Focus  Date  Strategy  Context Used
Grouping for Instruction 
Large group  1/16
Small group  3/4
Individual  3/12
Discussion 
Whole class  2/28
Small group  1/28
 
I do, we do, you do 11th grade, honors: I
provided a whole class lesson
over identifying imagery in
Martin Luther King Junior’s
“Letter From Birmingham
Jail.”
Small grouping 10th grade, on-level: I
according to task. grouped students to sit
together based on what part
of their essay they were on.
Conferencing 10th grade, on-level: I met
with students individually
while they were writing an
synthesis essay over Julius
Caesar. Students were
required to have a question or
topic prepared to ask me
about their paper. According
to their question, I gave
individualized instruction.
Socratic Seminar 10th grade, on-level: Students
did a Socratic Seminar after
reading the third act of Julius
Caesar.
Think, pair, share 11th grade, honorsl: After
reading chapters one and two
of The Scarlet Letter, students
wrote about something that
stood out to them, a question
they have, or a prediction
about Hester. They then
turned to someone beside
them and discussed their
writing and thoughts as well
Hester. They then joined
another pair and answered
 discussion questions on the
board. Finally, the class then
shared what their groups
talked about as a whole.

Individual conference with  4/10 Conferencing over 10th grade, on-level: I met
student  project with students individually to
talk about their project over
the book ​Night​. We discussed
their chosen theme and how
they were going to connect it
to their project.

Using Written and Visual 

Literacy 

Use writing, speaking and  2/26 Reflection 11th grade, honors: Students
observing as major modes of  completed a reflection over
inquiry, reflection and  wearing their own personal
expression.  scarlet letter throughout the
day. They had to incorporate
each answer with textual
evidence, either showing
similarities or differences
between their experience and
Hester’s.

Use the processes of composing  3/8 Reader’s Theater 11th grade, honors: Students
to create various artifacts of oral,  turned the final chapter of ​The
visual and written literacy.  Scarlet Letter​ into a script.
They then performed with
script using props and sound
effects.

Use writing, visual images, and  3/12 Research Project 10th grade, on-level: In
speaking for a variety of  groups, students create a
purposes and audiences.  slideshow of an assigned
topic from the Holocaust.
They will present the
slideshow to the class.

Apply knowledge of language  3/18 Modelling image 10th grade, on-level: In order
structure and convention to  annotations to prepare students for
creating and critiquing print and  annotating images, first the
non-print texts.  instructor goes over things to
look for: focus, background,
emotions, and stand outs. The
class practices annotating a
 picture together. Then,
students passed around
images from the Holocaust,
annotating them individually.

Focus  Date  Strategy  Context Used 

Reading Processes 

Uses response strategies  2/7
Quick Writes 11th grade, honors: After
reading chapters 7 and 8 of
the ​Scarlet Letter​, students
did a quick write over why
Hester is worried about Pearl,
what Hester thinks Pearl is,
and what students think Pearl
is. This prompt was a
response to chapters 6-8 and
also prepared them for a
writing prompt about Pearl.

Uses interpretive strategies  3/12 Historical lens 10th grade, on-level:

Students are assigned a
historical aspect about the
Holocaust to research.
Groups then present their
research to the class. This
lens is used to understand the
historical significance of what
happens in the book and to
make sure students do not
think it is fiction.

Uses analytic strategies  3/4 Guided annotations 11th grade, honors:Students

were given a list of themes to
look for in the chapter from
The Scarlet Letter​.

Provide students with  2/22 Note-taking strategies 11th grade, honors: students
opportunities to select  were given the choice to use
appropriate reading strategies  different note-taking
that aid in unpacking print and  strategies while reading ​The
nonprint texts.  Scarlet Letter​.

Support developing or low  4/2 Small groups reading 10th grade, on-level: students
performing student readers in  were put in small groups
accessing and comprehending  based on reading
text.  performance to read outloud

Design and implement reading  1/31
process focused mini-lessons.  reading
Text Selection 
Incorporates a variety of genres  3/11
Incorporate literature  3/18
representing a variety of  Students will begin the Night
cultures.  Unit which studies the
Incorporate a range of modes  4/01
and media.  model technology
to one another. Students how
show higher ability with
individual reading were
placed in groups with one or
two readers who were
developing.
Mini lesson over fluency 11th grade, honors: In order
to strengthen students’
reading skills with Hawthorne,
students did a reading fluency
activity. I first went through
the process of practicing
reading longer sentences.
Then, students were put in
groups to practice reading
passages together. They first
read their passage silently,
identified unknown words,
practiced reading it in their
heads, and then practiced
reading it out loud.
Research requirements 11th grade, honors: For a
research paper, students were
required to include sources
from a variety of genres,
including scholarly articles,
Ted Talks, news articles,
government websites, and
and nonprofit organizations.
​Night​ by Elie Wiesel. 10th grade, on-level:
Holocaust. Not only will they
learn about the persecution
and murder of Jewish people,
but also who else was killed:
disabled, “gypsies,” LGBTQ
community.
Using screencastify to 11th grade, honors:Teacher
makes an example video of
Screencastify in order to
 show students how to use the
technology. Students then
use Screencastify to present a
slideshow of their research
topic and findings.

Provide students with an  3/19 Create a project as a 10th grade, on-level: For the
opportunity for choice.  summative assessment summative assessment for
that is based on student Night Unit, students will
choice. choose 3 projects from a list
of 8 possible projects. There
are three categories of
projects: research, writing,
and creative. Each project will
also incorporate the student’s
chosen theme they focused
on throughout the book.

Focus  Date  Strategy  Context Used 

Provide students with skills and  3/20 Modelling research 11th grade, honors: During a
opportunities to evaluate,  practices research unit, I modelled how
analyze and ethically use  to navigate research genres in
information and texts.  order to give students the
skills needed to research their
own chosen topics
individually, which they would
then analyze and evaluate in a
paper.

Support students in purposeful,  3/25 Guided annotations 10th grade, on-level:Students

self-selected independent  are given chapters of​ Night​ in
reading.  packet formats that
incorporate interactive guided
annotations. The text is
broken up in sections with
instructions for annotations
as well as guided reading
questions that support
comprehension.

Composing Processes 

Produce a variety of forms of  3/4 Modelling a synthesis 10th grade, on-level: Before
written discourse as models for  paragraph writing an analytical
student work.  paragraph, students watch me
 go through the process of
writing an analytical
paragraph using the same
text, Julius ​Caesar​, but a
different theme.

Implement responsive  1/16 Mini lesson on the 11th grade, honors: In

mini-lessons to support student  difference between response to a progress check
writers.  context and analysis. over drafting an analytical
paragraph, students were
showing a misunderstanding
of giving context to evidence
in writing. Instead, they were
focusing on analyzing. The
lesson first gives the
definitions of context and
analysis, shows examples,
and then the class is shown a
quotes and asked whether or
not the writing shown is
analysis or context.

Use a wide range of writing  2/4 Quick writes 11th grad, honors: During the
strategies to engage students in  Scarlet Letter unit, students
generating meaning and to  did quick writes that
communicate understanding.  connected actions in the
novel to their own practices.
In order to understand
Hester’s obsession with
embroidery, students wrote
about a hobby or activity they
did that helped them get
through a tough time.

Create opportunities for  3/11 Bless, Press, Address. 10th grade, on-level:
students to provide  Students were given a
peer-feedback  peer-editing assignment for
revising an essay over ​Julius
Caesar.​ Students were paired
up and given instructions.
They read the essay and then
had five minutes to talk about
3 things they liked the student
did. They then reread the
essay and had 5 minutes to
discuss 3 things they think
could be improved along with
 suggestions. They then reread
it a final time with a question
in mind from the writer. They
then had 5 minutes to discuss
their opinions to the question
the student had.

Create opportunities for student  2/25 Modern day Scarlet Students had to create and
writers to engage an authentic  Letters design their own scarlet letter
audience  that represented either a
known “sin” or a hidden “sin”
in their life. Students then
were required to wear them
for the rest of the day. The
next day, students wrote
about their experiences and
connected it to Hester’s
experiences.

Support student writers who  3/12 Conferencing and 10th grade, on-level: While
have previously struggled to  tutoring writing a synthesis essay on
meet grade level standards in  Julius Caesar, struggling
writing.  students were met with
individually to work on
writing. They were also
tutored as well as provided
with opportunities to revise.