Lesson Plan Template

Name: Isaiah Polk Grade Level: 6th

Target Content/Lesson Topic: Reading Comprehension Date: 11/1/20

Planning
Essential Question What is the author’s purpose for writing this article based on the text and what I have learned after reading?
What is the essential question that this
lesson addresses? What is the core
purpose of the lesson that includes the
strategies and skills necessary to
accomplish the deeper learning in the
standard? How does this lesson fit into
the larger unit of study?
State Learning Standards W.6.9 - Draw evidence from literary or informational texts to support analysis, reflection, and inquiry.
Identify relevant grade level standards
and Learning Outcomes from the State
Content Learning Standards, Common
Core Standards, and school learning
outcomes.
Learning Targets/Objectives Students will be able to compose a 2-3 paragraph reflection on the author’s purpose for the article, by drawing
What should the students know or be evidence from the text and reflecting on their own experience with the article.
able to do after the instruction? Use a
common format with a measurable verb
that matches the cognitive domain
standard. This should be a small piece of
the standard stated in measurable
terms.
Grouping Grouping – After reading and completing their graphic organizer, students will speak in small groups about
Describe how and why students will be what they have learned from the article and how their viewpoints or opinions may have changed. The purpose
divided into groups, if applicable for small groups is to hear how other people experienced the article. I hope if students hear different
(homogeneous, heterogenous, random / perspectives, it will help them identify the author’s purpose for the article.
based on ability, interest, social
purposes, etc.)
Co-Teaching Strategy
How did you collaborate with your co- Co-Teaching Strategy – N/A
teacher to plan, instruct, and assess
learning? What Co-Teaching Model will
1

September 1, 2020
 you employ?
-One Teach, One Observe
-One Teach, One Assist
-Station Teaching
-Parallel Teaching
-Supplemental
-Alternative (Differentiated)
-Team Teaching

Differentiation
Respond to your students’ needs and
adjust the content, process, product,
and/or environment to reach individual
learners based on their readiness,
interests, and learning preferences
(Tomlinson, 2014). Discuss planned
supports here.
Formative Assessment
How will you monitor student learning
throughout the lesson? Be specific
about how your chosen assessments
connect with the objectives above.
Does your formative assessment
have/need evaluation criteria? If so,
attach a copy of your evaluation criteria.
Summative Assessment
How will students demonstrate mastery
of the standard? Note: This assessment
does not have to occur during/after this
lesson but in upcoming lessons.
Evaluation Criteria
What material(s) will you use to
evaluate learning? Please attach a copy
of your checklist, rubric, observation
criteria, or other measure.
Content: If students are struggling with the article, I will give them a separate article to read at an appropriate
grade level. I will also conference with them during discussion to help them identify the author’s purpose.
Process: For struggling students I will create a small group to work with me on this assignment. We will read
the article together and assist with filling out their graphic organizer.
Product: If necessary, I will allow students to have a mini conference with me to discuss the author’s purpose,
instead of writing a reflection. I will ask them specific questions and ask them to give specific examples from
the text.
Environment: If necessary, I will allow students to work in the library or with the assistant or SPED teacher in
another classroom.
Assessment
 During small group discussions, I will be speaking with each group to see if everyone is on the correct
path. I will be asking what they have discussed and what they thought were the most important or
strongest points from the article.
o This is to help students come up with their own conclusions about the author’s purpose. Not
everyone will have the same answer, but I want to make sure that they back up their points.
 Students will create a 2-3 paragraph reflection about the author’s purpose for writing the article.
o I will ask that students give specific examples from the text that support their reasoning.
o I’ll also ask that they reflect on their own experience reading the article and how it contributed
to their understanding on the author’s purpose. Students will use their graphic organizers to
physically see how their opinions may have changed because of the reading.
For the summative assessment, for full points, students must explicitly state what they believe is the author’s
purpose for writing the article. They should explain their reasoning by providing evidence from the article and
reflecting on their experiences reading the article. Did the author change their opinions on Thanksgiving? Did the
author include facts for specific reasons?

September 1, 2020

Describe the presentation of the overall
lesson.
Introduction and Connection to
Previous Learning
● Anticipatory Activity (Hook)
● Activate prior knowledge.
● Be sure students understand
procedures and instructions for
lesson.
● Establish clear expectations.
● Model concept
The Introduction, During, and Wrap-up
groupings/ instruction/ lesson
progression might look different!
During (Lesson Progression)
In this portion of the lesson, you will be
letting go and letting students engage in
productive struggle; engaging in gradual
release, inquiry, or other learning
methods. Please write what you are
looking for in terms of:
● Students’ thinking and how they
will start the lesson
● Provide appropriate support
(not explaining how to do it)
● Provide worthwhile extensions.
● Provide opportunities for
students to engage in using the
academic language.
This is where you will be suggesting or
modeling specific strategies and
helping students choose which strategy
makes sense to them. However, you
must make sure ideas come from
students.
Wrap-Up and Extension
This is where you have students talk
September 1, 2020
Procedures (Teacher[s] will…, Students will…)
 To begin the lesson, I will be handing out the graphic organizer and text they will be reading.
 I will then put up a different text relating to Thanksgiving up on the projector to model the strategy.
 I will read the short article out loud to the class and then put up a digital version of the same graphic
organizer the students have.
 I will model how students will think about their current viewpoints on the story of Thanksgiving, and
write it down in the frst column.
 Then I will write down what the author of the example article says about Thanksgiving in the second
column.
 In the final column I will write down how my opinions may or may not have changed after comparing
the first two columns.
 Next I will give directions that students will read the article in front of them, and then fill out the
graphic organizer after reading.
 Students will begin reading the provided article independently.
 After reading, students will fill out heir graphic organizers.
o In the first. Column, they will write down what their opinions and viewpoints of Thanksgiving
were before reading the article.
o In the second column they will write down what the article and the author say about
Thanksgiving.
o In the third column, they will write down how their opinions have or have not changed after
reading the article.
 When students finish, they can either go back and find additional information from the article or read a
book quietly while we wait for everyone to finish.
 When everyone is ready to move on, students will get into small groups to discuss what they have
leared from the article and how their opinions may have changed on Thanksgiving.
o I hope if students hear how other people expereinenced the article, it will help them see the
author’s purpose for the article.
o Discussion will continue for about 15-20 min. I will also be walking from group to group to
hear their opinions.
 After discussion, students will either type out or write down their reflection.
 I will have a list of what should be discussed on their reflections on the board for everyone to see.
 about their thinking and share strategies o They will mainly discuss what they believe is the author’s purpose.
with the whole class. It’s important to o Provide specific evidence from the article.
name strategies and use academic o How has their experience reading the article contributed to their understanding of the author’s
vocabulary here, extending the lesson to
broader ideas. purpose.
● Promote a community of  After writing their reflection, students will hand it in for grading.
learners
● Listen actively and probe
thinking without evaluating or
telling them how you would do
it.
Summarize main ideas and identify
future problems that they would be able
to solve using the thinking you have
discussed.
Instructional Materials,  Graphic organizer
Equipment and Technology  Copy of Thanksgiving text
Attach a copy of ALL materials the  Computer
teacher and students will use during the  Projector
lesson; e.g., handouts, questions to
 Writing tools
answer, overheads, PowerPoint slides,
worksheets. List equipment or
technology that needs to be available.

September 1, 2020