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NWCSD Lesson Plan: Cornerstone I Cathy Qualiana 6th Grade ELA Essential Questions - How does the character

r change and develop throughout the story? Objectives - Students will build their understanding of the basic story line. - Students will apply the new vocabulary given in order to fully grasp the story line. - Students will make inferences about the main characters reasons for change citing text to support these changes. - Students will identify and state the theme of the text. - Students will address the essential question in the form of writing using sources for support (in later lesson). Common Core Learning Standards - CCLS: College and Career Readiness Anchor Standards for Reading 11. Respond to literature by employing knowledge of literary language, textual features, and forms to read and comprehend, reflect upon, and interpret literary texts from a variety of genres and a wide spectrum of American and world cultures. - CCLS: English Language Arts 6-12, 6th grade, Reading 10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. 3. Describe how the particular storys or dramas plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. - CCLS: English Language Arts 6-12, 6th Grade, Writing 4. Produce clear, and coherent writing in which the development, organization, and style are appropriate to the task, purpose and audience. Anticipatory Set/Introduction - Students will be shown several slides of 19th Century England which include: Queen Victoria, factory settings which include child laborers, and a wealthier setting. Each will be followed by a brief discussion of the picture and a summing up of the motives behind the types of stories that Charles Dickens wrote. Direct Instruction - The teacher will begin with a brief overview of the setting of the story A Christmas Carol by Charles Dickens. This will be followed by a brief vocabulary lesson on the bold faced words in the story.

- This initial reading is a brief narrative/synopsis of the dramatic version the students will perform next. The purpose is to build the foundation of comprehending the tone and basic concepts of the story. Modeled/Shared Instruction - The teacher will begin the reading in order to model the pace and tone of the story. A close reading of the section will be demonstrated. Guided Practice - A student will be called upon to read with and then choose the next person to read until the story section is completed. Independent Practice - The students will respond to questions both verbally and in written form. These will include: identifying the theme of the story; factors that influenced Scrooges later decisions; changes that took place in his character. Culminating Task - Eventually, after reading the story in drama the students will complete an organizer to outline their essay structure. This will be in response to query about the character changes and developments that occurred in Mr. Scrooge. Closure/Reflection - This initial lesson was quite helpful in laying a foundation for the drama reading of A Christmas Carol. A few of the students were a bit familiar with the Disney version of the story. It was difficult for them to grasp the concepts of a poorhouse or the very small wages that were paid to employees who were extremely dependent on whatever work they could get. - The drama has been much more difficult for the students to read, but they were able to grasp many of the underlying meanings because of the initial reading that we did. The manner of speaking and antiquated terms used in this 19 th century version has been a challenge for students with special needs. - We have yet to complete the reading of the drama and culminating essay.