Brittany Montalvo 12/31/23

Name: Brittany Montalvo Grade/Subject: 6th Date: 10/11/23

1. Texas Essential Knowledge and Skills (TEKS): (C2)

TEKS: TLW identify point-of-view and interpret media texts using implied messages.

2. Deconstructing/Unpacking the TEKS: (C2) What students will know and be able to do
1. Verb: Identify/interpret
2. Content: Media text
3. Context: Understand broader context in which media text is presented (cultural, social, political)
4. Test: Identify implied messages in media text using character viewpoints.

3. SMART At the end of the lesson, students will be able to analyze and identify the perspective or viewpoint from
Objective(s): (C3) the media text presented.

Essential Question: How does identifying similarities and differences in point of view help us to
understand implied messages?
Essential Question:

4. Central Focus Students will develop skills to identify and evaluate media text for viewpoints and implied
(C4) messages.
How will this lesson link
with other lessons in the
unit?

Learning Targets I can identify viewpoints of minority characters in media text and interpret using implied
I CAN statements that messages.
Clearly show alignment
with TEKS
5. Academic Language
(C5) Language Function: Compare and Contrast

Academic language (an active verb that students will use to demonstrate their learning in the assessments; some examples
represents the language are- explain, describe, predict, summarize, compare, evaluate, interpret, justify):
of the discipline that
students need to learn I can identify viewpoints of minority characters in media text and interpret using implied
and use to engage in the messages.
content area in
meaningful ways.
Vocabulary Compare, contrast, Venn diagram, view point, interpret, implied, media tex, minority,
There are 4 language characters
demands to consider as
you require students to
read, write, speak, listen,
demonstrate and perform. Discourse (Structures of written and oral language, how will they talk, write, and participate in
knowledge construction: discussions, reports, essays, multi-media presentations, performance):

-Whole group discussion

-Think-pair-share
-Graphic Organizer
-Sentence stems
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Syntax (The set of conventions for organizing symbols, words, and phrases together into structures, e.g.,
graphic organizers, formulas, charts, language rules, outlines, graphs, tables):

1. Venn Diagram
2. Sentence Stem

6. Targeted Language Language Function (How will you help them demonstrate the DO verb?)
Supports (C5)
The resources,
representations, and
strategies you will Vocabulary Strategies - (GO TO Page)
provide to help students 1. General language used across disciplines.
understand, use, and 2. Examples and non-examples
practice the concepts and
language they need to
learn within the
discipline Discourse strategies - (GO TO Page)
-Write: graphic organizer
Site the researcher’s -Talk: Think-pair-share
name as you refer to the
strategy.
Syntax - (GO TO Page)
1. Organizing character viewpoints into compare/contrast organizer for written visual
representations.

3. Organize language to convey meaning using sentence stems.

Sentence stem: I think the perspective of ________________________ (character 1)

_______________________is. I think that because ___________________. I think the
perspective of ___________________(character 2) is ______________________________. I
think that because _______________________________________.

Making Content Comprehensible (R9)

-Use correct grammar conventions during cooperative learning discourse.

-Use academic language to during discourse.
1. Adaptation of content (Graphic organizers)
2. Building background knowledge (Key vocabulary)
3. Interaction (Provide opportunities for students to fully discuss information).

7. Assessment/ Assessment of your TEK

Evaluation (C6) Formative: Students will complete graphic organizer comparing and contrasting character
Assessment(s) must be viewpoints. The student will complete an exit ticket using the following sentence stem:
aligned to the TEKS,
and objectives. Sentence stem: I think the perspective of ________________________ (character 1)
_______________________is. I think that because ___________________. I think the
perspective of ___________________(character 2) is ______________________________. I
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think that because _______________________________________.

Summative: Cumulative unit assessment.

Students will be provided a a script for 2 characters from 2 popular television shows. The
students will be asked to identify the perspective of each character in using a constructed
response.

Assessment of your language demands:

Formative: Students will complete the sentence stem below as an exit ticket.

I think the implied message of ________________________ (character 1)

_______________________is. I think that because ___________________. I think the implied
message of ___________________(character 2) is ______________________________. I think
that because _______________________________________.

Summative:

Students’ academic vocabulary will be assessed from the constructive response.

8. Hook (C7) Hook activity (make connections to prior learning)

True/False
Closure (C7)

Closure Activity: (make connections to prior learning)

Student Assets (C7) Think/Pair/Share

Personal assets: Specific background information students bring to the learning environment
(everyday experiences, family background).
Cultural assets: Refers to the cultural backgrounds and practices students bring to the learning
environment (traditions, art, language).
Community assets: Community background and experiences students bring to the learning
environment (landmarks, community events).
9. Body of Lesson/
Teaching Strategies and I DO –
Learning Task(s)
(C9) This phase, the teacher will model, explain, inform, and provide examples. Introduce and
explain that behaviors have implied meanings that we use to determine the perspective or
Be sure to include: viewpoint of someone else. The teacher will use Venn Diagram to compare similarities and
How will students learn differences among two characters from a popular television show (Robert Marzano's research
and use academic on Identifying similarities and differences)
language?
WE DO – This phase, the teacher will guide students in identifying behaviors that can be
used to determine an individual’s viewpoint/perspective using a Venn Diagram to identify
Three higher order similarities and differences. Based on Cooperative learning (Robert Marzano)
thinking questions.
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Marzano Strategy YOU DO – Students will practice the skill collaboratively using the Venn Diagram to
compare and contrast viewpoints of two characters from a popular television show.
(Robert Marzano's research on Identifying similarities and differences) (Based on Cooperative learning
(Robert Marzano)

Differentiation-(GO TO page) (Tailoring instruction to meet individual needs; differentiating the

content, process, product, and/or learning environment):

o Second Language learners / Cultural Diversity: Tiering, flexible groups

o Gifted / advanced learners: Anchoring activities, independent work,

Technology: - Kahoot: True/False (Hook) YouTube: TV show clip

Marzano Strategy - (GO TO page)

Venn Diagram

Higher Order Thinking Questions (GO TO page)

1.Analyze (comparing) and Synthetize (Identifying)

How do the similarities and differences between character [A] and [B] contribute to a deeper
understanding of the television show?

2.Apply – Demonstrating

In what ways do the contexts of character [A] and [B] affect the outcomes of their similarities and
differences?

3. Create - Constructing

What influences do the similarities and differences between characters [A] and [B] have on the plot of the
television show?

Grouping / Partnering Technique: (Hattie)

Small group discussions

Potential misconceptions and your plan to address it:

Students will not read the tone or behaviors of the character, misunderstanding the overall
perspective. ---Students can roleplay a similar situation to obtain a better understanding of the
tone and behaviors of the character.
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10. Resources and Diverse classroom material: paper, pencils, venn diagram
materials needed (C9)

(E7)

Audiovisual Materials: movies, videos, etc.

Graphic organizers will be used to assist students with organizing thoughts and ideas. Digital timer will
also be used to assist students with completing assignments as well as transitioning.

Technological Materials: computer programs, web pages, etc.

SUBMIT LPG and SELF EVALUATION RUBRIC – C9

11. Classroom Restorative Practice
Management Strategies
(CBM5) Behavior Reward System
What procedures will you
employ to manage
transitions, behavior,
passing out materials,
engagement, etc.?

Add 3 procedures
12. Academic Supports
for Students (E6) Accommodation(s)- (A change that helps a student overcome or work around obstacles):
What instructional 1. Fill in the blanks
strategies and planned
supports, will you employ to 2. Preferential seating
meet the needs of each
student that has identified
3. Extended time
special learning needs?
Modification(s)- (A change in what is being taught or what is expected from the student):
1. Text at a lower level

2. Change in rubric or grading scale

3. Cueing or prompting the student

(E11)
Strategies for ELLs (strategies that support language acquisition)

1. Post content and language objectives

2. Explicitly teach vocabulary

3. Intervention

4. Check for understanding

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5. Slow down and rephrase when necessary