KaelynBuffard

Subject: Reading- Wonder

Common Core State Standards:

RL.6.1 Cite textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.

Objective (Explicit):
We can use RAP to cite evidence from the text to support our answers.

Evidence of Mastery (Measurable):

100% of the students will answer three out of five questions correctly using RAP to cite evidence.

Sub-objectives, SWBAT (Sequenced from

basic to complex):

Formative Assessments:

SWBAT restate the question in their

answer.

SWBAT pull details from a text.

Students will be asked after the first three

chapters to share their answer with cited
evidence. Teacher will walk around the
room to help any student that is struggling.

Key vocabulary:

Materials:

Restate: To repeate

Reading notebook

Comprehension: absorb what you

read

Wonder
Document Camera

Cite Evidence: If you cite something,

you quote it or mention it, especially as Pencil
an example or proof of what you are
saying.
Worksheet (given)

Opening (state objectives, connect to previous learning, and make relevant to real life)

What does it mean when I ask you to comprehend a text?

Why is it so important that we have good reading comprehension skills?

How do we cite evidence?

Today we are going to focus on how to cite evidence using RAP.

Ido/Model:

Teacher Will:

Student Will:

Teacher will hand out the worksheet.

Teacher will read the chapter Weird Kids
aloud to the class.
Teacher will pose the question to the
students.

Students will read along with the teacher.

Students will raise their hands to answer the
question.

Why did Summer sit with Auggie at lunch?

Teacher will call on two students to give
their idea.
Teacher will ask the students how they
know their answer is correct.

Student will answer the question.

Students will raise their hand to answer.
Students will raise their hands to tell what RAP
stands for.

Teacher will ask students what RAP stands

for.
Teacher will ask students how to restate the
question.
Teacher will ask students what the answer
is.

Students will help teacher restate the question.

Students will tell teacher the answer.
Students will look at the document camera to
see the list of prove-it statements.

Teacher will show students a list of different

ways to Prove their answer on the
document camera.
Student will read the answer aloud.
Teacher will ask students to help prove it.

Teacher will ask a student to read the

completed answer.

Co-Teaching Strategy
One teach- One observe

Differentiation Strategy
No differentiation needed for this section.

WeDo

How will you ensure that all

students have multiple opportunities to
practice new content and skills?

Whattypesofquestionscanyouaskstu
dentsasyouare observing them
practice?

How/whenwillyoucheckforunderstan
ding?

How will you provide guidance to all

students as they
practice?

How will you explain and model

behavioral expectations?

Isthereenoughdetailinthissectionsot
hatanotherperson

How will students practice all

knowledge/skills required of the objective, with
your support, such that they continue to
internalize the sub- objectives?

How will students be engaged?

How will you elicit student-to-student

interaction?

Howarestudentspracticinginwaysthatalignto
independentpractice?

could facilitate this practice?

Teacher Will:

Student Will:

Teacher will have volunteers each read a

paragraph of the text.

Student will raise their hand to volunteer to read.

Teacher will ask the student to work with

If called on, student will read the paragraph

aloud. If not reading aloud, the student will be

the person across from them to answer the

question What is The Plague?
Teacher will give students about five
minutes to work with their partner to
answer the question using RAP.

following along in the book.

Students will work with their partner to use RAP
to formulate the answer to the given question.

Teacher will walk around the room to ask

students how they are doing.
After five minutes teacher will ask groups
to share their answer.
Teacher will ask students to read the next
chapter, Halloween Party, with their
partners.
Teacher will have students answer the
corresponding question independently.
When done, students will share their
answers with their partner.

Groups will share their answers aloud with the

class.
Students will work with their partners to read
Halloween Party.
Students will answer the corresponding question
indepentdently, and then share with their partner.

Co-Teaching Strategy
One Teach- One Observe

Differentiation Strategy
Teacher will sit down with a group if they are having a hard time reading through the
chapters, or answering the question. Teacher will circulate the room with the book to see if a
group needs extra support.

You do-

How will students independently practice

the knowledge and skills required by the
objective?

How will students be engaged?

How are students practicing in ways that

align to assessment?

How are students using self-assessment to

guide their own learning?

How are you supporting students giving

feedback to one another?

How will you plan to coach and correct during

this practice?

How will you provide opportunities

for remediation and
extension?

How will you clearly state and model

academic and
behavioral expectations?

Didyouprovideenoughdetailsothatan
otherpersoncould
facilitate the practice?

Teacher Will:
Student Will:
Teacher will ask students to read
November independently and answer the
Student will read November independently and
corresponding question.
answer the corresponding question.
Teacher will remind students to use RAP
and the prove it statements that are on
the Document Camera.
If students finish early they are
encouraged to complete the bonus
question using RAP.

Student will remember to use RAP to write their

answer.
If a student finishes early they will attempt the
bonus question.
Students will turn this in to the paper drop.

Co-Teaching Strategy
One Teach- One Observe

Differentiation Strategy
Students who are unable to create an answer using RAP will be able to ask the teacher for scaffolding.
Teacher will go over to Cameron, Asher, and Isabella during independent work to check up on their
answers and make sure they are using RAP correctly.

Closing/Student Reflection/Real-life connections:

Can anyone remind me of our goal of this lesson? We can use RAP to cite evidence of our answers.
Why do you think it may be important to have this skill?
What does RAP stand for?

NAME:
_______________________________
Using RAP to Understand Wonder
Restate the Question.
Answer the Question.
Provide Evidence from the book to support your answer.
Weird Kids
Why did Summer sit with Auggie at lunch?

The Plague
Describe The Plague. What must be done in order to not catch
The Plague?

The Halloween Party

What causes Summer to not be popular at school?

November
Why does Auggie think Summer is being his friend?

Bonus: GO BACK- What happened previously in the story that may have
made Auggie think Mr. Tushman asked Summer to be his friend?
Please go back in the story and use RAP to cite evidence of
your answer.