RUNNING HEAD: Ensuring Deep Knowledge 1

Lesson Plan

Stage 1 – Desired Results (Class Time- 50 Minutes)

Content Standard(s): (Module 2)
● ​6.10A summarize the main ideas and supporting details in text, demonstrating an understanding that a summary
does not include opinions
Unpacked Standard(s): (Module 2) Essential Questions: (Module 2)
● Students will be able to read a story and ● How do we find the Main Idea and Details of a
highlight a Main Idea (Inquisitive story? (Classroom entry and Essential Question
knowledge) 5 minutes​ for both- Students come in, get their
● Students can use full sentences to give journals and copy essential question before the
examples of the main idea in their own Google Home timer goes off)
words
● Use context to determine the story’s main
idea (Analytical knowledge )
● (​Goodwin, 2013).
Students will set their own personal goals by… (Module 3)
● Creating their own rubric.
● Align goals to the essential question and lesson objectives.
● Learn about a new place outside of Austin, TX

Progress on students' personalized goals will be monitored by… (Module 5)

● Self checking and group work. Students will have opportunities to share their journal entries
with a “praise and polish” group. Students will back up their praise or critique using the
provided rubric.
● Students will submit a rough draft and a final submission. The rough draft will be submitted
on Friday and returned Monday for students to use the following week to make corrections
and edits suggested in notes from Ms. Perosi. All notes and critiques will be cited on the
rubric. (​ Cultural Responsive by way of students are self checking and taking ownership of
their learning and the learning community)

Rules and Procedures: (Module 5)

Rules
1. Raise your hand to speak (If we do not have a procedure for speaking than everyone will speak
over each other and ideas will not be shared.)
2. Stay in your seat unless asked to be excused (This is because I would like you to be safe in the
classroom. If scholars are getting out of their seats without asking chaos could ensue)
3. Treat others as you would like to be treated (This is the ​Golden Rule​ of Ms. Perosi’s classroom.
This is important because we would all like to feel respected, safe and have our shared time
honored).

Levante la mano para hablar (si no tenemos un procedimiento para hablar, todos se hablarán y las
ideas no se compartirán).
Permanezca en su asiento a menos que se le pida una excusa (esto se debe a que me gustaría que
estuviera seguro en el aula. Si los académicos se están retirando de sus asientos sin preguntar, podría
surgir un caos)
Trate a los demás como le gustaría que lo trataran (esta es la regla de oro de la clase de la Sra. Perosi.
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Esto es importante porque a todos nos gustaría sentirnos respetados, seguros y tener nuestro tiempo
compartido honrado). ​(​Culturally Responsive by way of providing bilingual materials for student
mastery of content and fully understanding rules and procedures. Both are posted in the classroom
for easy reference if students get off task.)

Procedures:
1. When entering the classroom greet Ms. Perosi at the door, get your journal from the shelf and
begin the warm up quietly.
2. Watch where you are going when getting into your groups for group work. You may earn free
choice group with class points.
3. Unless instructed, please be present in the shared class time and resist your phones. I will not
collect a phone unless I see that I absolutely have to. We do use our phones in class for
educational purposes from time to time but if Ms. Perosi sees that you are off task phone
privileges can be revoked.
4. Leaving class for the day- Please clean up the area around you, put your journals back on the
shelf, push in your chair and line up quietly.

Levante la mano para hablar (si no tenemos un procedimiento para hablar, todos se hablarán y las
ideas no se compartirán).
Permanezca en su asiento a menos que se le pida una excusa (esto se debe a que me gustaría que
estuviera seguro en el aula. Si los académicos se están retirando de sus asientos sin preguntar, podría
surgir un caos)
Cuando ingrese al aula, salude a la Sra. Perosi en la puerta, saque su diario del estante y comience a
calentar en silencio.
Observe a dónde va cuando ingresa a sus grupos para trabajar en grupo. Puede ganar grupo de libre
elección con puntos de clase.
A menos que se le indique, esté presente en el horario de clase compartido y resista sus teléfonos. No
recogeré un teléfono a menos que vea que tengo absolutamente que hacerlo. Usamos nuestros
teléfonos en clase con fines educativos de vez en cuando, pero si la Sra. Perosi ve que no tiene
privilegios de teléfono de la tarea puede ser revocada.
Salir de la clase para el día: limpie el área a su alrededor, coloque sus diarios en el estante, empuje su
silla y forme fila en silencio. ​(​Culturally Responsive by way of providing bilingual materials for student
mastery of content)

Stage 2 – Assessment Evidence Directly Aligned to Content Standard

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Pre-Assessment (including analysis of the pre-assessment results): (Module

Performance Task(s) or Assignment Description(s): ​(Module 3)

1. Warm up (​5 minutes​- Students write a warm up for 3 minutes and share out for 2 minutes. Warm
up question> What is one thing you did this weekend that made you happy.)
2. Main Idea pre- assessment ​(10 minutes)
3. Make a rubric for the week’s lesson ​(​Culturally Responsive, students have “buy in” for the
lesson by being involved in their grading process. Having students make the rubric in a whole
group lesson pulls the curtain back on their grades) ​(Goodwin, 2013 p.35) ​(10 Minutes)
4. Reading and finding the main idea and details of Matthew Henson mini biography. Scholars set
their own learning goals based on essential question and objectives. ​(​Curiosity- Students learn
about a new historic figure to celebrate Black History Month) ​(​15 minutes)

Rubric: (Module 3)
Content Objective for the week: Identify the main ideas and details of a story.
Rubric used for travel journal entry.
1 2 3 4

I did not respond in a full I responded in a partial I responded in mostly full I responded to the
sentence sentence sentences. question in a full
sentence

I did not identify the
theme of the story
because I do not know
what a main idea is.
I identified some of the I identified most of the I identified the story’s
story’s main idea but I story’s main idea and I main idea and details. I
didn’t find all of it. have a pretty clear can show that I know
understanding of what a what main idea and
main idea and supporting details means.
detail is.

I did not find evidence I used some text or I found most of the I found the textual
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from the text to support incorrect text evidence to textual evidence or I was evidence. I used
the main idea support the the main close to finding all of the quotation marks when
ideas and details. textual evidence to needed and full sentences
support main ideas and to explain my answer. I
details. cited my source using the
author and the title of the
work or the URL of the
webpage I used.

Self- or Peer Assessments: (Module 5) Formative Assessments, Summative Assessments,

“Provide peer assessment protocols such as ‘ 2 stars etc.: (Module 3)
and a wish’ or’ phrase in polish’ in which students
give praise for one or two things and provide a http://teacher.depaul.edu/Skill-Focused-Readings/
suggestion or pose a question for improving Grade%206%20Main%20Idea.pdf
something else” (Goodwin, 2013 p. 101). ​(Day 2- 25
minutes) ​(​Culturally Responsive by creating a
classroom community of students working ● (concentration- Students focus and
together to produce their best quality work.)
(​coherence​ ​- Students are aligning the lesson to the concentrate on a pre-test to determine
TKE and essential question. Students write using areas of growth in the upcoming day of
their own main ideas so they can find main ideas
when they read other stories.) the lessons.)

Stage 3 – Learning Plan – Directly Aligned to Content Standard AND Assessments

Learning Activities: (Module 4)

I do: ​Whole instruction- Teacher and class choral read a short biography on Matthew Henson.
Purposeful questions: “According to the quote from Donald MacMillan, how did Henson compare to the other
explorers? Compare and contrast the reasons why Peary and Henson wanted to become explorers. Record
your answers in your Venn Diagram” (​Allen, 2010, 810 and 814). ​(​context- Students learn and apply
context of the lesson from the choral reading.)

We Do:​ With a partner students re-read the biography about Matthew Henson. Highlight quotes that support
the main idea of the story in PINK. Highlight the details of the story in GREEN. ​(Day 2- 10 minutes)

You Do:​ Create an adventure journal of somewhere far from Austin TX. Write five to seven sentences using at
least three new vocabulary words. Describe your new experience in complete sentences. ​(​Culturally
Responsive by taking interest in my students as people, what their interests are and what they are
thinking.) ​(​connection- Students connect with each other and the teacher by sharing a creative
writing piece.) ​ ​(Day 2- 20 Minutes)
Stage 4 – Feedback Strategies, including Timeliness (Module 5)
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Students check off in their rubric what they have accomplished. When writing their travel journals students can
ask themselves “Did I get a 4? Did I respond to the question in a full sentence?” The students can take
ownership of their grade because the rubric shows them what they must include to earn the best grade
possible. There are no surprises. “Ultimately, we want students to become Adept at self assessing so that
they are unable to reach out to networks, online tutorials, or other resources to Aid in their learning” (Goodwin,
2013 p. 101). This kind of independence and autonomy with the student helps with their growth as a human in
a culturally responsive classroom. ​(Coaching - Purposeful questioning using whole group grading method.
There are no surprises and teacher can offer feedback directly citing the assignment and the rubric created by
the class. Teacher can meet with students one on one to insure mastery.) ​(Time allotted during the week and
for homework.)
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References:

Allen, J. (2010). ​Literature 6th grade.​ Evanston, IL: Holt McDougal.

Goodwin, B., & Hubbell, E. R. (2013). ​The 12 touchstones of good teaching: A checklist for
staying focused every day​. Alexandria, VA: ASCD.

Resources. (n.d.). Retrieved January 27, 2019, from ​https://lead4ward.com/resources/

Polk Bros. Foundation Center for Urban Education. (n.d.). Retrieved February 23, 2019, from
http://teacher.depaul.edu/

Thurston, A. (n.d.). Education. 2015. Retrieved from

https://www.bu.edu/research/articles/moving-to-improve/

Lemov, D., & Atkins, N. (2015).​Teach like a champion 2.0 62 techniques that put students on
the path to college​. New York, NY: John Wiley & Sons.

Meador, D. (2018, July 16). Strategies for Teachers to Maximize Student Learning Time.
Retrieved from
https://www.thoughtco.com/strategies-for-teachers-to-maximize-student-learning-time-4065667
(Links to an external site.)Links to an external site.