Lesson Plans - New American Lecture 3h306l

Candidate Name Laura Henderson TAG Strategy in this lesson: New American Lecture UNIT NAME

The Wall by Peter Sis

LESSON NAME Using questioning and bridge building to increase student understanding of text Time Needed (Hours/Days) Two 50 minute class periods Grade 6 Subject Course

Reading Comprehension ELA

STANDARDS/ELEMENTS: CCGPS, GPS/GSE (where applicable) and TAG Standards ELA GSE: Key Ideas and Details: ELAGSE6RL1: Cite textual evidence to analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE6RL2: Determine a theme and /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 judgements. TAG Standard: Advanced Communication Skills: ACS – The student produces written and/or oral work that is complex, purposeful, and organized, includes relevant ing examples and manipulation of language. ENDURING UNDERSTANDING(s): Students will understand that through questioning techniques that require a variety of skills (mastery, interpersonal, understanding, self-expressive), they can gain better insight into the message an author is trying to convey through words and illustrations. ESSENTIAL QUESTION(s) EQ: How can I use visual and verbal clues from the author to better comprehend the message the author is trying to convey? Know:

 Symbols  Illustrations  Captions  Repetition Understand:  Symbols convey meaning  Illustrations hold clues to meaning  Captions aid in understanding and the main idea or central message  Repetition has a purpose. The author is calling attention to repeated text or images for a reason. Do:  Recognize symbols and the meaning they convey.  “Read” illustrations carefully by noting as many details as possible.  Read and analyze captions to understanding of the main idea or central message.  Recognize and analyze repetition in images and text to aid in understanding the message the author is trying to convey.

TEACHER LESSON PREPARATION    

Prepare organizer to use during questioning Post organizer in Edmodo Prepare organizer for synthesis task Secure copies of The Wall by Peter Sis

ACTIVATING STRATEGY It’s a big day! You have FRONT ROW tickets to a Falcon’s game….ON THE 50 YARD LINE! To make your trip easier, you have decided to take MARTA. Off you go! You zip into the parking lot thinking, “This is going to be easy!” But you can’t figure out where to park. There are so many different lots! But you stay cool and notice the signs around you. The signs are different colors, with different labels. As you take note of what the colors represent and what message the labels are conveying, you find your way. Now you enter the station. Easy, right? Not for a first timer! But you recall how helpful the signs were in the parking lot, and look around to see what information is available in the station. You notice a large map outlining all the routes the trains take. Again, it is color coded. You note what the colors represent, you read the captions to get further details about the routes, you notice the details in the mapped out train stops, and you make a plan. You are on your way! Can you think of other examples of when noticing symbols, colors, captions may be helpful? Think, Pair, Share

In much the same way, Peter Sis uses illustrations and captions to give details about his powerful story about life behind the Iron Curtain. You must pay careful attention to the visuals he included! Ask yourself WHY he included these things. Look for patterns to gain insight into what colors and characters represent. Read all the captions – these the main ideas at the bottom of each page! You are “reading” the illustrations!

Instructional Sequence and Activities including use of technology

TEACHER NOTE: Students will be analyzing the author’s craft in the book The Wall by Peter Sis. How does the author convey meaning and theme through the use of illustrations, symbols, and captions? This book relies heavily on illustrations and captions to tell the story. Each page needs to be analyzed carefully. Questioning will raise student awareness and increase comprehension as students add to their organizer. As students discuss, they will also have the opportunity to share what they have noticed which their classmate may have not and vice versa. 1. Review and discuss EQ. 2. Explain the task (see above). 3. Instruct students to open Edmodo – organizer with questions is posted there. Explain that they will be answering these questions when instructed. 4. Have students open their journals so they can record answers to the questions. They will draw a web, with “The Wall” in the middle. 5. Read first 4 pages of the book. Lead students in answering mastery question in their journal. This will be the first part of the web they are creating. Discuss in small groups. 6. Read next 4 pages. Lead students in answering the interpersonal question in their journal as they add to the web. Discuss in small groups. 7. Read next 4 pages. Guide students in answering the understanding question in their journal as they add to their web. Discuss in small groups. 8. Read next 4 pages. Guide students in answering the self-expressive question in their journal as they add the final piece to their web. Discuss in small groups. 9. Complete the reading of the book as time permits. 10. NEXT SESSION: Complete reading as necessary. Complete synthesis task organizer. Discuss.

Assessment Strategies Synthesis Activity: Filling out the summary organizer successfully.

Differentiation

This strategy reaches a variety of learning styles due to the questioning requiring mastery, interpersonal, understanding, and self-expressive skills. It also takes some students out of their comfort zone since they are required to answer them all rather than just choosing on particular style, which extends the students. As a part of the final summative assessment, students will be allowed to choose their question from a list of LEVELED questions to answer about The Wall. Work completed in this lesson will aid in being able to successfully cite text evidence to claims and ideas.

Materials/Links/Text References/Resources    

ATTACHED BELOW:

The Wall by Peter Sis Review questions and organizer posted in Edmodo Teacher copy of review questions, hooks, and bridges Organizer for synthesis activity

New American Lecture – The Wall

TEACHER PROMPTS

1. Mastery question emphasizing recalling information: Hook: Think about the things the author has been emphasize through his illustrations and captions. What do you see repeated? What symbols do you notice? What stands out in your mind? Summarize In your own words, summarize what is taking place on the east side of the wall.

Bridge: Good! Now let’s build on what is taking place.

2. Interpersonal question emphasizing feelings, values, and personal experiences:

Hook: Think back to a time when you had to follow the rules or do what someone asked you to do even if you didn’t want to. Many things in Peter’s life were considered compulsory. He was also not free to express himself in the way he wanted. Empathize: How would you react if you were living on the eastern side of the wall during this time?

Bridge: Good! Now let’s learn more about how Peter handles these challenges.

3. Understanding questions emphasize analysis and use of evidence:

4. Self-Expressive questions emphasize imagination:

Hook: Do you wonder how life is different for people in the west? Do they face the same struggles? How are their daily lives different?

Hook: Imagine that you are caught on the eastern side of the wall. Write a simile / analogy for life on the eastern side. Be sure to use because….!

Contrast life in the East vs life in the West.

Now imagine you are living in the west. Write a simile / analogy for life on the western side. Be sure to use because….!

Bridge: Good! Now let’s read on to see if the two ever become more similar.

Bridge: Good! Do you now have a better understanding of why Peter is so eager to hold on to his dreams of freedom? Let’s read on to see if Peter achieves his goal!

STUDENT QUESTIONS – Answer each question in your journal as you create your web about

The Wall!

1. Mastery question emphasizing recalling information:

2. Interpersonal question emphasizing feelings, values, and personal experiences:

Summarize In your own words, summarize what is taking place on the east side of the wall.

Empathize: How would you react if you were living on the eastern side of the wall during this time?

3. Understanding questions emphasize analysis and use of evidence:

4. Self-Expressive questions emphasize imagination:

Contrast life in the East vs life in the West.

Now imagine you are living in the west. Write a simile / analogy for life on the western side. Be sure to use because….!

Name ______________________________________

Class Period _______

ANALYZING THE WALL BY PETER SIS Be sure to include page numbers! SYMBOLS AND THEIR MEANING

HIGHLIGHTED VOCABULARY

COLORS AND THEIR MEANING

WORDS THAT REPRESENT LIFE IN THE EAST

HOW PEOPLE ARE REPRESENTED & WHY

WORDS THAT REPRESENT LIFE IN THE WEST

Use the back of this sheet if extra space is needed!