Lesson Plan

Name:Rachael Seals Date of Observation :11/20/17 Cycle:1

Ages/Grades Number of Number of Number of Number of
of Students in Students Gifted Students
Students 6th grade Class 26 having IEP/504 9 Students 2 having ELL 0

Lesson Title:Author's Purpose and Text Structure

1. Context: Describe the Students for which this Lesson is Designed (1B)
Identify your students backgrounds, special needs, cultural differences, interests, and language proficiencies.
W ithin this class, there are both students without disabilities and some with learning and/or
behavior disorders. Prior to the each lesson taught I review students' individual needs based on
progress monitoring and IEP accommodations. There is one student with limited reading and
writing abilities. His abilities are on a 1 st or 2 nd grade level in both reading and writing. He will
require a reader and extended time. About 50% of the class is from a lower socioeconomic class.
They require additional supports emotionally in order to succeed. A positive, supportive, and
accessible classroom environment is essential for their success. All students with an IEP will
receive an alternate location to take the assessment at the end of the lesson.

2. Lesson Learning Targets/Objectives (1A) (1C)

a. Previous lessons learning targets/objectives (connect each target/objective to the appropriate state curriculum/content
area standards.)
Standard 13: Analyze how a particular sentence, paragraph, chapter, or section fits into the overall
structure of a text and contributes to the development of the ideas.
13.1 I can determine the text structure-chronology (in paragraphs and longer pieces).

13.2 I can determine the text structure-comparison (in paragraphs and longer pieces).

13.3 I can determine the text structure-cause/effect (in paragraphs and longer pieces).

13.4 I can determine the text structure-problem/solution (in paragraphs and longer pieces).

13.5 I can determine the text structure-spatial/descriptive (in paragraphs and longer pieces).

13.6. I can analyze how a particular sentence, paragraph, chapter, or section fits into the overall
structure of a text and contributes to the development of the ideas.

Underpinnings
I can identify transition words or phrases that are used with various text structures.

Through the use of small group instruction and writing practice, students were able to both identify and
produce 5 writing samples, with a chosen topic, one sample for each text structure.

b. Current lessons learning targets/objectives (connect each target/objective to the appropriate state curriculum/content
area standards.)

Standard 14: Determine an authors point of view or purpose in a text and explain how it is conveyed
in the text.
14.1 I can determine (figure out) the authors purpose in a variety of passages (narrative, descriptive,
argumentative, and informative).
14.2 I can explain how an authors purpose is conveyed (supported) in a passage.

Underpinnings
I can identify transition words or phrases that are used with various text structures and purposes.

Through the use of a cooperative learning "QQT" activity, whole group instruction with the use of
technology, and a formative assessment, when provided a passage, students will be able to identify
both text structure and author's purpose.

c. Next lessons learning targets/objectives (connect each target/objective to the appropriate state curriculum/content
area standards.)
14.3 I can determine an authors point of view in a variety of passages.

3. Students Baseline Knowledge and Skills (1B) (1F)

Describe and include the pre-assessment(s) used to establish students baseline knowledge and skills for this lesson.
Students have completed wiritng 5 paragraphs using text structures. All paragraphs have been graded and reviewed in order
to identify students who will need further intervention and teaching to reach the learning target.
Students have also taken a pre-assessment on text strucutres through Nearpod. This allowed me to see where students were
prior to entering the narrative unit.

4. Formative Assessment (1F)

Describe and include the formative assessments(s) to be used to measure student progress during this lesson.
FB- a flashback assessing students' ability to identify text structure will be used at the beginning of the lesson to get
students thinking about text structure.

QQT- following the flashback assessment, students wil participate in a cooperative and engaging activity. The quiz, quiz,
trade activity will be used as an anticipatory set to allow students to get engaged with one another before beginning the next
part of the lesson.

Nearpod Quiz- following the whole group instruction on author's purpose with the nearpod, students will take a quiz on the
nearpod presentation. This will allow me to have immediate feedback on their understanding before presenting them with
the formal formative assessment at the end of class.

Google Form Quiz- This quiz will be a formal assessment of student's ability to identify both text structure and author's
purpose. The data from this lesson will be used to guide instruction in the next lesson.

5. Resources (1D)
Identify the resources and assistance available to support your instruction and facilitate students learning.
Co- Teacher- there will be one other co-special education teacher in the classroom at all times to assist
students during activities, instruction, and pull for assistance on assessments.

General Education Teacher- The general education teacher will be in the room to also monitor
students, as well as to introduce and teach new content to all students as a whole group.

Student individual chromebooks- The students will be using their chromebooks to input their answers
to the flashback on Gradecam Portal. This allows for immediate feedback for both teachers and
 students. Students will also be using the chromebook during the whole group instruction of the
Nearpod. Nearpod will allow each student to view the "slideshow"/presentation of new content on their
individual screen. The lesson will go at the teacher's pace. The nearpod also includes interactive
features within it, such as a quiz. At the end of the introduction of the new content, students will take a
short "quiz" to assess their understanding. The teacher and students receive feedback as soon as all
students have submitted answers. The Nearpod system allows students to see specific questions and
answers they missed in order to help them analyze their own understanding.

QQT cards - Students will be using the Quiz Quiz Trade cards to assess each other on their knowledge
of text structures. They cards contain a passage on one side and the text structure on the other. Students
will pair up around the room, then have their partner (a) read the passage, the partner (a) then guesses
the text structure. If partner (a) does not get it correctly, partner (b) will tip them, partner (a) tries again,
partner (b) tips again if wrong, then teaches if partner (a) gets it incorrect a third time.

Gradecam portal for flashback- The students will submit their answers to the flashback on gradecam
portal. Students have individual codes in which they log in with, they can then select the posted
assignment to respond to. When they put in their response, the students receive immediate feedback on
their computer. The teacher also receives the results. Gradecam will automatically analyze the results
and produce reports for the teacher to use to guide intervention and re-teaching.

Google Form for post assessment- The post assessment will be on a google form. The google form will
be posted on google classroom for students to access once the lesson is over. They will receive
immediate results of the quiz on their chromebook once they submit their answers.

Nearpod- The nearpod (link below) will be used for direct instruction of the new content, as well as
formative assessment at the end of the lesson.
[Link]
6. Lesson Procedures (1E)
Describe the sequence of strategies/activities/assessments that will be used to scaffold instruction, engage your
students, facilitate attainment of the lesson objective(s), and promote higher order thinking. Within this sequence, be
sure to describe how the instruction will be differentiated to meet your students needs, interests, and abilities.;

Beginning of the day procedures ( 10 min )

-Class attendance
-Lunch Count
-Routine announcements

Anticipatory Set (led by general education teacher) (3 min)

-(Cooperative) QQT- Identifying text structures
Students will begin the class with a cooperative learning activity to engage them into the lesson for the
day.
The teacher will prompt students by reminding them how QQT works.
First the partner will establish partner A as the partner with the longer hair.
When the teacher says "go" students will stand up next to their desk then walk around the room at level
zero with one hand in the air. They will pair up with someone randomly by "high fiving" them. Once
students are paired up partner A will hold up the quiz quiz trade card for partner B to read. Partner B will
then respond with what text structure the passage is. If partner B is incorrect, then partner A will give one
tip to help partner B. Partner B will answer again. If partner B is incorrect a secon time, they receive a
second tip. If partner B guess wrong 3 times, then partner A will then teach partner B on the correct
answer. Then the roles reverse. Partner B then holds up their card to quiz partner A. When both partners
have quizzed each other, they will trade cards then hold one hand up and partner with a new person. This
cycle will continue until the teacher says "times up".

-(Whole Group) Flashback- Identifying text structures (led by general education teacher) (5 min)
After the QQT activity, students will return to their seats for a flashback. The flashback will assess their
individual ability to identify text structure.
The teacher will read the passage, questions, and answers out loud for the whole class. Once all has been
read, students will submit their answers on gradecam portal via their chromebooks.
Once all students have answered, the teacher will review the results with the class and identify and
intervene on any misconceptions.

New Content Lesson (Led by special education teacher) (15 min)

-(Whole Group) New content introduction- author's purpose through use of Nearpod
The special education teacher will begin the lesson by having students log onto Nearpod
Students will then put in the lesson code displayed on the screen.
Once the code is entered and students have logged in, the teacher will begin the lesson on author's purpose
through Nearpod.
Slide 1/2/3- "did you know author's love pie?" APIE
Slide 4- "A" stands for Argue and "P" Persuade"
- "one reason that people write is to persuade the reader/audience or to argue for/against something."
- persuasive texts try to get the reader to believe or do something
Slide 5- Example of Arugumentative/persuasive text with problem solution text structure
- "this is an example of an argumentative or persuasive text"
- Teacher will read the text to students out loud
- Teacher will then prompt students to look for key words to identify the text structure
- Teacher will then ask students to think about what the author is "trying to do" in this pasage
- If student answers with "argue/persuade", teacher will praise and explain why/how that passage
was arguing or persuading a point.
Slide 6- "I" Inform
- "Another purpose for writing is to inform the reader."
- informational texts include facts and true information
Slide 7- Example of informational text with sequence chronological text structure
- "This is an example of an informational text"
- Teacher will read the text to students out loud
- Teacher will then prompt student to look for key words to identify the text structure
- Teacher will then ask students to think about what the author is "trying to do" in this passage
- If student answers with "inform", the teacher will praise and explain why/how that passage was
informing the reader.
Slide 8- "E" Entertain
- "Another purpose for writing is to entertain the reader"
- entertaining texts include fictional information, made-up reality/information.
Slide 9- Example of entertaining text with descriptive text structure
 - "This is an example of an entertaining text."
- Teacher will ask "How many of you have read or watched "Harry Potter"? to get students engaged.
- Teacher will read the excerpt out loud.
- Teacher will then prompt students to look for key words or phrases to identify the text structure.
- Teacher will then ask the student what the author is trying to do in this excerpt.
- If student answers with "entertain", the teacher will praise and explain why/how that passage was
entertaining the reader.

Slide 10- formative assessment (5 min)

- Students will take the quiz to asses their learning on the target of identifying author's purpose and
text structure.
-Diary of a whimpy kid text excerpt (Entertainment with cause & Effect)
-Informational excerpt (inform with compare and contrast)
-Animal testing excerpt (argue/persuade with compare and contrast)

Assessment (Led by both General and Special Education teachers) (10-15 min)
(Small Group) Formal Formative Assessment- text structure and author's purpose
- Students who receive accommodations will be pulled by the special education teacher into an
alternate location to take the assessment.

7. Watch For-------
Identify anything that you would like specifically observed during this lesson.
During this lesson I would like to observe the effect of cooperative engagement as
well as the engagement of students through the use of technology. I want to
ensure that student use of technology is enhancing engagement and learning.
Students have used Nearpod in the past, however this nearpod is more
entertaining and includes an acronym to assist in student memory of the kep
author puposes.
I would also like to observe how student engagement in the cooperative learning
activity first, effects their energy and attention for the duration of the entire
lesson.

Guidelines for Developing Lesson Plan can be found on p 8 of the KTIP Handbook