Nicole Schwartz

Observation Date: Friday 2/06/15

How can reading a text through a biographical lens deepen ones understanding of a text?
How can researching an authors life aid readers in identifying the authors purpose and the
central idea of a text?

Objectives:

Students can demonstrate organized thinking, and hold an intellectual and thoughtprovoking discussion about the text using direct evidence from their novel and articles in
order to move their discussion to a deeper level.

Students will reflect upon the authors biographical information and utilize any
connections related to the authors lifetime and the events that have occurred in the novel
thus far.

Students will reflect and collaborate to answer and create essential questions about their text.

NYSS/CC:

RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development
over the course of the text, including how it emerges and is shaped and refined by specific
details; provide an objective summary of the text.

RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other characters, and advance the
plot or develop the theme.

RL.9-10.4. Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the cumulative impact of specific
word choices on meaning and tone (e.g., how the language evokes a sense of time and place;
how it sets a formal or informal tone).

RL.9-10.6. Analyze a particular point of view or cultural experience reflected in a work of

RI.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.

W.9-10.2. Write informative/explanatory texts to examine and convey complex ideas,

W.9-10.4. Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.

W.9-10.7. Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the subject, demonstrating understanding of the
subject under investigation.

W.9-10.9. Draw evidence from literary or informational texts to support analysis, reflection,
and research.

SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grades 910 topics, texts, and issues,
building on others ideas and expressing their own clearly and persuasively.

SL.9-10.4. Present information, findings, and supporting evidence clearly, concisely, and
logically such that listeners can follow the line of reasoning and the organization,
development, substance, and style are appropriate to purpose, audience, and task.

L.9-10.2. Demonstrate command of the conventions of standard English capitalization,

L.9-10.4. Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grades 910 reading and content, choosing flexibly from a range of
strategies.

L.9-10.6. Acquire and use accurately general academic and domain-specific words and
phrases, sufficient for reading, writing, speaking, and listening at the college and career
readiness level; demonstrate independence in gathering vocabulary knowledge when
considering a word or phrase important to comprehension or expression.

Resources:
Critical Encounters in High School English: Teaching Literary Theory to Adolescents by
Deborah Appleman
SmartBoard and whiteboard
Power-Point presentation and online timer
Book Club Books
Book Club Group Folders
Reader-response Biographical Criticism completed Packet
Reader-Response Historical Criticism Packet
Reflection exit ticket

Content:
Anticipatory Set:

Students will sit down and copy the SAT word of the day that will lead into transitioning into
todays objectives.
o SAT Word: Cognizant: (adj.) Aware; mindful
Cognizance: (n) The process of recognizing and understanding something
Students will then be given specific directions regarding their book talks, as well as the time limit
they will have to share thoughts, ideas, questions, reflections etc. with each other.
The agenda will be written on the board, and I will point their attention towards it as I review the
objectives.

Small Group Active Engagement:

Students will then move into their meeting spots and begin discussing not only what has
happened thus far, but the understanding they have gotten through the biographical lens. Students
will share their thoughts, questions, ideas, golden lines, vocabulary stumpers, and hold
intellectual conversation by making text-to-text, text-to-self, and text-to-world connections.

As students are discussing their novels, I will be walking around, observing, taking notes, and
sitting-in some conversations.

Full Class Interaction:

After the given amount of time for small group book talks, students will have a chance to
collaborate and share their reflections with the class.

I will pose a total of three questions. I will present each question one at a time. Each group will
be given about two minutes to collaborate. Once time is up, a spokesperson from each group will
present their response.

This procedure will be repeated for each question.

Question 1:

Based off of the biographical lens, what is something you learned about the author that
you noticed has been reflected in the text so far?

Question 2:
A) What is the authors purpose thus far? (To entertain, to inform, to persuade, to describe?)
B) If you had to choose a central idea within the text at this point, what would it be, and what
literary technique would you choose that helps best convey it? (Think text-based analysis ideas)

Question 3:
As a group, choose one of the three choices
Share a thought-provoking question you created and your group mates response(s) to it.
OR
B) Share one golden line that captured your interest and explain why.
OR
C) Share a controversial subject/question that you created based on what has occurred in your text
thus far.
Closure:

Once each group has shared their new insights, I will place on the Smart Board their focus for
their reading (reading task) that they will discuss during the next book club meeting.

I will distribute group folders. Students will grab the Historical Criticism packet and
the historical article their group member researched.

Students will make sure they know who is responsible for bringing in the next article
(due Friday) based on Gender Criticism.

Exit Slip:

Students will quickly place desks back into rows and complete their reflection worksheet.

Homework:

Using the knowledge they are leaving with today, and the historical lens, continue to read
independently.
Complete the Historical Criticism packet for next Friday

Assessment:
Formal Assessment:
I will formally assess the students by checking and collecting their Reader Response
packets, as well as their individual reflection Exit Tickets.
Informal Assessment:
I will informally assess the students by walking around from group to group, observing,
listening to their discussion, and checking which group members are participating. I will also
informally assess the students during the group shout-outs as we return into full class

discussion. I will be constantly checking the effort they have put forth in their individual and
collaborative work.
Formative Assessments will include each weeks assigned reading tasks and packets, as well
as the group and self-reflection sheets that are collected.
Summative Assessment: Each weeks preparatory packets entail skills students will continue
to use as they become more mature readers. This Book Club Unit will lead to a final
synthesis paper, in which students will choose a controversial question that they have created
throughout this unit (each session they create at least two), and then research informational
texts based on both sides of the argument. Once all of the texts are placed together, they will
swap with a different book club group. Each student will then write a synthesis essay based
on a different groups controversial topic. Thus, the students are creating the question,
researching the informational texts based on both the claim and counterclaim, and then
applying their newly learned skills to write a well-developed synthesis essay. The synthesis
response essay is also based off of the new Common Core NYS English Regents exam (Task
2).