Standards:

Curriculum Materials:
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SMART board (to display graphic
organizers and power point slides)
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Whiteboard (to write agenda)
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Chart paper (to brainstorm and keep track
of discussion)
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Markers & Eraser
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50 copies of every handout. There will be
2-3 handouts per day
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Daily journals
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Pencils (and extra pencils)
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Poetry Booklet curated by me (including
Hoods by Paul Janeczko and Ode to
Family Photographs by Gary Soto)
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Graphic Organizer 6.6
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Post-its
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Index Cards
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Laptops from laptop cart

Focus:
CCSS.ELA-LITERACY.RL.6.6
Explain how an author develops the point of view of the
narrator or speaker in a text.

Will also touch upon:
CCSS.ELA-LITERACY.RL.6.4
Determine the meaning of words and phrases as they are
used in a text, including figurative and connotative
meanings; analyze the impact of a specific word choice on
meaning and tone
CCSS.ELA-LITERACY.RL.6.5
Analyze how a particular sentence, chapter, scene, or stanza
fits into the overall structure of a text and contributes to the
development of the theme, setting, or plot.

CCSS.ELA-LITERACY.RL.6.9
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.

Teaching Methods:
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Do-Now activities and journals

whole-class modeling of graphic organizer and
scaffolding the process of close-reading
multimodal / multimedia
o using the Internet for research
o using PPT for teaching
o using video or audio readings
small group work for gallery walk and in-class
activities
small group discussions on literary terms
group presentations
think pair shares for brainstorming
individual and cooperative pair work when
collaborating on poetry
Student centers
Literature circles
Ritual reading (already implemented)

Knowledge of Students and Context:

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What

Lesson

Student body:
o Students are all 11-13 year olds in 6th grade
ELA classroom. Predominately African-
American race. Students are a combination of
low-performing, ELL, and behavioral and
psych IEPs.
Curriculum:
o We teach English and Social Studies in
curriculum units, heavily based on ELA PA
standards
o Predetermined graphic organizers; have been
working with 6.1 6.5
o Students know how to break down and
objective and summarize it
Management:
o Students are comfortable working in student
centers and writing projects.
Context:
o Students have had exposure to poetry, but no
in-depth studies or close readings
o Students are interested in poetry, music, and
other creative expression
o Students have proved to be engaged in
lessons that incorporate their individuality.

Why
Theories of Teaching and Learning:
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How
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Educational Philosophy and Beliefs

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Classroom environment should be safe and nurturing; students

should feel comfortable sharing their ideas and writing
Students should feel like they are responsible for their actions and
behaviors has to do with organization, academic success, and
attentiveness
Students should simultaneously be able to improve as readers and
writers of literature (Calkins)
Writing and speaking are ways to make change and impact in
society; democratic
It is important for students to gather their thoughts and be able to
express themselves with multiple intelligences, to an extent, in the
classroom (Gardener)
Identity is a huge factor for middle years students; cultural, religious,
and societal aspects come into play and should be incorporated
rather than put aside
Current events & approaches must be tied in when studying history
or literature of the past to provide a frame of reference and
relatability
It is important for students should be able to access prior knowledge
when learning new concepts
Student engagement is key to a successful lesson
Routines should be in place to have consistency in the classroom

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Setting up norms and transitioning

smoothly (Denton/Responsive
Classroom)
Students construct meaning from
new concepts and prior knowledge,
building on it (Piaget)
Modeling is one of the best ways to
teach students the writing process
(Gallagher)
Narratives and perspectives are a
significant and effective approach to
studying social studies themes
(Levstik)
Strategic questioning and discussions
can ultimately lead to better
formation of ideas and deep
understanding of content (Kazemi)
Modeling, to teach students the
writing process (Gallagher)
Writing conferences allow for
attention to detail and personal
connection with the writer (Calkins)
Teaching for Understanding (Blythe)
Differentiation techniques
(Tomlinson)