Lesson Plan One Outline

WVSU LESSON PLAN FORMAT (Updated 1/13) Kellie Brown March 18, 2014 McKinley Middle School 6th
Grade English Reading Comprehension Why is Changing Cultures so Difficult? Lesson 1 INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES 1. Students will read assigned text and determine the effects changing cultures has on the main character. 2. Students will keep graphic organizers to understand setting, plot and character development. 3. Students will answer pre-reading question in order to have a main focus to consider during reading. WV CSOS
RLA.O.6.1.5 use pre-reading strategies to analyze text for the type and structure of text to determine comprehension strategies: previewing activating prior knowledge questioning skimming scanning
RLA.O.6.1.6
differentiate and apply comprehension strategies in literary and informational texts to use prior knowledge draw conclusions interpret meaning determine cause and effect judge text critically
RLA.O.6.1.8
interpret the actions, behaviors and motives of characters in literary texts.
RLA.O.6.1.14
use graphic organizers to create, develop, interpret and organize information (e.g., tables, graphs, diagrams, charts).
NATIONAL STANDARDS
Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
MANAGEMENT FRAMEWORK Overall Time 40 Minutes Time Frame 5 Introduction to todays lesson 5 Minute review/discussion on graphic organizer they have completed the previous day 10 Minute discussion on culture they have recognized thus far in the text 10 Minute group discussion on effects Esperanza has encountered when moving from Mexico to California 5 Minutes to answer exit question on why changing cultures can be difficult 5 Minute closing and turn in exit question STRATEGIES Teacher led discussion Student led/group discussion Ask divergent questions to engage higher level thinking Walk around the room while they answer the exit question to ensure they are answering properly and not with single words or lists DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS To assist different learning styles, students will be given a handout with some examples of other cultures, in order to compare them to the situation Esperanza is in during the story, as well as view them on the SMART Board. This will assist the visual learners, as well as the auditory learners as we discuss the graphic organizers and exit question as a class and in small groups. Students with behavioral issues can be asked to pass out the papers before we begin the lesson, as well as take up the exit questions for their small group at the end of the class period. PROCEDURES: Introduction/Lesson Set We will begin class by having the tasks for the day on the SMART Board so they can write it down in the planners. Next, the students will take out their graphic organizers and, as a group, we will discuss changes the main character has encountered thus far. PROCEDURES: Body & Transitions Next, the students will receive their exit question, which they will answer and turn in at the end of the class period, as well as view some examples on the SMART Board with pictures and descriptions of cultures around the world. We will then, as a class, discuss what culture is and why changing cultures would be so difficult (using examples from the text and examples they can relate to with everyday life). Next, students will be asked to get in their small groups (if not already there) and discuss within their groups the specific events that Esperanza has encountered that show how her character is dealing with the changes in culture she has encountered. PROCEDURES: Closure Student will then spend the remainder of the class answering their exit question before they are taken up and they go to their next period. ASSESSMENT: Diagnostic
Before reading the text, students will be given a piece of paper asking them what culture is and what they know about it. For this particular lesson, students will be assessed diagnostically during group discussion. I will be looking for everyone to participate and give at least one example to see what their level of understanding is of culture and the difficulties of changing cultures. ASSESSMENT: Formative I will walk around the classroom while they are engaging in their small group discussion, as well as when they are answering their exit question, while asking their group what other ideas they have come up with that we didnt discuss as a group. ASSESSMENT: Summative For this particular lesson, students will turn in their exit question at the end of class for me to review and check their understanding of culture and the changes people can go through. This way, I will be able to tell if they were focused during class and small group discussion. They should have at least two to three sentences with examples.
MATERIALS EXTENDED ACTIVITIES If Student Finishes Early Give a crossword with vocabulary words from the text. If Lesson Finishes Early Discuss as a group what they students came up with in their exit question. Can also give out crossword or even let students continue reading from the book. If Technology Fails If SMART Board does not work, have printed copies of culture examples for students to keep. (Can give out copies to any student who wants one regardless) POST-TEACHING Reflections Data Based Decision Making

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WVSU LESSON PLAN FORMAT (Updated 1/13) Kellie Brown March 18, 2014 McKinley Middle School 6th

interpret the actions, behaviors and motives of characters in literary texts.

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