Summary Lesson Plan 3

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: This lesson will take place following the drafting of the Found Poems.
During this class, students will have an opportunity to continue working on their
Found Poems. There will also be a mini-lesson on revision of poetry concentrating
specifically on strong word choice and strong images. Students will then be
encouraged to incorporate two of the words they have made as entries to their
digital glossaries and one Unit Buzzword into their Found Poems. Students will use
the first part of class to finish writing their Found Poems. The second part of class
will be a Mini-Lesson on Revising Poetry followed by partner workshop.

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.RL.6.4

Determine the meaning of words and phrases as they are used in a text, including
figurative and connotative meanings; analyze the impact of a specific word choice
on meaning and tone.

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 initial drafts of Found Poems.

FORMATIVE: Students will show their progress towards todays objectives by

Revising Poetry Mini-Lesson; students will be in their seats while the modeling
of the revision of the Found Poem is modeled on the overhead. Students will
annotate and fill out their handouts as the modeling goes along, and can use
the resources for individual practice.
o Partner Workshop: Peer Feedback form; students will provide feedback
for another students Found Poem using a template sheet
First draft of Found Poem; students will create their own drafts of Found
Poems using words selected from their Alternate Perspective narrative writing
pieces.
o Criteria for grading:
Does the Found Poem have at least 10 lines?
Does the Found Poem utilize strong phrases from the students
Alternate Perspective Journal Entry?
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:
 Copies of:
o Copies of Found Poem Mentor text to be revised

Instructional Steps (Procedures): Detail student and teacher behavior.

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

Instructions will be projected from the digital projector.

I. Welcome/greeting/announcements (5 minutes)

I will greet my students at the door, encouraging them to take a seat, get settled, fill
out agendas and get their materials ready for class. Students will continue working
on their digital glossaries. They should be finishing up on their five entries either in
this class or next. Students will read independently if they are finished.

II. Hook/bridge/opening to lesson (15 minutes)

Students will have this time to look through their previous texts or SSR books
and to make vocabulary entries in their digital glossaries using the Learners
Dictionary. Students have been working on these when they finish early in
class.
o I will circulate and assist students who need extra help.

III. Continued Construction of Found Poem (20 minutes)

Students will continue working on their Found Poems with the added
instructions of incorporating two words from their digital glossary entries and
one Unit Buzzword into their poems.

IV. Mini-Lesson (15 minutes)

I will conduct a mini-lesson on revising poetry, focusing again on creating

strong images and feelings using specific words and phrases. Students will
follow along with copies of the Found Poem mentor text.

V. Partner workshop (15 minutes)

Students will break into pairs and give one another peer feedback using a
printed handout for guidance. I will be circulating and providing support
where students need it.

VI. Conclusion (5 minutes)

I will remind students to continue to work on revising their Found Poems for
homework.

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 individual conferences. For
students who need more of a challenge creating their Found Poems, like Rachel, I
can encourage her to look again at the poems of Kwame Alexander and to consider
how she can use form to change the meaning of her poetry. I will group Nicholas
with a student who he gets along with that can support him in his learning, and
myself or the co-teacher can provide extra support if needed.

Technology Use:

A digital overhead projector will be used to display the warm-up instructions.

Students will access their Alternate Perspective Journal Entries and Digital
Glossaries through their Chromebooks.