Name: Ayana Fletcher-Tyson

Class: ENED 6340

Lesson: Three-Genre Lesson Plan
Date: Tuesday, April 5th, 2016

Instructional Context
What do I know about my students that will inform this lesson?

My students are 11 and 12 year old 6th graders in a public school in the Metro Nashville district. At this
school, the ELA block in 6th grade is 90 minutes every other day (i.e. the school is on an A day/B day
schedule). This lesson will take 2 full 90 minute blocks to complete with a possible 3 rd day designated as a
flex day.

This lesson is intended to be taught near the end of third quarter before spring break. Over the course of
the year, we will have already hit on determining theme and proving how said themes are conveyed
throughout the literature we read. We will have also spent some time determining the theme of visual and
audio media such as cartoons or songs pertaining to the content in class so the students will have some
familiarity with analyzing non-traditional texts for themes. We have just finished reading Esperanza
Rising and it is time to synthesize these skills into one group project.

In my class, I have several ELL students and students with IEPs for reading disabilities who are reading 2
or more grade levels below a 6th grade reading level. For those students, I pulled them in a small group
during the silent independent reading portion each day we read Esperanza Rising. The rest of the class
would be working through anticipation guides and reading the text independently; however, with this
group, I would be reading it aloud to ensure that they are [experiencing] written language without the
burden of decoding, granting them access to content that they may not be able to read and understand
by themselves (Common Core ELA standards, Appendix A).

How does this lesson connect with and build on the previous lesson(s)?

Previously in class, we have been tracking the central themes as we read the book. As the teacher, I have
been supporting struggling readers with this on-going assignment by pulling them for small groups when I
spot misunderstandings of the term theme and how to determine it in a printed text. Together as a class,
we used the graphic organizer pictured below: (In the real class, the graphic organizer would have at least
4 spots per theme for evidence from the book and would extend on to more than one sheet of paper;
below is a shortened example)
Texts Used:
1. Esperanza Rising by Pam Munoz Ryan
2. A Chair for My Mother by Vera B. Williams
3. https://www.youtube.com/watch?v=NPLeuBXoPXI (digital text)
4. https://www.youtube.com/watch?v=e8qDOGLCSFo (digital text)
5. Photos
6. Political cartoons on immigration

How do you expect to build on this lesson in subsequent lessons?

This lesson is among the last lessons of the book. After working through this lesson in
determining how the books themes are conveyed, the students will be demonstrating
knowledge of the book through individual self-selected projects.
Standards Addressed
Common Core State Standards/Local Standards

CCSS.ELA-Literacy.RL.6.2
Determine a theme or central idea of a text and how it is conveyed through particular details; provide a
summary of the text distinct from personal opinions or judgments.

Learning Objectives
Objective Assessment
We will be able to support our explanation of a central theme of Student will create a Prezi
Esperanza Rising and how it is conveyed through the anchor text with at presentation to demonstrate
least 2 other visual, audio, or written texts. their explanation of a central
theme in Esperanza Rising and
how it is conveyed through the
anchor text and the other
chosen texts.
Note any expectations related to student participation in the lesson.
Student Participation Expectations:
Students will be able to follow the GROUPS expectations established from beginning of the school year:
Give thoughtful feedback
Respect others
On task, all the time
Use soft voices
Participate actively
Stay with your group
Academic Language Demand/Language Function
Language Function Support/Scaffold
o Using language to Teacher support throughout process of filling out Determining Theme
determine theme graphic organizer
- Any students struggling with teasing out a central theme throughout the
reading of the book will be pulled in a small group to continue discussion
of themes meaning.
- I will also help them with expressing their ideas on paper by recording
thoughts from our discussion in a central place so that the phrases and
words can assist them in creating their own responses on the paper.
Instructional Strategies and Learning Tasks (Procedures & Timelines)
Time Instructional Strategies/Learning Tasks Purpose
Day 1
12 Hook: Previewing skill students
minutes 7 min to read picture book, A Chair For My Mother will be using throughout
the lesson with other
artifacts and Esperanza
Rising

5 min to compare and contrast how themes are conveyed

in this book to themes we have already found in Esperanza
Rising
13 I Do: I must first model and
minutes I will model how to support an explanation of a central theme by teach what I expect the
using a cartoon and song. This cartoon and song will not be a part students to be able to
of the packet that the students receive. do by the end of this
Theme: Achieving the American Dream lesson
Cartoon:
 http://cdn.static-economist.com/sites/default/files/images/print-
edition/20130921_USD000_0.jpg
and
https://www.youtube.com/watch?v=NPLeuBXoPXI

Think Aloud:
Im noticing in the cartoon that there is a big sign with the words
American Dream and a big arrow pointing right on it. I see many
people with positive expressions on their faces walking towards
the right on the high set of stairs set into a bridge. However, I also
see something that the people do not see. The bridge is crumbling
beneath them- it could break down at any moment! Some people
may never reach the American Dream according to this cartoon.
Hmmm, now as I listen to the song I can hear some more
connections to Esperanza Rising as well. I hear the singer asking
what happened to the American Dream? To me this means, is
this dream still achievable, meaning is it still possible for most
people? And where can people go to achieve this? I need to think
back to the book and consider how Esperanza, Miguel, and the
other characters might answer this question throughout the story.

Example of theme connection: Throughout the book. Miguel

has big plans for his move to America and a hopeful attitude that
through hard work he will be able to rise above his status in
Mexico. However, there are many setbacks and while they are all
working hard, moving stations in life is equally hard in America.
The people in this cartoon also seem to be looking and moving
forward with a positive attitude; however, they are unaware this
dream of a better life in America could still crumble away from
them at any moment no matter how much hard work they put in
or how positive their outlook is. In the song American Dream, they
describe the feeling of running towards a better life, just as
Esperanza and her family and friends must do.

30 We Do: This portion of the

minutes 10 minutes: I will go through all the artifacts given in the packet lesson will give the
naming or giving a brief explanation of each one (i.e. where in students the
came from; what time period; etc) if necessary. For any songs opportunity to decide on
given, we will watch the music video and the students will be able the themes conveyed
to follow along with the lyrics in their packet. and have a chance to
have their decisions
10 minutes: Students will work independently first to review the checked or confirmed
 artifact and personally respond with the theme they believe it be their entire class and
supports in Esperanza Rising. teacher before working
- Support: During this time, I will pull my small group that in smaller groups. This
has been meeting together throughout this book and we time will also give me a
will discuss together what themes conveyed we see in the chance to check in with
artifacts. We will work on producing our own personal my struggling readers in
responses by first working through shared responses as a a small group section
group. and support them in
determining how a
10 minutes: We will reconvene as a class and share out thoughts different text can
on which themes students believe were supported by which support a theme found
artifact. Students will be using their text to help support their in our anchor text.
decisions when articulating to the class.
10 Explanation of project (1 to 2 minute Prezi presentation) and Students must be given
minutes expectations for rest of class time. Project guidelines will be clear expectations of
projected on classroom whiteboard. Then students will write their what is expected of
first and second choice of theme they would like to present on and them in an assignment
I will quickly create the groups from those choices they turn in to and given a choice so
me. they are engaged in
their work.
Project Example: https://prezi.com/-
d_je3utushv/edit/#0_192183477

Project Guidelines:
1. Students will create a Prezi presentation to demonstrate
their shared response of an explanation of a central theme
in Esperanza Rising and how it is conveyed through the
anchor text and the other chosen texts.
2. Students must include at least 2 texts that help to convey
the theme of their choice in Esperanza Rising. At least one
of the texts used must come from the packet provided.
3. Project must include at least 2 quotes from the anchor text
conveying the theme.
4. Students must include their written responses as
explanations of their choice of theme and how the different
texts (visual, audio, or written) connect to the theme of
Esperanza Rising through multiple text boxes. Each student
in the group must contribute to the written responses.
5. Projects must include at least 10 stops on the path way of
Prezi

We will switch seats and then quickly review group norms before
 setting the timer for 25 minutes on the board and letting them
begin working together.
25 You Do: Students have time to
minutes Students will have their books, their artifact packets, their theme begin planning and
graphic organizer, and their journals to map out their plans for the mapping out their
Prezi. presentations before
During this time, I will circulate through each group and observe entering the computer
and answer any questions as they surface. lab the next day.
Day 2: Will take place mainly in computer lab
15 Review guidelines from the previous day for the Prezi presentation Students must know the
minutes and field any questions that arose from the day before with the expectations and have a
whole class. space to get questions
answered.
50 Students are working in groups on computers to complete Prezi Students must have
minutes presentations. Digital files of all resources will be available in a ample time to work
folder on the student server for students to put in project. together to complete
5 minute Check in with class remind class only 20 minutes remains and to their project.
save all projects to the student server folder for our class; gauge if
we will need computer lab again tomorrow.
Day 3: Flex day If majority of students have not completed assignment, we will be back in the computer
lab. Any groups that have finished from the previous day will be provided with light companion text to
Esperanza Rising to read and critique. If we have complete all presentations, each group will present in
the classroom.
Student Supports
o Consider the topic, skills, and strategies used in this lesson. How and where have supports and
scaffolds for these been incorporated into the lesson(s)?
Supports and scaffolds have been included by the use of graphic organizers for each student, flexibility
with small group pulling, think alouds during modeling, read aloud supports, and pre-discussions before
expecting independence from students.
o What are the places in the lesson where the content might be confusing or knot up? What
alternative ways do I have to present/explain the content if I need it?
I anticipate that there may be confusion with the actual expectations regarding the Prezi presentation. To
plan for this, I am planning a review and question time for the actual expectations of the project on Day 2.
I have also created a sample Prezi presentation based on my example I modeled in class to show the
students before they begin their work at the end of class on day 1. I can revisit this example on day 2 in
the computer lab if there is a need to show how parts were inserted, however, we have already created 2
different Prezi presentations this year and I expect that the students have mastered how to create Prezi
presentations.
o Are there additional supports that specific students/student groups might need? ELL? IEP? 504?
Gifted?
ELL students and IEP students reading below grade level (plus any other students reading below grade
level) will be in the small group receiving read aloud services.
Materials and Resources
o 1 copy of Esperanza Rising by Pam Munoz Ryan for each student in class
o 1 copy of A Chair for My Mother by Vera B. Williams
o 1 copy of audio, visual, and print texts for each student
- The 5 examples given below of additional texts are only a sampling of what the students would
receive. In an attempt to reach each student and in an attempt to anticipate that what they might
see in an artifact as a connection is not what I would see, I would have between 3 - 4 resources
per theme we had determined in this packet. However, if a student used a resource I may have
thought conveyed the American Dream, but they thought conveyed Hopes and Plans for the
Future and could support it effectively, that would be an excellent result to see.
o Each students theme graphic organizer from reading of Esperanza Rising
Must reserve computer lab for second day of this lesson so that students can create their Prezis.
- Potentially will need on third day as well
Example Packet of Artifacts with Audio, Visual, and Written Texts:
http://www.loc.gov/pictures/resource/ppmsc.00277/
Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA
http://hdl.loc.gov/loc.pnp/pp.print
Library of Congress Prints and Photographs Division Washington, DC 20540 USA
http://hdl.loc.gov/loc.pnp/pp.print
http://politicalhumor.about.com/od/immigration/ig/Immigration-Cartoons/
http://www.mcgregorfirm.com/immigration-political-cartoons
Fight Song Lyrics and link to music video: https://www.youtube.com/watch?v=xo1VInw-
SKc

Like a small boat

On the ocean
Sending big waves
Into motion
Like how a single word
Can make a heart open
I might only have one match
But I can make an explosion

And all those things I didn't say

Wrecking balls inside my brain
I will scream them loud tonight
Can you hear my voice this time?

This is my fight song

Take back my life song
Prove I'm alright song
My power's turned on
Starting right now I'll be strong
I'll play my fight song
And I don't really care if nobody else believes
'Cause I've still got a lot of fight left in me

Losing friends and I'm chasing sleep

Everybody's worried about me
In too deep
Say I'm in too deep (in too deep)
And it's been two years I miss my home
But there's a fire burning in my bones
Still believe
Yeah, I still believe

And all those things I didn't say

Wrecking balls inside my brain
I will scream them loud tonight
Can you hear my voice this time?

This is my fight song

Take back my life song
Prove I'm alright song
My power's turned on
Starting right now I'll be strong
I'll play my fight song
And I don't really care if nobody else believes
'Cause I've still got a lot of fight left in me
A lot of fight left in me

Like a small boat

On the ocean
Sending big waves
Into motion
Like how a single word
Can make a heart open
I might only have one match
But I can make an explosion

This is my fight song

Take back my life song
Prove I'm alright song
My power's turned on
Starting right now I'll be strong (I'll be strong)
I'll play my fight song
And I don't really care if nobody else believes
'Cause I've still got a lot of fight left in me

Know I've still got a lot of fight left in me