Lesson Plan PA #2

Teachers:
Ms. Rumback

Subject:
6th grade Reading- Read 180 Whole group +2
small groups

Standard:
CCSS.ELA-LITERACY.RL.6.2
Determine a theme or 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.
Objective (Explicit):
The students will be able to organize information to identify the topic, main idea, and details in a new
article.
Sub-objectives, SWBAT (Sequenced from basic to complex):
TSWBAT read a news article to develop fluency and summarize an aspect of the text
TSWBAT respond to the news article in writing
TSWBAT discuss the text using complex sentences and formal English
Evidence of Mastery (Measurable):
Students will demonstrate mastery by:
Exceeds: 100% completion and accuracy of they Key Idea, Target Word, Read and React, Summarize, and the
graphic organizer. Fully engaged and participating in group discussions.
Meets: 90% completion and accuracy of they Key Idea, Target Word, Read and React, Summarize, and the
graphic organizer. For the most part engaged and participating in group discussions.
Approaches: 80% completion and accuracy of they Key Idea, Target Word, Read and React, Summarize, and the
graphic organizer. Minimally engaged and hardly participating in group discussions.
Falls below: 70% or below completion and accuracy of they Key Idea, Target Word, Read and React, Summarize,
and the graphic organizer. Not engaged or participating in group discussions.
Key vocabulary:
Immigrant
Currently

Materials:
R-book
Pencil

 Influenced
Black and White journal
Opening (state objectives, connect to previous learning, and make relevant to real life):

Instructional Input

This week we started new unit about called The New Americans. On Monday and Tuesday we talked a lot about
immigrants. Can someone raise their hand and tell me what an Immigrant is? What were some reasons whys
people from different countries want to come to the US? What are some challenges they face? Today, we are
going to read an article about a young man who chooses an education over soccer. Lets find out why!
Teacher Will:

Student Will:

-Before we get started, lets read our key idea. Our

key idea is what we want to have in mind while we
are reading the article. When we are finished reading
the article, we will come back to this question to
answer: What is this news article about?

SW read the key idea questions, and keep that

question in mind while reading the article.

-The title of this article is School Before Soccer,

Young Soccer Star Shines.

SW volunteer to popcorn read paragraph 1-6

SW independently answer what the main idea of
the article is in the Key Idea section on page 10.
SW share their answers with the class.

-Can I have a volunteer to read the first paragraph?

-Can I have a volunteer to read the second
paragraph?
-Where Is Ghana? Does anyone know where that is?
-Why did his parents move their family to the US?
-Can I have a volunteer read the third paragraph?
-Can I have a volunteer read the fourth paragraph?
-Can I have a volunteer read the fifth paragraph?
-Can I have a volunteer read the 6th paragraph?

-Now lets go back to our key idea. What is this news

article about?
-Give students 2 minutes to answer on page 10 of
their r-books.
-Call on volunteers and non volunteers to answer
question.
Co-Teaching Strategy/Differentiation:

Guided Practice

TW read slowly for students to comprehend.

TW monitor Isabella and Kennidis behavior during group discussions
TW give Angelo, Johnnie, and LauraLee a longer wait time to answer questions.
TTW give Angelo, Johnnine, and LauraLee guided questions and explanations throughout the text when
needed.
Teacher Will:

Student Will:

TW guide students to the target word section on

page 10.

SW repeat the target word

-The target word is currently. Everyone repeat after

me Currently.
-How many syllables does currently have? Lets clap
together?
Cur-rent-ly
-Rate it in your r-books.
-The meaning of currently is: at the present time.
-Fill in the blank in the Target box.
-On your own, create an example using the sentence

SW clap the amount of syllables in the word

currently
SW define the word currently by filling in the blank
SW create an example using the word currently by
finishing the sentence.
SW share their answers with the class.
SW search for a previously learned vocabulary

starter: I get information that is currently in the news

from______________.

word.
SW get out their black and white journals.

-Pick on volunteers and non volunteers to share their

answers.
TW ask students if they recognized another
vocabulary word within the text that was defined in
Mondays and Tuesdays vocabulary activity.

SW copy the discussion question in their black and

white journals and answer the question using
complete sentences and details.
SW share and discuss their journal entries.

TW Guide students to paragraph 10 if having

difficulty finding the vocabulary word.

SW independently summarize the article in one or

two sentences.

TW ask students to get out their black and white

journal to answer the journal question displayed on
the board: Freddy turned down $750,000 to stay in
school. Imagine you are Freddy. Do you take the
money or stay in school? Explain using complete
sentences and details.

SW think pair share their summaries with a

partner.

TW call on students to share and discuss their

journal entries.
TW ask students to summarize the article by
describing how Freddy became a soccer store in one
or two sentences.
TW will model two different sentence starters.
1. The news article (title)________describes
(topic)______.
2. The author explains that
(detail)____________________.

SW share what they came up with in partners.

TW have students think pair share their two

sentences.
TW call on one or two students to share what he/she
and their partner discussed.
Co-Teaching Strategy/Differentiation:

Independent Practice

TW read slowly for students to comprehend.

TW monitor Isabella and Kennidis behavior during group discussions.
TW give Angelo, Johnnie, and LauraLee a longer wait time to answer questions.
TW give Angelo, Johnnine, and LauraLee guided questions and explanations throughout the text when
needed.
Teacher Will:

Student Will:

TW break class up into two groups (Small groups)

SW split up into two small groups.

-While one small group meets with teacher, the other -One group meeting with teacher at the U-shaped
small group is on the computers completing their
table, while the other works on the computers to
Read 180 minutes.
complete their Read 180 minutes.
TW ask small group to turn to page 11.

SW turn to page 11.

TW read the directions on the top of page 11.

SW follow along reading the directions on the top

of page 11.

TW guide students in discussion to find the main

idea of the text.
TW will ask if this matched their answer in the Key
Idea box.
TW guide students to think about two major details

SW think and discuss what they think the main

idea of the article is.
SW compare their main idea to their answer in the
Key Idea box.

about the article. Background information on Freddy

that is relevant to the article.

SW hare and discuss.

TW allow students to refer back to the text to find

details.

SW come up with two major details about the

article. Background information on Freddy that is
relevant to the article.

TW ask students to share and discuss.

SW refer back to the text for details.

TW have students come up with two details that

support the main idea.

SW share and discuss.

TW explain that these two ideas must prove how

Teddy puts school over soccer.

SW come up with two details that support the main

idea.
SW share and discuss.

TW ask students to wrap up, and complete their

graphic organizer by the end of small group.

SW make sure their graphic organizer is completed

by the end of small group.

TW check answers before being dismissed.

SW allow teacher to check graphic organizer
before being dismissed.
Co-Teaching Strategy/Differentiation:
TW read slowly for students to comprehend.
TW monitor Isabella and Kennidis behavior during group discussions.
TW give Angelo, Johnnie, and LauraLee a longer wait time to answer questions.
TW give Angelo, Johnnine, and LauraLee guided questions and explanations throughout the text when
needed.
TW have students sit in Boy-Girl order to reduce conversation.
Closing/Student Reflection/Real-life connections:
After todays reading, what did we learn? What kind of mind set does an immigrant have compared to us
Americans? As we can tell, just by hearing Teddys story, it would be hard living in a new Country. These new

Americans feel honored to live in our country. We need to be thankful that we live in a country thats free and
dont have to worry about fleeing from a bad situation overseas.