Reflecting on our Essential Question, Anthem Jeopardy, and Test (Day 7)

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SWBAT identify themes, make inferences about the characters, and compare similar ideas presented in two different texts by playing jeopardy and taking a summative assessment.

Big Idea

All students are winners today on the jeopardy game and on the assessment

Do Now: Reflecting on the Essential Question

10 minutes

Since this is the end of a test and the end of our unit, Making My Point, I want students to reflect on our essential question for this unit: How are we compelled to act on our values and beliefs?

On the board, I will have a list of the following texts that we have read this quarter:

  • "Two Kinds" by Amy Tan
  • "Theme for English B" by Langston Hughes
  • Anthem by Ayn Rand
  • Emilie Davis Diaries
  • "I Have a Dream"  by Dr. Martin Luther King
  • "The Black Revolution" by Malcolm X


I will ask students to decide which of the characters, narrators, or speakers from all of these texts were most compelled to act on their values and beliefs. I will also remind them that they must be able to explain their choice with evidence from the text (CCSS.ELA-Literacy.RL.9-10.1).

For this activity, we are focusing on (CCSS.ELA-Literacy.RL.9-10.3) and the second part of (CCSS.ELA-Literacy.RL.11-12.9), how two or more texts from the same period treat similar themes or topics. This is a challenging skill for my 9th grades, but I enjoy pushing their thinking, and I am never disappointed.

I think it is a good idea to do this because I have found it useful to come full circle at the end of our unit. We go back to the essential question throughout the unit, but at the end, this is an opportunity to reflect on all of the texts we have read. It reminds students that our reading is connected by an overarching theme.

And now, the moment you've been waiting for (insert drum roll here). Who did they pick? Check out this clip to find out.

Anthem Jeopardy

35 minutes

For this part of the lesson, I am having my students play a jeopardy game. I chose this game because it refreshes students' memories about the characters, (CCSS.ELA-Literacy.RL.9-10.3) plot, figurative language (CCSS.ELA-Literacy.RL.9-10.4), and quotes (CCSS.ELA-Literacy.RL.9-10.1) in the text. Playing this game will help students to be more successful on the test that we will take at the end of the period.

Anthem Assessment

40 minutes

For the last part of class today, my students will take an end of unit test on Anthem. I found this test.

I chose this test because it provides several opportunities to select appropriate themes of the text (CCSS.ELA-Literacy.RL.9-10.2), identify the author's purpose (CCSS.ELA-Literacy.RL.9-10.6), character motivations (CCSS.ELA-Literacy.RL.9-10.3), etc. It also requires students to compare the speaker of the poem, "Invictus," by William Henley, with the main character of Anthem (CCSS.ELA-Literacy.RL.9-10.7). Students will be forced to provide details from the poem and the novel to support their comparison (CCSS.ELA-Literacy.RL.9-10.1) and (CCSS.ELA-Literacy.W.9-10.2).

I am giving this test after the game because there are several questions related to plot and character in the game that will help students do well on the test. I also think that playing an educational game is great way to motivate students to put forth their best effort on the test.

Lesson Image Attribution

By SethAllen623 (Own work) [CC-BY-SA-3.0 ( or Public domain], via Wikimedia Commons