Name: Karla-Renaé Harris Supervisor: Ronette Burnett

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

Date: October 30 , 2012, Day 5 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: none
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 have to prepare for their quiz for next week
Detailed Sequence of Activities: Number/list the lesson procedures. / ·  Students get a chance to complete the research stations
·  Allow only 4 students to each resource center at a time
·  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)
Accommodations/
Modifications: Refer to student profile. / Students who were on the computer doing research last week will now switch to different stations. New students will complete the research resource centers. Allow students at other resource stations to switch stations after 30 minutes but those doing research will more than likely stay at the computers the entire class period.
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/