Lesson Plan Template

Unit Title Conservation

Grade / Class 6/Reading

Jennifer Perry

Lesson Objective __SWBAT use a variety of strategies to determine an authors perspective.

Content Standard RI6.6, RI6.7;
ISTE: standard 1
Art Standard : Visual Art Standard 10: Understand the relationships between the arts, other disciplines, and daily life.
Lesson Assessment Exit slip: What is the authors perspective on the human impact described in the text? Why do you think so?
Verbal Linguistic (V)
Initiation/Hook
Logical Mathematical (L)
This lesson involves using the computers to access the nearpod presentation on authors perspective.
Visual Spatial (S)
Musical Rhythmic (M)
Body-Kinesthetic (B)
Naturalist (N)
Interpersonal (IE)
Intrapersonal (IA)
Verbal Linguistic (V)
Logical Mathematical (L)
Visual Spatial (S)
Musical Rhythmic (M)
Body-Kinesthetic (B)
Naturalist (N)
Interpersonal (IE)
Intrapersonal (IA)

Developing the lesson Indirect or Direct Instruction

Use the nearpod presentation to teach students questions they can ponder to ascertain an authors
perspective:
What words draw you into the
topic and make you feel strongly? How is the information presented? What side do
you sympathize with? How does the author create that
effect? What information did the author choose to
include? Leave out? Why might he have made that decision? What effect does that
have on
you, the reader? Who is this text for, and how do I
know? Does the author seem to be writing to
persuade readers from another viewpoint or writing to a group of like-minded
readers? Or
you can help readers figure out what information the author might assume the
audience
already knows by asking, Is the author talking to readers as if they are beginners

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or
experts in this topic?

Verbal Linguistic (V)

Logical Mathematical (L)
Visual Spatial (S)
Musical Rhythmic (M)
Body-Kinesthetic (B)
Naturalist (N)
Interpersonal (IE)
Intrapersonal (IA)

Guided Practice:
The guided practice is included in the nearpod presentation. Students read excerpts of texts and answer
questions. The teacher analyzes responses and chooses some to share and discuss.

Verbal Linguistic (V)

Logical Mathematical (L)
Visual Spatial (S)
Musical Rhythmic (M)
Body-Kinesthetic (B)
Naturalist (N)
Interpersonal (IE)
Intrapersonal (IA)

Independent Practice :
Students choose an article to read on their own. Remind students to get ready to do this work by setting
up a graphic organizer using the following headings: emotional words and reactions, missing
information?, intended audience, how the author talks to the reader. Show a few different examples of
ways to set this up and remind students graphic organizers can remind them of what to focus on while
reading, and also provide a way for them to show their thinking. The goal is for the students to have a
way to organize their information that will make the most sense to them. (For students who may need a
modification, have printed options of graphic organizers available, as well as a chromebook if
applicable).
Students choose an article from the text set to read closely while completing their graphic organizer.
The teacher meets with students as determined by the responses from the presentation. Otherwise, the
teacher will confer with individual students, looking for evidence that students are completing their
graphic organizers, using detail, using their own words/paraphrasing.

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This lesson may carry on to another class period in order to ensure that there is enough time for
everyone to read an article. Students who finish early can choose another article and complete another
graphic organizer to be used later for a comparative analysis.

Verbal Linguistic (V)

Logical Mathematical (L)
Visual Spatial (S)
Musical Rhythmic (M)
Body-Kinesthetic (B)
Naturalist (N)
Interpersonal (IE)
Intrapersonal (IA)

Assessment
Use the graphic organizer to do one of the following:
Write a found poem using words/lines from the article that expresses the authors perspective
Create a movement sequence that expresses the authors perspective
Draw a picture that you think best captures the authors perspective.
Use the project and the graphic organizer to evaluate based on the following rubric:
1: Incomplete

2: The reader tried to

complete the organizer
but more detail is
needed.

3: The reader
considered the text
from more than one
angle by completing
most of the graphic
organizer and using
detail.

4: The reader
considered the text
from a variety of angles
by completing the
graphic organizer in
detail.

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Verbal Linguistic (V)
Logical Mathematical (L)
Visual Spatial (S)
Musical Rhythmic (M)
Body-Kinesthetic (B)
Naturalist (N)
Interpersonal (IE)
Intrapersonal (IA)

Reflection Strategy
Have students write a quick response in their notebooks: how did using the graphic organizer help you
to understand the authors perspective?

Intrapersonal Objective and Activity (IA)

Preparation
Art Materials

Interpersonal Objective and Activity (IP)

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Manipulatives
Visuals
Books
Props/Costumes
Science Materials
Music
Technology
Nearpod presentation
Other