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.6.4 3 (Strategic) RL.7.4 3 (Strategic) RL.8.4 4 (Extended) RL.6.5 3 (Strategic) RL.7.5 3 (Strategic) RL.8.5 4 (Extended) RL.6.6 2(Skill/Concept) RL.7.6 3 (Strategic) RL.8.6 4 (Extended)
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. DOK Big idea 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 DOK-linked verbs/actions Grade 6 & 7 Apprise Assess Determine Grade 8 Apprise Assess Connect Determine Task 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. determine the meaning of words and phrases used in the text (Grades 6-8) will analyze the use of word choice on meaning and time (Grade 6) analyze the use of rhymes and other repetitions of sounds on a specific verse or stanza of a poem or section of a story or drama (Grade 7) analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts (Grade 8) RL.5 Page 2
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. DOK Page 3 Big idea Grade 7 Standard: how a particular drama or poem s form or structure (e.g. soliloquy, sonnet) contributes to its meaning. DOK-linked verbs Grade 6 & 7 Apprise Assess Grade 8 Compare Contrast Synthesize Task 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. how it fits into the structure of a text and contributes to the development of the theme, setting or plot. (Grade 6) analyze the form and structure for how it contributes to meaning (Grade 7) compare and contrasts the structure (Grade 8) analyze how the different structures contribute to its meaning and style (Grade 8)
RL.6 Page 4 DOK Skill/Concept Level 2 (Grade 6) Strategic Level 3 (Grade 7) Extended Level 4 (Grade 8) Big idea 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. DOK-linked verbs Grade 6 Describe Explain Grade 7 Contrast Grade 8 Connect Interpret Synthesize Task 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. explain the point of view of the narrator or speaker in the text (Grade 6) how an author develops and contrasts the points of view of different characters or narrators in the text. (Grade 7) how differences in points of view of characters and the audience or reader create such effects as suspense or humor (Grade 8)
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 Page 5
Step 4: Link the lesson design and complexity of the Standard to the Explicit Teaching format Sample Lesson Template 1 Teach Model Practice Apply Today we are going take a look a poem to determine Teacher will display a copy of the poem on the board. Now you are going to practice identifying the meaning of words and Students will have a copy of examples of metaphors, 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. the poem and markers to follow as directed by the teacher. similes, hyperbole and personification used within the remaining stanzas of the lyrics in your assigned groups. 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. 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. Students should write the meaning on a sheet of paper. 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. Page 6
Sample Lesson Template 2 Teach Model Practice Apply Today we are going to find First I will read the poem Now I am going to meaning in the text as a out loud. Then I want you to separate you into groups reader and communicate an read the poem out loud with and give each group an interpretation of the text to an audience. me. aspect of the poem to analyze. 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? Did you read certain parts of the poem with deliberate expression without a cue from the author? 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. Teacher should elicit from the students that readers receive cues from the text s meaning. Page 7
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. Page 8