W. S.

Holland Middle School

Date(s) Nov 28

Lesson Plans for the Week of: Nov 28-Dec 2

Course: 6th ELA

Teacher: Bowler

bjectives:

ELA.6.6C Describe different forms of point of view, including first-person, third-person omniscient, and third-person limited.
ELA.6.Fig19E Summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within and across
texts.
The Student will be able to: Determine

Point of View

ELPS:

ELPS.C.3e Share information in cooperative learning interactions.

ELPS.C.4j Demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making
connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text
evidence commensurate with content area needs.
ELPS.C.5g Narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English
is acquired.
Do Now: Inferences and Conclusions 34-35
Engage / Focus:

Have students watch this video and respond to the following prompt in their Literacy Notebook:
What is the point of view of the narrator in your book? How does the narrator control the tone of a story?
Resources:

POV Anchor Chart

Eleven by Sandra Cisneros
Literacy Notebook

Vocabulary:

Point of View (POV) the narrators viewpoint in telling the story

Narrator the one telling the story from a certain point of view
First-Person POV directly involved in the action and conflict of the story; usually is the main character
Second-Person POV the narrator addresses the reader using you and your
Third-Person Omniscient POV knows the thoughts and feelings of all the characters in the story; isnt directly involved
in the action of the story
Third-Person Limited POV only knows the thoughts and feelings of one character; isnt directly involved in the action of
the story
Conflict the struggle between two opposing characters or forces in a story
Theme the underlying message about life conveyed through the novel
I do:

Debrief the Engage and Connect activity by defining point of view, first-person POV, third-person omniscient POV, thirdperson limited POV, and narration.
Explain that the way a story is narrated can contribute to how we understand a character.
Explain that many times an author will present different points of view in a story to establish the conflict of the plot and help
develop the theme. Define conflict and theme.

W. S. Holland Middle School

Lesson Plans for the Week of: Nov 28-Dec 2

Course: 6th ELA

Teacher: Bowler

Model rereading Eleven and annotating for details that indicate POV. Be sure to note changing or contrasting POV in the
margin.

We do:

In a Think-Aloud, discuss why it is important that the story is told from first-person POV.
o First-person POV is important in this story because it allows Rachel to reveal her emotions and thoughts honestly
about her eleventh birthday, a misunderstanding with her teacher, and an ugly red sweater.
o The conflict is explicitly seen in the dialogue between Rachel and Mrs. Price regarding the ugly red sweater as well in
Rachels inner thoughts and desires to escape the situation.
o The theme that develops is one of coming of age sometimes you wish you could escape your childhood.
In your Literacy Notebook, model writing a short reflection about the point of view and how it helps to develop the main
character. Some questions to consider are:
o How would this story be different if someone else were telling it?
o Is the narrator reliable can I trust him/her to tell the story honestly? Why/Why not?
Is the narrator omniscient? How does that impact the story that the narrator knows everything about everyone?
You do:

Have students return to their book club or independent reading novel.

Ask students to reflect on the point of view of the narrator in their novels.
Have students write a brief reflection on how point of view has affected the story by answering the following questions:
o How would this story be different if someone else were telling it? How would the conflict change?
o Is the narrator reliable can I trust him/her to tell the story honestly? Why/Why not?
o Is the narrator omniscient? How does that impact the story that the narrator knows everything about everyone?
o Is the narrator limited in his/her knowledge? Are key details left out that could change my perception of the main
character?

Exit Ticket: Vocabulary in Context 32-33

Homework:
Language Worksheet
Evaluation/Assessment:

Date(s) Nov 29

In their Literacy Notebook, students write about a situation in their own lives but from a different point of view. For instance, if I had
a disagreement with my mother this morning, what might her perspective have been?
Objectives:

ELA.6.Fig19F Make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres, and
provide textual evidence.
ELA.6.17C Write responses to literary or expository texts and provide evidence from the text to demonstrate understanding.
ELA.6.19A.iii Identify, use and understand the function of predicate adjectives (She is intelligent.) and their comparative and
superlative forms (e.g., many, more, most) in the context of reading, writing, and speaking.
The Student will be able to: Write a response to literature
ELPS:

ELPS.C.5g Narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English

W. S. Holland Middle School

Lesson Plans for the Week of: Nov 28-Dec 2

Course: 6th ELA

Teacher: Bowler

is acquired.
Do Now: Inferences and Conclusions 34-35
Engage / Focus:

Students write a few sentences about the main character in their Literacy Notebooks using predicate adjectives.
Time permitting, students share with a partner.
Resources:

Completed STEAL Chart for Eleven

Eleven by Sandra Cisneros
STEAL anchor chart

Vocabulary:

Predicate Adjective an adjective that follows a linking verb and describes the subject
Comparative Form adding the suffix er to the end of an adjective or the word more in front of the adjective
Superlative Form adding the suffix est to the end of an adjective or the word most in front of the adjective
Audience for whom a response or essay is written
Theme the central message of a text
I do:

Explain that we write about literature to practice our writing and to deepen our understanding of the literature. Sometimes
what we have to share can enlighten others.
In a Think-Aloud, introduce students to the following prompt and model unpacking the prompt:

Many times, authors use characters in a story to express a message. Think about the book you are currently reading. Then write a short explanation about
how the characters in your book demonstrate the message the author is trying to share. Do not merely summarize the story.
We do:

Brainstorm possible messages from Eleven by Sandra Cisneros.

Model responding to the prompt using details from the STEAL chart for character details.
While writing, specifically include predicate adjectives in their comparative and superlative forms. Direct students to notice
this.
Model reading your response to check for spelling, capitalization, and usage errors.
You do:

Many times, authors use characters in a story to express a message. Think about the book you are currently reading. Then write a short explanation about
how the characters in your book demonstrate the message the author is trying to share. Do not merely summarize the story.

Using the prompt, students formulate a list of possible themes and think about how the character traits of the main
character help reveal the authors central message.
Students write a response to the prompt with specific text evidence.
Allow students to use the paragraph frame below to assist in the writing:
In the book [book title], the author [authors name] reveals that [theme or central message]. [Authors last name] uses the description of
[main characters name] to express this message. (Next sentences are evidence from the STEAL chart and specific text evidence to support

W. S. Holland Middle School

Lesson Plans for the Week of: Nov 28-Dec 2

Course: 6th ELA

Teacher: Bowler

your second sentence.)

Exit Ticket: Vocabulary in Context 32-33
Homework:
Language Weekly Homework
Evaluation/Assessment:

Date(s)

Share your written response with a partner. The partner then poses one clarifying question from a list. The process is repeated until
everyone in the group has shared and posed at least one question.
Objectives:

ELA.6.Fig19B Ask literal, interpretive, evaluative, and universal questions of text.

ELA.6.3A Infer the implicit theme of a work of fiction, distinguishing theme from the topic (subject), and support using textual
evidence.
The Student will be able to:

Identify Words of the Wiser and Theme

ELPS:

ELPS.C.4h Read silently with increasing ease and comprehension for longer periods.
ELPS.C.4k Demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written
information and performing critical analyses commensurate with content area and grade-level needs.
Do Now: Inferences and Conclusions 34-35
Engage / Focus:

Students watch the Lion King clip.

In their Literacy Notebooks, students write an explanation of the purpose of Rafikis (monkey) advice to Simba (lion).
In a Pair-Share, students discuss the life lessons that are presented in this clip and how they apply to all of our lives.
Resources:

Excerpts from Riding Freedom

Anchor Chart: Words of the Wiser
Words of the Wiser log sheet

Vocabulary:

Word of the Wiser instances when an older and wiser character who provides a life lesson to the main character, which
leads to the development of theme
Signpost signals to stop reading when readers encounter key markers in the text where the author is trying to inform or
change our beliefs
Theme the main message of the story that can be applied to our lives
I do:

Debrief the Engage and Connect activity.

Remind students that signposts are signals to stop reading when readers encounter key markers in the text where the
author is trying to inform or change our beliefs.

W. S. Holland Middle School

Lesson Plans for the Week of: Nov 28-Dec 2

Course: 6th ELA

Teacher: Bowler

Explain that many times an author will include an older and wiser character who provides a life lesson to the main
character, which leads to the development of theme. Define theme.
Explain that when we encounter Words of the Wiser, we should stop and ask yourselves:
o What is the life lesson, and how might it affect the character?
o The answer to this question is the theme of the story.

We do:

Model reading Riding Freedom by Pam Muoz Ryan. Provide some background knowledge for this passage:
o Charlotte (protagonist) lives during the mid-1800s. Her parents are dead and she lives in an orphanage.
o Charlotte decides to run away because the overseer of the orphanage forbids her to work with the horses even
though Charlotte loves them.
o This excerpt is when Charlotte tells an older and wiser adult at the orphanage that she must escape. The friends
name is Vern, whose job it is to take care of the horses. One of the horses is named Justice.
o Read the first excerpt and stop. Explain that this is where Charlotte is talking to an older and wiser character, who is
offering advice. Explain that this advice seems helpful in encouraging Charlotte to take the risk of running. Model
responding on the Words of the Wiser log sheet.
o Read the second excerpt and stop. Explain that Vern is offering Charlotte more advice. Direct students to the anchor
question (How might this advice affect the character?). Allow students to briefly discuss with their shoulder partner.
Explain that Vern is telling Charlotte that if she falls from the horse, she must learn from it and get back in the
saddle. This means that whenever she fails at anything, she should learn from it and keep on trying. In other words,
this is both a lesson about riding and a lesson about life. Model responding on the Words of the Wiser log sheet.
Before reading the last excerpt, explain that Charlotte is now a good stagecoach driver, but on this day someone from her past
wants a ride and it upsets her. In this excerpt, Charlotte is receiving advice from Ebeneezer, the man who taught her to drive a sixhorse stagecoach. Read the last excerpt and stop. Challenge students to find the Words of the Wiser on their own. Allow students to
talk with a partner for less than two minutes. As a whole group, allow students to share their thoughts. Model responding on the
Words of the Wiser log sheet.
You do:

Have students return to their book club or independent reading novel.

Ask students to reflect on what they have read so far and look for examples of Words of the Wiser.
Ask students to keep track of their thinking with the log sheet.

Exit Ticket: Vocabulary in Context 32-33

Homework:
Language Weekly Homework
Evaluation/Assessment:

Ask students to reflect on their own lives and when they have received Words from the Wiser. Have them respond in their
Literacy Notebooks.
Allow students to share responses with a peer if time permits.

W. S. Holland Middle School

Date(s) Dec 2

Date(s) Dec 1

Lesson Plans for the Week of: Nov 28-Dec 2

Objectives: SNAPSHOT 3
The Student will be able to:
ELPS:
Do Now: Inferences and Conclusions 38-39
Engage / Focus:
Resources:
Vocabulary:
I do:
We do:
You do:
Exit Ticket: Vocabulary in Context 34-35
Homework:
Evaluation/Assessment:
Objectives: SNAPSHOT 3
The Student will be able to:
ELPS:
Do Now: Inferences and Conclusions 38-39
Engage / Focus:
Resources:
Vocabulary:
I do:
We do:
You do:
Exit Ticket: Vocabulary in Context 34-35
Evaluation/Assessment:

Course: 6th ELA

Teacher: Bowler