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line found poem as an example. I will then instruct students in how to create their own found poetry using
two pages from Night and ten free words of their choosing that they can add at any point in the poem.
3. Students will work in pairs to create their found poetry and I will circulate to provide assistance and
ensure that all students are working.
H. How will I DIFFERENTIATE INSTRUCTION with MULTIPLE ENTRY POINTS for diverse
learners?
The lesson begins by activating students prior knowledge. Students must find synonyms for good. All
students, at all levels, can accomplish this activity by providing synonyms with various levels of
connotative difficulty. Furthermore, I have scaffolding questions that can aid students who are struggling
with the activity. Additionally, I have scaffolding questions to be used throughout discussion. Answers
will then build upon each other so that students can engage with more complex ideas once they are
prepared for those mental leaps. The lesson also begins with more general knowledge so that students can
look at the skill of pulling apart diction before dealing with Wiesels complex diction within Night.
Students will therefore have a basis of understanding before moving on to more complex thinking. Once
students have constructed their definitions of diction, denotation, and connotation, they will then receive a
handout with these definitions. This will aid my struggling readers and my students with IEPs so that they
have something to reference throughout the rest of the lesson. Throughout the lesson, the information will
be presented both verbally and visually to allow for multiple entry points into the material. After
discussion diction and looking at Wiesels specific word choice, students will gain first hand experience
with diction through the creation of found poetry. Such interactivity will require active engagement with
the concepts and the text. Furthermore, students will be grouped in heterogeneous pairs based on
academic ability so that struggling readers can work with stronger readers in sifting through the text for
words and phrases, and in constructing their poem.
I. What KEY questions (higher order thinking) will I ask to engage students in analysis and
discussion?
-The decision about whether to use good or generous or moral or delightful refers to diction.
How can we define diction?
-What have you noticed about Wiesels diction?
-What words does Wiesel use? What words does he repeat?
-How does Wiesel use figurative language?
-How does the text sound?
-Why does Wiesel make the specific diction choices that he does when writing Night?
J. How will I ASSESS student mastery of the skills, content, and concepts taught in this lesson?
I will perform formative assessment as students answer the questions during the Do Now and Motivation,
as well as during the conversation about diction. Additionally, I will assess as students work in pairs to
create their found poems. Formal assessment will be based upon the completion of the found poetry
assignment.
K. How will I bring the lesson to CLOSURE (SUMMARY QUESTION)?
Students will complete an exit slip on the bottom of the Diction Handout, by answering: What is one thing
you know today that you did not know yesterday? What is one thing that you do not completely
understand?
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