Name: Meagan Dobson
Date: November 12, 2014
Subject: ELA
Grade: Six
Lesson Length: 60 minutes
Content: Viewing, reading, listening to, comprehending
and responding to texts that discuss social responsibility
and efficacy. (Giving gifts from within ourselves to
better our school and/or community)
Teaching Strategies:
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Learning Outcomes and Indicators: CR6.1
View, listen to, read, comprehend, and respond to a
variety of texts that address identity (e.g., Growing
Up), social responsibility (e.g., Going the Distance),
and efficacy (e.g., Making Our Community More
Peaceful).
a) View, listen to, read, and respond to a variety of
visual, multimedia (including digital), oral, and print
texts that address the grade-level themes and issues
related to identity, social responsibility, and efficacy
including those that reflect diverse personal identities,
worldviews, and backgrounds (e.g., appearance, culture,
socio-economic status, ability, age, gender, sexual
orientation, language, career pathway).
Multiple Intelligences or learning modalities targeted:
 Instructions will be delivered orally and
visually (written on the board)
 Students will have opportunities to work
individually and in small groups
 Hands-on task learning will engage kinesthetic
learners
Prerequisite Learning: Students will need to know how
to listen to, read and comprehend material, applying
concepts to associated tasks. (listening/reading >
comprehending > responding)
Direct Instruction
Co-Operative Learning (Large
Group)
Co-Operative Learning (Small
Group)
Assessment:
 Formative Assessment:
Students will submit their
graphic organizers for
assessment. Additionally,
students will submit their
collective graffiti walls as
written evidence of learning
(similar to an exit slip) for
assessment.
Classroom Management Strategies:
 Daily Agenda will be written on
the board (for visual learners)
and orally outlined (for auditory
learners).
 Reminders of Time – At the
beginning of the lesson,
approximate amounts of time to
be spent on each activity will be
discussed. Throughout lesson
students will be reminded as to
how much time remains for each
task.
 Probing Questions – Throughout
entire lesson, questions

encouraging deeper-level
thinking will be asked to ensure
student engagement.
Students will be given foam
cards (one side red, one side
green). When students have a
question or are ready for me to
check their progress, their green
tile will be facing upwards.
When students are content
working on their tasks, their red
tile will be facing upwards.
Lesson Preparation
Equipment/materials:
 Graphic Organizer – One Per Student
 White Board Markers
 Articles x5 – One Per Student
 Computer/Projector (With Video Link)
 Markers, Highlighters, Pens, Pencils
 Graffiti Paper – One Per Group
Advanced preparation:
 Photocopy – Graphic Organizer, Articles
 Collect Supplies – Graffiti Wall
 Video Links (Additional Resources)
Presentation
The Giving Tree: Let’s Branch Out
 Before beginning the lesson, the plans for the
upcoming two weeks will be discussed (so
students can keep this in mind throughout the
learning experience).
Set (Engage): Review + We Day Video (10 minutes)
 We will review what was discussed last week
regarding giving
What is a gift?
Who do we give gifts to?
What is an example of materialistic gift?
What is an example of a non-materialistic gift?
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We will briefly discuss the definition of social
change (stand up if you know, sit down if you
don’t)
Students will watch a brief video about We Day
(current event) – http://www.weday.com/whatis-we-day/
Students will respond to the following prompt:
We will briefly share some of our ideas.
Reminder: November 16-22 Bullying
Awareness Week
We are going to continue focusing on
respect and ways we can show respect
to our school and community.
Week One: Giving (Material and NonMaterial Things); Our Giving Tree
Week Two: Reading Groups Jigsaw
(Kids Giving In Our Community)
Week Three: Happiness
Project/Action Planning (What can we
give to the people in our school and
community to spread happiness?)
When we give, we create change. What
does this mean?
Development: Jigsaw Reading Activity (60 minutes)
Essential Question: What can we give to the people in
our school and community to spread happiness?
- Students will be divided into groups of four or five
(home groups). Within their home groups, they will
number themselves off from 1-4 (expert groups).
- Students will break off into their expert groups and
begin reading the article assigned to their group. This
can be done via read to self, read to partner or taking
turns reading aloud to entire group.
** Students will be encouraged to highlight or
underline “key concepts” while reading.
Social Change** (activism or actions that
create change within our society) –
schools, communities, cities, countries,
etc.
How can giving improve people’s
lives? (both the giver and the receiver)
**Write both essential question and
video question on the board.
- Once students are done reading through the article,
they will participate in a group discussion with their
expert groups. Each student will fill out a graphic
organizer to help them organize their thoughts, while
also providing them with notes to share with their home
groups.
- Students will then return to their home groups. Each
student will have an opportunity to share what they
learned while reading and discussing in their expert
groups. After each student shares, the entire group will
create a graffiti wall – displaying what they have
learned individually and as a group.
** This can be done in words, sentences, images,
etc.
Closure: Brainstorming – Sharing Our Learning (10
minutes)
- Students will be given time to share what they have
come up with on their graffiti walls. (Each group will
come up to the front of the room and share their ‘big
ideas’ of what they have learned)
- We will briefly discuss what we will be doing in the
next lesson – explore our individual plans of how we
can give via writing for purpose.
Adaptive Dimension:
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Students who complete their graffiti wall ahead of time can read to self or begin brainstorming for their future writing
project (pre-write, idea outline, etc.).
Students can communicate their ideas via words, statements, symbols, images, etc. – fostering their individual
learning styles.
Each article differs in length and level of difficulty – students will be given articles that reflect their current reading
levels and learning styles.