470E Model Lesson Plan Format

Standards
Include at least one reading and one writing
Include at least one SOL and one CCSS
SOL W
6.7 The student will write narration, description, exposition, and
persuasion.
a) Identify audience and purpose
b) Organize Writing structure to fit mode or topic

CCSS R

9 Compare and contrast texts in different forms or genres (e.g.,

stories and poems; historical novels and fantasy stories) in
terms of their approaches to similar themes and topics.

Content/Topic (the
English stuff youll
teach)
Genres
Poetry, Non-fiction, Creative
Non-fiction/memoir, Fantasy,
Historical Fiction, Romance

Text (s)
Sections of Krista from
Runaways by Jeffrey
Artenstein

Rhetorical Triangle

Ethos, Logos, Pathos

Definitions (review)
Fact, opinion, tone,
narration, exposition,
persuasion

Megan Miller

Students will understand that

1. language has the power to manipulate thoughts,
emotions, and actions.

Students will know

1.
2.

7 Compare and contrast the experience of reading a story,

drama, or poem to listening to or viewing an audio, video, or
live version of the text, including contrasting what they see
and hear when reading the text to what they perceive when
they listen or watch.

Name:

UKDs

Lesson Topic:

3.

that facts are inerrant truths which actually exist or

happen
that opinions are personal and fluctuating beliefs,
judgments or ways of thinking about something.
that persuasion is the act of causing people to
believe or to do something.

Students will be able to

1. experiment with genre and medium to express ideas
2.

effectively and powerfully. (sol 6.7b ccssR9)

(Evaluate)
write narratives to develop real or imagined
experiences or events using effective technique,
relevant descriptive details, and well-structured event
sequences. (ccssW3) (Create)

Strategy/Strategies
(from Beers) and
Why Chosen
Text Reformulation (to
encourage students to closely
scrutinize an original text and
translate important ideas and
themes into a personal,
alternate version)
SWBS (to aid students in
summarizing a story while
identifying the key
struggles/plots)
ABCs (to aid students in
recognizing key sensory words
and information which they
will recycle in their text
reformulations)
Anticipation Guide (to
introduce essential questions
and tract change in students
understandings and beliefs
concerning core life issues
raised by the text)

Follow-up/Writing
Activity
Text Reformulation

Expression of Ideas Through Various Mediums (Power)

Grade: 6

Steps in the Lesson

o
o
o
o

Follows model outlined in Wiggins & McTighes article, Put Understanding First
Make sure you use and indicate the I Do, We Do, You Do of Fishers GRR Model
Make sure you include instructional questions labeled with Blooms level
See Canvas for Sample Lesson Plan/Materials

1. Begin with a hook problem

Students will complete an anticipation guide responding to statements by labeling 14 (1=Strongly Agree; 2= Somewhat Agree; 3=Somewhat Disagree; 4= Strongly
Disagree).
Students will discuss their answers and why they agree/disagree with each
statement.

470E Model Lesson Plan Format

2. Introduce essential questions

How can language influence a readers feelings or beliefs?

Is truth restricted to non-fiction? Why? or Why not?
How does a story change if the author changes the genre or medium?

3. Preview the culminating performance task

4.

5.

6.

7.

Today we are going to read a short non-fiction story to practice identifying

important description and key themes or morals of a text.
Then we are going to practice what is called a text reformulation. We are going to
change a part of the story into something other than non-fiction prose focusing on
the important themes we have identified and using the key information we have
picked out from the story.
Finally, you each are going to choose a writing from your biographies we have been
working on and identify key description and themes from your own story using the
graphic organizers.
You are going to use the graphic organizers to help you reconstruct the story you
choose from your biography into a poem, or song, or short clipsomething other
than non-fiction prose. If you finish early today, you may begin working on your text
reformulation.
Provide direct instruction and modeling (I-do)
Read the first section of Krista from Runaways aloud with students following along.
Brainstorm as a class important description and details mentioned in the text so far
on an ABC graphic organizer (G.O.). Have students write their answers using a
colored pencil.
o If we had to describe this section using a single important word or
phrase from what we just read, which words or phrases could we
use?
o What is an overriding theme Krista is discussing in this section?
Provide practice
Have students read the second section of Krista with a partner or in group.
Students will discuss important details and themes they identify in the second
section.
Using information from the second section of Krista, students will add more to their
ABC graphic organizers using a second colored pencil different from the first color.
Provide opportunities for further discussion
In what ways might we reformulate these sections (change the story from
non-fiction prose to some other written form) to express the key themes
and important information we identified and listed on our charts?
Provide an application task (we-do)
Have students share key themes and ideas they identified in their reading.
Using a theme/idea from the first section read of Krista, create a SWBS with the
class.
o Ex. Education/Learning
Krista wants an education but she is unable to attend school
because she is homeless and often moves around, so Krista
goes to the library and reads many books to learn.
Have students suggest a genre to reformulate the section from non-fiction prose
into.
Have students circle two words they found most important or descriptive about the
first section on their ABC G.O. The teacher chooses a word herself and shares it with
the class, explaining briefly why she chose that word.

470E Model Lesson Plan Format

Begin a model text reformulation of the first section using the genre chosen by the
class and the word you chose from the ABC G.O.
Briefly continue writing the text reformulation using key words students have circled
on their ABC G.O.
8. Lead a whole-class discussion
How has the change in genre affected your experience with the first section
from Krista?
Is the new version accurate in depicting truth? Why? Or Why not?
9. Provide a small-group application (you-do-together)
Have students return to their pairing/grouping and focus on the second section of
Krista.
In their pairs/groups, students create a SWBS for the second section and each circle
four important descriptions or phrases from their ABC G.O. The students then choose
a genre to reformulate the second section into.
Each pair/group will co-write a single brief text reformulation of the second section of
Krista using the words/phrases circled on their ABC G.O. and focusing around the
SWBS they created.
Collect each groups text reformulation as they finish. Students will hold onto their
copy of "Krista sections and their ABC G.O. to use as references for completing the
final performance task.
10. Revisit the original unit hook problem
When students have completed their graphic organizer, they should return to their
Anticipation Guide and respond to the statements according to their new and/or
reinforced opinions. Students should write a one sentence explanation for each
statement as to why their answers have or have not changed in comparison to their
first assessments.
When/if students have finished before all groups have completed their text
reformulation, they may receive directions for the final performance task they will
complete over the next 2-3 class periods.
11. Assign the final performance task (you-do-alone)
Students will choose a writing from their personal biographies which they have been
developing throughout the school term. The writing chosen should be significant
personally to the student and short (2 pg max).
The student will reread the writing and fill out an ABC G.O. emphasizing key
descriptions and themes used in the writing.
The student will create 2-3 SWBS that explain the writing they have chosen.
Students will then choose their favorite SWBS to focus on for the final performance
task.
Utilizing their ABC G.O. and SWBS, students will choose a genre and create a text
reformulation of their original writing. Students must use a minimum of 10
words/phrases from their ABC G.O. in their text reformulations.
A poem reformulation should be 1 pages minimum; a script reformulation (to be
enacted in class) 1 pages minimum, and other prose genres 1 page minimum.
12. Give students opportunities to reflect on the unit's essential questions
How can language influence a readers feelings or beliefs?
Is truth restricted to non-fiction? Why? or Why not?
How does a story change if the author changes the genre or medium?

470E Model Lesson Plan Format

MATERIALS ATTACHED:

ABC Graphic Organizer (completed as example)

A
argument
abandoned by
mother

B
Basketball with
other kids

C
California,
confusion

D
Drug problems
(mother), Dancing
with mom

E
11 yrs old when
homeless

F
Father left family
homeless

G
Gumbo and a full
stomach

H
Homeless, hanging
out with other kids
or all by herself

I
Immaturity of
other kids Kristas
age

J
Just visiting

K
Krista, know how
to survive

L
Learning in
Libraries, Look
ahead to the future

M
Mother is selfish
and irresponsible
Mardi Gras

N
Never get close to
people

O
Only expect the
worst

P
Police arrested
mother twice

Q
Quite all right
alone

R
Recognize the
mistakes of others
and avoid them
The Right attitude
is important
V
Very sad outlook of
life

S
Staying put
desired, sitting
still, suede
favorite, 17 yrs old
when isolated
W
Waitress, working
small jobs because
too young for real
jobs

T
Take care of
yourself, $37 in
her pocket

U
Understanding
whats going on =
adulthood

XYZ
You live and one
day you will die,
dont be surprised
by it.

470E Model Lesson Plan Format

Anticipation Guide 1=Strongly Agree 2=Agree 3=Disagree 4=Strongly Disagree

On the line below each statement, write a sentence explaining why you did or did not
change your response the second time.
1234

Only non-fiction reflects truth.

1234

1234

Changing the genre of a text also changes the theme.

1234

1234

A story is guaranteed to sway readers opinions if

presented in the best format

1234

Initial Plans for Adjusting Instruction/Materials to Meet Diverse Needs of Students

Need

English Language Learners

Students who struggle in the

area of __________
(Reading, writing, thinking)

Students who are advanced

in the area of ________
(Reading ,writing, thinking)

Other (as revealed in

formative assessment):

Plans for Adjustment to instruction and/or materials

ELLs will be grouped with students confident with the English
language who can aid their ELL companion in understanding
vocabulary used in the text and provide student level
explanations/examples/definitions. Modeling of the activity
will allow teacher to show expectations while students
independent work will allow time to visit struggling
learners and answers questions.
Struggling readers, writers, and thinkers will be paired with
advanced or non-struggling students who will aid their peers
in skills during WE-YOU practice by explaining what they do
to understand the text and push struggling students to
participate in deeper learning. Final performance task will
also take into account students abilities, noting length,
challenge undertaken, and completion of task for each.
Students who are advanced will aid struggling fellow
students in understanding the text, explaining skills and
insights found within the text (thus tutoring their peers). The
diversity of the text reformulation and final performance task
also allows advanced students to create a text reformulation
according to that students particular skills. Higher quality
will be expected and advanced writing techniques may be
assigned to challenge students in final performance task.
Students mini text reformulations of section two of Krista
will be used to assess students understanding of creating a
text reformulation. If mini reformulations reveal a lack of
readiness to perform final task accordingly, students will
submit sections of their final performance as they work on it
over the next few class periods, thus receiving extra practice
and guidance according to specific

470E Model Lesson Plan Format

understandings/confusions about text reformulations.