Dakota State University

College of Education
LESSON PLAN-Reading Lesson #1

Name: Rachel Slaven

Grade Level: 6th
School: Flandreau Public Middle School
Date: 4/18/17
Time: 1st Hour

Reflection from prior lesson: The students have been working on reading and
answering questions. When they answer the questions, they are supposed to cite
textual evidence to “back-up” their answers. This is the start of a new unit, but we are
going to continue working on this.

Lesson Goal(s) / Standards:

6.RL.1- Cite textual evidence to support analysis of what the text says explicitly as well
as inferences drawn from the text.
6.SL.1c-Pose and respond to specific questions with elaboration and detail by making
comments that contribute to the topic, text, or issue under discussion.

Lesson Objectives:
While reading the play The Prince and The Pauper, students will pick out two of the
main characters.
After reading the play The Prince and The Pauper, students will discuss their thoughts
on the play, by providing answers to the three questions discussed in the closure.

Materials Needed:Close Reader Student Workbooks

Contextual Factors/ Learner Characteristics: There are students who become easily
distracted, especially during transition time. There are also students who will read their
independent reading books during instructional time.To help with this, I will remind
students throughout the class that they should only have their Close Reader books out.
If any students are struggling with this, I will remind them of what they should be doing.

A. The Lesson
1. Introduction (20 minutes) --15 minutes of Independent Reading (this is an important
part of their daily reading routine).
● getting attention: “6th Graders--123, Eyes on Me!”
● relating to past experience and/or knowledge: “The past few weeks we
have been focusing a lot on using textual evidence when we answer
questions.”
● creating a need to know: “When you guys are taking the Smarter Balanced
Assessment, you will need to do this! And not just then, but whenever you are
reading a piece of text, and answering questions. I want you to turn and talk
to the person next to you about why you think it is important to cite textual
evidence.”
● sharing objective, in general terms: “Today we are going to start reading
another story, or rather a play. The first thing that we are going to do, is just
read through it together and try to get a basic understanding of what is
happening, and then during our next class we will go into more depth.”

2. Content Delivery (10 minutes):

● I will assign students roles for the play, and we will just read through the entire
play together. I will ask for volunteers to read the roles, and will point out the
roles that will require more reading. All students will be required to follow along,
and if they were not assigned a main speaking part, they will read the villager
parts. During the reading, I will not be asking questions, but I will be making sure
that students are following along, and will help with any vocabulary they do not
know. “6th graders, I will begin by reading the time and the setting, and then we
will begin reading the play.”

3. Closure (5 minutes)
I will ask students a few questions to get them thinking for the next class period.
● What do you guys think about this play?
● Who are the main characters?
● What is happening in the play?

B. Assessments Used
I will use an informal, formative assessment. We will be having a class discussion, and I
will assess the class by listening to their answers.
C. Differentiated Instruction
This is a shared reading/discussion. I will try and choose a more advanced reader to
read the longer parts to the play. If there are students who struggle with reading, I will
not ask them to read a larger role, and will ask them to participate with the “villagers”
role. If there are any ELL students, I will just ask them to follow along with the text, and
if they feel they cannot read aloud, that is okay.

D. Resources

Houghton Mifflin Harcourt-Collections Book-Teacher’s Edition