Lesson Plan- Young

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Liberty University *

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Communications

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Feb 20, 2024

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DAILY LESSON PLAN TEMPLATE Preliminary Information Created by: Whitney Young Date developed : April 12 th 2022 Subject / Topic: English/ Reading Comprehension Date of lesson : April 14 th 2022 Grade Level : 6 Number of students : 24 Learning Segment Theme: Beginning, Middle, End Where in the learning segment does this lesson occur? (Beginning, middle, or end?): Beginning Structure(s) or grouping for the lesson (Select all that apply) Whole class, small group, 1:1: Other (specify): Whole class, small group Any other information that you know about the context, including diversity among the students : 8 students in the gifted and STEM program 16 students on free and reduced lunch 3 Latino Students 21 African American Students 5 Struggling Learners 3 Students with disabilities Resources and materials required for the lesson (e.g. textbook(s), module, equipment, technology, art materials) : Smartboard, Objects for stations (Text(for reading), Dry Erase Marker, White Board, RACE strategy notes, Mark Your Text Book Mark. 4 Passages from Spectrum Reading Grade 6 Book (A Growing Plan, Garden Gourmet, A Shriek in the Night, Night Flyers) 1. What are your goals for student learning and why are they appropriate for these students at this time? Big Idea or Concept Being Taught - - CENTRAL FOCUS The central focus of this lesson is to build on students’ metacognitive reading skills to improve their reading comprehension abilities. The students will learn to apply previously learned reading strategies when given grade level reading passages. Rationale/Context for Learning - - JUSTIFICATION FOR YOUR PLANS (Why this lesson at this time, for this group of learners? How does it connect to previous learning or succeeding lessons?) Previous mini lessons focused marking their text (circle- words you don’t know, exclamation point- when you make a connection, question mark- when you don’t understand, star- when you recognize hints about the theme or author’s purpose in a text) and the RACES Strategy (Restate the question, Answer the question, Cite evidence, Explain and elaborate, Sum it up). Prior Knowledge and Conceptions (What knowledge, skills and/or academic language must students already know to be successful with this

lesson?) Prior knowledge : Races Strategy, Metacognitive Markers. Prior skills : Ability to read text with basic level of understanding, ability to recognize grade level vocabulary Prior academic language : Metacognitive Marker, Strategy Content Standards State National State: Georgia Standards of Excellence: ELAGSE6RL1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text ELAGSE6RL4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. ELAGSE6RL2: Determine a theme and/or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. National : Common Core State Standards for ENGLISH LANGUAGE ARTS - Grade 6 Apply transformations and use symmetry to analyze mathematical situations  Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text  Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.  Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. Learning Objective(s) (These must be behavioral & measurable.) STATEMENTS OF WHAT STUDENTS WILL KNOW , UNDERSTAND , AND BE ABLE TO DO AT THE END OF THE LESSON (consider all three domains) – Include condition, performance, criterion Teacher Version: Given 4 different grade level text, the student will be able to determine the author’s purpose, theme, and/or central idea in each using metacognitive markers and the RACE Strategy. Learning Target / Student Version: I CAN use my reading strategies (RACE Strategy and Mark your text) to find the author’s purpose/central idea and theme in a passage. Academic Language Demands Identify the language demand(s) - Identify language support(s) Language Demands: Students describe metacognitive markers in their own words. Students will define strategy

in their own words. Language Supports: Teacher provides formal definition of metacognitive markers. Teacher will model the use of the reading comprehension strategies (Metacognitive Markers and RACES Strategy). Students refine their own definition and description of metacognitive markers and strategy. Essential Vocabulary: Strategy, Metacognitive, theme, viewpoint, central idea, textual evidence LU SOE Specific Lesson Requirements: Character Education: Perseverance Galatians 6:9 “9 Let us not become weary in doing good, for at the proper time we will reap a harvest if we do not give up.” TCA Alignment: and (InTASC) TCA Alignment: Professional knowledge a. Effectively addresses appropriate curriculum standards b. Integrates key content elements and facilitates students’ use of higher level thinking skills and instruction c. Demonstrates an accurate knowledge of the subject matter Instructional Planning a. uses student learning data to guide planning b. plan time realistically for pacing, content mastery, and transitions c. aligns lesson objectives to the school’s curriculum and student learning needs Instructional Delivery a. engages and maintains students in active learning b. differentiates instruction to meet the student’s needs. c. Communicates clearly and checks for understanding Assessment a. aligns student assessment with established curriculum standards and benchmarks b. gives constructive and frequent feedback to students on their learning. 2. How will you know and document students’ progress towards meeting your learning objectives? Evidence and Assessment of Student Learning (How will you know whether students are meeting your learning objectives? What tools will you use to measure their progress? How will you provide feedback to promote student learning?) Diagnostic/pre-assessment(s) : Providing students with the opportunity to describe their idea of metacognitive markers and complete a reading task with comprehension/discussion questions. Formative assessment(s)/feedback to learners : Teacher Lead whole group practice using metacognitive markers and the RACES strategy on a grade level text (guided). Students will be divided into groups and will be provided with 2 passages, as a group they will use their strategies to analyze each text find the theme, central idea/author’s purpose, and answer the comprehension questions that go with them on their white boards. After

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completing each passage, each group will share their responses and discuss. Summative assessment(s) : Students will redefine metacognitive markers and complete a reading task with comprehension/discussion questions. They must show their use of their given reading strategies by marking their text. Expectations for Student Learning - - STANDARDS & CRITERIA (Describe in detail the following levels of student performance. What will students’ work look like when it exceeds expectations? When it meets expectations? When it falls below expectations? How will you communicate these expectations to students? Provide any rubrics you will use.) Exceeds expectations : C an identify, define, and use metacognitive markers on a reading passage. Can accurately find theme, authors purpose/central idea, and answer comprehension questions on a grade level text. Meets expectations : Can define and somewhat show understanding of metacognitive markers. Can accurately find theme, authors’ purpose/ central idea, and answer comprehension questions on a grade level text. Below expectations : Does not show understanding of metacognitive markers. Cannot accurately determine the theme, author’ 3. How will you support students to meet your goals? Describe EXPLICITLY what you will do! BEGINNING: Launch/Hook/Anticipatory Set (How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students?) Ask students if they have ever heard of metacognitive markers. Tell them to make an educated guess of what they are and have them share their responses using their individual white boards. Use the video at https://youtu.be/HZrUWvfU6VU to introduce metacognition. MIDDLE: Instructional Strategies to Facilitate Student Learning (For example: How will you engage students with ideas/texts to develop understandings? What questions will you ask? How will you promote question generation/discussion? What activities will you use to engage students in learning…for individuals, small groups, or the whole class? How will you incorporate technology? How will you address the academic language demands? Detail your plan. Note: For math lesson plans, please write or attach every task/problem students will solve during the lesson – with the correct answers.) Instruction / Modeling: Instruction / Modeling: Read the passage A Growing Plan , a s you read mark your text using metacognitive markers. Present these markers on the board as well. Allow them to work with you as you work your way through the passage, allow them to help you analyze what the important details were and what connections could be applied to the text. Once you are finished marking the text, use the RACES strategy to answer the prompt, What does the author think of baseball? With assistance from the students, go through the acronym to accurately answer the prompt.

Guided Practice: a. Place the students in groups of 4. Provide the students with their materials, this includes their passages and large white boards. The students will read two passages (Garden Gourmet and A Shriek in the Night) and mark their text with the given metacognitive markers, they will then as a group use the RACES strategy to answer the prompt/discussion question that goes with that passage. At the conclusion of each passage the students will share their responses and thought process with their peers and discuss. Independent Practice: The students will answer comprehension questions associated with the two passages they received during their guided work session. They will then read a short passage of their own (Night Flyers), show their ability to mark the text and answer the following prompt using the RACE strategy. END: Closure (How will you end the lesson in a way that promotes student learning and retention?) “Today we have learned about metacognitive markers. On your exit ticket, define metacognition and explain how metacognitive markers helped you to analyze the text to find theme, authors’ purpose/central idea, and answer comprehension questions.” Differentiation/Extension (How will you provide successful access to the key concepts by all the students at their ability levels? Supporting students with special needs: Place students in intentional groups where students with disabilities and struggling learners will be paired with stronger peers. Provide bookmarked notes as reminders of their markers. Provide students with guided graphic organizers for the RACES strategy. Challenging above-average students: If the students are done early, have them further elaborate on their findings in their passage. Extension: Give students the extra needed time to complete the individual activity. Pair them in groups to work together. What Ifs (Be proactive – Consider what might not go as planned with the lesson. What will you do about it? What if students…. . Provide them with reading inventory practice, where they can hone their new skills What if students cannot… If students have difficulty with completing this task, have students use commonlit or freckle to receive guided

step by step practice using metacognition. References (Cite all sources used in the development of this lesson including URLs or other references) Spectrum Reading Grade 6 https://youtu.be/HZrUWvfU6VU

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Lesson Plan- Young

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