Sierra

Nevada College Elementary Lesson Plan Sample

Teacher Candidate: Erica McKenzie Lead Teacher: N/A
Grade/Subject: 6th grade/ELA District: WCSD
Lesson Content: Reading Literature School: V. Palmer
SNC Supervisor: Debbie Deleur Time Allotted: 60 Minutes

Materials, including technology:
Internal and External Conflicts Graphic Organizer, Making Connections Graphic Organizer, Walk Two Moons
book, Computer, Elmo, pencil, markers

Standard(s), including literacy for all content areas and/or SMP
RL.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text

RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how
the characters respond or change as the plot moves toward a resolution.

SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-
led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing
their own clearly.

How will learning be assessed at the end of the unit/learning cycle (summative):
Students will complete the Springboard Embedded Assessment #1. This assessment requires students to write an
explanatory response to the novel, “Walk Two Moons.” Thus, the students ability to identify and describe how the
characters respond or change as the plot moves toward a resolution will be assessed.

Objective(s): high cognitive demand for diverse learners Cognitive Level (DOK or Bloom’s)
1. I can identify and analyze a character’s internal and external DOK 4
struggles
2. I can connect events and conflicts in a text to other texts and DOK 4

those in real life

Connections to past learning or experience, building background
Students have been reading, “The Power to Change” in the SpringBoard curriculum, and the novel,
“Walk Two Moons.” Students have been discussing and analyzing changes and conflicts throughout their
own, and other’s life experiences. This will in turn help guide students to make predictions and
inferences about how characters change as the plot moves to a resolution.

Essential Vocabulary Definitions
Internal Conflict A character’s emotional struggle (inside)

External Conflict A Character’s struggle with outside forces

Connection Linking one thing to another

Strategy for teaching new vocabulary


Sierra Nevada College Elementary Lesson Plan Sample

I will use direct instruction to teach the vocabulary words. The words will also be placed on the ELA
Word Wall following the lesson. (3 min.)

Sequence and Scope of Instruction (include instructional Instructional Strategy estimated
strategies, questions, opportunities for meaning making time
through discourse and other engagement strategies,
formative assessments, opportunities for metacognition,
grouping, differentiation and transitions)
Whole Class Modeling 8 min
-I will ask students to think of internal and external conflicts in Turn and Talk
the movie “UP” Whole Class Discussion
• Turn and Talk
• Students will share out responses
-I will ask students to think about another character in the
Pull Sticks
movie “Up” that struggled with internal and external conflicts
• Turn and Talk
• Students will share out responses
• I will record the character’s and the conflicts on the
whiteboard

-I will ask students which character they thought struggled

more with internal conflicts
• Turn and Talk
• Share responses
• Record answers

-I will ask students which character they thought struggled

more with external conflicts
• Turn and Talk
• Share responses
• Record answers

Heterogeneous Groups Strategic Grouping 2 min

-You are now going to take what we did with character -Each person in the group
Conflicts as a whole class, and complete the task in a needs to complete their own
group of 2-3 graphic organizer 7 min
-Each group must identify internal and external conflicts • This helps me to assess
that Sal and Phoebe face throughout the novel each students
-Include evidence to support your answers understanding of how a
character can face both
internal and external
Groups conflicts
Kaycee
Trey -I will be walking around during
Jasmine this time to check in with each
group
Samantha -I will reteach/extend the
Nat activity as necessary


Sierra Nevada College Elementary Lesson Plan Sample

• Reteach: Offer a
Haloh sentence starter to
Airianna students and/or
provide an example
Dylan • Extend: Have students
Kane make a connection to
the conflict. Students
Kevin will explain their
Precious response, or how they
would respond to the
Dayanna conflict if it happened
Valeria in real life.

Taylor
Dominic

Angel
Natalie
Yamna

Jason
Charbel

Mauricio
Kimberly

Kyle
Annamaria

Tatyanah
Mckaylie
Natalia

Whole Class Discussion Pull Sticks 7 min

-What were some internal and/external conflicts that Turn and Talk
you were able to identify?
-What can you infer about how this conflict would make
the character feel?
-Which character struggled more with internal conflict?
External?


Sierra Nevada College Elementary Lesson Plan Sample

Independent Independent 5 min
- Students must determine which character is struggling -Have volunteers share their
more with internal conflict and which character is responses 4 min
struggling more with external conflict.

Introduce Making Connections Whole Class 5 min
-An important element of literary analysis is recognizing
that the events and conflicts in a text are similar to
events in other texts and to those in real life.

-Making connections between texts and between texts
and life helps you not only understand the text, but also
to understand life lessons it may teach.

-Next, we are going to make connections between Walk
Two Moons, other texts, yourself, and the real world.
-You are going to record your ideas on the graphic
organizer.

Text to Text: Making a connection between an event in -Have students repeat the
Walk Two Moons, or an event in a different text instructions

Text to Self: Making a connection to an event in your -Have students read types of
own life connections
-Give examples if needed

Text to World: Making a connection to an event in • Reteach: Offer a sentence
history or society starter to students and/or
provide an example
7 min
Heterogeneous Groups • Extend: Have students
compare and contrast the
-Students work in groups to complete graphic organizer connections made between
the text, self, and real world.

5 min
Pull Sticks
Whole Class Discussion
-Share connections

5 min
Independent Independent
Students must make and explain a connection between a
character in the film Up and a character in Walk Two
Moons

2 min
Closure: -Turn and Talk
What’s a Conflict? What’s a connection? -Verbal Comprehension Check
-Answer chorally
Why are both of these important?


Sierra Nevada College Elementary Lesson Plan Sample