Lesson Template for Grades 6, 7, 8 Standards RL.4, RL.5, RL.6

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1 Page1 Jackson Consulting, 2012 Lesson Template for Grades 6, 7, 8 Standards RL.4, RL.5, RL.6 Step 1: Identify complexity of the standard Standard Depth of Knowledge Level Standard Depth of Knowledge Level Standard Depth of Knowledge Level RL (Strategic) RL (Strategic) RL (Extended) RL (Strategic) RL (Strategic) RL (Extended) RL (Skill/Concept) RL (Strategic) RL (Extended)

2 Page 2 Jackson Consulting, 2012 DOK-linked verbs/actions Task DOK Big idea Step 2: Link the complexity of the standard to the Webb s DOK chart and create lesson design RL.4 Strategic Level 3 (Grade 6 & 7) Extended Level 4 (Grade 8) Key Ideas and Details Grade 6 Standard: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and time. Grade 7 Standard: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g. alliteration) on a specific verse or stanza of a poem or section of a story or drama Grade 8 Standard: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. Grade 6 & 7 Apprise Assess Determine Grade 8 Apprise Assess Connect Determine In the text, the author uses the term unrelenting participant to describe how Jonathan plays in the futbol game. Why do you think the author chose to use such strong language to describe Jonathan? What insights does the author s description give you about him as a character?

3 Page 3 Jackson Consulting, 2012 DOK-linked verbs Task DOK Big idea RL.5 Strategic Level 3 (Grade 6 & 7) Extended Level 4 (Grade 8) Key Ideas and Details Grade 6 Standard: how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting or plot. Grade 7 Standard: how a particular drama or poem s form or structure (e.g. soliloquy, sonnet) contributes to its meaning. Grade 8 Standard: Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. Grade 6 & 7 Apprise Assess Grade 8 Compare Contrast Synthesize Let s look at the scene on page 78 where Jonathan and the coach are facing off for what seems like the 100 th time! You will notice that starting in the second paragraph on page 78, the author uses short blips of dialogue for the first time while the tense scene unfolds. How does the author s use of dialogue give insight into the meaning of this interaction between the coach and Jonathan?

4 Page 4 Jackson Consulting, 2012 DOK-linked verbs Task DOK Big idea RL.6 Skill/Concept Level 2 (Grade 6) Strategic Level 3 (Grade 7) Extended Level 4 (Grade 8) Key Ideas and Details Grade 6 Standard: Explain how an author develops the point of view of the narrator or speaker in the text. Grade 7 Standard: how an author develops and contrasts the points of view of different characters or narrators in a text. Grade 6 Describe Explain Grade 7 Contrast Grade 8 Standard: how differences in the points of view of the characters and the audience or reader (e.g. created through the use of dramatic irony) create such effects as suspense or humor. When we are reading page 81, the author creates a sense of tension as he flashes back to how Jonathan and Ian recount the last game to their wives. They were at the same event, but give very different accounts of what they believe really happened. How does the author use Ian s sense of humor to shed light on how intense Jonathan is during this scene? Grade 8 Connect Interpret Synthesize

5 Page 5 Jackson Consulting, 2012 Step 3: Teach the Key Instructional Habit for This Standard Important Common Core Habit 1 for Standards RL 4-6 Students should, as a habit focus on close reading: Read first time through the text for key ideas and details Read second time through the text for the author s craft and structure

6 Page 6 Jackson Consulting, 2012 Step 4: Link the lesson design and complexity of the Standard to the Explicit Teaching format Sample Lesson Template 1 Teach Model Practice Apply Teacher will display a copy of the poem on the board. Students will have a copy of the poem and markers to follow as directed by the teacher. Today we are going take a look a poem to determine the meaning of words and phrases as they are used, including any figurative and connotative meanings, as well as analyze the impact of rhymes and other repetitions of sounds on a specific verse or stanza of the poem. Teacher needs to give a copy of the song lyrics to Over You by Chris Daughtry. We will be reviewing this piece together identifying examples of metaphors, similes, hyperbole and personification used within the first stanza of the lyrics. Students should have read text on prior day and have a list of time order vocabulary to relate to. Teacher provides first event and models how to cite strong evidence to support it. Now you are going to practice identifying examples of metaphors, similes, hyperbole and personification used within the remaining stanzas of the lyrics in your assigned groups. Teacher should break the students into pairs based on learning ability. For example, place higher learning level students into pairs with lower-level students. Students should work together by using the markers to circle or underline each figure of speech. As a whole group, let us identify the meaning of the lyrics as a class, giving specific text related examples to support conclusions. Teacher should ask text dependent questions to have students analyze the meaning from the lyrics. Class, now you are going to view the music video by Chris Daughtry). Teachers you may download this through itunes or bring in a DVD. This video presents a new meaning that students would not suspect. Teacher should ask text dependent questions Class what is different from the meaning we discussed from the lyrics to the meaning you obtain by watching the music video? You will now write an analysis of Chris Daughtry s song using quotations from the poem and interpretation of the lyrics to describe the two meanings. Students should write the meaning on a sheet of paper.

7 Page 7 Jackson Consulting, 2012 Sample Lesson Template 2 Teach Model Practice Apply First I will read the poem Now I am going to out loud. Then I want you to separate you into groups read the poem out loud with and give each group an me. aspect of the poem to analyze. Today we are going to find meaning in the text as a reader and communicate an interpretation of the text to an audience. Teacher will display a copy of the poem Ice Cream by Laura Hofsess on a SmartBoard or overhead projector. Often poets use line breaks, punctuation, and empty space as cues for the reader to read their poem with expression. To read with expression means that you should use your voice to create sounds and silences that convey meaning. Model and ask the class to answer a small set of textdependent questions and perform targeted tasks about the poem. Identify for me places in Ice Cream where the poet uses line breaks, punctuation or capitalization to cue the reading of the poem? Students should highlight these places on their copy as the teacher models this on the overhead. How does reading this poem with the expression intended by the author affect the reader? Teacher should have four groups to analyze for: (1) theme, (2) point of view, (3) tone and (4) mood. Students you are to provide the expressive voice discovered in the poem to justify your analysis. Students will discuss their findings in their groups. Teacher will guide discussion of analysis from each group while students complete a chart for: (1) theme, (2) point of view, (3) tone and (4) mood. Teacher will display a copy of Autumn Wind by Laura Hofsess on a SmartBoard or overhead projector. Now I would like you to use this poem. You are going to rewrite the poem using at least two of the poet s language cues for reading the poem with expression. We will use our rubric to assess our rewritten poems. I need three volunteers to display your rewrite on the overhead and read it aloud to the class. You will have to explain cues and why you used them. Teacher will need to encourage students to explain what cues they employed when rewriting the poem and why. Did you read certain parts of the poem with deliberate expression without a cue from the author? Teacher should elicit from the students that readers receive cues from the text s meaning.

8 Page 8 Jackson Consulting, 2012 Step 5: Assessing this Standards Sample Short Answer Prompts/Tasks 1. Why would an author use cues in their writing? 2. Can a poem be interpreted differently without the cues? 3. What can we learn from the way the text is presented? Sample Performance Tasks Students will choose two poems from a bank provided by the teacher. They will determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and time. Step 6: Mini-rubric for Teaching and Assessing this Standard Task 2 points 1 point 0 points Accurate analysis of impact Accurate analysis of impact of word choice on meaning of word choice on meaning and time for two selected and time for one selected pieces. piece. Cite textual evidence to support analysis of the impact of a specific word choice on meaning and time. Any inaccurate analysis of impact of word choice on meaning and time for one selected piece.

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