iTeachAZ
Lesson Plan Template (Direct Instruction)
DAY 2
Teachers:
Haley Altizer, Sarah Baxter, Ashley Chayrez, Clarissa Ramirez
Subject:
6th grade Social Studies
Common Core State Standards:
AZ CC: PO 7. Analyze cause and effect relationships between and among individuals and/or historical events
(68.WHST.4)Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose,
and audience.
Standard 1: The student will express his or her thinking and ideas in a variety of writing genres.
E-7: writing friendly letters and invitations using simple words and phrases, and addressing an envelope, with instructional
support.
Objective (Explicit):
Students will be able to use proper letter writing skills and write multiple paragraphs using a topic sentence, supporting sentences, and
a conclusion to a refugee of their choice and asking relevant questions.
Evidence of Mastery (Measurable):
Students will demonstrate evidence of mastery by writing a narrative to a refugee of their choice.
Sub-objectives, SWBAT (Sequenced from basic to complex):
Listen to The Lotus Seed by Sherry Garland
Make connections between refugees and the story
Participate in literacy circle
Create a narrative, writing to a refugee
Key vocabulary:
Refugees
Vietnam
Materials:
Paper
Pencil
Migration/Forced Migration
The Lotus Seed by Sherry Garland
Pencil
Opening (state objectives, connect to previous learning, and make relevant to real life)
The teacher will begin by relating this lesson to refugees. The teacher will show the quote by Edwidge Danticat on the board and ask
students to write down the first thing that comes to mind when they read this quote.
It's not easy to start over in a new place,' he said. 'Exile is not for everyone. Someone has to stay behind, to
receive the letters and greet family members when they come back.- Edwidge Danticat
The teacher will then read the book The Lotus Seed by Sherry Garland and instruct students to pay close attention as they will be
answering questions throughout the text.
Instructional
Input
Teacher Will:
1. Review what students have learned about refugees in1.
2.
previous lessons
2. Gather students together in the reading area on their
3.
carpet squares.
4.
3. Before reading the book have students predict
a. What the lotus seed represents
b. Why it is important
4. Read The Lotus Seed by Sherry Garland
5. While reading the teacher will stop at certain points
in the book to ask connecting questions such as:
a. What event caused the Emperor to lose power?
b. What caused a million Vietnamese to flee their
country?
c. What did the grandmother value? How do you know?
d. Describe the challenges these refugees faced.
e. What did the lotus seed represent? Why was it
important?
Student Will:
Students will review along with the teacher
Gather in the designated reading area with carpet squares
and ears ready to listen
Demonstrate active listening
Participate by answering guided reading questions
Differentiation Strategy
If needed, students will have the guiding questions printed. This allows them to look ahead and wait to hear the
answer as it is being read.
Guided
Practice
Teacher Will:
1. Break students up into groups of 3-5 students for a 1.
2.
literature circle
3.
2. Make sure that each student is assigned a role
a. Connector
b. Illustrator
4.
c. Questioner
d. Word Wizard
3. Make sure students are on task and all members are
participating
5.
4. Conduct a class discussion and talk about what each
group's findings were
Student Will:
Break up into assigned groups
Designate a role to each member
Begin discussing what each person found in the book
specific to their part
After discussion with the group, get a piece of chart paper,
divided into four parts and write down the one piece of
information all students find to be most important from
each role
Participate in class discussion
Co-Teaching Strategy
If there is more than one teacher available, both will be walking around supervising and making sure students are
staying on task
Differentiation Strategy
Allow students to have access to the book while in literature circles. Also, give students an outline of what to be
discussing.
Independent
Practice
Teacher Will:
Student Will:
1. Teacher will then introduce the writing assignment to
1. Demonstrate active listening
2. Take notes on what to include in a friendly letter
students
3. Brainstorm ideas along with the teacher about what to
2. Explain to students that they will be writing a
3.
a.
b.
c.
d.
e.
4.
5.
6.
7.
narrative at least two paragraphs in length and
includes a topic sentence, supporting sentences, and 4.
a
5.
conclusion . The narrative will be a pen pal letter to a
6.
refugee of their choice.
Explain to students that their letter must include
Salutation
Introduction
Body
Conclusion
Signature
Allow students time to brainstorm ideas on what they
are going to write about
Write down the ideas the students come up with on
the board.
Brainstorm with students, what kind of questions they
can ask their pen pal
Once students are done planning their letter instruct
them to begin writing
write
Brainstorm questions with the teacher
Begin writing the narrative
If the students chooses they may share with the class
Differentiation Strategy
Provide students with an outline on how to set up their letter, as well as what is included in each section.
Closing/Student Reflection/Real-life connections:
Teacher will close the lesson by having students share what they wrote to their pen pal. Class will have a discussion about what they
think the pen-pals response may be. Go on to discuss a few questions including
1. Why is it important for refugees to be able to tell their stories?
2. What can we learn from these stories?
Read Aloud Procedure
Think Aloud (TA): The teacher stops reading and shares aloud with the class what he/she is thinking. These can be questions, comments, etc.
Think Pair Share (TPS): The teacher stops reading and asks the students to think about a question or what was just read, and then turn to a
partner and share their ideas.
Raise Hand (RH): The teacher will stop reading and ask students a question or ask for their thoughts on what was just read, and the students will
raise their hands to share with the class.
*Each of these will be used throughout the book at the teachers discretion*
