Introduction/background support: The lesson plan set is meant to be administered in the middle of the

academic school year. At this point in the year the concept of the workshop model would have been

scaffold into a comfortable routine. I choose to pair this theme assignment as part of a writing unit

because “Writing is thinking-it is a complex, cognitive, idiosyncratic, reading process, through which the

writer moves recursively, building meaning by finding ideas, gathering information, organizing material,

trying out ideas in drafts, reising, and restructuring the content…” (Reif 17). Through our time together I

have come to understand how writing and reading are truely hand-in-hand experiences. I believe that this

lesson fit best with a gradual release of responsibility because theme can be a tough concept for 6th

graders to handle because of how abstract it can be. Fairy Tales/folklore profive a format that students are

comfortable reading and are below the frustration level to learn and practice the new concept. Through

having the students engage in a writing workshop that is based on a model text it allows them to dive

deeper in to the concept of theme. I choose the workshop model because “...in small and large groups

we orally share the moments we’ve uncovered. I want the classroom humming with conversations about

characters, places, and occurrences. I want students to surprise themselves as they utter details they

hadn’t thought of before engaging in the back and forth of dialogue.”(Romano ). Conversation

enriches writing in a way that singular reading and writing never could. The gradual release of

responsibility goes as I do it for the class, which is direct instruction prior to the lesson set beginning and

found as part of lesson 2. Then students focus on a “we do it” and conference with me as they collaborate

with peers. After this there is independent work then there is a writing workshop.

Grade Level: 6
Subject / Content area: English Language Arts
Unit of Study: Folklore and Fairytales
Lesson Title: Comparing Themes in Folktales, Myths, and Fables
Central Focus for the learning segment/Rational: Themes in folklore and personal connections to
theme in real life and across multiple texts. The text packets that student will be provided will include
texts that are multimodal as there will be online texts, written only, and childrens books for students to
pull from. Students will look at all of these texts to create a student generated graphic organizer based
on their knowledge of theme by looking at particular details of the text and how that develops the
theme. The graphic organizer at the end will give students an artifact on theme that they can reference
again for inspiration during the writing portion of the unit.

Content Standard(s): CCSS.ELA-LITERACY.RL.6.5

Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and
contributes to the development of the theme, setting, or plot.

Learning Objectives Students will be able to decode multi-disciplinary texts to understand key terms.
They will use these words and phrases to develop connections to their own lives. Students will be able
to understand theme within a text.

Instructional Technology and Materials Poster paper, markers, colored pencils, glue, blank
charts, pieces for charts separated into baggies labeled, reading materials

Essential Questions: How did the characters change or grow?

What did the characters learn?
Why did the characters act this way?
Was there a villian? What made them the villain? What happened to them (ie punished)?
What message did you take away from reading the text? Why?

Academic Language: Theme-broad idea, message, or moral (typically unsaid by other but can be
inferred through the text)
Infer-deduce or conclude (information) from evidence and reasoning rather than from explicit
statements.

Instructional Strategies and Learning Tasks

Introduction (3 min): Have tables set up for students when they walk in. Tables will
be in five groups of four to five each. Their nameplates will already be set into groups. There
will be a brief explanation of the assignment with main points for students to focus on written
on the whiteboard or on the projector.
Instructions (4 min): Each group has been assigned one theme to become an expert on
through group research. Read and evaluate the collection of packets and resources on the table
designated for your group or you may choose to research your own online (if chromebooks are
available). Discuss how this theme might impact your own life or any connections you can
make to yourself or your world. Then create a poster in which you define your theme and any
other necessary terms or synonyms. Create connections from your pillar to other areas of
interest.
1. Rest of period (33 minutes). Hand out will be distributed for students to take notes on.
Students will be in five different groups. Each set of tables will have all the reading
material on it, avoiding distribution time. Ask students to read sources on their specific
theme and take notes on it. Students will then be asked to create a visual presentation
via poster to present to the class through a gallery walk.
2. First 25 min. of day 2: Students will walk in and see the do now on the board. The do
now will read “please find your group from yesterday and gather your poster. Hang the
poster up somewhere around the classroom.” Students will perform a gallery walk
around the class. The class will have markers and will fill out connections based on the
content of each poster so that they have a understanding of each theme and how it
culturally connects to their life.
3. 15 min. Ticket to go: Students will stay in their groups. They will be given a blank
“puzzle chart” or graphic organizer before they leave that details information on all the
themes present. The chart will have the names of the themes and the first column in
tact to help them. They will take the empty chart and fill in blanks with pieces given.
These pieces will be lines from fairy tales that align to a specific theme At the end of
class students will return in their group chart. They will be able to look at how other
students reacted to the visual information they provided.

Differentiation and planned universal supports: Through group work students will be able to
support each other’s knowledge. Other supports include both visual and audible instruction through the
instructions being both written and read aloud. There is visual support in creating the posters.

Type of Student Assessments and what is being assessed:

· Informal Assessment: Student discussion and student connections

· Formal Assessment: Group posters and graphic organizers

· Modifications to the Assessments: N/A

 Lesson Timeline: 2 class periods, each 40 minutes

Future Connections: Students will use this lesson to workshop their own folklore with a chosen theme
from any of the posters.

Grade Level: 6
Subject / Content area: English Language Arts
Unit of Study: Folklore and Fairytales
Lesson Title: Write your own Folk Lore
Central Focus for the learning segment: Students will take previously scaffolded concepts for
themes in folklore from their gallery walk to create their own folklore with a strong theme element.
Through writing their own theme they will understand how the theme of a text is conveyed through
details. They will also strengthen the skill of engaging readers through characters, as folklore has a
strong character component.

Content Standard(s): 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.
CCSS.ELA-LITERACY.W.6.3.A
Engage and orient the reader by establishing a context and introducing a narrator and/or characters;
organize an event sequence that unfolds naturally and logically.

Learning Objectives Students should be able to build a theme or central idea of a text and support this
through details present in their own writing. This knowledge of theme within a text should be refined
and strengthened as students write their own text that engages readers through their drafted story.
Through the act of writing theme with intentional detail students will become more engaged with the
topic. The process of writing their own folklore provides a space to experiment with the genre and with
a theme that is relevant to their own life.

Materials: paper or chromebooks, physical copy of model text, and rubric/questionaire found here:
http://www.atelier.on.ca/edu/pdf/Mod24_daily_plan_product.pdf
Essential Questions: Who is the main character of your story? What is the main character’s story like?
What conflict do they face? Is there a protagonist? What are some keywords that come to mind when
you think of your theme?

Academic Language: Main character, conflict, protagonist

Differentiation and planned universal supports: The read aloud is accompanied by visual pictures
for those who are struggling. The independent work will be supplemented by a teacher circling the
room to provide aid.

Instructional Strategies and Learning Tasks:

● Introduction: The do-now on the board instructs students to put away their class supplies and to
come sit upon the front carpet for a read aloud.
● Mini-lesson: Half-Chicken by Alma Flor Ada is read aloud for students. Teacher stops at
key points to explain how I might take this and use it in my own writing.
○ Explain how the story answers a universal question about why there is a chicken
depicted for weather vanes. Students turn and talk to discuss what universal questions
they may want to write about
○ What is the theme (collaboration) students turn and talk and I model how I understood
the language to get to that conclusion
● Workshop model: Students work independently on drafting their folktale (1-3 pages long, may
or may not include images)
○ Teacher circulates the room to conference with students of concern
○ Students are instructed to reference their think-pair-shares for ideas, their graphic
organizer from the day before, or concerns with teacher/classmate
○ Students may also use online generators for ideas such as scholastic

Type of Student Assessments and what is being assessed:

· Informal Assessment: The students writing process and conferences
· Formal Assessment: Folklore draft

· Modifications to the Assessments: Different rubrics for grading for different students
 Lesson Timeline: 40 minutes total. 3 on introduction/settling in. 15 on the mini-lesson. The rest for
independent drafting

Future Connections Students will use this draft to complete a workshop model and small group
presentations in the future.

Grade Level: 6
Subject / Content area: English Language Arts
Unit of Study: Folklore and Fairytales
Lesson Title: Drafting our Folklore Tales
Central Focus for the learning segment: Drafting and editing process will help students dive
deeper into how details shift the perception of tone within writing. At this point the students will have
finished their drafts and will be engaging in a writing workshop with peers to revise their short story.
The handouts given to the students will help guide their questioning and critical thinking in groups.
This will help build their critical thinking skills as they develop and strengthen their writing through
reading peer pieces. They will then provide a conclusion on the theme of each student’s piece based on
evidence form the text.

Content Standard(s): CCSS.ELA-LITERACY.W.6.3.E

Provide a conclusion that follows from the narrated experiences or events.

CCSS.ELA-LITERACY.W.6.5
With some guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should
demonstrate command of Language standards 1-3 up to and including grade 6 here.)

Learning Objectives Students will use details and events from the student generated folktales to
decide on the theme that they believe their group member is trying to relay. This process will give the
writer insight into how their work is being interpreted and give students the change to provide a
conclusion from the narrator's words. The support from peers supports the editing and revision process
and helps create a clear plan to demonstrate a strong command of language.

Essential Questions: Does it make sense? Does it flow well?

Have you read your folktale out loud? Folktales are designed to be told. Is your story interesting, short,
easy to remember? Is the language you've used easy to remember and conversational? Have you used
phrases to help you remember your story?
Academic Language: Revision, drafting, folktale,

Differentiation and planned universal supports: N/A

Instructional Strategies and Learning Tasks: Desks will be pushed into groups of four when
students walk into the room. The board will say “Please find the desk with your name on it. Put
everything away except for your draft and some writing supplies.You must be reading, writing, or
discussing writing at all times.” Once students are in groups they will be instructed to read each
person's story aloud and to discuss it’s theme and content.
● Groups will be present by having name tags on each desk
○ The groups will be differentiated due to student skill level
● Teacher will circulate the room and listen into each group at least once
Questions for students to discuss:
● set the expectation that they are never finished writing
● What went well?
● What didn't?
● Create a timeline of their plot
● What was the theme?
● How do you know?

Type of Student Assessments and what is being assessed:

· Informal Assessment: Student discussion

· Formal Assessment: Notes on peer suggestions, finished products

· Modifications to the Assessments: Different grading rubrics for some students

 Lesson Timeline: Whole Class

Future Connections Students will continue to explore theme throughout the year in different types of
text. Additionally, students will finish working on this piece and will present it to small groups of
students.

Reflection: Through writing this lesson plan set I realized that these lessons would best fit as part of a two

to three week unit. This is simply a week long sample of what would be the end of that unit after a series

of scaffolding in the first week or two. I realized through working on this assignment that I need to spend

more time understanding and learning how to set up a workshop model and how to set up independent

learning because this field experience is my first time seeing it. However, it seems like it comes naturally

to the students at Grover Middle School because of the high demands of the district. I wonder how to best

set it up in an area that is not so privileged. I reviewed resources we looked over in class such as Reif as

well as additional texts I found online but still struggled to picture what a writing workshop would look

like and how to set up the procedures because it is meant to be student generated not teacher generated. I

have not yet had the chance to see a writing workshop but after I do I think I would want to come back

and revise this set. Additionally, I would love to develop this set into a full lesson plan.