Summary Lesson Plan 4

EDIS 5401: English Education

Context:

Course name: Standard English 6

Grade level: 6
Length of lesson: 75 minutes

Students: 24 students of varying degrees of motivation and ability; 17

Caucasian students, 3 African-American students, one Middle-Eastern
student, two Hispanic students, and one mixed-race student. The two
Hispanic students are also English Language Learners who often sit near one
another and support one anothers learning. Three students have IEPs. Most
of the class reads at or below grade level as determined by diagnostic
reading assessments at the beginning of the year, where students read
passages and verbally answer questions about the passage they have read.
Many of them have proficient decoding skills, but struggle with producing
substantive meaning and connections to texts they are reading.

Current Unit: Inhabiting Perspective: Experiencing Life Through Literature:

Perspective, Voice, Empathy & Reading Strategies within the context of
multicultural texts

Context: The Found Poetry Slam! Students will perform their Found Poetry
pieces and actively listen to one anothers performances on this day with
refreshments and snacks.

Virginia SOL(s):

6.4 The student will read and learn the meanings of unfamiliar words and
phrases within authentic texts.
a) Identify word origins and derivations.
b) Use roots, cognates, affixes, synonyms, and antonyms to expand
vocabulary.
c) Use context and sentence structure to determine meanings and
differentiate among multiple meanings of words.
d) Identify and analyze figurative language.
e) Use word-reference materials.
f) Extend general and specialized vocabulary through speaking,
listening, reading, and writing.

6.5 The student will read and demonstrate comprehension of a variety of

fictional texts, narrative nonfiction, and poetry.

a) Identify the elements of narrative structure, including setting,

character, plot, conflict, and theme.

b) Make, confirm, and revise predictions.

 c) Describe how word choice and imagery contribute to the meaning
of a text.
d) Describe cause and effect relationships and their impact on plot.

e) Use prior and background knowledge as context for new learning.

f) Use information in the text to draw conclusions and make
inferences.
g) Explain how character and plot development are used in a selection
to support a central conflict or story line.
h) Identify the main idea.
i) Identify and summarize supporting details.
j) Identify and analyze the authors use of figurative language.
k) Identify transitional words and phrases that signal an authors
organizational pattern.
l) Use reading strategies to monitor comprehension throughout the
reading process.

Common Core State Standard(s):

CCSS.ELA-LITERACY.W.6.5
With some guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach. (Editing for conventions should demonstrate
command of Language standards 1-3 up to and including grade 6 here.)

CCSS.ELA-LITERACY.RL.6.6
Explain how an author develops the point of view of the narrator or speaker in
a text.

Objectives (UKD format):

Students will UNDERSTAND that:

1) Writers use voice in different ways, with different characters, to

share experiences and stories the way they want them to be told.
2) The use of reading strategies to monitor comprehension throughout
the reading process is essential in guiding students to engagement
and meaningful interpretation of the text.

Students will FEEL that:

1) Students will feel empowered through their construction and

performance of their Found Poems.
2) Students will feel empowered by their ability to continue to
change and improve their writing.
3) Value in small-group workshop.

Students will KNOW that:

 1) Pausing while thinking about a text can help them actively
construct meaning.
2) Annotating while reading is a way of monitoring thinking and active
reading.
3) Personal interpretations, or student-generated understanding and
meaning from a text, can be used to make connections and to
construct understanding of larger themes as well as social or
political functions.
4) Identifying visualization helps to create a picture in the mind as
they read.
5) Interpretations of a text or a character can change as a text
progresses and the reader is presented with new information.
6) Literature, music, visual art and film are all forms of art that seek to
communicate a shared experience.

Students will be ABLE to:

1) Extract strong words and phrases from their own Alternate

Perspective Journal Entries for the creation of a Found Poem.
2) Create Found poems using words and images chosen from
their Alternate Perspective Entries.
3) Revise Found Poems in small-group workshop, incorporating
feedback.
4) Revise Found Poems using strong vocabulary collected
throughout unit.

Assessments: Methods for evaluating each of the specific objectives

listed above.

DIAGNOSTIC: Students will demonstrate what they already know by

Student diagnostic assessment will be observed through previous
diagnostic and formative assessments during text-coding and previous
self-assessment during class, especially drafts of Found Poems.

SUMMATIVE: Students will ultimately be assessed (today or in a future lesson)

on these standards by
Submission of Final Draft of Found Poem; students will submit a
final draft of a Found Poem after two rounds of revision done in in-class
workshop. The Found Poem will be constructed from powerful words
and phrases drawn from perspective-based entries from their own
Individual Personal Interpretation Journals.
o Found Poems will be graded for completion.
Performance of Found Poem; on the last day of the unit, students
will perform their Found Poetry pieces to the class in a celebratory
Poetry Jam.
o Criteria for grading:
Is the student incorporating emotion and expression into
their reading of their Found Poem?
Is the student being an active listener?
 Has the student asked a question or contributed a
comment during the poet dialogue following each
performance?
Is the student being a respectful and courteous audience
member?
Personal Writing Response Journals (GoogleDocs); these will be ongoing
journals in which students include Thought Logs about class texts as
well as independent reading texts, responding to premade prompts or
making their own. Journals will be submitted bimonthly for completion
grades. One focus piece will be submitted at the end of the unit to
assess for quality of interpretation, incorporation and use of instructed
grammar skill, and improvements made on final drafts based on peer
and instructor feedback. Students will have to integrate their use of
reading strategies into their reading response journal entries. Journals
will also include a summative self-assessment in which they are to
reflect in how their use of reading strategies has grown or change over
time. They will be able to use their self-assessments from each mini-
lesson as checkpoint references. Feedback will be provided through in-
document comments and an end summative statement, as well as
through individual conferencing.
o Criteria for grading:
Is the student employing reading strategies thoughtfully?
Is the student able to use reading strategies to aid in his
or her making of connections, predictions or
visualizations?
Has the student been questioning the text?
Is the student able to demonstrate progress in the
utilization of reading strategies to engage and make
personal interpretations?
Is the student able to authentically reflect on the Think-
Aloud method?
Is the student able to evaluate and compare different
reading strategies and how they align with scaffolding
their personal interpretation of the text? (Are they able to
identify what works better for them and what doesnt?)

Materials Needed:

Printed Copies of Students Final Draft Found Poems

Instructional Steps (Procedures): Detail student and teacher

behavior.

Beginning Room Arrangement: The desks will be arranged in a seminar-style

circle. Snacks will be set up at the front of the room and it will be decorated
with a Poetry Slam banner!

I. Welcome/greeting/announcements (5 minutes)
I will greet my students, congratulate them on making it to the end of the
Unit and encourage them to get snacks and sit down.

II. Hook/bridge/opening to lesson (5 minutes)

While students are getting snacks, I will describe how the process will work
with asking follow up questions. I will have a list up on the board of who is
asking who a follow up question. I will hand out Guided Question Prompt
sheets. I will take volunteers to go first and then choose names from popsicle
sticks to see who goes next.

III. Found Poetry Performances and follow-up questions (50 minutes)

Students will perform their poems and answer one follow-up question. I
will take notes and grade students throughout performances.

IV. Self-Reflection (15 minutes)

Students will conduct a self-reflection on their unit experience.

V. Conclusion (5 minutes)

I will congratulate students on getting to the end of the Unit!

Attention to Individual Student Needs: Detail specific

actions/materials you will use to differentiate your instruction to
meet various individuals learning needs in this lesson.

I will give attention to individual student needs through scaffolding follow-up

questions with a template. This will benefit students like Joey and Nicholas
who may struggle with coming up with questions on the spot.

Technology Use:

None