Lesson Plan Template Revised 11/12/2016

Candidate Name Laura Henderson

TAG Strategy in this lesson: Task Rotation
UNIT NAME Analyzing Text Structure

LESSON NAME

Time Needed (Hours/Days) One 50 minute class period

Grade 6

Subject Writing using various task structures

Course ELA

STANDARDS/ELEMENTS: CCGPS, GPS/GSE (where applicable) and TAG Standards
GSE: ELAGSE6W2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.
a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification,
comparison/contrast, and cause/effect…

TAG: Advanced Communication Skills (ACS) Elements: 2. The students produces written and/or oral work that is
complex, purposeful, and organized, includes relevant supporting examples and manipulation of language.

ENDURING UNDERSTANDING(s):
Students will be able to identify the five basic text structures we are currently focusing on.
Students will be able to recognize and use the “clue words” for different text structures.
Students will be able to apply the appropriate text structure to various tasks.

ESSENTIAL QUESTION(s)
How can I use different text structures to best convey information? How do these text structures apply to everyday life
experiences?

TEACHER LESSON PREPARATION
 Prior to this lesson, students should have a working knowledge of the basic text structures.
 Teacher will prepare the task cards for the activating strategy.
 Teacher will prepare the task rotation choice board.

ACTIVATING STRATEGY
Students will be working in small groups. Students will be handed a card with an everyday task on it. Students will then
decide which type of text structure fits this task and why.
TASK CARDS:
 Baking some cookies from scratch. (Sequential)
 Deciding which house would be the best to buy. (Compare/Contrast)
 You are a member of City Council, and your city is facing a water crisis. (Problem/Solution)
 A friend asks you what your Spanish class is like. (Descriptive)
 A friend is worried about what will happen because their library book is overdue. (Cause/Effect)
 You are going to help your parent put together a book shelf. (Sequential)
Lesson Plan Template Revised 11/12/2016

 You have forgotten your homework twice, and you do not want it to happen again. (Problem/Solution)
 Your friend asks you about the vacation you took over Spring Break. (Descriptive)
 You are trying to decide which book would be the best to read. (Compare/Contrast)
 You are asked to work an equation in math. (Sequential)
1. Hand out cards to small groups or pairs.
2. Students decide which text structure would apply to the task and WHY.
3. Groups share their findings with the class.

Instructional Sequence and Activities including use of technology
Through completing a task of their choice, students will demonstrate an understanding of the five main types of text
structure we are focusing on.
1. Review and discuss EQ.
2. Students will use Edmodo to pull up task choice board.
3. Discuss each choice as well as what each type of task asks students to do:
 Mastery Task asks students to remember and describe.
 Understanding Task asks students to reason and explain.
 Self-Expressive Task asks students to imagine and create.
 Interpersonal Task asks students to explore feelings and relate personally.
4. Students will select a task to complete in order to show understanding of the four task structures. They may choose
to work independently OR with a partner.
5. Teacher will monitor/guide students as they work on their task, taking informal anecdotal notes.
6. Sharing of Understanding – Some students will share their completed task with the class. All others will share in a
think-pair-share time.
7. LATER APPLICATION: To complete this unit, students will be completing a presentation to leave for incoming 5 th
graders during the orientation camp before the new school years begin. All text structures will be utilized through the
presentation of various topics pertaining to 6 th grade. There will be choice of product – create a newspaper utilizing the
task structures, create a video, create a brochure…..any product that is approved by teacher in advance. Students may
work alone or in groups of up to 3.

Assessment Strategies
 Teacher will make anecdotal notes while observing task completion.
 Teacher will assess understanding through completed tasks.

Differentiation
 Choice of tasks that relate to different learning styles
 Choice of working independently or with a partner
 Products for tasks are open-ended, allowing for extension of ideas

Materials/Links/Text References/Resources
 Task rotation choice board