Tessa Beckstrom Lesson Topic: Troop Train and Pronouns Grade level: 6th grade Length of lesson: 49 minutes

Stage 1 Desired Results Content Standard(s): CCSS.ELA-Literacy.L.6.1c: Recognize and correct inappropriate shifts in pronoun number and person. CCSS.ELA-Literacy.L.6.1d: Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents) CCSS.ELA-Literacy.RL.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

Understanding (s)/goals Students will understand:

Essential Question(s): Why is it so important to cite evidence from the text?

Through close reading of the text the reader How can vague pronoun usage detract is able to cite specific evidence to defend from the experience of reading a piece of their positions on ideas such as a writing? characters disposition or the theme of the text. By utilizing clear and correct pronoun usage they are able to keep their readers attention focused on the content and not distracted by vague pronoun usage.

Student objectives (outcomes): Students will be able to: Support their analysis of major characters from A Long Way from Chicago by citing specific evidence from the text. Explain the importance of clear pronoun usage and support this understanding by

completing the CSI assessment with accurate utilization of their knowledge.

Stage 2 Assessment Evidence Performance Task(s): CSI Assessment Other Evidence: Pronoun Madlib Class discussion Stage 3 Learning Plan Learning Materials: A Long Way from Chicago by: Richard Peck Audio recording of the novel: Troop Train pages 79-99 Pronoun Madlib sheet (document camera) CSI: A Long Way from Chicago sheet Learning Activities: Anticipatory Set: (5 minutes) -Listen to audio recording of the epilogue NOTE: (this is the last chapter of the book and we are ending the unit. This anticipatory set is designed to get kids excited about finishing the novel and starting on their summative assessment) Developmental Activity/Teaching: (34 minutes) -Postreading Discussion: (15 minutes) What does Peck mean by another war, telegram, troop train, lit up like a jack -olantern, prologue, epilogue, did Joey make it through the war? -Pronoun Mini Lesson: (19 minutes) -Review: 1st, 2nd, 3rd Person

-Importance not having an ambiguous antecedent -Pronoun Madlibs sheet as a class Summary/Wrap Up: (10 minutes) -CSI Assessment: Introduce the assessment, explain what they are doing, go through one example together as a class stressing the importance of pronoun usage.

Pronoun Madlib
Excerpt from: Things with Wings A Long Way from Chicago by: Richard Peck

When got down off the train, was there on the platform. After first visit never met at the train, figuring could find own way. But here was, under webby old black umbrella to shade from the sun.

But wasnt there to meet . was seeing off. A lady was climbing up into the car behind . caught only a squint in the dazzling light, but knew the hat. It was . With a bulging valise aboard, then a picnic hamper. stepped back as the Blue Bird pulled out. didnt wave, but scanned the windows to see if found a seat. Then turned to .

When we got down off the train, Grandma was there on the platform. After our first visit shed never met us at the train, figuring we could find our own way. But here she was, under her webby old black umbrella to shade her from the sun. But she wasnt there to meet us. She was seeing somebody off. A lady was climbing up into the car behind ours. We caught only a squint in the dazzling light, but knew the hat. It was Mrs. Effie Wilcox. With a bulging valise aboard, then a picnic hamper. She stepped back as the Blue Bird pulled out. She didnt wave, but scanned the windows to see if Mrs. Wilcox found a seat. Then Grandma turned to us.

Self-Evaluation In my first lesson I used group work to help the students gain knowledge and insight from each other. When they were reviewing the beginning of the Phantom Brakeman chapter the students worked in three groups for the who, what, where review. I think this group work benefitted the students because it allowed them to think before they were required to share their knowledge. My CT and I talked about it and she felt like it was a good idea because that student interaction is something they dont get a lot of during every class. During the second lesson we talked as a class about pronouns, reviewing what they knew and applying it to the importance of their writing and academics. In the future, especially if I had more time, I would spend more time arranging the groups for the pronoun lesson. I would give the students even more opportunity for interaction to get them interested in the lesson. I would also think about the arrangement of the desks. Physical arrangement of the classroom seems unimportant but in fact, it matters greatly. The language concept I taught to the class was pronouns. I tried to teach it inductively. I think as the hours went on I managed to go from more deductive teaching to inductive teaching. I didnt just give the students what they should know and spout out the information. I tried to probe them for information. I wanted it to be a discussion and not a lecture. Once I gave them tips every once and awhile it helped them further understand and it prodded the discussion along. I taught the lesson on Friday for a couple hours and then on Monday for a few hours as well. The video was the first hour that I taught. I think that each hour I taught it I became more effective as a teacher. I was able to step out even more from the deductive teaching role, into letting my

students learn inductively. It might take them a couple minutes longer to figure something out, but it is so rewarding when students realize something-learn somethingby them instead of just reciting information back. I think the hours that I tried to be more inductive about it, the students retained more information. One thing that was nice about teaching some of the hours on Friday was that I was able to check in with them on Monday. They started working on their CSI assessment and before they began I went through an example and they recognized pronouns and remembered what they had learned in the lesson. I think that I am becoming more comfortable with knowing when I need to step in and reign everyones attention back in or when its okay if there is a little bit of chatter. I think that to continue in becoming a better teacher I need to continue working on lesson planning and unit planning. As far as classroom management goes, at least with the sixth graders, I feel pretty comfortable. I do want to get more comfortable with delivering the most effective lessons that will help students retain the most information possible.

Teacher Evaluation: -Responds to student input and uses it to her advantage -Good connection to common core standards -Gauge attention span, consider cutting back to one paragraph example and use the second to review in the next class -Although a bit disgusting, the eyeball example worked and got their attention. It was something visual (ha!) to focus on and refer back to. -It was good to use a passage from LWFC or the Madlib. It gave the students something familiar to make connections. A random unrelated passage wouldnt have been as effective.