Name: Karla-Renaé Harris Supervisor: Ronette Burnett

Subject/Grade: Connections - English School Year: 6th grade

Date: October 23, 2012, Day 2 Title of Unit: Determination & Perseverance

Lesson Title: / Survival – Guts
Grade Level/Subject Area: / 6th grade Connections - English
Student Profile: / Number of Students: 25
Number of Students with Special Needs: 2
Duration: / 65 minutes
Objective: Purpose of the lesson / Students will use context clues from the foreward and Chapter 1 in the novel Guts to identify how the author developed a plot. Students will also cite information or examples while reading to support answers, research an idea from the reading on the internet and create a presentation on one idea discussed in the reading.
Standards:
https://www.georgiastandards.org/Pages/Default.aspx / ELACC6RL6: Explain how an author develops the point of view of the narrator or
speaker in a text.
ELACC6RL1: Cite textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
ELACC6W7: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
ELACC6W3c: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
ELACC6RL10: By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
ELACC6L4a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
ELACC6SL2: Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
Essential Questions: / What do I know about survival skills?
Anticipatory Set: “Do Now” / ·  Students enter and their folders are handed to them
·  Student Spotlight activity
Prior Knowledge: What will students need to know in order to be successful? / Students will have started reading Hatchet in their English classrooms so they can make comparisons with what is happening in the memoir Guts.
Modeling: How will students know what is expected? / Instructions are located at every resource center with handouts
Check for Understanding: What techniques will be used to monitor learning? / Students will have to complete worksheets at several stations, complete the writing they are supposed to do, and record reading times at the fluency station. Each resource center has an assignment that is to be completed to show students know what they are doing.
Guided Practice: What activities will be done to provide students with an opportunity to practice what they are learning? / At the resource centers involving research on the computers, students will take what they have learned and create a power point presentation which will be presented to the class at a later date. At the fluency station, students will partake in an advertisement of the book and film themselves.
Independent Practice: How will learning be reinforced? Homework? Exit ticket? / As we are reading, students will have to answer questions and partake in the class discussions.
Closing: How will the lesson end? Refer back to essential questions. / Students will discuss with the teacher what they learned that was new to them and discuss if their efforts to survive were correct or lackadaisical.
Detailed Sequence of Activities: Number/list the lesson procedures. / ·  Go over each resource center with the students
·  Allow only 4 students to each resource center at a time
·  Instruct students to wait to start the assignment at their station until you give them permission
·  Instruct students to read the instructions at their center
·  Make sure all students have the necessary materials and something in which to write
·  The students can begin and you need to walk around the room to monitor them (students at the research centers will need the most assistance)
·  At the fluency station, make sure students practice the advertisement before giving them the video recorder (let them practice in front of you one time to show they are ready) and make sure they have recorded their reading times and words per minute that they read
·  At the art station, make sure the students write a detailed caption/sentence of their picture(s)
·  Make sure the vocabulary and survival station are completing the word search and taking the survival test
Accommodations/
Modifications: Refer to student profile. / Inclusion students are placed at the art station and I will assist them with writing their caption sentences.
Materials: What materials are needed for the lesson? Include any helpful URL’s. / ·  Drawing paper
·  Pencil
·  Crayons, markers, colored pencils
·  6 buckets with instructions
·  Papers labeled for Resource Centers: Vocabulary, Fluency Station, Research Station 1, Research Station 2, Art, & Survival Station (make sure standards are visible on the papers)
Technology Connection: What kind of technology are your incorporating into the lesson? / www.randomhouse.com/teachers/guides/pdf/guts.pdf
http://artofmanliness.com/2010/03/11/10-wilderness-survival-lessons-from-hatchet/