Teacher: Lauren Newman-Lipp

Date: November 3, 2015

School: Preston Middle School
Grade Level: 6th grade
Content Area: English
Title: Know and Wonder
Lesson #: 6 of 6
Content Standard(s) addressed by this lesson:
2.1 Understanding the meaning within different types of literature depends on
properly analyzing literary components.
Understandings:
1. Students will continue to learn about characters by gathering information
about them continuously while reading.
Inquiry Questions:
1. How can we track our understanding of a character?
2. Why is it beneficial to record our wonderings about a character alongside
what we already know about them?
Evidence Outcomes:
Every student will be able to:
I can track my understanding of characters in Far North.
This means I can:
-Read chapters 5 and 6.
-Record what I know about a character on a chart.
-Record what I still wonder about a character on a chart.

Planned Lesson Activities

Name and
Purpose of
Lesson

Approx. Time

Know and Wonder

Students will continue reading through Far North by Will
Hobbes, and use chapters 5 and 6 to think through what
they know about characters, and what they are still left
wondering about characters.
75 minutes

and Materials
Anticipatory
Set
Procedures

Closure

Assessment

Far North by Will Hobbes, Know and Wonder charts, IN

Launch
Students will gather in the nook to write their learning
targets, reminders, and go over the agenda of the day.
1. Silent Sustained Reading. (10 minutes)
2. Launch. (5 minutes)
3. Students will split back up onto sides and receive the
What do I know, What do I wonder charts. They
will then cut and tape them into their IN. (5 minutes)
4. Teachers on each side of the room will then read
chapter 5 aloud. After finishing the chapter, teachers
will then model thinking through a What do I know,
What do I wonder chart for the four characters Clint,
Raymond, Gabe, and Johnny Raven. Students will all
participate in a whole group discussion about what
goes onto the chart and record class answers in their
own chart in their IN. (25 minutes)
5. Teacher will then begin reading chapter 6 out loud.
After the chapter is complete, students will then work
in their small table groups to continue filling out the
What do I know, What do I wonder chart in their
IN for the four characters. (25 minutes)
6. Closure. (5 minutes)
On each side, teacher will raise the question How does
thinking about and recording what we still wonder about
characters help us to continue tracking what we know about
characters in a novel?
What I know, What I wonder Chart
Students will record their thinking during the reading
process to further their understanding of characterization.
This chart will display what they know and what they
wonder about four different characters (Gabe, Raymond,
Clint, and Johnny Raven).