SB Activity: SB 2.

3 Looking Inside and Out

Teacher: Rodriguez
Collaborating Teachers: ELA 6 Teachers
Subject(s): ELA
Essential Questions:
1. How can talking and working with others help
one analyze a novel?
2. How do internal and external forces help people
grow?

Date: Thursday and Friday 11/13/2014 to 11/14/2014

NVACS Standard(s):
W.6.2 Write informative and explanatory texts to examine a
topic and convey ideas, concepts, and information.
W.6.2.a Introduce a topic; organize ideas, concepts and
information . . .
L.6.1c Recognize and correct inappropriate shifts in pronoun
number and person.
Objective:
I will respond to a writing prompt and create a visual
representation; I will edit writing to avoid inappropriate
pronoun shifts in number and person.

Warm-Up/Introduction:

How would you describe yourself as a person? Think more about your personality and not just what you look like.
What do you think Eve thought of Wall-Es appearance? What about his personality?
NEPF IS 1.2: Teacher makes connections explicit between previous learning and new concepts or skills. Questions
connect to prior learning by asking students to consider what Eve though of Wall-E before she got to know him better.
How was his external self different from his internal self? Leads students to an understanding of external and internal
forces.
Daily Review (identify instructional standard/indicator):

Essential questions, expository writing, reflection, supporting detail, pronouns

Concept/Skill Development (including 3+ high level questions) & (identify instructional standard/indicator):

1. TE #2: Explain and model brainstorming and creating a visual representation by doing your own. Inform
students they will create a 2-sided reflection of themselves as prewriting. Provide students with large piece of
construction paper. 10 min
2. TE #3: Model how to filter ideas generated in visual representation into a Venn Diagram. Select 2-3 ideas
students are most interested in from their posters. 10 min
3. TE #4: Guide students through understanding of writing prompt by examining Academic word reflection
4. TE #7: Review pronouns and model locating and highlighting them in your own writing. (2nd day)
Practice & Application (Guided/Independent/Group Practice) (identify instructional standard/indicator):

1. TE #2: students draw their own posters 20 min

2. TE #4 and 5: students will add reflection word map into the vocab section of interactive notebook. Discuss
reflection that deals with writing, adding synonyms such as consideration, meditation, and so on. 10 min
3. TE #6: Students will draft a two-paragraph reflection addressing how others might describe them in one
paragraph, and how they would describe themselves in another paragraph. (draft one paragraph today and the
other the second day of lesson)
4. TE #7: Students will work with partners or small groups to craft sentences using pronouns correctly. Students
will then edit their own writing by highlighting pronouns and ensuring they agree in person and number. (2nd
day)
*Rigorous Curriculum (identify instructional standard/indicator):
Identify specific activities that the students will complete and the Depth of Knowledge level they will be exhibiting.

Write an expository paragraph with topic sentences, supporting detail and commentary, consistent verb tense. (DOK 3)
Revise pronoun use in own writing. (DOK 2)
Assessment (Formative - include Homework - & Summative) (identify instructional standard/indicator):

To confirm students understanding, check their writing for the structure of an expository paragraph, especially topic
sentences, supporting detail, and commentary. Edit for verb tense consistency and pronoun agreement.
Long-Term Review & Closure (identify instructional standard/indicator):

Refer back to the objective and ask students: What did you learn today? Why did you learn it? How do you know that
you have learned it?
Supplementary Materials:

1. Construction paper or large paper

2. Markers
3. Highlighters
4. Interactive notebook

Potential Modifications to Lesson:

The visual representation could be either a class

activity or a homework activity, depending on
students needs.
To support students struggling with expository

writing, model the writing prompt using think

aloud. (Sample provided in book)
You may need to spend more time recognizing
and reviewing pronouns. Use a text from Unit 1 or
a student exemplar and spend guided practice
identifying and highlighting pronouns.