Halifax County Schools Lesson Plan Format
Secondary
Teacher Name
Lesson Title
Curriculum Area
Grade Level
School-based Initiatives
Curriculum Standard(s)
from Common Core &
Essential Standards
6th Grade ELA
Accepting Responsibility
English Language Arts
Date(s):
October 6 - 10, 2014
AVID___________ WICR___________ Schoolnet___________ ClassScape___________
Priority Standards: 8RL.2, 8RI.1, 8RI.2, 8RI.3, 8RI.4, 8RI.5, 8RI.6, 8RI.7, 8L.2 (a-c), 8L.4
(a-d), 8L.5 (a-c), 8L.6
Support Standards: 8w.1 (a-e), 8W.2a, 8W.4, 8W.9, 8W.10, 8SL.3
Technology Objective(s):
from Common Core &
Essential Standards
Essential Question(s):
What question should
students be able to answer
at the end of the lesson?
Skills: Cause and Effect, Drawing Conclusions, Main Idea and Details, Plot, Character and
Setting, Claims/Evidence, Relevant/Irrelevant Information, Writing, Sentence Variation,
Common Usage, Context, Word Meanings, Reference Sources, Text Analysis, Point of View,
Inferences, Theme, Stated Theme, Implied Theme, Narratives/Structure, Flashback,
Foreshadowing, Craft and Structure, Figurative Meaning, Connotation/Denotation, Technical
Meaning, Analogy, Allusion, Key Concept, Author’s Purpose, Respond
Resources: Smartboards, Educational Websites, Nooks, Laptops
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Learning Target(s): The
What-What students are to
know or be able to do.
Students need to be able to
articulate the learning
target themselves & to
others.
Higher Order Thinking
(Revised Bloom’s & DOK)
Connection/Extension
Lesson Summary:
Describe the strategies and
the activities you will use to
teach new information to
students.
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How would you define responsibility?
Why is it important to know our strengths and weaknesses as people and as learners?
Why do we use excuses?
When you use a responsible statement, who is in control
Tell about a time that you made an excuse to avoid a negative consequence. What
happened?
Is it easier to make excuses a responsible statement? Why?
I can define responsibility.
I can make predictions to become a better reader.
I can take facts from a story and make generalizations about people and events in the
story.
I can identify flashback and foreshadowing in a narrative.
I can determine the main idea.
I can make inferences from the information provided in the text,
I can determine the theme in a text (stated or implied).
I can cite textual evidence to support an argument.
I can write an “Argumentative Letter.”
All levels of RBT/DOK
Daily Do Now – “Error Analysis” or “Vocabulary Booster.”
Teacher will introduce the author of the short story “Thank You, M’am” and
Background information about it.
Teacher will introduce the vocabulary for the week.
Students will complete a Teacher Selected Vocabulary Activity.
Brainstorming Activity: Write the number "10" on your board, and below it, write
this list (or a similar list that has crimes that get progressively more serious):
-egg your friend's house.
-key your neighbor's car.
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-steal from a convenience store.
-steal someone's purse or wallet.
-steal a car, knock someone out with a weapon.
Then, ask the class how many of them would egg a house for $10. Add zeroes to the 10
until everyone would say, "Yes."
Journal Topic: Write three sentences explaining what someone needs to do in order to
win your trust. Use at least three of the following words: acquire, obtain, attain, and
earn.
Teacher will facilitate mini-lessons on: Standards and skills for the week and how to
write an “Argumentative Letter”.
Students will read the selections “Thank You, M’am” (individually, pairs, groups, whole
class--teacher discretion)
Students will complete a Graphic Organizer to identify a theme in the story and indicate
whether the theme is stated or implied (first column). Next, support your interpretation
with details from the story (second column) and discuss your response with a partner,
then, record whether your interpretation changed as a result of the discussion (third
column).
(Teacher selected Guided and Independent Practice Activities).
Discussion Questions:
-Why do you think Mrs. Jones handles the situation the way she does in the story? What
is she trying to accomplish? How do you think this experience is likely to affect Roger?
-Why do you think Mrs. Jones makes a point of getting Roger to wash his face? Why
does she give him food? Why does she tell him about her past? Why does she avoid
asking him about his family or background?
-Why do you think Roger decides he “[does] not want to be mistrusted”?
-What does Mrs. Jones mean when she says that “shoes got by devilish ways will burn
your feet”?
-Why do you think Roger can’t say “thank you” to Mrs. Jones as he is leaving?
- What themes does the story express? What does it suggest about some people who
commit some crimes?
Use Informational Text related to “The Harlem Renaissance.”
T-Chart: Students will complete a T-chart based on Roger’s personality and actions
towards Mrs. Luella Bates Washington Jones. On the left side, they will give reasons
why they think that Roger is truly a “good kid.” On the right side, they will give reasons
why they think that Roger is a “bad kid.”
-Share responses with a partner then formulate an opinion about Roger’s true character.
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Video: Students will watch “Persuade the family” video at
http://www.youtube.com/watch?v=NumnZ8Iw4Ac then complete the following writing
assignment: Identify the three pieces of evidence that the boy uses in the commercial to
convince his parents. Teachers should discuss how having sound evidence is essential in
producing an effective argument.
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Students will assume that Roger has been turned into the police by an onlooker for his
attempt to steal Mrs. Luella Bates Washington Jones’ purse. The jury is undecided if
Roger is remorseful for his acts or if he still holds ill-intentions. Students have to give
reasons to either persuade the judge that Roger is guilty and should be punished or
convince the judge that Roger is remorseful and should be let go. Students will
complete an “Extended Response Graphic Organizer” in which they will work with a
partner holding their same argument to cite three examples of evidence from the text in
support of either prosecuting or defending Roger.
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Students will then use the graphic organizer to write a 3 paragraph argumentative letter
to the judge stating reasons why Roger should be set free or held in prison. Students
should incorporate their 3 reasons for defending or prosecuting Roger in their letter.
Students should also be encouraged to include and refute one counterargument. After
students have written the letter, they will present their arguments to a mock jury/judge
made up of students, teachers, school administrators or other persons based on teacher
selection.
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Activity Bank Ideas: Think-Pair-Share, Journaling, Writing Activities, Reflection
Activities, Fishbowl Discussion, Chunking, CLVG, 3-2-1, Content Frames, Story
Boards, Film Strips, Foldables, Collaborative Learning, Picture Strategy, Structured
Debate Whole Class Discussion, Small Group Discussion
Academic/Content
Vocabulary
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Contact, presentable, barren, inference, theme, stated theme, implied theme,
Argumentative Letter, counterargument, defending, prosecuting, refute
Multiple Intelligence
Alignment
 Verbal/Linguistic
 Musical/Rhythmic
 Visual/Spatial
 Bodily/Kinesthetic
 Intrapersonal
 Interpersonal
 Naturalist
 Existential
Circle multiple intelligence
incorporated in lesson plan
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Verbal/Linguistic
Musical/Rhythmic
Visual/Spatial
Bodily/Kinesthetic
Intrapersonal
Interpersonal
Naturalist
Existential
Differentiation: How will
you differentiate instruction
to meet the needs of all
students?
Closure: What type of
formative assessment will
be used to determine level
of mastery by all students?
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Choiceboards, various levels of supplementary texts, peer teaching, differentiated
options for 15 point assessment.
Teacher will ask/assign “Text-based” questions based on student ability.
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Completed Journal Writings
Completed Class Assignment Writings
Completed Graphic Organizers
Completed Independent Assignments
Assessment on “setting, drawing conclusions”
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Literature Book or Text on “Thank You, Ma’am”
Extended Response Graphic Organizer
Writing Assignment
Vocabulary Words
Vocabulary Activity
Independent Practice Activities
Lesson Reflection: What
went well?
What would you do
differently?
Resources and Materials
What resources and
materials are needed to
teach this lesson?
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Re-teaching and
Enrichment Activities
How would you extend
students’ understanding of
the lesson concepts through
another activity or lesson?
Assessment on Skills
“Thank You, Ma’am”
 Have students draw and label diagrams of their own bedrooms, including size
dimensions. Then, have students draw a diagram of Mrs. Jones' apartment -- which is
really just one room with some screens to separate areas. When they return, ask them to
think about what it would be like to have their entire house in a space the size of their
bedrooms.
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Have students journal about one of these topics:
-Have you ever stolen anything? What was it? Why did you steal it? How did the
story turn out?
-What does your grandmother have in common with Mrs. Jones? In what ways are
they different? How would your grandmother have responded to the mugging
attempt?
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Modifications
Are there any students for
whom you need to make
modifications?
Fast-forward ten years in time. The boy is 24 or 25 years old, and Mrs. Jones is very
old. What has happened to the two of them in the past ten years? Write the conversation
they would have if they met somewhere. Where would they meet? Why?
Follow IEP’s
PEP’s
504’s
Adapted from North Carolina Teacher Academy