1 Jamie DiLetto Dr.

Casey ELD 395 September 24, 2013 Lesson Plan 1 Reading Mini-Lesson:

Grade: 6 Standard: o RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Rationale: o This skill can best be modeled with a read aloud strategy. It is important that students begin to make connections to the text in an appropriate and productive manor that enhances comprehension and understanding of the text. As I read aloud to the students within this chapter, I will demonstrate examples of questions the students should be asking themselves as they read along with me, and as they do independent readings. Questions during my read aloud are encouraged to demonstrate to the students that once the reading process has begun, it is okay to stop in order to find out more information or answer questions when things are not clear. Objectives: o SWBAT create inferences drawn from the text by connecting the text into three major categories: themselves, another text, or the world. o SWBAT construct appropriate questions that further their understanding of the text. Materials: o Book, Hiroshima, a novella by Laurence Yep o Inference Sticky Note worksheet o Questions worksheet Procedures: o Class will begin with desks cleared off other than the novel Hiroshima and our Inference worksheet. o Anticipatory Set:

2 I wanted to talk about two important topics today. First I want to start with family. Raise your hand if you have any siblings. Keep your hand up if you are the oldest. Encourage discussion about their thoughts and opinions on being the oldest. Now, raise your hand if you are the youngest. Encourage discussion about their thoughts and opinions on being the youngest. Well, today in Chapter 2, we are going to be learning about 2 new characters, and I want you to remember how you feel about being a sibling, and see if you are able to relate to these two sisters. Next I want to talk about something else personal. I want to talk about if there have ever been any huge, I mean huge acts of violence or war in the area that you currently live in. Encourage discussion about their thoughts and opinions on this. Maybe small incidents, maybe larger ideas will be brought up. Move discussion into how students would feel if there was a battle going on in their own neighborhood and explore continue to where discussion takes you for a few minutes. This is another important feeling I want you all to remember as we are reading along through Chapter 2 today. Remember, even if something exactly the same didnt happen to you, there are many ways we can make connections to the stories we read - like we heard something on the news, or a story from a long time ago told by your mothers grandmother. I want you all to be thinking outside the box today and try to connect to our new characters as close as you can. After reading the first paragraph, which I have marked off in my book I will pose the question, What kind of place does Hiroshima look like? follow with discussion. Has anyone ever been to a place that maybe might not be the same as Hiroshima, but you are able to see similarities between the two? follow with discussion. Continue to draw from same student if possible, What were the similarities? and encourage questions that really draw out the connection between the text and real world examples. For me, I would use my inference sticky note and write like a less developed New York City p. 4-5. This way, I can remember how I felt about the text when I look back and make deeper connections as Im reading. After reading the next paragraph, I will ask if anyone feels if they are able to make an immediate connection to either of the two new characters. I would say, Well, I am an older sister myself, so I would be so worried about always protecting my little sister, especially if there are bombers in my hometown. So, I would take my sticky note, and make a quick note, I worry about my little sister, just like Riko does. p 5. Similar questions will continue to be demonstrated throughout the read aloud.

o I will begin reading Chapter 2.

3 During discussion it is important to note that I will not have pre-made inference notes; I will create my own during the read aloud to give students the time they need to draw their own inferences as well. Questions are highly encouraged and I will stop appropriately to ask the students if they have any questions. So everyone, remember how I asked you in the beginning of class how you felt about two different topics family and a war in our own backyard? Well, lets talk about family again. What do we think about the family in this text? How do they remind us of our own family? Are they different than us? Encourage discussion. Guiding the students in the appropriate direction, but allowing their comments direct the flow of the conversation. Next, what did you think about their daily life? How does the war in their own backyard affect them? How are you able to connect to the students? Have you read any other novels like this? What do you think is the importance of reading a novel like this, instead of just reading a history book? Encourage discussion. Guiding the students in the appropriate direction, but allowing their comments direct the flow of the conversation.

o After Chapter 2 is read:

Assessments: o The student will be successful if he or she was able to create appropriate inferences drawn from the text by connecting the text into three major categories: themselves, another text, or the world. This stick note should be placed within their copy of the book, next to the specific text that it is referencing. Individual books will be checked and this will be used as a formative assessment for me to gage the level of thinking students are applying to the text, to notice patterns in students inferences of the text, or areas of need.

o The student will be successful if he or she contributes to class discussion by asking a question for clarification or for further knowledge of a subject. They are responsible for one question of clarification but are not limited to that. I will be keeping records of this formative assessment during the lesson as the questions are asked the student will receive credit. Differentiation: o I will ask questions ranging in difficulty so that all of the students will be cognitively involved.

4 STICKY NOTE INFERENCE WORKSHEET

(Circle one) Text to Self/ Text to Text/ Text to World

(Circle one) Text to Self/ Text to Text/ Text to World

___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___

___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___

(Circle one) Text to Self/ Text to Text/ Text to World

(Circle one) Text to Self/ Text to Text/ Text to World

___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___

___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___

5 Writing Mini- Lesson:

Grade: 6 Standards: o W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. o RL.6.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they see and hear when reading the text to what they perceive when they listen or watch. Rationale: Being able to reformat information in a different medium shows a deeper level of understanding the text. Students will be able to choose a specific paragraph within chapter 2 and explore how the emotion that they were able to connect to the text in the read aloud can be created in a different medium, such as audio or video. Students will recreate chapter 2 on a wikispace platform where we will all be able to share a visual image of student inferences and outside resources. Objectives: o SWBAT choose new forms of text that appropriately represent the traditional, cited text. o SWBAT demonstrate their knowledge of citing a source by citing the media source within a hyperlink on the wikipage. o SWBAT compare and contrast the difference of traditional text to the multimodal types of texts. Materials: o Book, Hiroshima a novella by Laurence Yep. o Computer cart. o Chapter 2 Sections worksheet. o Experience and reflections worksheet. Procedures: o This is to take place after the reading mini-lesson. o Students will be broken up into groups and told there will be a group workshop before they are told exactly what they will be doing. While we are working on our project today, I want everyone to remember the important thoughts, questions, and inferences that we discussed during our class reading of chapter 2. Today, what we are doing is creating our own version of chapter 2. In fact, each group will have their own version of chapter 2, even though we are all reading the exact same words. o Handout Chapter 2 Sections worksheet. I want us to spend some time looking over this worksheet. This is the entire chapter 2, broken down into specific sections. In each section, there is some way that we can all make a connection to, in one way or another.

6 Some connections will be better than others, and thats okay, because that is how it will be for you for the rest of your life. You will not always be able to make great connections, but in one way or another, you are always able to explore a text further. And today, thats what we will be doing. Lets look over this worksheet. Lets take some time on it. Are there any sections that someone doesnt feel very confident in their ability to make a connection too? Wait for responses and handle accordingly. o Explanation of wiki workshop: What we will be doing is taking each section of text, and we will be creating a digital visual for that text. In our wikispaces, I want to text to appear first, re-written exactly as it is in your book, and on our worksheet. Second, underneath that text, I want a visual for how that passage can be represented in a different way. Examples can be videos on YouTube, pictures off of Google, songs, etc. get as creative as youd like! Does anyone have any questions? Use your inference sticky notes to help you make connections as you are looking back through the text. Each student is responsible for 2 to 3 passages depending on group size. Lets get into our groups and start working! o Display of each groups wikispaces: Okay after we have all finished, I would like each group to come up front to read us your new chapter. Do we have any volunteers to go first? How I would like this to be done is each person will read his or her section, starting with the traditional text first, and then will display their new media representation. Give us a quick explanation of why you feel that represents your text and then allow the next student to read their next paragraph and do the same. After the entire first group goes, open the classroom to discussion on what they thought of the other classmates choice in media. Did anyone do something similar? Different? How did the visual images make them feel about the text? Allow conversation to go where the students take it. Repeat a similar structure for the remaining groups. After last group has gone, finish with discussion on how they felt the different media represented the text. Did they like it better? Was it worse in any way? Allow conversation to go where the students take it in a whole group discussion. o Assessments: Students will be successful if they appropriately represent the written text within the wikispace with a new form of media. Students will be successful if they hyperlink their visual to their source or have it somewhere within the document. Students will be successful if they appropriately complete their reflections worksheet where they are asked to compare and contrast the difference of traditional text to the multimodal types of texts. o Differentiation: As groups are workshoping, I will be able to assess the students understanding of the novel but the ideas that they are contributing to the wikipage. I will have some information from my formative assessments with the inference sticky notes on which

7 students need further explanation on how to create inferences from the text to themselves and the world. o Technology links: Wikispaces Classroom computers Any other resource that the student is able to find an appropriate reflection of their written text on.

8 Chapter 2 Sections Worksheet: Group members: ______________________________________________________________________________ ______________________________________________________________________________

1. Member Name: _____________________________________________________________ It is only seven o-clock in the morning, but the air is already hot and muggy in Hiroshima. People go to work. Children hurry to school. Some soldiers and women to out with baskets to shop. A peddler wheels his cart carefully through the crowd. A colonel exercises his white horse. There are about 320,000 people in Hiroshima that morning. 2. Member Name: _____________________________________________________________ Two sisters walk sleepily in the crowd. Riko is sixteen and her little sister, Sachi is twelve. They have stayed up all night hiding from American bombers. Up until now, though, the airplanes have always bombed other cities. Some people believe that Hiroshima is so beautiful that the Americans have decided to spare it. 3. Member Name: _____________________________________________________________ Riko and Sachi stop by a shrine. They say a prayer for their father, who is in the army. Looking at the calm, forgiving face of Buddha, they begin to feel at peace. 4. Member Name: _____________________________________________________________ An American bomber flies ahead of the Enola Gay and its companions. This bomber is called the Straight Flush. It will check the weather over Hiroshima. If there are clouds over Hiroshima, the Straight Flush will tell the Enola Gay to attack another city. 5. Member Name: _____________________________________________________________ The crew of the Straight Flush scans the sky anxiously for Japanese fighter plans. However,

9 the Japanese are saving their airplanes for the invasion that everyone expects so there are no Japanese planes today. 6. Member Name: _____________________________________________________________ At first, the Straight Flush only sees clouds. Then, the crew spots a big hole in the clouds directly over Hiroshima. The sunlight pours right through the hole on to the city. Green Hills surround the city and the seven rivers shine like ribbons. Hiroshima is a perfect target. The Straight Flush tells the Enola Gay to continue to Hiroshima. 7. Member Name: _____________________________________________________________ In the meantime, down below in Hiroshima, someone spots the Straight Flush and sounds the alarm. The siren shrieks in short blasts. Everywhere, people stop whatever they are doing. A streetcar rumbles to a halt. Its passengers run for the air-raid shelter. 8. Member Name: _____________________________________________________________ Sachi and Riko leave the shrine and join the others. Put on your hood, Sachi, Riko tells her. From their emergency bags the two sisters pull out air-raid hoods. Putting them over their heads, they tie them tight. If the bombs start fires, the hoods are supposed to protect them. With the other people, they go down the steps to hide in the darkness. However, the Straight Flush passes harmlessly over the city.

10 Hiroshima Wikispaces Reflections Name: _________________________________________________________ Directions: Choose 1 form of media that you used to represent your text of Hiroshima on our Wikispaces and answer the reflection questions. (You are required to choose 1 media for your wikispace page, but depending on if you have done multiple forms of media, only focus on 1 for this assignment)

What form of media did I use to represent my text?

How did this media represent my text better than just the written word?

______________________________________________________________________________ What was the difference in experience between reading the wikispaces and reading the text book? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ____________________________________________________________________________