WVSU LESSON PLAN FORMAT (Updated 1/13) Kellie Brown April 9, 2014 McKinley Middle School 6th Grade

English Reading Comprehension Character Development Lesson 3 INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES 1. Students will examine events in the story and recognize important events that took place. 2. Students will analyze and compare the main characters attributes and behavior from the beginning of the story, to that at the end. 3. Students will develop a well-written letter to the main characters grandmother summarizing events and character development documented from the text. WV CSOS ELA.6.R.C1.1 Cite textual evidence to support analysis of what the literary text says explicitly as well as inferences drawn from the text ELA.6.R.c1.3 Describe how a 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 ELA.6.W.C9.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts and information through the selection organization and analysis of relevant content: o Introduce a topic; organize ideas, concepts and information, using strategies such as definition, classification, comparison/contrast and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables) and multimedia when useful to adding comparison o Develop the topic with relevant facts, definitions, concrete details, quotations or other information and examples. o Use appropriate transitions to clarify the relationships among ideas and concepts. o Use precise language and domain-specific vocabulary to inform about or explain the topic. o Establish and maintain a formal writing style. o Provide a concluding statement or section that follows from the information or explanation presented. NATIONAL STANDARDS Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

MANAGEMENT FRAMEWORK Overall Time 40 Minutes Time Frame : 5 Minutes Introduction for the days task 10 Minutes Question/Answer with students about events in the text 15 Minutes Write a letter to Abuelita (at least one paragraph) 5 Minutes Discussion on what they wrote 5 Minutes Collect papers/Dismissal STRATEGIES Teacher led discussion Student/Group Q&A Create time line on SMART Board to display events visually to assist with writing Walk around the room during writing, reading some students work to ensure everyone is on task and understanding the assignment DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS Learning Differences: In order to teach every student, no matter how they learn best, information will be given vocally, as well as visually. The time line will be up front on the board while they write to give a visual aid. We will also discuss the information aloud so auditory learners will benefit, as well. Attention Differences: In order to ensure everyone stays on task, we will discuss information from the story as a group, while calling on students whom dont seem as engaged in the questioning. Behavioral Differences: Students with behavioral issues can assist in creating the time line, adding one event, then letting another student add the next event. At the end of the class period, when students are anxious to leave, one student from each side of the room can assist in picking up the papers from their fellow peers. Motivational Differences: Students who lack motivation can be encouraged by leading questions, as well as explaining one-on-one what they gathered from the text, leading to assistance in developing those thoughts onto paper. PROCEDURES: Introduction/ Lesson Set Students will begin by writing the days tasks in their planners. Next, they will put everything away except a pencil and two sheets of paper (one for notes/time line, the other for the assignment). We will lead into the lesson by discussing what key events have taken place from the beginning of the text, then the middle, before we conclude with the last events before the ending. While doing this, the students will, as a group, put together a time line on the front board showing the event progression over time. PROCEDURES: Body & Transitions After we discuss (individually and as a group) about key factors that took place, such as the death of Esperanzas father, her grandmother staying in Mexico, the marriage proposal from her uncle, leading into the escape to California, we will then talk about Esperanzas character and how she has developed from the wealthy, prima donna child she was in the beginning, to the compassionate, understanding, kind young women she becomes by the end of the story. Next, students will compile previous knowledge from assignments done throughout the text and the text itself to develop one, full-length, well-written letter from the main character, Esperanza, to her grandmother, Abuelita. They will write

about events that took place after she left her grandmother in Mexico, as well as how she has changed and matured through the experience. The events that took place must show how they affected Esperanzas character and forced her out of her ranch-owning wealth and into the migrant, farm working young women she developed into throughout the story. PROCEDURES: Closure When students are finished writing, the letters will then be collected and we will end with a discussion about the events and development points they put into their letters. ASSESSMENT: Diagnostic Students will be assessed diagnostically as a group, as well as individually. We will have a teacher led discussion/Q&A session with the students discussing as a group events that have happened while creating the time line. Student will also be asked individually about certain aspects of Esperanzas character to ensure they understand before beginning the actual assignment. ASSESSMENT: Formative While they are writing their letters, I will walk around the room, reading what students have so far, ensuring they are on task, understand what is being asked of them and that they are hitting the main key points that were in the story. ASSESSMENT: Summative The summative assessment will be done with the letters once they turn them in after class. Students will not be graded on spelling and punctuation. Instead, they will only be graded on content alone to ensure they understood the material and paid close attention to important key events that developed the character.

MATERIALS SMART Board for time line Paper & Pencils EXTENDED ACTIVITIES If Student Finishes Early Proofread letter If Lesson Finishes Early Have students draw a simple picture of something changing/maturing/growing. For example, a flower growing from a sprout into full bloom, or a frog, starting as a tadpole and developing into an adult frog. (Connects visual change and development to that of the characters internal/emotional development). If Technology Fails Clear a space on the white board near the desks and write the time line on the board with marker for them to see. POST-TEACHING Reflections Data Based Decision Making