Individual Lesson Plan 1 Standards and Objectives: ELACC6W9: Draw evidence from literary or informational texts to support analysis,

reflection, and research. a. Apply grade 6 Reading standards to literature (e.g., Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics). b. Apply grade 6 Reading standards to literary nonfiction (e.g., Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not).

As a result of this lesson, students will Know (facts, vocabulary), Understand (concepts), and/or be able to DO (skills): Know: vocabulary words- reflection, format, stanza, Understand: a poem is a form of expression Do: write a poem in the perspective of another. Essential Question(s): 1. How was this type of poem different from a haiku or a narrative poem? 2. What is the relation between a story and poetry?

Strategies used: Authors chair

Instructional Activities Lecture/Discussion Demonstration/Modeling Simulation Group Work Oral Presentation Guided Practice Lab/Project Individual Work/Homework Media Center Evaluation Written Response Oral Response Quiz/Test Visual Representation Model Performance Assessment Formative Assessment Summative Assessment

Materials Text/Supplemental Resources Handouts Maps/Charts Multi-Media Presentation Computer Lab Student Use of Digital Tools Other: Other: Other: Essential Vocabulary Stanza Format Refelction Haiku Narrative

Instructional Plan: Time Allowed Specific Plan Students will get all the necessary materials for the start of class. I 5 will run through the plan for the day as they do this. mins 1 15 mins 2 20 mins 3 15 mins 4 Short review of all the characters from the book Maniac Magee. Share and Talk character analysis. I will go over what an I Am poem is The students will begin working on their I Am poem using a character of their own choosing. I will walk around and be available for questions. After the students have finished writing their poems, they will have the opportunity to sit in the Authors Chair and read their poems aloud to the class.

Materials

handouts

handouts

Adaptations/Modifications: Time on the Whole Brain teaching may be altered depending on students behavior. For my ELL learners: Work with a partner on notes for the day. Have them ask questions when they feel are necessary. For my RTI learner: Watch the learner and see how he/she is reacting to the material.