Sierra

Nevada College Elementary Lesson Plan Sample

Teacher Candidate: Erica McKenzie Lead Teacher: N/A
Grade/Subject: 6th grade/ELA District: WCSD
Lesson Content: Reading Literature/Writing School: V. Palmer
SNC Supervisor: N/A Time Allotted: 60 Minutes

Materials, including technology:
Chart Paper, notebook, pencils, markers, various scenario cards, Inference/predictions about character
change graphic organizer

Standard(s), including literacy for all content areas and/or SMP

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.

How will learning be assessed at the end of the unit/learning cycle (summative):
Students will complete the Springboard Embedded Assessment #1. This assessment requires students to write an
explanatory response to the novel, “Walk Two Moons.” Thus, the students ability to identify and describe how the
characters respond or change as the plot moves toward a resolution will be assessed.

Objective(s): high cognitive demand for diverse learners Cognitive Level (DOK or Bloom’s)
1. I can make inferences and predictions about how characters change DOK 2
as the plot moves toward a resolution

Connections to past learning or experience, building background
Students have been reading about, “The Power to Change” in the SpringBoard curriculum, and the
novel, “Walk Two Moons.” Students have been discussing and analyzing changes throughout their own,
and other’s life experiences. This will in turn help guide students to make predictions and inferences
about how characters change as the plot moves to a resolution.

Essential Vocabulary Definitions
Inference Constructing a conclusion based on what you know and what you read

Prediction To say something will happen a certain way

-Change -Make or become different

-Response -A reaction
Strategy for teaching new vocabulary
I will use direct instruction to teach the vocabulary words. The words will also be placed on the ELA
Word Wall following the lesson. (3 min.)


Sierra Nevada College Elementary Lesson Plan Sample

Sequence and Scope of Instruction (include instructional Instructional Strategy estimated
strategies, questions, opportunities for meaning making time
through discourse and other engagement strategies,
formative assessments, opportunities for metacognition,
grouping, differentiation and transitions)
Whole Class Modeling 8 min
-I will read to students the scenario from “UP” Turn and Talk
-I will ask students to think about what they know about the Whole Class Discussion
scenario and the character
• Turn and Talk
• Students will share out Carl’s response and how he
Pull Sticks
changed
• I will record the change on my graphic organizer
• Ask students to help you write 2-3 6th grade sentences
about how the situation caused the character to change

Heterogeneous Groups Strategic Grouping 2 min

-You are now going to take what we did with character -Each person in the group
changes as a whole class, and complete the task in a needs to complete their own
group of 3 graphic organizer
-Each group will receive a scenario card • This helps me to assess
-You and your groupmates are going to describe your each students
predictions and inferences about the character’s understanding of how a
response, or how the scenario would change the situation can cause a
character character to change
-You will then work together to write 2-3 sentences
about how the situation caused the character to change -I will be walking around during 7 min
this time to check in with each
Groups group
Kaycee -I will reteach/extend the
Trey activity as necessary
Jasmine • Reteach: Offer a
sentence starter to
students and/or
Samantha provide an example
Nat • Extend: Have students
Haloh create their own
Airianna scenario and describe
the character’s
Dylan response, or how this
Kane could cause the
Kevin character to change.

Precious Ø Have students switch
Dayanna their pictures with
Taylor another group

1 min


Sierra Nevada College Elementary Lesson Plan Sample

Dominic Ø Students will practice
Daisy describing how a
character responds or 7 min
Angel changes
Jason
Valeria
Ø Have students switch
their pictures with
Natalie another group one
Yamna more time
Natalia Ø Students will practice 1 min
describing how a
Mauricio character responds or
Charbel changes for a final time
Kimberly 7 min
Kyle

Annamaria
Tatyanah
Mckaylie

Whole Class Discussion Pull Sticks 10 min

-What were some responses and/or changes that you Turn and Talk
were able to identify based on your scenario?
-What can you infer about why this scenario would cause
your character to change?
-If you were in this scenario, do you think you would
respond in the same way?
-Do you think this scenario would cause you to change?

Independent Independent 7 min

- Students must identify a situation from their own life -Have volunteers share their
and describe how they responded, and/or how this situations and how this made 4 min
caused them to change. them change

Closure: How do certain situations cause us to change? 3 min