Universal Lesson Plan Template – Curry Secondary Program

Lesson Topic/Lesson Length: Global Read-Aloud Reading

Name: Elena Alba
Strategies Lesson—The Hate U Give (60 minutes)
Content Area: English Language Arts Grade Level(s): 6
Class Context: 12 students. 3-4 students with specific learning disabilities in reading and writing. 2 students on behavior improvement
plans. None are English Language Learners. These students are all in a 6th grade advisory class together. Many of them went to Stony
Point Elementary School and knew one another before coming to CPCS. Each advisory group (divided by grade) is experiencing a read-
aloud of a popular YA book over the next few weeks.

We are reading The Hate U Give with our middle school students because it brings up important themes and issues related
to race, police violence, class and neighborhood divisions, but is also an engaging, relatable narrative about growing up in
a place where you never quite feel like you can be yourself or know who you are.

Lesson Content
Background Information/ Relevance/ Context/ Rationale (Purpose) – Please be clear about how this particular lesson is situated within
the current instructional sequence (i.e., unit), why this content important for students to learn, and how you will convey the relevance and significance of
this lesson to students.

While students in the 6th grade are asked to devote 20 minutes of classroom time to silent reading each day after lunch, they rarely
hear stories read aloud to them. In order to facilitate some quiet learning time, and to model reading strategies effectively as well as
prompt important discussions about relevant cultural and political issues, these students are now having books read aloud to them by
their teachers each afternoon. This lesson is intended to be taught during that daily read-aloud time. Almost all of the 6th grade
students except for one or two are strong readers in the sense that they move quickly from book to book. However, I (along with the
teachers at CPCS) have noticed that high volume of reading does not necessarily equate to equally advanced reading comprehension
skills. The global read-aloud project is intended to help students develop these reading skills by watching them be modeled, but also by
trying them out themselves over time. Reading a lot is extremely important, but being able to remember, synthesize, and reflect upon
what is being read is equally vital. I want these students to know that reading is not meant to be a purely passive experience, and that
they will benefit greatly from engaging with their texts in a proactive and consistent manner.

We are using The Hate U Give as our read-aloud book because it touches on some really important topics about police violence,
discrimination, prejudice, activism, and trauma, as well as providing a great story of an adolescent girl growing up while navigating
through some weighty issues. Students have been working primarily on grammar, punctuation, and style thus far in the semester, so it
will be a change of pace for them to be discussing a book and making inferences and predictions about a text. They are more
comfortable with interacting with their own writing, since that is what we do in Writing Workshop, but their extensive experience with
productive group discussion during project blocks should help them find a way to successfully discuss a text.

Relevant VSOLs/CCSSs – Include only the standards addressed by this particular lesson
VSOL 6.5 The student will read and demonstrate comprehension of a variety of fictional texts, literary nonfiction, and poetry.
f) Draw conclusions and make inferences using the text for support.
k) Use reading strategies to monitor comprehension throughout the reading process.
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.RL.6.3
Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change
as the plot moves toward a resolution.

Learning Targets -- Please reference these learning targets throughout your lesson plan.
As a result of this lesson, students will…

Understand:
1. Students will understand that reading diverse books about sensitive issues requires careful thought and
engagement on the part of readers.

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2. Students will understand that pre-reading, during reading, and post-reading activities can help them get as much
as possible out of the reading that they do.

Know:
3. Students will know at least one strategy for engaging a text before reading, during reading, and after reading.
4. Students will know at least one strategy for engaging a text during reading.
5. Students will know at least one strategy for engaging a text after reading.
6. Students will know how to reflect upon a text in order to make inferences and judgments about that text.
7. Students will know how to complete an Anticipation Guide and a Likert Scale to help them process and
remember a text.

Do:
8. Students will be able to complete an Anticipation Guide effectively and thoughtfully.
9. Students will be able to recognize a during-reading strategy such as pausing to ask guiding questions.
10. Students will be able to reflect upon a text in the form of a Likert Scale.
11. Students will be able to make inferences and judgments about a specific text.

Assessments: – How will you know if students have met/made progress towards the learning targets? Be sure these assessments are integrated
throughout the procedures and steps in the lesson outlined below.

Diagnostic Formative Summative

Method of assessment: Method of assessment: 3-2-1 Exit Slip Method of assessment:

Description of assessment: Description of assessment: This assessment Description of assessment:

will prompt students to respond in three
Aligned with which Learning Target(s): ways: to list three things that they
remember from the chapter that was read Aligned with which Learning Target(s):
Criteria for assessment: aloud, to name two strategies for being an
effective reader, and to identify one Criteria for assessment:
How data will be used: prediction they have about a particular
character. How data will be used:

Aligned with which Learning Target(s): 2-9,

and 11

Criteria for assessment:

Are students able to:
 Identify several different reading
strategies
 Reflect upon and ask questions
about a text
 Be able to make at least one
prediction or inference about a
particular character

How data will be used:

I will use this data to inform my instruction
for each child with regards to future read-
aloud lessons. Based on their reflection on
the day’s lesson and text, I will modify how
I teach and frame reading strategies. Some
students who struggle more than others
to retain or use reading strategies may
require differentiated instruction, and
these exit slips will hopefully help me tailor
my future instruction to their individual
needs.

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Method of Assessment: Anticipation Guide

Description of Assessment: Students will

complete the first half of their Anticipation
Guide before the read-aloud portion of
their lesson. Rather than complete the
“after” portion of the Anticipation Guide
following the read-aloud, I will collect the
Anticipation Guides, read through them,
and return them to students before the
next read-aloud lesson, so they can see
whether their opinions and predictions
have changed over time.

Aligned with which Learning Targets: 1-3, 5,

7-8, 11

Criteria for Assessment: Students will be

assessed based on whether they were able
to put themselves in the shoes of one of
the story’s characters and make
predictions/inferences about the book, or
state opinions from the POV of that
character. Students will also be assessed
based on whether they can come back
during the following lesson, recall the text,
and reflect upon whether their initial
opinions and predictions need to be
changed.

How data will be used: I will use the data

from the first half of the Anticipation
Guide where students wrote ‘yes’ or ‘no’
to certain statements and questions to
help me tailor the initial lesson and the
follow-up lesson to the areas of interest
and confusion of my particular students.
Based on their stated views, I can help
create guiding questions or mold my
modeling to help differentiate my
instruction for the read-aloud lessons,
since some students might respond to
instruction better if it helps answer their
questions about the text or aligns with
their interests.
Materials/ Supplies/ Sources/ Digital and Interactive Instructional Technology (if appropriate): – Please list all necessary
instructional supplies, materials, and sources. Make sure that these are clearly labeled and referenced throughout the lesson plan to enhance clarity.

 Appendix A: Anticipation Guide

 Appendix B: Likert Scale Handout
 Appendix C: 3-2-1 Exit Slip
 Appendix D: Partner Chart
 Appendix E: Chapter 2 Excerpt of The Hate U Give

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Beginning Room Set Up: -How is the room set up when the students enter? Is there anything written on the board or projected on the screen? Are
their handouts, books, etc. that are laid out for students to pick up as they enter?

The room will be set up with 17 chairs in a big circle. All the fold-up tables will be pushed to the edges of the room to make space for
the chair circle. As students come into the room, they will be asked to hang their backpacks on the hooks along the walls. I will have a
stack of Anticipation Guides (Appendix A) ready to hand out to students as they come into the room. When they receive their papers,
I will ask them to bring only a pencil and their paper into the circle with them.

On the whiteboard behind me will be written the following agenda: “1) Anticipation Guide, 2) Read-Aloud, 3) Likert Scale, 4) Student
Paired Interviews, 5) Exit Slips.”
Proactive Planning for Learning Differences: – What planned supports have you included to make the content accessible for all learners (i.e.,
groups of students and/or specific students) and to build upon learners’ diversity? Be sure any modifications are explicitly explained in the procedures/steps
outlined below.

I will be pairing students with interview partners with whom they work well, including students with special behavioral and academic
needs. Students like David, Cameron, and Giulia will require more attention on my part. David has trouble concentrating on tasks that
involve any form of writing or remembering texts, so I foresee that he may have trouble with the lesson. Carter and Gillian are both
very bright and mostly attentive, but tend to go off-topic when it comes time to discuss something with a partner or with the whole
class. I will circulate the room, stopping to speak with them and allay any worries or clear up any confusion they may have. This lesson
is designed to be accessible for all my students, since the activities require very little writing, and primarily involve expressing opinions
based on the text. There will also be an option to do the exit slip verbally with me in case students are having trouble getting their
thoughts on paper in the time allotted. Students would have the option to do the verbal exit slip during the break between classes or
during recess/lunch if more than one or two students were interested.

Procedures/Steps in the Lesson: -- May follow a specific model (i.e., Direct Instruction, Jigsaw) or be more open-ended. Be sure to think about
what students will be doing during each step, in addition to what you are doing. Scripting and/or estimated time frames may or may not be included, but the
plan should be clear and explicit enough that another person would be able to teach from it.

I. Welcome and Introduction (5-7 minutes):

“Alright, y’all, we’re going to continue reading our read-aloud book for this month, The Hate U Give. Yesterday, we read Chapter
1. Can anyone tell me what they remember from Chapter 1? [Give students adequate wait time to try to remember what
happened in the book previously. Try to call on students who raised their hand and who don’t always offer their input. If no
one offers anything, prompt with questions like: Which characters did we hear about in the first chapter? Does anyone
remember the name of our main character? Who can describe a little bit about her school or her neighborhood?] That’s
awesome, thanks, guys. Today, we’re going to jump into Chapter 2, but before we do, I want us to prime our brains a bit, using
one of our pre-reading strategies. Do you remember how we discussed that reading with purpose and using strategies can help us
make sure we’re being good readers? [Check for understanding here, looking for nods and engaged expressions. If students
seem lost or confused, give them a quick reminder about why reading strategies are important.] Y’all are all great readers; I
just want to make sure we’re all working toward better reading comprehension, including me. So, in order to do that, I want you
to take a look at the paper I handed you when you walked in. [Check to make sure everyone has their Anticipation Guide and a
pencil.]

II. Anticipation Guide (10-12 minutes):

“For the next 8-10 minutes, I want you to take a close look at the statements on your Anticipation Guides. Henry, what is this pre-
reading strategy called? Yep! An Anticipation Guide, thank you. The reason I’m asking y’all to tell me what it’s called is so you can
remember it later to possibly use in your own personal reading. The questions in this Anticipation Guide are asking you to reflect
on how much you agree or disagree with the statements on the page. Some of the statements may be hard to judge—but that’s
part of the point. As we read, we want to make sure that we’re thinking from multiple perspectives and using good judgment to
think about complex ideas. As you work, write a ‘Yes’ or a ‘No’ in the “Before Reading” column. You won’t be completing the
“After Reading” portion until our next lesson on Thursday, so I can read through your responses, which will help me make this
time as interesting and useful for you as possible. Putting your answers in the first column of the Anticipation Guide is meant to
help you get your brain ready to interact with the text, and to think deeply about the characters, as well as your predictions and
judgments about them. The reason we answer the second column later is because we want to give ourselves time to digest and
process what we read today, so that we can change our opinions or keep them the same based on what we learn in Chapter 2.

Don’t worry if you have trouble deciding ‘Yes’ or ‘No.’ Our read-aloud today should help you get some more information that may
help clear up your confusion. So, can anyone tell me which column we’re filling out right now? The left column, yes, and what are
we putting in that column? Yes or no, right, thanks, guys. Does anyone have any last questions before we begin? [Check to see if
students understand how the Anticipation Guide works. Double-check to make sure they all have a flat surface to write on
and a pencil with which to write. Set a time for fifteen minutes.] Awesome, y’all have 8-ish minutes. I’ll let you know when you

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have one minute left. I may add a few more minutes if it looks like y’all need a bit more time. If you finish early, please choose a
statement and explain why you wrote ‘yes’ or ‘no’ in a sentence or two. Ok, get started!

[Circulate around the room as students work, answering questions and clarifying instructions as needed. If students seem
frustrated, emphasize that it’s ok and even good to have trouble making decisions about complex ideas. Give students a
warning as their time is wrapping up.]

“Ok, finish up your last statement, and hand your papers in to me, please. I may give them back to you after we read, so you can
reevaluate your statements. Now, though, it’s time to see if your predictions and judgments are right by actually reading our
book! Let’s start Chapter 2. Is everyone ready to listen?

[Wait until everyone has turned in their papers and is settled back into their chairs. All students should be quiet and listening
patiently if possible. Remind students of the need for quiet so that all can hear the story.]

III. Read-Aloud of Text (15 minutes):

[Read Chapter 2 from The Hate U Give aloud while students follow along in their books, and pause to model reading
strategies. At certain points in the chapter, make a point of thinking aloud, so that students can hear reading strategies
during reading. Have students follow along in their own books. Pause at certain pages and passages to say things such, as:
‘So, y’all, what I’m doing is called asking myself guiding questions while I read and making predictions about the text as I go.
Here I’m beginning to wonder whether Starr is going to have to take her dad’s advice about how to act around police officers
tonight, and whether something is going to happen to her or Khalil. I’m going to make a mental note of her comment about
keeping her hands on the dashboard when talking to an officer because I think that’ll be important later.’ And, ‘Right now,
I’m noticing that Starr’s opinion of both Garden Heights parties and of police officers is pretty complicated. She doesn’t seem
to have one single idea about whether she likes them or not. I’m curious to see what she’s going to say next. Maybe the rest
of the story will reveal some more about why she’s so unsure.’

[Use Appendix E (the annotated chapter of The Hate U Give) to remind you of the questions you want to ask and strategies
you want to model for students. Check for student comprehension and active listening throughout by asking comprehension
questions at various points in the chapter. If students seem distracted or lost, ask someone to summarize what’s happened
so far and remind students that they need to listen closely to remember the story and to be able to complete the post-
reading strategy later on.

“Ok, what did y’all think of this chapter? It’s a great story so far, right? I’m definitely interested to see where Starr takes us next.
Now that we’ve done our pre-reading strategy using our Anticipation Guide and listened to the next chapter of The Hate U Give,
I’m going to give you another sheet of paper for our post-reading strategy. It’s just as important to use strategies to think about
what we’ve read after we read as it is to think before we read. [Have students stand up and wiggle their arms and legs. Have
them sit back down and then hand out the Likert Scale Post-Reading Sheet (Appendix C) to each student and make sure that
they still have their writing utensils.]

IV. Likert Scales — Partnered Work (10 minutes):

[Allow them to get a quick drink of water at this point if needed, but try to keep everyone settled.] “This sheet will look pretty
similar to the first one, except this time you’re going to rate whether you agree with the statements on a scale of “strongly
disagree” to “strongly agree.” This is called a Likert Scale and it’s a great post-reading strategy for helping us reflect on a book or
a text. What is this reading strategy called? [Wait for student responses and repeat the name of the strategy if necessary.]
Great, please circle how you feel about each statement and make a note on your paper or a mental note about why you chose
what you chose because you’ll be comparing your scales with a partner in a few minutes. You’ll have 8-10 minutes to finish this
sheet. I’ll give you a heads up when you have a minute left. Does anyone have any questions? [Check that all students understand
the instructions and clear up any confusion students may have.] If you get confused about a statement, just raise your hand
and I’ll come help you. Ok, get started!

[As students work, walk among them and answer any questions while checking that students are completing the sheet. If
students need a bit more time, allow them a few more minutes to work silently.]

“Guys, thank you for working so diligently on your Likert scales. Jack, I really appreciate that you worked so quietly, and Mae, I
noticed that you were very thoughtful about rating your statements. Y’all are awesome. Now, you’ve reflected on the texts
yourselves, but talking to others about how they interpreted a book can help open us up to new perspectives and ideas. You’re
going to partner up and share your Likert scales with one another. Please look up at the board to see who your partner will be for
this activity and find your partner. [Have Appendix D up on the projector so that students can view their assigned partner.]

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V. Post-Scale Peer-to-Peer Interviews (7-9 minutes):

“If you find that you and your partner disagree on something, go back to Chapter 2 in your books and try to provide evidence and
a reason for your decision. Remember that we disagree with one another respectfully using phrases like, ‘I understand what
you’re saying, but I disagree because…,’ and, ‘Thank you for sharing your perspective. I think that…’. Make sure that you and
your partner are using respectful language and tone of voice. Ok, everyone, stand up and begin comparing your sheets with your
partner. You have 7 minutes to discuss. Your time starts now! [Make sure all students have a partner and help unpartnered
students find their partner based on the chart on the projector. Walk among students, making mental notes about what
students are saying about the text and their feelings about the statements on their scales.]

“Ok, y’all, time’s up! Please return to your seats. Y’all were super productive; thank you for being on-task today. I would like you
to keep your Likert Scales in your binders for now, because we’ll be referring back to them as we move through the book to see
how our opinions change as we learn more and more about Starr and her story. Guys, we’ve done some really important work
practicing our pre-reading, during reading, and post-reading strategies today. Can anyone tell me what our pre-reading and post-
reading strategies were? [Wait for students to respond. If students don’t know, remind them of the Anticipation Guide and
Likert scale activities.] Awesome, good memory. To make sure that we’ve done our job today and that y’all can recall these
strategies and the chapter from The Hate U Give, the last thing I want you to do is complete this exit slip quickly before you go to
your electives. It shouldn’t take more than five minutes to complete. [Hand out the 3-2-1 exit slips and make sure all students
are working productively. Answer any clarification questions students have. For students who struggle writing quickly or who
need extra help, approach them quietly and individually as you hand out the exit slips, making sure they know they can do so
verbally during lunch or recess if they prefer to do that instead.]

VI. Exit Slips and Wrap-Up (5-6 minutes):

“Start your exit slips, y’all. When you’re finished, please hand them in to me and then you can go take a break before your
electives. You guys were wonderful today. Thank you for your great listening and awesome questions and ideas. I learned a lot
from listening to you talk to one another today. Have a great time at your electives!

Materials Appendix (if appropriate): Please include the slides, images, links to texts, handouts, etc. that are used in this lesson. They should be
“Student Ready”

Appendix A: See attached Word document titled, “Alba — Reading Lesson Plan — Anticipation Guide.”

Appendix B: See attached Word document titled, “Alba — Reading Lesson Plan — Likert Scale.”

Appendix C: See attached Word document titled, “Alba — Reading Lesson Plan — Exit Slip.”

Appendix D: Partner Chart

Likert Scale Partner Pairs (& one trio)

Giulia + Sarah Maria + Jason Julie + Mark + Ellie +

Cameron Frank
Kara + Anne Giana + Maggie David + Harry

Appendix E: See attached pdf excerpt of annotated Chapter 2 of The Hate U Give