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Dakota State University

College of Education
LESSON PLAN-Reading Lesson #2

Name: Rachel Slaven


Grade Level: 6th
School: Flandreau Public Middle School
Date: 4/18/17
Time: 7th Hour

Reflection from prior lesson: In our last lesson, we read through the play The Prince
and The Pauper and the graphic novel version. During that lesson, we did not answer
many of the textbook questions, but we just mainly read through it. At the end of the
lesson, we had a class discussion, and any students who were done early started
reading the novel version on the story.

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.
6.W.9-Draw evidence from literary or informational texts to support analysis, reflection,
and research.

Lesson Objectives:
While reading the play The Prince and The Pauper, students will be able to cite textual
evidence to support their answers to 4 questions.

After reading the play The Prince and The Pauper, students will discuss the answer to
the 1 question that I will ask them during the closure.

While reading the play The Prince and The Pauper, students will be able to write their
answers to the 4 questions.

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 (16 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. This morning, I didn’t want you to worry about finding textual
evidence. I just wanted you to read through the text first. However, now we
are going to go back and re-read, and find the answers to the questions in the
book.”
● creating a need to know: “Like I said this morning, when you guys are taking
the Smarter Balanced Assessment, you will need to do this! Sometimes it
might be better to read the piece of text, and then go back and answer the
questions. Sometimes you may not need to do that, but when you are taking
the Smarter Balanced Assessment, you will probably always go back and re-
read certain parts!”
● sharing objective, in general terms: “Now that we have read through the
play once, we are going to go back and answer the questions in the book like
you have been doing!”

2. Content Delivery (30 minutes):

● Since we just read the play earlier in the day, I will ask if other students want to
take over the major roles, so that more people have the opportunity if they want
to.
● “We are going to start at the beginning of the play, so you guys should have your
books open to page 121.” I will ask for a volunteer to read the time and setting,
and then will ask for other volunteers to read the roles. I will read the stage
directions. I will then ask the students to underline some details in the text that
suggest royalty. I will give them 1 minute to do this, and then I will ask for some
students to share what they underlined.
● “Okay 6th graders, now we are going to read to line 22, but then we are going to
stop and talk for a minute.”
○ “Now, I want you to answer question number 2. I will give students a few
minutes to answer the question, and will then ask students to share.
● “Now we are going to read to the top of page 123, and I want you to stop at line
48. First, can I get a volunteer to read question number 3 outloud.”
○ I will have the volunteer read the question out loud, and then we will
continue to read lines 26-48 and will look for the things specified in the
question. Once we have read, I will ask students to share what they put for
answers.
○ “So now let’s go back and look at what we just read again. In the margins,
I want you to take a minute and write in the margin about what Tom and
the Prince each want.” I will give the students a couple of minutes to write
their answers, and will then ask a couple of students to share.
● “Can I get a volunteer to read question number 4 out loud. So when we are
reading this section, I want everyone to be looking for these things. We will go
back and talk about this one as a whole class. From here we will read until the
end of the story.” We will finish reading the story, and then we will talk about the
things they wrote in the margin and the things they circled.

Note: I may not get to all of these bullet points. I have listed them in-case there is extra
time. If we do not get to them, they will be moved to the next lesson.

3. Closure (5 minutes)
Students will discuss with the person sitting next to them, the following question:
- How do the stage directions and the dialogue between help you understand the
characters of Tom and the prince.
- I will give students 3 minutes to talk, and then for the last 2 minutes we will share
answers as a whole class.

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