Name: Alexandra Berard

Lesson Title: Ancient Societies: A Single Shard

Grade level(s)/Course: 6th grade English Language Arts
Date taught: 11-4-14
GENERAL CONTEXT
Textbook or Instructional Program referenced to guide your instruction (if any)
Title: Reading Wonders Gr. 6 Anthology
Publisher: McGraw-Hill
Date of Publication: 2013
District, school or cooperating teacher requirement or expectations that might influence your
planning or delivery of instruction.

Amount of time devoted each day or week in your classroom to the content or topic of your
instruction.
This school has eight periods that are 47 minutes each. RLA is given two consecutive class periods,
usually reading first and then language arts after a short break. They meet every day of the week.
About 30 minutes every day is devoted to ELA instruction followed by about 20 minutes of work time.
Describe how ability grouping or tracking (if any) affects your planning and teaching of this
content.
Only the written assessment of the vocabulary portion of the lesson will be different based upon
ability.
List any other special features of your school or classroom that will affect the teaching of this
lesson.
One resource that is used for literacy instruction is the Smartboard, interactive white board. All of the
students have their own iPads to work on as well. They also have access to certain programs that allow
them to take quizzes and do assignments, such as eBackpack, that they can do from their tablets.

INFORMATION ABOUT STUDENTS AND THEIR LEARNING NEEDS

Total students____18_____
Males______10____
Females_____8_____
Students with Special Number of
Accommodations and/or pertinent IEP Objectives
Needs: Category
Students
Students with IEPs
0
English Language
Learners

Gifted

504

Students with autism

or other special needs

Students with
Behavioral Disorders

These boys will be given reminders as necessary and given

plenty of opportunities to help and contribute

INFORMATION ABOUT THE LESSON

Content Strand found within the Wisconsin Academic Content Standards or Wisconsin Model
Early Learning Standards
CCSS.ELA-LITERACY.L.6.4.C
Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to
find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
CCSS.ELA-LITERACY.L.6.6
Acquire and use accurately grade-appropriate general academic and domain-specific words and
phrases; gather vocabulary knowledge when considering a word or phrase important to
comprehension or expression.
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.
CCSS.ELA-LITERACY.RL.6.6
Explain how an author develops the point of view of the narrator or speaker in a text.
Enduring Understanding and/or Essential Question
Can the students recognize point of view and gather information from literature?
GLE(s) or EOC and Symbolic Notation
DOK
The grade level expectation is that thiey can use
This lesson reaches Level 2 in the DOK chart.
textual clues to determine the narrator's point of
They are able to compare and relate their lives
view in writing.
with the text.
Outcome(s)
Students should be able to use their newly aqcuired vocabulary to aid in comprehension of literature.
They should be able to correctly identify the point of view the text is written in and think critically about
life in ancient societies according to inferences made on the text.

Academic Language related to the lesson

"benefit," "deftly," "derision," "eaves," "expertise," "impudence," "legacy," "symmetry," "first-person,"
"third-person"
Prior Learning/Prior Thinking
Students already have a knowledge of basic Greek and Latin roots, which should aid in learning the
vocabulary. They also have prior knowledge of what first- and third- person means, as well as how to
use the compare/contrast method when reading.

LESSON IMPLEMENTATION
Anticipatory Set/Elicit Prior Knowledge
The vocabulary lesson is part of the anticipatory set, as the words learned are imperative to
fully comprehending the text. We will then review what each point of view means and how to
identify them.
Focus/Purpose Statement
The purpose of the lesson is to put prior knowledge to practice in order to build deduction skills
in literature.

Procedures

Begin by using vocabulary flashcards. Show the picture and word and ask
students to raise their hands if they think they know what the word means. Ask
various students to define the word or make a guess. Read definition on back of
the flashcard and elaborate if necessary. Provide an example of a sentence
using the word, then call on various students to try to use the word in a
sentence. Ask class as a whole if they all understand, then move on to the next
flashcard and repeat.

After going through all of the vocabulary flashcards, I will then ask the class for volunteers to
define first- and third- person and to explain how to identify those points of view.
We move on to the actual reading. I will switch off between playing the recording and having
students read out loud. After every page I will ask one or two question relating to
comprehension.
At the end of the lesson, I ask open-endedly for student opinions and what they learned.

Differentiation
Since some of the class has trouble memorizing vocabulary quickly, I will allow them to have their
workbooks open to the page listing the vocabulary words and definitions.
Closure
As a wrap-up, I will provide a brief summary of the story and explain a little bit about ancient Korea. I
will also accept any questions or comments the students may have.

Materials and Resources

Reading Wonders Workbook, Literature Anthology, vocabulary flashcards, McGraw Hill ConnectED
online resources (audio recording)

Classroom Management/Democratic Practices

Students are expected to be quiet when it is not their turn to talk or read and to actively follow along
with the story. They are also expected to participate in discussions. If nobody or only a few students
raise their hands, I will call on them to contribute.

ASSESSMENT
Before the lesson
I informally assess by reviewing and checking for understanding of point of view.

During the lesson

I ask meaningful questions during both the vocabulary portion and the reading to check for
comprehension and expand upon their understanding.
At the end of the lesson
At the end of the lesson, I ask the students for final thoughts on the reading. I will then hand out onepage vocabulary worksheets and give them 10 minutes in class to work.

LESSON PLANNING CHECKLIST

Does the plan logically lay out what you will say and do?

Did you include specific questions you will ask to invite, guide, and develop students
thinking throughout the lesson?

What strategies will you use?

Have you included how you will set expectations for student behavior before and during
the lesson (picking up materials; collaborative work time; listening behaviors, moving
from one place to the next, etc.)?

If students work in groups, have you included how you will group them and why that
approach is appropriate to their learning needs?

Have you specified how you will ensure students understand the academic language
needed to succeed during this lesson?

What content-specific vocabulary will you introduce and how will you introduce it?

Do you plan for guided work so that students must use the ideas/skills they learn?

Do you plan for students to independently work with or apply the ideas/skills?

Do you include how you will differentiate for the varying needs of diverse students
(gifted/remedial; ELL; social/emotional)?

How will you collect evidence of students thinking and learning (formative assessments)
during the lesson?
REFLECTION

If you have not had a conference at the completion of your lesson, or if your instructor asks for
this, send a REFLECTION to your practicum supervisor.
In your reflection address each of the following.
Focus on student thinking and learning.
What was working? What was not working? For whom? Why?
Use specific examples of students work, actions or quotes to support your claims.
What missed opportunities for student learning are you aware of that happened?
If you could do it over, what might you have done to take advantage of missed
opportunities to improve the learning of students with diverse needs?
In your own classroom what would you teach next to build on this lesson?

Link your ideas to your methods class content and readings, using appropriate and accurate
quotes from text or theorists as you analyze and evaluate your work.