Dakota State University
College of Education
LESSON PLAN FORMAT
Name: Amber Eggebraaten
Grade Level: 6th
School: Madison Middle School
Date: 10-10-12
Time: 8:30-8:50
Section: Gold 1
Subject: Reading Lesson 5
Topic: Biography- Bullying
Reflection from prior lesson: The lesson flowed a lot better because I added the context clues
steps after the first class. I wrote the tasks I wanted to do and the order on a sticky note so the
lesson went a lot smoother. I found the definition of a theme and had the students write it down
so they understand what it meant better. They were able to identify the key ideas about bullying
that we have heard while reading different genres on their own better and then were able to
contribute to discussion. The steps I had them write when they find an unknown word and to use
context clues helped them understand the process a lot better. This helped them understand an
abstract concept at a deeper level. It helped me as I was explaining also. The last class had a
great discussion on what they already knew about Helen Keller. I think this got them excited to
read the interview.
Lesson Goal(s) / Standards:
6.RL.9 Compare and contrast texts in different forms or genres (e.g., stories and poems;
historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
6.RI.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall
structure of a text and contributes to the development of the ideas.
Lesson Objectives:
 After reading in a small group, students will successfully answer four questions related to
the biography showing understanding of the topic.
 Students will complete the biography cube by answering six questions independently
following small group reading and discussion.
Materials Needed:
 Gabrielle Ford Biography
 Make a Cube Worksheet
 Assembly Email
 Olivia book- Letters
 Student Notebook
Contextual Factors/ Learner Characteristics: The first two classes I teach this lesson to
(Maroon 1, 2, 3) really want to say the right answer. This sometimes holds them back from
participating, through discussion, in class. Questions that help them think abstractly are hard
since most of them think concretely. Giving the students clear steps to go through when
completing an assignment helps them understand exactly what they need to do. I need to do this
especially if the task includes more abstract thinking. This will help them gradually transfer into
abstract thinking with my guidance.
A. The Lesson
1.
Introduction (5 min.)
 Getting attention
o Read the Assembly Email. “When you go to the assembly, I want you to think
about what you can add to your bullying themes chart. Be ready to discuss what
you hear at the assembly. We are going to compare and contrast what you heard
at the assembly to what we have read and discussed in class.”



Relating to past experience and/or knowledge
o Olivia Letter p. 54
o What is the author’s purpose? To describe his/ her experiences with bullying
Creating a need to know
o “When I was looking at each of your responses to the genre questions, I found
that some of you have a limited understanding of biographies. So we are going to
read and discuss an example of a biography.
Sharing objective, in general terms
o “We are going to switch to a different genre. We are going to look at a biography
to find out the text features and definition.”
2.
Content Delivery (10 min. & Partner reading)
 Students will be divided into groups of two where they will read the article.
 “When I split you up into groups, you will take turns reading and then come up with a
definition of a biography, main idea, list one quote, and explain whether this is
nonfiction or fiction. Make sure you explain your answer. I will tell you who your
partner.”
 Steps to Write on the Board
o In your groups you will:
o 1. Take turns reading the article.
o 2. Write in your reading notebook the definition of a biography. (You will
decide this in your group)
o 3. Copy down one quote from the biography.
o 4. Explain the main idea.
o Identify author’s purpose
o 5. Is this nonfiction or fiction. Why?
o 6. Return to seat. Get your AR Book out.
3.
Closure (5 min.)


Discuss what they found in the biography. Have a couple of students explain
their definition of a biography.
Hand out assignment. Tell them they will only be writing down their answer in
each box and after they turn it in we will cut and glue to make a cube.
B. Assessments Used
 Assess how each group answered the questions in their reading notebook.
 Assess biography cube
C. Differentiated Instruction
 Depending on the class, I will either assign the groups or let them pick who they want to
work with.
 The students who do not respond quickly to oral questions will be given extra time to
think about an answer.
D. Resources
 http://fenton.patch.com/articles/hometown-hero-gabrielle-ford
 http://www.enchantedlearning.com/math/geometry/solids/Cube.shtml
Student Notebook
1. Definition of a biography:
2. One Quote:
3. Main Idea:
4. Identify the Author’s Purpose: To___________________
5. Is this nonfiction or fiction. Why?
What do you already know about
the subject of this biography?
Describe 3 things you know about
Gabrielle Ford.
Is this nonfiction or fiction?
List text features you see:
Questions we ask when
when
wearead
a
we read
biography.
biography.
How is the person in the biography
like people you know?
What do you think is the most
important thing you now know
about bullying?
Write down a quote from Gabrielle
Ford.
1. Read
biography
2. Answer
Questions
3. Hand in
4. Next class
period we
will cut and
glue to
make the
cube.