” (5 mins)
2. Students will then partner up and go over what each student has.
3. We will have a small discussion of their definitions and examples and then formally define
and give a full list. (10 mins)
4. Students will then begin reading of Night in a “popcorn” style. (25 mins)
5. Students will fill in their literary sheets as they go and write in their journals
6. Students will discuss the reading. (5 minutes)
7. Students will be given a homework assignment of finishing chapter 2. (2 mins)
Classroom arrangement and management issues
Arrangement: Students will remain at their desks during the entire class period, aside from
partnering up during activity.
Management Issues: Classroom expectations will have already been clearly established,
providing an atmosphere of respect and participation. Students will have been involved with
developing classroom norms and will be expected to follow them. Students who may get off task
should be able to quickly be corrected with a verbal reminder.
Technology: Projector to display literary devices/terms
Adaptations
ELL students can bring in examples of propaganda in their native language
Students with physical disabilities vocally present their examples, rather than write it down, or
vice versa
Student engagement
Students will be clearly engaged if they are actively listening and participating
Assessment
I will collect literary device/term sheet at the end of the chapter
Student’s name___________________ Literary Device/Term Sheet CH.1-2
2
Preparation Came to class with
worksheet completely
finished
1
0
Came to class with
partially completed
Came to class
empty handed
Total: /5
Day Four

Objective: As a result of this learning segment, students will be able to identify
historical/social contexts and contributions to the events that occurred in “Night.”
Students will be assessed through daily collected journal entries and classroom
discussion.
 As a result of this learning segment, students will be able to analyze and identify literary
devices and describe how it enhances writing. This will be assessed through daily collect
journal entries, classroom discussion, and through a literary terms/devices worksheet that
is assigned per chapter.
 As a result of this learning segment, students will be able to identify what social
justice/oppression means. Students will be assessed through daily collected journals,
classroom discussion, and a reflective essay after the story.
Standards: NCTE-1,2,3,4,5,6,7,8,9,10,11,12
CCSS- RL.910.2, RL.9-10.4, RL.9-10.5, RL.9-10.6, R..9-10.7, RL.9-10.9, RL.910.10, RI.9-10.2, RI.9-10.3, RI.9-10.4, RI.9-10.5, RI.9-10.6, RI.9-10.7, RI.9-10.8, RI.9-10.9,
RI.910-10, W.9-10.4, W.9-10.5, W.9-10.7, W.9-10.8, W.9-10.9, W.9-10.10, SL.910.1, SL.9-10.2,
SL.9-10.3, SL.9-10.4, SL.9-10.6, L.9-10.1, L.9-10.2, L.9-10.3, L.9-10.3, L.9-10.4, L.9-10.5, L.910.6
Bell-work: Where, when, and why did the Holocaust happen?
Mini-Lesson: Analyzing the Context of the Holocaust/Time Period/Society-Videos/Articles
Work Time: Read Chapters 3-4 of Night. Write in journals, fill out literary term sheet, discuss
Reminder: Bring your books next class!
Materials:
 Student Notebooks/Journal
 Projector/Computer/Internet
 Pen/Pencil
 Night book
Step-by-step procedures
1. I will direct students to write about the bell-work prompt, “Where, when, and why did the
Holocaust happen?” (5)
2. We will have a small discussion of their hypothesis and then begin to describe the
reasons/view videos, articles, etc. (15 mins)
3. Students will then begin reading of Night in a “popcorn” style. (20 mins)
4. Students will fill in their literary sheets as they go and write in their journals
5. Students will discuss the reading. (5 minutes)
6. Students will be given a homework assignment of finishing chapter 4. (2 mins)
Classroom arrangement and management issues
Arrangement: Students will remain at their desks during the entire class period.
Management Issues: Classroom expectations will have already been clearly established,
providing an atmosphere of respect and participation. Students will have been involved with
developing classroom norms and will be expected to follow them. Students who may get off task
should be able to quickly be corrected with a verbal reminder.
Technology: Projector to display Holocaust context videos/photos/articles/etc.
Adaptations
ELL students and students with disabilities will not be expected to read aloud if they are not
comfortable doing so
Student engagement
Students will be clearly engaged if they are actively listening and participating
Assessment
I will collect their bell-work, journal, and literary device/term sheet at the end of the chapter
Student’s name___________________ Literary Device/Term Sheet/Journal CH.3-4
2
Participation Completely finished worksheet,
took notes of Holocaust context
1
0
Partially completed
worksheet, few notes
empty
handed
Total: /10
Day Five
Objective
 As a result of this learning segment, students will be able to identify the author’s
purpose(es) for writing “Night.” Students will be assessed through daily collected journal
entries and classroom discussion.
 As a result of this learning segment, students will be able to identify historical/social
contexts and contributions to the events that occurred in “Night.” Students will be
assessed through daily collected journal entries and classroom discussion.
 As a result of this learning segment, students will be able to analyze and identify literary
devices and describe how it enhances writing. This will be assessed through daily collect
journal entries, classroom discussion, and through a literary terms/devices worksheet that
is assigned per chapter.
 As a result of this learning segment, students will be able to identify what social
justice/oppression means. Students will be assessed through daily collected journals,
classroom discussion, and a reflective essay after the story.
Standards: NCTE-1,2,3,4,5,6,7,8,9,10,11,12
CCSS- RL.910.2, RL.9-10.4, RL.9-10.5, RL.9-10.6, R..9-10.7, RL.9-10.9, RL.910.10, RI.9-10.2, RI.9-10.3, RI.9-10.4, RI.9-10.5, RI.9-10.6, RI.9-10.7, RI.9-10.8, RI.9-10.9,
RI.910-10, W.9-10.4, W.9-10.5, W.9-10.7, W.9-10.8, W.9-10.9, W.9-10.10, SL.910.1, SL.9-10.2,
SL.9-10.3, SL.9-10.4, SL.9-10.6, L.9-10.1, L.9-10.2, L.9-10.3, L.9-10.3, L.9-10.4, L.9-10.5, L.910.6
Bell-work: Pick up a picture when you walk into the class, read the description and foreshadow
whether you think they survived the Holocaust.
Mini-Lesson: Statistics of survival
Work Time: Read Chapters 5-6 of Night. Write in journals, fill out literary term sheet, discuss
Reminder: Bring your books next class!
Materials:
 Holocaust Photos
 Student Notebooks/Journal
 Projector/Computer/Internet
 Pen/Pencil
 Night book
Step-by-step procedures
1. I will direct students to pick up photos of people, read their description, and write in their
journals whether or not they survived. (5 mins)
2. We will have a small discussion of their reasoning of why their person did or did not
survive and then share whether or not they actually did. (12 minutes)
3. Students will then begin reading of Night in a “popcorn” style. (25 mins)
4. Students will fill in their literary sheets as they go and write in their journals
5. Students will discuss the reading. (5 minutes)
6. Students will be given a homework assignment of finishing chapter 6/find photo (2 mins)
Classroom arrangement and management issues
Arrangement: Students will remain at their desks during the entire class period.
Management Issues: Classroom expectations will have already been clearly established,
providing an atmosphere of respect and participation. Students will have been involved with
developing classroom norms and will be expected to follow them. Students who may get off task
should be able to quickly be corrected with a verbal reminder.
Technology: Projector to display Holocaust victims/statistics
Adaptations
ELL students and students with disabilities will not be expected to read aloud if they are not
comfortable doing so
Student engagement
Students will be clearly engaged if they are actively listening and participating
Assessment
I will collect their bell-work, journal, and literary device/term sheet at the end of the chapter
Student’s name___________________ Literary Device/Term Sheet/Journal CH.5-6
2
Participation Completely finished worksheet,
provided strong rationale for why the
person in their photo did or did not
survive
1
0
Partially completed
worksheet, poor
rationale
empty
handed
Total: /10
Day Six
Objective
 As a result of this learning segment, students will be able to identify the author’s
purpose(es) for writing “Night.” Students will be assessed through daily collected journal
entries and classroom discussion.
 As a result of this learning segment, students will be able to identify historical/social
contexts and contributions to the events that occurred in “Night.” Students will be
assessed through daily collected journal entries and classroom discussion.
 As a result of this learning segment, students will be able to analyze and identify literary
devices and describe how it enhances writing. This will be assessed through daily collect
journal entries, classroom discussion, and through a literary terms/devices worksheet that
is assigned per chapter.
 As a result of this learning segment, students will be able to identify what social
justice/oppression means. Students will be assessed through daily collected journals,
classroom discussion, and a reflective essay after the story.
Standards: NCTE-1,2,3,4,5,6,7,8,9,10,11,12
CCSS- RL.910.2, RL.9-10.4, RL.9-10.5, RL.9-10.6, R..9-10.7, RL.9-10.9, RL.910.10, RI.9-10.2, RI.9-10.3, RI.9-10.4, RI.9-10.5, RI.9-10.6, RI.9-10.7, RI.9-10.8, RI.9-10.9,
RI.910-10, W.9-10.4, W.9-10.5, W.9-10.7, W.9-10.8, W.9-10.9, W.9-10.10, SL.910.1, SL.9-10.2,
SL.9-10.3, SL.9-10.4, SL.9-10.6, L.9-10.1, L.9-10.2, L.9-10.3, L.9-10.3, L.9-10.4, L.9-10.5, L.910.6
Bell-work: Prepare to present your photo/person
Mini-Lesson: Listen to music of the period/location-relate to propaganda
Work Time: Read Chapters 7-8 of Night. Write in journals, fill out literary term sheet, discuss
Reminder: Bring your books next class!
Materials:
 Holocaust Photos
 Student Notebooks/Journal
 Projector/Computer/Internet
 Pen/Pencil
 Night book
Step-by-step procedures
1. Students will present a photo they have brought of someone who survived or died
during the Holocaust and their story with a discussion of why they did or didn’t. (10
mins)
2. Students will then begin reading of Night in a “popcorn” style. (30 mins)
3. Students will fill in their literary sheets as they go and write in their journals
4. Students will discuss the reading. (5 minutes)
5. Students will be given a homework assignment of finishing chapter 8 & finding a
piece of music with propaganda. (2 mins)
6. Classroom arrangement and management issues
Arrangement: Students will remain at their desks during the entire class period.
Management Issues: Classroom expectations will have already been clearly established,
providing an atmosphere of respect and participation. Students will have been involved with
developing classroom norms and will be expected to follow them. Students who may get off task
should be able to quickly be corrected with a verbal reminder.
Adaptations
ELL students and students with disabilities will not be expected to read aloud if they are not
comfortable doing so
Student engagement
Students will be clearly engaged if they are actively listening and participating
Assessment
I will collect their bell-work, journal, and literary device/term sheet at the end of the
chapter/evaluate their presentation
Student’s name___________________Picture Presentation/Journal/Lit Sheet CH7-8
2
1
0
Preparation
Came to class with
photo and story ready to
read, Literary sheet
completed, Journal
written in
Came to class with
photo, was not ready to
read, Literary sheet
partially complete,
Journal partially written
in
Came to class
empty handed
Speaking
Reading was loud and
clear enough for
everyone to hear and
understand
Mumbled and was hard
to understand
Did not read at
all
Act of
Listening
Attentively listening
throughout the
presentations
Had to be reminded
once to display active
listening
Consistently did
not display
active listening
Total: /10
Day Seven
Objective
 As a result of this learning segment, students will be able to identify the author’s
purpose(es) for writing “Night.” Students will be assessed through daily collected journal
entries and classroom discussion.
 As a result of this learning segment, students will be able to identify historical/social
contexts and contributions to the events that occurred in “Night.” Students will be
assessed through daily collected journal entries and classroom discussion.
 As a result of this learning segment, students will be able to analyze and identify literary
devices and describe how it enhances writing. This will be assessed through daily collect
journal entries, classroom discussion, and through a literary terms/devices worksheet that
is assigned per chapter.
 As a result of this learning segment, students will be able to identify what social
justice/oppression means. Students will be assessed through daily collected journals,
classroom discussion, and a reflective essay after the story.
 As a result of this learning segment, students will be able to develop a persuasive essay
with extensive descriptions and different forms of appeal. Students will be assessed with
a rubric to their essay.
Standards: NCTE-1,2,3,4,5,6,7,8,9,10,11,12
CCSS- RL.910.2, RL.9-10.4, RL.9-10.5, RL.9-10.6, R..9-10.7, RL.9-10.9, RL.910.10, RI.9-10.2, RI.9-10.3, RI.9-10.4, RI.9-10.5, RI.9-10.6, RI.9-10.7, RI.9-10.8, RI.9-10.9,
RI.910-10, W.9-10.4, W.9-10.5, W.9-10.7, W.9-10.8, W.9-10.9, W.9-10.10, SL.910.1, SL.9-10.2,
SL.9-10.3, SL.9-10.4, SL.9-10.6, L.9-10.1, L.9-10.2, L.9-10.3, L.9-10.3, L.9-10.4, L.9-10.5, L.910.6
Bell-work: How does persuasion lead to/effect oppression?
Mini-Lesson: Discuss what we’ve learned
Work Time: Present persuasive essays and see who is persuaded in the class.
Reminder: Turn in final drafts, journals, literary device/term sheets and the book!
Materials:
 Essays
 Student Notebooks/Journal
 Projector/Computer/Internet
 Pen/Pencil
 Night book
Step-by-step procedures
1. Students will recap with a board prompt of “how does persuasion lead to/effect
oppression?”
2. The class will then discuss the elements of propaganda, social justice, and
oppression
3. Students will then voluntarily share their persuasive essays and see whom they
persuade in the class. Students will go on one side of the room or the other to
indicate their mind change.
4. Classroom arrangement and management issues
Arrangement: Students will move around the room based on their stance of a student’s essay
Management Issues: Classroom expectations will have already been clearly established,
providing an atmosphere of respect and participation. Students will have been involved with
developing classroom norms and will be expected to follow them. Students who may get off task
should be able to quickly be corrected with a verbal reminder.
Technology: Students can use technology to enhance their persuasive presentation
Adaptations
ELL students and students with disabilities will not be expected to read aloud if they are not
comfortable doing so
Student engagement
Students will be clearly engaged if they are actively listening and participating
Assessment
I will collect their bell-work, journal, and literary device/term sheet at the end of the chapter, and
their persuasive essay that was provided with a rubic