Alexis Thompson

February 11, 2017

Through the Looking Glass

For 4th-5th grade, the following four texts are selected because: 1) Strong moral is present in the
story 2) The character faces an intrinsic/internal conflict. The letters on the left denote reading
level increasing in complexity.

This selection is for Middle School aged students from 6 th to 8th grade:
Raymonds Run by Toni Cade Bambara (p. 1-3). The selection is excerpted to allow sufficient time
for the activity.

Introduction:
This lesson is to have the students see the importance in looking beyond a characters
persona/external self and make inferences about their internal or intrinsic persona. Through
the use of the looking glass students can write or draw what is on the characters front
door (what others can see, what others may perceive) and within the looking glass outline
write or draw their inferences about what a character may be feeling, thinking, fearing, or
their motivations. All grades complete this activity with differentiated texts and supports. 6 th-
8th grade students then respond to two questions on the back of their sheet. With slides
indicating why this topic is important, students make personal connections to their lives both
in and out of school. With extensions, the class can talk about diversity, culture, and what
they have in their knapsack (the invisible things they carry around with them).

Common Core State Standards Addressed:

 4th grade:
o CCSS.ELA-LITERACY.RF.4.4.A
Read grade-level text with purpose and understanding.
o CCSS.ELA-LITERACY.W.4.7
Conduct short research projects that build knowledge through investigation of
different aspects of a topic.
o CCSS.ELA-LITERACY.SL.4.1.C
Pose and respond to specific questions to clarify or follow up on information, and make
comments that contribute to the discussion and link to the remarks of others.
5th grade:
o CCSS.ELA-LITERACY.RL.5.2
Determine a theme of a story, drama, or poem from details in the text, including how
characters in a story or drama respond to challenges or how the speaker in a poem
reflects upon a topic; summarize the text.
o CCSS.ELA-LITERACY.W.5.2.D
Use precise language and domain-specific vocabulary to inform about or explain the
topic.
o CCSS.ELA-LITERACY.SL.5.1.C
Pose and respond to specific questions by making comments that contribute to the
discussion and elaborate on the remarks of others.
6th grade:
o 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.
o CCSS.ELA-LITERACY.W.6.1.B
Support claim(s) with clear reasons and relevant evidence, using credible sources and
demonstrating an understanding of the topic or text.
o CCSS.ELA-LITERACY.SL.6.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on
others' ideas and expressing their own clearly.
7th grade:
o CCSS.ELA-LITERACY.RL.7.1
Cite several pieces of textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
o CCSS.ELA-LITERACY.W.7.1
Write arguments to support claims with clear reasons and relevant evidence.
o CCSS.ELA-LITERACY.SL.7.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on
others' ideas and expressing their own clearly.
8th grade:
o CCSS.ELA-LITERACY.RL.8.3
Analyze how particular lines of dialogue or incidents in a story or drama propel the
action, reveal aspects of a character, or provoke a decision.
 o CCSS.ELA-LITERACY.W.8.1.A
Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or
opposing claims, and organize the reasons and evidence logically.
o CCSS.ELA-LITERACY.SL.8.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on
others' ideas and expressing their own clearly.

Social/Emotional Learning Standards met (from the Illinois Board of Ed.):

2A. Identify verbal or situational cues that indicate how others may feel.
2A.H Demonstrate empathy with others in a variety of situations.

Essential Questions:
Why is it important to go beyond surface level descriptors when talking about a character?
How can understanding on a deeper level lead to a stronger community?

Learning Targets:
All Grades:
I can contribute ideas to whole-class discussion by using Silent Sully.
I can use words or images to describe the main characters traits (actions, feelings, looks,
hopes, motivations, fears) through the 1) front door and 2) through the looking glass.
th th
6 -8 grade:
When responding to questions, I can use evidence to support my thinking.

Materials:
Copies of the story
Pencils (colored pencils, markers, or crayons if they desire)
Silent Sully ball
Excitement, enthusiasm, and a ready to learn attitude.
 Lesson Plan Sequence
Please see accompanying slideshow (shown to students)

Introduction/Community Group Juggle (with Sully)!

Building The whole class will arrange in a circle, and a student is
selected to start. Students will throw the ball to one person,
who will throw it to another etc.
I ask students what we can do to show who has already had
the ball.
Once we practice once through, we will do a timed round, with
the premise of continuing and improving as we learn together
in the future.
Expectations Class Expectations and Learning Targets (Language can be varied of
complexity in accordance with grade level)
Prior to the activity, I will tell the class my expectations which
include:
o Volunteers raise their hand and make eye contact with
me showing that they are ready to catch the ball.
o The student with Sully is the only student talking, the
others are quiet (if possible).
o Group work is fun, and a privilege and I expect students
to talk with their partners, share their thoughts, and work
together (with my facilitation).
I will then read the learning targets to instruct the students
what he goals for the lesson are today!
"Teacher Talk or I will introduce the topic and image of the glacier talking about
Lesson Instruction
the idea of knowing people above the surface and seeing
 peoples depth (or what is hidden.
Class Activity I will prompt students to look at the image quietly for about 20
seconds, then do a Think, Pair, Share with their elbow partner.
Then, Ill ask the students questions as a class (tossing Sully to
the volunteer):
o How much of a person do people usually see?
o Which part of a person is more important?
o Which parts of a person belong where?
I will have a student at the board writing these
down for us to use later.
After hearing from the class, we will review the Why is This
Important slide with the MLK quote and discuss why surface
level knowledge can lead to consequences.
Depending on grade level, the text will be Ruby Bridges or
Raymonds Run.
o For 6th-8th graders I will help the students number the
paragraphs in order to be able to cite evidence later in
the activity.
o I will read the story out loud to the students while
walking around the classroom, making sure that
students are following along with their fingers or pencils
if needed. Prior to reading I will prompt them to think
about the main characters internal and external traits as
Pairs Activity we read.
For 6th to 8th graders, I will preview the vocabulary
highlighted in Raymonds Run.
o When the story ends, I will ask the students to close
their eyes for a moment. Then, on the count of three, I
will ask the students to open their eyes and look at
someone in the classroom. The first person who makes
direct eye contact back will be your eye partner.
o Students then get up and have a 1-minute
stretch/transition break to sit with their partner.
Once students are in their pairs, I will explain that they will be
doing their own investigation of the main characters
interior/exterior traits.
After having a student volunteer pass out a paper with a key
hole image to each pair, I will explain to the kids that within the
key hole, they will put traits that one doesnt easily see. On the
outside (or front door), the students will put the easily visible
traits. They may use the traits we talked about earlier and
scribed as assistance. Music plays as the students work.
o Students can either write or draw these traits.
o Dictionaries are available if they want!
o Quotes from the stories encouraged!
Extension Activity
As pairs begin to finish, they can work on the extension activity.
o 4th-5th grade: obtaining another blank page with a key
hole, they will complete the page for themselves in
either pictures or words (individually).
o 6th-8th grade: citing evidence, students will work in pairs
to answer a minimum of two questions from the Blooms
Taxonomy Pyramid (at the end of the document)
As students work in pairs or individually, I am walking around
the room, managing behavior, giving prompts, or helping
students.

Closure 5 minutes prior to the class ending, I will instruct students to

write their final words, clean up stations, and start to move
back to their seats. I will prompt students to make sure that
their names are written down!
Students will hand me their work on their way out of the room
allowing me to say goodbye to each of them as they leave.
 Plans for differentiated supports/Active learning Techniques for ESL/Diverse Learners
Think, Pair, Share This is a collaborative learning strategy that is fast and easily
integrated into instruction. Students have time to process (beneficial
for students with LD, CD or slower processing time) and then
collaborate with a partner, ensuring comprehension. It also helps
 students share ideas and make connections between their ideas.
Students are in heterogeneous pairings, and will volunteer to share
with me if they feel comfortable.
Eye Partners The eye partners technique is an easy way to give students some
choice with whom they want to be partners. It also provides
opportunities for students who dont usually work together to work
together.
Inclusion Activity Doing an inclusion activity is a way to involve all learners of every
language, culture, and ability. It brings the group together creating a
positive, unified mindset that translates into a readiness to learn.
Peer Mediated Using peer support helps to foster an inclusive peer environment. It
Supports allows students the chance to model and talk about the subject
matter. For students with disabilities, it leads to grater peer
interactions, role models for academic and behavioral skills, access to
the curriculum, increased inclusion, increased participation, and high
expectations.
Leveled Texts The texts are somewhat leveled for this activity due t the wide grade
span. By choosing a text that best fits a grade or set of grades,
readers are most at their own level. With NewsELA there is greater
flexibility with leveled text, but this activity is a surface level attempt.
Blooms Taxonomy of Blooms taxonomy is a division of 6 types of questioning increasing in
Questioning level of complexity and depth. Learners who struggle with inferential
thinking can find success from choosing from different levels of the
pyramid. Using the taxonomy helps students receive the most
appropriate instruction, allows the students to take responsibility for
their own learning, and align with objectives and students ability.
ESL Supports (use of Using photos (on the ppt) and drawing definitions to vocabulary words
pictures) helps ELL students integrate information they know with information
they dont know. It helps to teach precise and domain specific words
that directly correlate to the lesson.
Class Scribe By giving a student a job during a lesson, it gives the feeling of being
valuable and responsible, on their way to becoming a leader in the
classroom.
Reading aloud By reading aloud, students who have a hard time reading lengthy
texts are still able to participate fully! By doing this, it is more a test or
listening comprehension rather that reading comprehension. Reading
aloud fuels literacy skills, lets children hear the way words sound, and
is more motivating to students.
Movement/Transition I am a HUGE fan of movement breaks. Learning is incredibly tiring.
break By incorporating a one-minute movement/stretch break during the
pairs transition, students have a chance to refresh their brains, ask
questions, or quickly say hi to a friend. It also allows students with
ADHD to have the movement they crave as a part of instruction for all
students, decreasing stigma.
Music Playing calming music allows students the chance to block out
distracting noise while having light stimulation to keep them focused.
Multiple Intelligences This activity uses verbal/linguistic, interpersonal, intra-personal and
spatial intelligences. By having multiple intelligences used in this
lesson, students who have strengths in different areas show it in
some portion of the lesson. By having an area a student feels strong
in, it gives students opportunities to show confidence as learners.
Pre-teaching Students who are English language learners or students with
Vocabulary disabilities may have a hard time decoding or comprehending
multisyllabic or complicated words. In order for students to fully
understand a text, they should know between 90-95% of the words.
By pre-teaching vocabulary, we build background knowledge and
increase familiarity with the complex words. When students come
across them in a text, they are familiar with them and dont get stuck
on not understanding the meaning. Not only ELL students benefit. In
regards to context, there are some words that students from Chicago
and younger students would have never heard before. By previewing
text to all students, we are able to review and talk about unknown
concepts. If students seem to be extremely confused, we can draw
pictures on the board for further supports.

How is success measured?

I will check over the key holes to make sure that they are completed.
During class, I will circulate and monitor students who are doing exceptionally well and
students who could improve, writing it down on a post-it for later.