Lesson Planning Template

Lesson Title: Every Story Has Its Purpose Grade: 6th

Learning Target: Students will identify an author’s purpose given various genres of text.

Grade Level Guide: Content Standards

Content Curriculum Focal Common Core State Standards Interdisciplinary Connections

Points

IRA/NCTE Standard:
Students use spoken, written,
and visual language to
accomplish their own
purposes (e.g., for learning,
enjoyment, persuasion, and
the exchange of information).
 W.6.1 Write arguments to Writing and Purpose apply across
support claims with clear content areas and professions. However,
reasons and relevant it is required for writing to be effective
evidence. (B) Introduce and meaningful for the intended
claim(s) and organize the audience as well as the author.
reasons and evidence Students who are interested in
clearly. researching the sciences or history
would connect to more informative
 RI.6.6 Determine an writing.
author’s perspective or Students who enjoy drama, music, or
purpose in a text and forms of fiction would connect with
explain how it is conveyed entertainment writing.
in the text. Students who like to debate would
connect with persuasive writing.

Academic Language:
Purpose, Inform, Persuade, Entertain, Poems, Plays, Expository Essays, Nonfiction, and
Persuasive Essays

Students’ Needs:

Students should understand the vocabulary and academic language presented in this lesson as
well as understand theme and voice within texts prior to learning about author purpose. Using previously
obtained knowledge, students will deepen their understanding of theme and voice through connections
that reveal the effect that voice, and theme have on purpose.

English Language Learners Special Needs (can be a group such as “struggling

readers” or individuals)

 English Language Learners will be given  Students with physical handicaps will be placed
simplified instructions in paper form so at the front of the class so that they can access
that they are not lost when verbal their seats easily
instructions are given.
  Student will be allowed more time to
complete any in-class activities and
assignments.
 More pair work will be assigned to the
class to increase practice and available
peer resources for language learning
 Students with learning disabilities will be paired
with gifted students who will guide them when
needed.
 Students who have a hearing impairment will be
seated towards the front of the class and will
receive written instructions to reference if they
missed part of the verbal instruction given.

Materials: Worksheet, Computer, Projector, Mr. Nobody Poem, Pen, Worksheet.

Language Function:

Students will become analysts and engage in reading poetry where they will be required to “think
like authors” and use academic language to express and explain the purpose of a text. The language and
vocabulary used in the presentation and in the assessment will guide students and allow them to practice
putting themselves in the author’s shoes to define the purpose of a text. This will further be explored
using a graphic organizer that requires students to collect evidence and define the purpose of the
passage.

Analyze, Argue, Describe, Evaluate, Explain, Interpret, Justify, Synthesize

Lesson Plan: (step by step sequence of the lesson)

Before: Before the lesson, students will engage in an open-ended question in order to make
connections through their prior knowledge and gain exposure to content that will be covered in the
lesson.

During: Using Nearpod, students will take part in a presentation and lecture that goes over author
purpose. As a part of the presentation, students will engage in guided practice that explores common
multimodal examples of purpose including literature, advertisements, and letters.

After: After the lesson, students will engage in class discussion and review the types of purpose with
an independent practice graphic organizer.
 Assessment:

Type of Description of Modifications Evaluation Criteria-

assessment assessment

Informal/ Using Nearpod, students Students may The assessment will show student’s
Summative will engage in a multiple- collaborate/work in level of understanding using teacher
choice assessment that small groups or created multiple choice questions on
will serve as a review of partners to answer the Nearpod. Student’s results will be
the content covered in the assessment questions. recorded on Nearpod which will
lecture. allow the instructor(s) to reflect on
instruction and student
understanding.

Resources:
Nearpod Link: https://share.nearpod.com/YkKxgkGFpV
Submit this page the following Tuesday after your team has taught your lesson; this is done
individually. This should be completed thoroughly and honestly.

Analyzing Teaching: To be completed after the lesson has been taught. Provide a thorough reflection
and consider citing one resource that supports your instructional practices. Questions may include: Did
your activity address your goals? Did your lesson plan reflect what you intended to teach? Were you
pleased with the sequencing of the lesson or would you change certain components? What would you do
differently next time? What extension activities do you think would supplement this lesson? How could
you modify this lesson to better serve the needs of diverse learners? What challenges or opportunities
did you have with the team teaching of this lesson. What did you learn professionally from this
experience?

What worked?
What didn’t? For whom?

Adjustments
What instructional changes do you need to make as you prepare for your next
lesson?

Proposed Changes Whole class:

If you could teach this lesson again to this group of students what changes would
you make to your instruction? Groups of
students:

Individual
students:

Justification
Why will these changes improve student learning?
What research/theory supports these changes?
Co-Teaching/Collaboration Decisions Topics to discuss with your co-teacher before you begin so that
one of you is NOT a glorified aide.

1. How will roles be determined so that the students see us both as equal partners?
By playing off of each other’s strengths. While the majority of class days we will divide
the lecture and workload evenly, we may have days where one teacher takes over a
special lesson and another might grade. Should this occur it would alternate so students
won’t view one teacher as a secretary.
2. How will we present co-teaching to the students, parents and other staff?
Co-teaching will be presented in a way in which we will display the benefits and
advantages that accompany co-teaching. Co-teaching can be used in a way in which
the teachers collaborate so that instruction is balanced and assistance and interactions
with the students happens often. With this type of teamwork in the classroom, student’s
learning experience is enhanced.
3. How and when will we plan?
By collaborating together as a group in advance for major lesson plans. Should one of us
have more experience with a certain unit he or she can take point in helping construct
that particular lesson. However, we will all contribute in discussing how to present the
lesson and create activities.
4. Will we keep one plan book?
We will have one shared online platform for planning purposes and organization.
However, each teacher will still have individual physical books.
5. What will be our class rules and expectations?
 All students will be respectful of each other and their teachers.
 Participation is encouraged but students should raise their hands for any questions or
contributions.
 All cellular devices must be left in their lockers or in a bin at the back of the classroom.
(unless an activity calls for them).
6. How will we grade student achievement?
Engaging in small class activities and surveys will count towards general participation
grades. Culminating, larger activities will either be collected at the end of class or
submitted at the beginning of next class for a homework grade. These grades lay the
foundation for short-term student achievement. With these smaller assignments we can
plan for the long-term, cumulative assessments and projects.
7. How will we set up the room?
As we are teaching a 6th grade classroom, we will most likely have single rows to
minimize distractions. However, students will often form small groups or pairs for
collaborative work.
8. How will we handle behaviors in the classroom?
As teachers we will all have equal responsibility towards managing student behaviors.
For minor behavioral outbursts the nearest available of us will quietly handle the situation
should it arise. However, there will be a line of communication and clear understanding
of what management techniques and rule enforcements are employed within our shared
class. This way, we will have a united front to support each other appropriately. We will
all share any observations or behavior patterns for students and be sure to note positive
behaviors together.
9. What bugs you the most?
 Ms. Rainone - A lack of communication between colleagues for any updates or changes.
Ms. Morales: Lack of Communication and Lack of Support
Mr. Fioramonti: Lacking communication and not following through when assigned a role
or objective.
10. What routines work best for you?
Ms. Rainone - I prefer to have structured but diverse days planned across the week.
Usually units are prepared in advance and integrated into the weekly structure.
Ms. Morales: I prefer structure and routine. I tend to plan out my days like to make lists
that go over my goals for the day (or week).
Mr. Fioramonti: Step by step routines work best for me. When I work on completing one
step and moving on to the next I excel the most.
11. What tasks do you like to do/hate to do?
Ms. Rainone - I like leading class discussion and group projects. Although I don’t
particularly like creating worksheets.
Ms. Morales: I love planning activities, creating lessons, and enjoy leading small groups.
Mr. Fioramonti: I like to get things done and complete objectives and I don't like when I
fall behind in completing these objectives.
12. How will we both work with all students?
Much of our class involves lectures and independent or group work. Rather than have
one teacher for a specific group or section of the class, we will all rotate throughout the
room to offer any direction or assistance to the students.
13. How we will utilize the resource of having three teachers in one class?
This resource will be particularly helpful for large class management and availability. As
we develop a rhythm for teaching dynamics, we will hopefully develop a system for
alternating responsibilities between each other. One teacher may walk around the
classroom while another lectures. Similarly, we are now more easily accessible to a
larger number of students and have more man power for observations. As teachers we
can collaborate after a class or school day to swap observations and possibly alter future
lessons or assessments as needed.