Drexel Lesson Plan Template

Lesson Plan Format

Teacher: Brian Mangan
Grade: 6th
Content Area: ELA

1. Content and Standards: List standards that are aligned with the content, the text, and
materials. (These should be listed with your curriculum and standards documents.)

Standard - CC.1.2.6.C
Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated
in a text.

Standard - CC.1.2.6.B
Cite textual evidence to support analysis of what the text says explicitly as well as
inferences and/or generalizations drawn from the text.

Standard - CC.1.5.6.A
Engage effectively in a range of collaborative discussions, on grade-level topics, texts, and
issues, building on others’ ideas and expressing their own clearly

2. Prerequisites: State what students should know prior to this lesson.

Students are expected to have read all previous chapters of Trouble Don’t Last. Everything
students are expected to read was done as a shared reading in class in prior days.

The text is available to all students, including for absent students to catch up, during
independent reading prior to the novel reading. It is also available electronically on google
classroom.

Students will be expected to understand the expectations, processes and procedures of Lit
101 (participation including reading along, contributing to group discussions, full class
polls, etc.). Students have used Lit 101 and these procedures for the entire first unit novel.

3. Essential Questions: List essential questions (Usually, this is in your curriculum

documents.)

How do people who have been oppressed retain or assert their dignity?

4. Materials and Equipment: List all materials and equipment to be used by the teacher and
students. Tell how they will be used to meet the objective.
 Trouble Don’t Last (Ch.12 and 13, p72-84). Teacher and students will read this section of
the novel aloud and discuss the text in details.

5. Instructional Objective*: State what students will know and be able to do at the end of
this lesson.

After reading Ch 12-13 of Trouble Don’t Last and discussing with their peers, students
working in groups of 3 or 4 will be able to state an opinion on how the River Man or Hetty
Scott assert or retain their dignity by citing at least one action or statement.

6. Instructional Procedures: List instructional strategies and learning experiences that are in
alignment with the objective(s). Include information about what teaching strategies you
will use to engage students. Include information about what type of technology,
manipulatives, etc. you will use to facilitate students meeting the objectives.

Pre-Reading:
Students will begin the lesson by moving their seats from individual tables to a circle
around the edge of the room.

Before reading the teacher will remind students of the essential question. The teacher
will prompt students for examples that we’ve found earlier in the unit of oppressed
people retaining or asserting their dignity.

As students settle in the circle and have all faced the center, with their books the
teacher will prompt for a recap of the previous days reading.

Shared Reading:
With all students in the circle, teacher will read the text aloud as class reads along.
Students will volunteer to read from the text. Teacher will ask both clarifying and open
ended questions including a selection of the following as time allows.

Questions:
“Who do we meet in chapter 12?”
“How does the author paint a picture of the River Man?”
“What are we meant to think of the River Man?”

“Why is the River Man angry at Hetty?”

7. Assessment: Tell how you will know if all students have met the instructional objective.
What tool(s) will you use to measure if all students can meet the objective?
After Shared Reading, students will turn and talk in groups of four about how the River Man and
Hetty Scott chose to assert or retain their dignity. Groups will be clearly prompted to cite at
least one action or statement from the text to support their view.

During shared reading, the class will be informally assessed using questions as listed above.
Student’s who are not contributing to the class discussions may require further individualized
assessment to determine their understanding of character traits.

Student ability to cite the text to support their opinions will be informally assessed during the
discussion. As students provide an opinion, they will be prompted with the follow up “how do
we know…? Where in the text does it say…?” or “Why do you think that…? What in the text
made you believe that?” (aligned to Standard - CC.1.2.6.B)

8. Differentiated Instruction: Tell how you will meet the needs of all learners during the
lesson. This has to be in alignment with the objective. Look back at the objective and think
about how you can support the learners in this lesson. Will you differentiate content,
process, and/or product? Will you make it more challenging or do you have students that
need support in meeting the objectives?

Novel is read aloud (along with each student reading from their own book) so the content
is accessible to students at all reading levels. Student’s each also have their own novel and
are expected to read along as much as they are able.

Students are given the opportunity to read aloud. One or two students are selected per
chapter. Students at all reading levels are given an equal opportunity to volunteer to read,
but no students are required to do so.

Questions during Shared Reading include the range of Bloom’s taxonomy. Students will
have opportunities to discuss the novel chapters through a wide variety of complexity.
-When lower level questions are asked, priority will be given to student volunteers who
have been previously identified as at that learning level or below.
-Opportunities to answer questions at a higher level of thinking will be shared among
any students who volunteer.