Belinda Quimby

TCH ED 4391
Beth Knoedelseder
Spring 2017

Lesson Plan for Episode #2

(Presenting New Learning)

Standards:
CCSS.ELA-LITERACY.RI.6.2
Determine a central idea of a text and how it is conveyed through particular details;
provide a summary of the text distinct from personal opinions or judgments.
CCSS.ELA-LITERACY.RL.6.1
Cite textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
CCSS.ELA-LITERACY.WHST.6-8.2.D
Use precise language and domain-specific vocabulary to inform about or explain the
topic.

I can identify the main idea and key details of a non-fiction article using a
graphic organizer.
I can make an inference by combining what I know with what I learned on a
graphic organizer.
I can use a sentence starter with academic language to write my inference.

Other Objectives:
While targeting the main standards, I will focus on developing students
academic conversations. For instance, I will model how to verbally share answers
using sentence starters and key vocabulary and expect them to do the same. It
will require prompting, reminding, and pointing out their writing to share.

Hook/Bridge:
A short video of the Harlem Globetrotters found at
https://www.youtube.com/watch?v=hg_G3e2QQRQ
and an audio version of Langston Hughes poem Harlem found at http://brbl-
archive.library.yale.edu/exhibitions/langstonhughes/video3.html
New Learning:
What activities will you use to teach the new concepts/skills?
We will do a Cloze Read Aloud of a short non-fiction article that provides an
overview of the Harlem Renaissance.
I will use the gradual release model to teach Making Inferences. I model how
to take information I know and combine it with new knowledge from the text to
make an inference about the content. I use an anchor chart that students copy
into their notebooks.
What will the students be using during the lesson-any provisional
writing-organizers-etc.?
During the lesson, students will participate in the Cloze Read Aloud and answer
questions about the main idea and supporting details in their notes. Then, we will
take specific details from the text (pre-written on the graphic organizer) and
share previous knowledge related to those details to make inferences using a
graphic organizer. They will be expected to use sentence starters to write about
the inferences we come up with together in small groups.
What tools from this Episode will you be using to assess while you
are teaching?
To assess throughout this lesson, I will use observation, student notes, and the
graphic organizers.
What questions will you ask either during the lesson? Make sure
they hit the different learning styles.
MASTERY:
1. When did the Harlem Renaissance take place?
2. Where is Harlem?
UNDERSTANDING:
1. Why did African Americans move to Harlem?
2. What was life like in Harlem for African Americans?
INTERPERSONAL:
1. How is music or poetry important to you?
2. How does music or poetry bring people together?
SELF-EXPRESSIVE:
1. Draw a picture that expresses the key aspects of the Harlem Renaissance.
2. Write a simile, metaphor, or short poem that demonstrates how African
Americans felt about moving to Harlem.

The 8 Cs of engagement. Which ones are you targeting?

The 8 Cs targeted by this lesson include curiosity, controversy, cooperation,
and connections. Curiosity is peaked by the video and audio clips of the Hook.
Controversy is part of the examination of reasons African Americans moved to
Harlem in the first place and the struggles they continued to face despite being
free. Connections for the students come from the birth of the Harlem
Globetrotters (still playing today) and to the music and musicians that are still
familiar to many. Cooperation is part of the lesson as we do the Cloze Read Aloud
and work together in small groups to make inferences.

Learning Styles. Which learning styles are you hitting? (You dont
have to hit every one during this episode. It is important to be
aware of the styles that are being hit during this section.
The questions I ask to reinforce learning of new information are coded by the
learning styles. In addition, making inferences promotes deeper understanding of
the content. Also, working in small groups benefits the interpersonal learners.

How will you differentiate for students with a reading disability

and students who are English Language Learners?
READING DISABILITIES ENGLISH LANGUAGE
LEARNERS
partly filled graphic paired with native partners
organizer with text in small groups
evidence
word bank for key word bank for key
vocabulary vocabulary
sentence starters for sentence starters for
making inferences making inferences
Cloze Read Aloud strategy Cloze Read Aloud strategy

Closing the Lesson: How will you wrap up the lesson?

Exit Ticket: What two kinds of knowledge do you combine to make an inference?

Materials: What materials do you need to have ready? Make sure these are part
of the lesson you turn in. If you are using a list of words, or graphic organizer, or
specific questions, exit card, etc, make sure you include them for me to view.

online video of Harlem Globetrotters https://www.youtube.com/watch?

v=hg_G3e2QQRQ

online audio of Langston Hughes poem Harlem

http://brbl-archive.library.yale.edu/exhibitions/langstonhughes/video3.html
copies of non-fiction article in Read 180 Workshop 9 Streets of Harlem
student notebooks
copies of graphic organizer for making inferences
Name: __________________________________ HR: _________________ Date:
_______________

Making Inferences
An inference is a conclusion based on evidence and reasoning. You combine
what you learn from the text with what you already know to make an
inference.

Title of article:
___________________________________________________________________

What I Learned: My Inferences:

_African Americans moved to Harlem __________________________________

to escape racist laws and poverty. __ __________________________________

______________________________________ __________________________________

______________________________________ _______________________________

______________________________________ __________________________________

___________ ___________________ __________________________________

__________________________________
What I Already Know:
__________________________________
______________________________________
__________________________________
______________________________________
__________________________________
______________________________________
__________________________________
___________________ __________
__________________________________
______________________________________
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