Learning-Focused Lesson Plan Subject Area:
Plan for the concept, topic, or skill – Not for the class period / Name: / 6th Grade English-Language Arts
Unit: 1 - Dates: Aug 10-Sept 25
Lesson: 3a and 3b (6 days) / Topic: / Informative and Narrative
Learning Goals for this Lesson:
Students will:
Identify and understand the plot
Analyze the series of episodes
Evaluate the resolution
Make logical, text-based inferences / Standards: / LAFS.6RL-1.1, 1.2, 1.3, 4.10
LAFS.6.RI-1.1, 1.2, 1.3, 4.10
LAFS.6.W-1.2, 1.3, 2.4, 2.5, 2.6, 3.8, 3.9, 4.10
LAFS.6.SL-1.1, 1.2, 2.4, 2.5, 2.6,
LAFS.6.L-1.1, 1.2, 2.3, 3.4, 3.6
Students will know: Narrative text structure
Plot
Resolution
Episodes
Character’s POV
Characterization / Students will do:
Lesson Essential Question: How does a story’s plot unfold and how do the characters respond or change as the plot moves toward a resolution through a series of episodes?
Activating Strategy:Think-Pair-Share-Engage students in the collaborative discussion prompt…make predictions based on the title “Flipped” and to justify their responses. (Have the students to write their responses first in a quick write)
Key vocabulary to preview and vocabulary strategy: Plot, Resolution, Series of episodes
Lesson Instruction
Learning Activity 1: Close Read and Mark the Text in “Flipped”-Students will mark the text for evidence of characterization, especially of what the characters say and do, which is modeled by the teacher. Chunk the text and use the graphic organizer in SB, pg. 22
HOT Q: How does marking the text for characterization help you understand the character’s POV?
Assessment Prompt for LA 1: SUHUPU (Stand Up, Hands Up, Pair Up)
Guided questions to check for understanding of characterization and the character’s POV/Flipped POV book
Differentiation: Jigsaw the marking of the text, having pairs look for characterization in assigned sections/paragraphs. Then discuss as a class or foursome. / Graphic Organizer:
Learning Activity 2: Viewing clips from the Lion King and Note-taking- Students will view clip 1 (the opening scene), which shows the setting and introduces Simba and take notes about the scene and respond to the provided prompts. Cont. with clips 2-5 and use graphic organizer to take the notes.
HOT Q: How does viewing the clips and the note-taking help you understand how the story’s plot unfolds and how the plot moves towards a resolution?
Assessment Prompt for LA 2: Use trade books and the plot diagram to check for understanding.
Differentiation: Provide the events on preprinted cards. Each group should organize the events chronologically, using their notes as reference. Once complete, discuss the elements, and project the events on the GO on the screen.
Assignment:
Learning Activity 3: Close Read and Marking the text in an Achieve3000 article- The students will mark the text for key events and important dates in the Achieve article. They will use the marked text to help understand how the author introduced, illustrated, and elaborated the events in the text.
HOT Q: How does the marked text in Achiee3000 (events, dates, and ideas) help you understand the author’s development of the central idea?
Assessment Prompt for LA 3: Students will develop a cartoon strip to elaborate on the events and ideas of the person’s life to check for understanding of the individual and the text.
Differentiation: The marking of the text can be chunked and modeled thru, I do, we do, and you do.
Summarizing Strategy: Ticket out the door- What 3 activities help you understand how the story’s plot unfold and how do the characters respond or change as the plot moves toward a resolution through a series of episodes?
Or
What question do you still have about characterization and plot development?
Student / Modification/Accommodations
  1. Seat student near teacher.
  2. Stand near student when giving directions/presenting.
  3. Provide visual aids/graphic organizers.
  4. Ensure oral directions are understood.
  5. Allow extra time to complete tasks.
  6. Simplify complex written directions.
  7. Give test items orally.
  8. Provide peer assistance/study groups.

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