UnitTitle:WhatTalesTell

Lesson:Comparingthreeversionsof
T hePrinceandthePauper

Date:April23,2014

InstructionalLessonPlan
EnglishLanguageArts
Grade:

6
Teacher:Kimball,Goslin
LessonOverview

Studentshavealreadyreadanddiscussedanexcerptofthenovelversionof
ThePrinceandthePauper
,anda
dramaticversionofthesamescene.Inthislesson,studentswilllistentoagraphicstoryversionofthestoryand
thencomparethemethodsofcharacterizationinthe3differentversionsofthesamestory.
EssentialQuestion
Haveyoueverwantedtotradeplaceswithsomeone?Who?Why?
MarylandCollegeandCareer
ReadinessStandards
ReadingLiterature(RL)

StudentOutcomes
(MarylandEssentialSkillsandKnowledge)

RL1
Citetextualevidencetosupport
analysisofwhatthetextsays
explicitlyaswellasinferences
drawnfromthetext.

RL3
Describehowaparticularstorysor
dramasplotunfoldsinaseriesof
episodesaswellashowthe
charactersrespondorchangeas
theplotmovestowardaresolution.
RL9
Compareandcontrasttextsin
differentformsorgenres(e.g.,
storiesandpoems,historicalnovels
andfantasystories)intermsoftheir
approachestosimilarthemesand
topics.

Demonstratecomprehensionofatextwithafterreadingstrategiesby
o Identifyingwhatisdirectlystatedinthetext
o drawinginferences
o drawingconclusions
o verifyingoradjustingpredictions
Identifyevidencetosuggestlogicallywhatmightbetrueaboutcharacters,
setting,plot,etc.
Participateactivelyandappropriatelyindiscussionsaboutliterarytexts.
DemonstratecommandoftheconventionsofstandardEnglishgrammarand
usagewhenwritingorspeaking.
Applytheelementsofcharacterizationinadescriptionofcharacterdevelopment.
DemonstratecommandoftheconventionsofstandardEnglishgrammarand
usagewhenwritingorspeaking.

Demonstratethebehaviorsofastrategicreadertoagivenliterarytext.
Comparetextsaddressingcomparabletopics,ideas,orthemesbutwrittenin
differentgenres.
Citetextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswell
asinferencesdrawnfromthetext.
Useevidencefromliterarytextstosupportanalysis.
Presentfindingsusingpertinentdetails.
DemonstratecommandoftheconventionsofstandardEnglishgrammarand
usagewhenwritingorspeaking.

ReadingInformationalText(RI)
Notapplicable

Writing(W)
W9
Drawevidencefromliteraryor
informationaltextstosupport
analysis,reflection,andresearch.
SpeakingandListening(SL)

Writeinresponsetogradelevelprint,nonprint,anddigitalliteraryorinformational
text(s).

SL1
Engageeffectivelyinarangeof
collaborativediscussions
(oneonone,ingroups,and
teacherled)withdiversepartnerson
grade6topics,texts,andissues,
buildingonothersideasand
expressingtheirownclearly.
SL1.a
Cometodiscussions
prepared,havingreadorstudied
requiredmaterialexplicitlydrawon
thatpreparationbyreferringto
evidenceonthetopic,text,orissue
toprobeandreflectonideasunder
discussion.
SL6
Adaptspeechtoavarietyof
contextsandtasks,demonstrating
commandofformalEnglishwhen
indicatedorappropriate.

Language(L)

Demonstratethebehaviorsofaneffectivestudentbycompletingandreflecting
onassignedreading.
Citetextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswell
asinferencesdrawnfromthetext.
Accesspriorknowledgetoextendthetopicunderdiscussion.

Demonstratecontrolofspokenlanguagebyadjustingspeechtovaryingcontexts
andtasks.

Notapplicable
Resources

Referencenotebook
Collections
CloseReader"Tom'sMeetingwiththePrince"from
ThePrinceandthePauper
byMarkTwain
Collections
CloseReaderfrom
ThePrinceandthePauper
dramatizationbyJoellenBland
Collections
CloseReaderfrom
ThePrinceandthePauper
graphicstorybyMarvelComics
Comparingversionsofthetextworksheet

PreAssessment
Sincethisisanewstandardthatstudentshavenotbeenexposedtointhepast,allstudentswillparticipate
equallyinthislesson.Thislessonwillserveasapreassessmentforfurtherflexiblegroupingwhencomparing
differentversionsofatext.
LessonProcedure

Warmup:
Studentswillusetheirreferencenotebooktoidentifythe4ways

welearnaboutacharacterinastoryandanswer
thequestion:Whatisdifferentaboutcharacterizationinaplay?

Instruction:
1.Studentswillreviewthebasicplotofchapter3of
ThePrinceandthePauper
thoughteacherquestioning.
2.StudentswilllistentothegraphicstoryversionoftheexcerptusingtheHoltMcDougalOnlinewebsite.
3.Studentswilldiscussthefollowingquestionattheirtablesandthensharewiththeclass:Theonlytimewe
seetheprincesreactiontobeingthrownoutofthegatesisinthegraphicstory.Howdoeslearningtheprinces
reactionimpactyourperceptionoftheevents?
4.Studentswillrotatethrough3stationstoanalyzesimilaritiesanddifferencesincharacterizationbetweenthe
threeversionsofthestory.
Station1:Focusontheexcerptfromthenovelversionof
ThePrinceandthePauper
.
Howdoyoulearnaboutthecharactersinthisversion?
CitetextualevidenceofsimilaritiesanddifferencesbetweenthePrinceandTom.
Station2:Focusontheexcerptfromthedramaticversionof
ThePrinceandthePauper
.
Howdoyoulearnaboutthecharactersinthisversion?
CitetextualevidenceofsimilaritiesanddifferencesbetweenthePrinceandTom.
Station3:Focusontheexcerptfromthegraphicstoryversionof
ThePrinceandthePauper
.
Howdoyoulearnaboutthecharactersinthisversion?
CitetextualevidenceofsimilaritiesanddifferencesbetweenthePrinceandTom.
5.Studentswillrespondinwritingtothefollowingquestion:Whichversionwasmosteffectiveinconveyingthe
similaritiesanddifferencesbetweenthetwoboys?Reviewyourreadingnotesandcitetextevidenceinyour
response.

6.Studentswillshareresponses.
Closure:
Parkinglotexercise:Whichversionofthisstoryhelpedyouunderstandthesecharactersthebest?
Classdiscussion:Whydidyouchoosethatparticularversion?
Assessment
Formative:Comparingversionsworksheet:tablecitingsimilaritiesanddifferenceswithtextevidence

Formative:Comparingversionsworksheet:Writtenresponsetothequestion:Whichversionwasmosteffective
inconveyingthesimilaritiesbetweenthetwoboys?Reviewyourreadingnotesandcitetextevidenceinyour
response.
Homework
Askyourparentsthisquestion:"Ifyoucouldswitchplaceswithanyoneelseintheworld,whowoulditbeand
why?"Bepreparedtodiscusstheirresponsestomorrowinclass.

RoleofSpecialEducatorand/orParaeducator
Mrs.Goslin:Monitorspecialeducationstudentsandofferassistanceasneeded.

Mrs.Bryant:WorkwithGJtohelpfacilitatethediscussionandscribewrittenresponses.


Mr.Clark:WorkwithJRtohelpfacilitatethediscussionandscribewrittenresponses.

Mrs.Baer/Mrs.McDonald:WorkingwithCSonIEPgoals(pullout).

DetermineFlexibleGrouping
(basedonFormativeAssessment):
Enrichment:
Studentswillchooseoneversionofthestoryandwritetheirownextensiontothestory,play,or
comic.Studentsmustmaintainthecharacterizationestablishedinthetextprovidedandfocusontheboysday
spentintheirreversedroles.
Practice:
Usingthefeedbackfromtheteacher,studentswillbepartneredtoclarifytheirwrittenresponses.
ReTeachGroup:
Teacherwillmeetwiththissubgrouptorevisitasmallsegmentofall3versions.Students
willconsiderthesequestions:
WhatdoesTomsdialoguerevealabouthim?
WhatdoesotherpeoplesdialoguerevealaboutTom?
WhatdothestagedirectionsrevealabouthowTomlooks,howhespeaks,orhowhemoves?
Studentswilldiscussthesequestionsinordertodiscoverwherethebreakdowninlearningoccurred.Students
willthenrevisetheirwrittenresponsestothequestion:Whichversionwasmosteffectiveinconveyingthe
similaritiesbetweenthetwoboys?Reviewyourreadingnotesandcitetextevidenceinyourresponse.Teacher
willassiststudentswithidentifyingtextevidence.