1. M. Thomas Mon. Oct. 1 - Tue. Oct. 2
English 9 & 10
Girls/ Boys
M. Thomas
Mon. Oct. 1 - Tue. Oct. 2
Make sure this slide is completed. Students will NOT view this slide. This slide is for lesson planning purposes only.

2. M. Thomas Mon. Oct 1 Theme & author’s choice
English 9 & 10
Girls
M. Thomas
Mon. Oct 1
Theme & author’s choice
Make sure this slide is completed. Students will NOT view this slide. This slide is for lesson planning purposes only.

3. From which standard is today’s learning taken?
Type the standard in below:
9-10.RI.KID.1 Analyze what the text says explicitly and draw inferences; cite the strongest, most compelling textual evidence to support conclusions.
9-10.RI.KID.2 Determine the theme of a text and analyze its development; provide an objective or critical summary.
9-10.RL.CS.5 Analyze how an author's choices concerning text structure, plot structure, and/or time manipulation create effects such as mystery, tension, or surprise.
TODAY’S TASK: Find the theme in the text, “Lamb to the Slaughter.” Analyze the plot and its effect on mystery in a graphic organizer. Then, Write a summary based on your inferences of the theme of love and death in this text with “Romeo and Juliet” using textual evidence to support your claims.
Students will NOT view this slide. This slide is for lesson planning purposes ONLY.
Once you have written the standard, align TODAY’S TASK to the standard. TODAY’S TASK is also written on another slide AND displayed on the board.
Color code the standard to match the corresponding part of the task that was designed to match that particular part of the standard.
TODAY’S TASK will be the last assignment (ticket-out the door) that students complete.
TODAY’S TASK will show you if students are able to demonstrate the standard with fidelity.

4. Questions (be sure to read the definitions for each level to make sure your question causes students to perform at the intended level – T3, T4, T5, and T6 are addressed with questions)
Question Level
Write the question(s) you will ask from this level of Bloom’s?
What part of the lesson will this happen?
What questioning strategy will you use when you ask this question?
Knowledge
Bellwork
Rapid Fire
Comprehension
How does Mary Maloney's status as a housewife affect her feelings towards her husband, both before and after learning of his betrayal?
Rapid fire
Application
Analysis
Mary Maloney only decides to cover up the murder after thinking of her unborn baby. In the context of this short story, how does fear drive action?
Frontloading
Cold call
In your opinion, what is another way Mary Maloney could have resolved her conflict with her husband?
Reading
Hot seat
Synthesis
In the text, Mary Maloney takes many different actions and experiences many different emotions. Overall, what kind of person would you say she is? How is she complex?
In the context of this short story, what drives people to betray? How did love contribute to Mary Maloney’s decision to violently attack her husband?
Evaluation
How does the title of the short story refer to the murder weapon, as well as the fate of Patrick Maloney?
Students will not see this slide. This slide is simply meant for you to plan the questions you’re going to ask and to tell what part of the lesson you will ask those questions. Additionally, you will explain what questioning techniques you intend to use during this lesson.
This slide is intended to make you intentional about questioning students. It in no way limits how many questions you should ask, but it helps you to plan for the minimum amount of questions you should ask during any lesson.
Use question stems from each level of Bloom’s to assist you with creating questions. Write your questions in the box and be sure to tell which part of the lesson you will ask those questions.
Knowledge level question stems (samples) : Students are remembering or recalling previously learned information.
What happened after ...?
How many ...?
Who was it that ... ?
Can you name the ... ?
Describe what happened at...?
Can you tell why ... ?
Find the meaning of ... ?
What is ...?
Which is true or false ... ?
Comprehension level question stems (samples): Students demonstrate an understanding of facts
Can you write in your own words...?
Can you write a brief outline ... ?
What do you think could of happened next ... ?
Who do you think ... ?
What was the main idea ... ?
Can you distinguish between ... ?
What differences exist between. ..?
Can you provide an example of what you mean ... ?
Can you provide a definition for ... ?
Application level question stems (samples): Students apply knowledge to actual situations
Do you know another instance where ... ?
Could this have happened in ... ?
Can you group by characteristics such as ... ?
What factors would you change if ... ?
Can you apply the method used to some experience of your own ... ?
What questions would you ask of ... ?
From the information given, can you develop a set of instructions about ... ?
Would this information be useful if you had a ... ?
Analysis level question stems (samples): Break down objects or ideas into simpler parts and find evidence to support generalizations.
Which events could have happened ...?
If ... happened, what might the ending have been?
How was this similar to ... ?
What was the underlying theme of ... ?
What do you see as other possible outcomes?
Why did ... changes occur?
Can you compare your ... with that presented in ... ?
Can you explain what must have happened when ... ?
What are some of the problems of ... ?
Can you distinguish between ...?
What were some of the motives behind ... ?
What was the turning point in the game?
Synthesis level question stems (samples): Compile component ideas into a new whole or propose alternative solutions.
Can you design a ... to ... ?
Why not compose a song about ...?
Can you see a possible solution to ... ?
If you had access to all resources how would you deal with ... ?
Why don't you devise your own way to deal with ... ?
What would happen if ...?
How many ways can you ... ?
Can you create new and unusual uses for ... ?
Can you write a new recipe for a tasty dish?
Can you develop a proposal which would ... ?
Evaluation level question (samples): Make and defend judgments based on internal evidence or external criteria.
Is there a better solution to ...
Judge the value of. ..
Can you defend your position about ... ?
Do you think ... is a good or a bad thing? Explain.
How would you have handled ... ?
What changes to ... would you recommend?
Are you a ... person? How do you know?
How would you feel if ... ?
How effective are … ?
What do you think about ... ?
Students can break material into its constituent parts and detect how the parts relate to one another and to an overall structure or purposeEvaluatingStudents can make a judgment based on criteria and standardsCreating (highest-order)Students can put elements together to form a novel, coherent whole or make an original product

5. Bellwork You can always tell what the theme of a story is by
researching where the author wrote the story
Reading carefully until you find where the author states it
Putting the main ideas together
Examing the words and actions of the characters
2. What is the difference between the main idea and the theme of a story?
There is no difference. Theme and Main Idea are the same thing.
A story has one main idea and has three themes
The main idea is what the story is mostly about. The theme is a universal message you take away from the story
The author will tell you the theme. You have to guess what the main idea is.
3. What is it called when the author expresses his opinions and views?
a. entertainment b. point of view c. climax
d. mystery
Instructional supplies and copied are prepared.
This is the 1st slide seen by students. The time does not begin until you click the slide.
This slide should be “clicked” when the bell rings ending class (there is enough time allotted for students to have 8 minutes to complete bellwork from when the short bell sounds.
Bellwork introduces the lesson or is a warm-up to what students are going to do today. In some cases, bellwork is a review of what happened during the last class period.
Write your bellwork in the space provided. If you are giving students a hand-out to complete, make a notation on this slide.
When this slide is finished, bellwork should be collected BEFORE you go over the answers.
All bellwork must be graded and returned in 24 hours or the grade will not count.
Time is not extended.
***Students should answer three standards-based questions (test questions)

6. Bellwork
You can always tell what the theme of a story is by
researching where the author wrote the story
Reading carefully until you find where the author states it
Putting the main ideas together
Examining the words and actions of the characters
2. What is the difference between the main idea and the theme of a story?
There is no difference. Theme and Main Idea are the same thing.
A story has one main idea and has three themes
The main idea is what the story is mostly about. The theme is a universal message you take away from the story
The author will tell you the theme. You have to guess what the main idea is.
3. What is it called when the author expresses his opinions and views?
a. entertainment b. point of view c. climax
d. mystery
Instructional supplies and copied are prepared.
This is the 1st slide seen by students. The time does not begin until you click the slide.
This slide should be “clicked” when the bell rings ending class (there is enough time allotted for students to have 8 minutes to complete bellwork from when the short bell sounds.
Bellwork introduces the lesson or is a warm-up to what students are going to do today. In some cases, bellwork is a review of what happened during the last class period.
Write your bellwork in the space provided. If you are giving students a hand-out to complete, make a notation on this slide.
When this slide is finished, bellwork should be collected BEFORE you go over the answers.
All bellwork must be graded and returned in 24 hours or the grade will not count.
Time is not extended.
***Students should answer three standards-based questions (test questions)
1. D 2. C B

7. Connection
Today, you will learn: How to identify the theme and analyze the author’s choice in a text
Today’s Text: “Romeo and Juliet, Act 1” and “Lamb to the Slaughter”
Today’s Task: Find the theme in the text, “Lamb to the Slaughter.” Analyze the plot and its effect on mystery in a graphic organizer. Then, Write a summary based on your inferences of the theme of love and death in this text with “Romeo and Juliet” using textual evidence to support your claims.
The information on this slide should also be written on the board (this is the white board protocol).
After you have gone over the bellwork, and BEFORE you frontload for the day, you should engage students in this connection slide.
Today, you will learn: This should be written in student-friendly language and should be no more than 10 words total
Today’s Text: Every lesson should be driven by text. What text will you use to drive this work?
Today’s Task: Copy TODAY’S TASK from slide 2

8. Frontloading: How to identify theme
Note the plot of the work:
Write down the main literary elements: plot, characterization, setting, tone, language style, etc.
What were the conflicts in the work?
What was the most important moment in the work?
Does the author resolve the conflict?
How did the work end?
The information on this slide should also be written on the board (this is the white board protocol).
After you have gone over the bellwork, and BEFORE you frontload for the day, you should engage students in this connection slide.
Today, you will learn: This should be written in student-friendly language and should be no more than 10 words total
Today’s Text: Every lesson should be driven by text. What text will you use to drive this work?
Today’s Task: Copy TODAY’S TASK from slide 2

9. Frontloading: How to identify theme
2. Identify the subject of the work:
If you were to tell a friend what the work of literature was about, how would you describe that?
What would you say is the topic?
The information on this slide should also be written on the board (this is the white board protocol).
After you have gone over the bellwork, and BEFORE you frontload for the day, you should engage students in this connection slide.
Today, you will learn: This should be written in student-friendly language and should be no more than 10 words total
Today’s Text: Every lesson should be driven by text. What text will you use to drive this work?
Today’s Task: Copy TODAY’S TASK from slide 2

10. Frontloading: How to identify theme
3. Who is the protagonist (the main character)?
How does he or she change?
Does the protagonist affect other characters?
How does this character relate to others?
The information on this slide should also be written on the board (this is the white board protocol).
After you have gone over the bellwork, and BEFORE you frontload for the day, you should engage students in this connection slide.
Today, you will learn: This should be written in student-friendly language and should be no more than 10 words total
Today’s Text: Every lesson should be driven by text. What text will you use to drive this work?
Today’s Task: Copy TODAY’S TASK from slide 2

11. Frontloading: How to identify theme
4. Assess the author's point of view:
Determine the author's view toward the characters and the choices they make.
What might be the author's attitude toward the resolution of the main conflict?
What message might the author be sending us?
This message is the theme. You may find clues in the language used, in quotes from main characters, or in the final resolution of the conflicts.
The information on this slide should also be written on the board (this is the white board protocol).
After you have gone over the bellwork, and BEFORE you frontload for the day, you should engage students in this connection slide.
Today, you will learn: This should be written in student-friendly language and should be no more than 10 words total
Today’s Text: Every lesson should be driven by text. What text will you use to drive this work?
Today’s Task: Copy TODAY’S TASK from slide 2

12. Frontloading: How to identify author’s choice
The author's word choice, sentence structure, figurative language, and sentence arrangement all work together to establish mood, images, and meaning in the text.
Wording and phrasing can tell us about emotions in the scene, the setting, and characters.
****Consider the differences between the following sentences: He's passed away. He's sleeping with the fishes. He died. He's gone to meet his Maker. He kicked the bucket.
The information on this slide should also be written on the board (this is the white board protocol).
After you have gone over the bellwork, and BEFORE you frontload for the day, you should engage students in this connection slide.
Today, you will learn: This should be written in student-friendly language and should be no more than 10 words total
Today’s Text: Every lesson should be driven by text. What text will you use to drive this work?
Today’s Task: Copy TODAY’S TASK from slide 2

13. “Romeo and Juliet, Act 1” and “Lamb to the Slaughter”
Reading
2 minutes
1 minute
3 minutes
TIME IS UP!
6 minutes
5 minutes
7 minutes
8 minutes
9 minutes
10 minutes
4 minutes
“Romeo and Juliet, Act 1” and “Lamb to the Slaughter”
This is the time/slide you use for guided reading for students.

14. Who will begin with this task?
Tiered Tasks
3 minutes
2 minutes
1 minute
TIME IS UP!
Tier
Allotted Time
Who will begin with this task?
Task
Tier #1
7 minutes
Missed all of bellwork
Define theme and its purpose using the 75 Common Themes handout
Tier #2
8 minutes
Missed 1-2 of bellwork
Locate one possible theme in the text by doing a scavenger hunt of the themes posted around the room and explain your choice
Today’s Task
15 minutes
Everyone
Find the theme in the text, “Lamb to the Slaughter.” Analyze the plot and its effect on mystery in a graphic organizer. Then, Write a summary based on your inferences of  the theme of love and death in this text with “Romeo and Juliet” using textual evidence to support your claims. 
Writing Assignment
20 minutes
Write a summary based on your inferences of  the theme of love and death in this text with “Romeo and Juliet” using textual evidence to support your claims
During this three minutes, you will tell students which tier they will begin. Give students a chance to move, collect supplies, etc (if applicable)… You can simply copy and paste these same assignments on the next slide.
How to complete the slides:
Decide which students will begin in which tier. True differentiation does not require all students to complete all assignments.
The “TIER 1” assignment should utilize verbs from the KNOWLEDGE level of Bloom’s.
*In the KNOWLEDGE level of Bloom’s, students remember/recall previously learned information. The verbs to use in this level are: arrange, define, describe, duplicate, identify, label, list, match, memorize, name, order, outline, recognize, relate, recall, repeat, reproduce, select, state
The “TIER 2” assignment should utilize verbs from the COMPREHENSION and APPLICATION levels of Bloom’s.
*In the COMPREHENSION level of Bloom’s, students demonstrate an understanding of the facts. The verbs to use in this level are: classify, convert, defend, describe, discuss, distinguish, estimate, explain, express, extend, generalized, give examples, identify, indicate, infer, locate, paraphrase, predict, recognize, rewrite, review, select, summarize, translate
*In the APPLICATION level of Bloom’s, students apply knowledge to actual situations. The verbs to use in this level are: apply, change, choose, compute, demonstrate, discover, dramatize, employ, illustrate, interpret, manipulate, modify, operate, practice, predict, prepare, produce, relate, schedule, show, sketch, solve, use, write
Today’s Task is simply copied from slide 2 of this presentation. This is the last assignment students will complete before leaving class. Students only have 14 minutes to complete this assignment and timing for this assignment will continue on the next few slides.

15. Who will begin with this task?
Tiered Tasks
5 minutes
2 minutes
3 minutes
TIME IS UP!
1 minute
6 minutes
4 minutes
7 minutes
Tier
Allotted Time
Who will begin with this task?
Task
Tier #1
7 minutes
Missed all of bellwork
Define theme and its purpose
Tier #2
8 minutes
Missed 1-2 of bellwork
Locate one possible theme in the text by doing a scavenger hunt of the themes posted around the room and explain your choice
Today’s Task
15 minutes
Everyone
Find the theme in the text, “Lamb to the Slaughter.” Analyze the plot and its effect on mystery in a graphic organizer. Then, Write a summary based on your inferences of  the theme of love and death in this text with “Romeo and Juliet” using textual evidence to support your claims. 
Writing Assignment
20 minutes
Write a summary based on your inferences of  the theme of love and death in this text with “Romeo and Juliet” using textual evidence to support your claims
How to complete the slides:
Decide which students will begin in which tier. True differentiation does not require all students to complete all assignments.
The “TIER 1” assignment should utilize verbs from the KNOWLEDGE level of Bloom’s.
*In the KNOWLEDGE level of Bloom’s, students remember/recall previously learned information. The verbs to use in this level are: arrange, define, describe, duplicate, identify, label, list, match, memorize, name, order, outline, recognize, relate, recall, repeat, reproduce, select, state
The “TIER 2” assignment should utilize verbs from the COMPREHENSION and APPLICATION levels of Bloom’s.
*In the COMPREHENSION level of Bloom’s, students demonstrate an understanding of the facts. The verbs to use in this level are: classify, convert, defend, describe, discuss, distinguish, estimate, explain, express, extend, generalized, give examples, identify, indicate, infer, locate, paraphrase, predict, recognize, rewrite, review, select, summarize, translate
*In the APPLICATION level of Bloom’s, students apply knowledge to actual situations. The verbs to use in this level are: apply, change, choose, compute, demonstrate, discover, dramatize, employ, illustrate, interpret, manipulate, modify, operate, practice, predict, prepare, produce, relate, schedule, show, sketch, solve, use, write
Today’s Task is simply copied from slide 2 of this presentation. This is the last assignment students will complete before leaving class. Students only have 14 minutes to complete this assignment and timing for this assignment will continue on the next few slides.

16. Who will begin with this task?
Tiered Tasks
8 minutes
5 minutes
3 minutes
TIME IS UP!
2 minutes
1 minute
6 minutes
4 minutes
7 minutes
Tier
Allotted Time
Who will begin with this task?
Task
Tier #2
8 minutes
Missed 1-2 of bellwork
Locate one possible theme in the text by doing a scavenger hunt of the themes posted around the room and explain your choice
Today’s Task
15 minutes
Everyone
Find the theme in the text, “Lamb to the Slaughter.” Analyze the plot and its effect on mystery in a graphic organizer. 
Writing Assignment
20 minutes
Find the theme in the text, “Lamb to the Slaughter.” Analyze the plot and its effect on mystery in a graphic organizer. Then, Write a summary based on your inferences of  the theme of love and death in this text with “Romeo and Juliet” using textual evidence to support your claims. 
Enrichment
Until the bell sounds
Early Finishers
Achieve 3000, Nitrotype, or No Red Ink
You must show teacher your score or completion to receive credit..
How to complete the slides:
The “TIER 2” assignment should utilize verbs from the COMPREHENSION and APPLICATION levels of Bloom’s.
*In the COMPREHENSION level of Bloom’s, students demonstrate an understanding of the facts. The verbs to use in this level are: classify, convert, defend, describe, discuss, distinguish, estimate, explain, express, extend, generalized, give examples, identify, indicate, infer, locate, paraphrase, predict, recognize, rewrite, review, select, summarize, translate
*In the APPLICATION level of Bloom’s, students apply knowledge to actual situations. The verbs to use in this level are: apply, change, choose, compute, demonstrate, discover, dramatize, employ, illustrate, interpret, manipulate, modify, operate, practice, predict, prepare, produce, relate, schedule, show, sketch, solve, use, write
Today’s Task is simply copied from slide 2 of this presentation. This is the last assignment students will complete before leaving class. Students only have 14 minutes to complete this assignment and timing for this assignment will continue on the next few slides.

17. Who will begin with this task?
Tiered Tasks
9 minutes
3 minutes
2 minutes
TIME IS UP!
1 minute
5 minutes
6 minutes
12minutes
8 minutes
7 minutes
14 minutes
4 minutes
10 minutes
11 minutes
15 minutes
Tier
Allotted Time
Who will begin with this task?
Task
Today’s Task
15 minutes
Everyone
Find the theme in the text, “Lamb to the Slaughter.” Analyze the plot and its effect on mystery in a graphic organizer. Then, Write a summary based on your inferences of  the theme of love and death in this text with “Romeo and Juliet” using textual evidence to support your claims. 
Writing Assignment
20 minutes
Write a summary based on your inferences of  the theme of love and death in this text with “Romeo and Juliet” using textual evidence to support your claims
Enrichment
Until the bell sounds
Early Finishers
Achieve 3000, Nitrotype, or No Red Ink You must show teacher your score or completion to receive credit..
How to complete the slides:
The “TIER 2” assignment should utilize verbs from the COMPREHENSION and APPLICATION levels of Bloom’s.
*In the COMPREHENSION level of Bloom’s, students demonstrate an understanding of the facts. The verbs to use in this level are: classify, convert, defend, describe, discuss, distinguish, estimate, explain, express, extend, generalized, give examples, identify, indicate, infer, locate, paraphrase, predict, recognize, rewrite, review, select, summarize, translate
*In the APPLICATION level of Bloom’s, students apply knowledge to actual situations. The verbs to use in this level are: apply, change, choose, compute, demonstrate, discover, dramatize, employ, illustrate, interpret, manipulate, modify, operate, practice, predict, prepare, produce, relate, schedule, show, sketch, solve, use, write
Today’s Task is simply copied from slide 2 of this presentation. This is the last assignment students will complete before leaving class. Students only have 14 minutes to complete this assignment and timing for this assignment will continue on the next few slides.

18. Who will begin with this task?
Tiered Tasks
9 minutes
17 minutes
12minutes
8 minutes
19 minutes
1 minute
TIME IS UP!
5 minutes
2 minutes
3 minutes
4 minutes
6 minutes
16 minutes
7 minutes
18 minutes
14 minutes
10 minutes
13 minutes
20 minutes
11 minutes
15 minutes
Tier
Allotted Time
Who will begin with this task?
Task
Writing Assignment
20 minutes
Everyone
Write a summary based on your inferences of the theme of love and death in this text with “Romeo and Juliet” using textual evidence to support your claims
Enrichment
Until the bell sounds
Early Finishers
Achieve 3000, Nitrotype, or No Red Ink
You must show teacher your score or completion to receive credit..
How to complete the slides:
The “TIER 2” assignment should utilize verbs from the COMPREHENSION and APPLICATION levels of Bloom’s.
*In the COMPREHENSION level of Bloom’s, students demonstrate an understanding of the facts. The verbs to use in this level are: classify, convert, defend, describe, discuss, distinguish, estimate, explain, express, extend, generalized, give examples, identify, indicate, infer, locate, paraphrase, predict, recognize, rewrite, review, select, summarize, translate
*In the APPLICATION level of Bloom’s, students apply knowledge to actual situations. The verbs to use in this level are: apply, change, choose, compute, demonstrate, discover, dramatize, employ, illustrate, interpret, manipulate, modify, operate, practice, predict, prepare, produce, relate, schedule, show, sketch, solve, use, write
Today’s Task is simply copied from slide 2 of this presentation. This is the last assignment students will complete before leaving class. Students only have 14 minutes to complete this assignment and timing for this assignment will continue on the next few slides.

19. Why is this important? 2 minutes 3 minutes 1 minute TIME IS UP!
Understanding the key points the writer of any document (i.e. contracts, applications) is attempting to express is important to comprehending what you are reading.
Why is this important: Allow students to process what they are learning today and discuss how what they have learned will be useful (they can not say so that can pass the class nor can they say “for the test”…