SIOP Lesson Plan Template 2

Name: Jessica Harrington Grade: 6th Highlight one: Teach now - Future - Observation

Standards:
CCSS.ELA-LITERACY.SL.6.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.

CCSS.ELA-LITERACY.SL.6.3
Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from
claims that are not.

CCSS.ELA-LITERACY.W.6.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience.

Theme: Facing Challenges

Lesson Topic: Roll of Thunder, Hear My Cry - Prereading Activity

Objectives:
Language:
Students will be able to share their responses and reasoning of their Anticipation Guide peers.
Students will be able to defend their responses to those who disagree.
Students will be able to discuss their understandings of the core text through whole class discussions and think-pair-shares.

Content:
Students will be able to make predictions.
Students will be able to anticipate the text we will be reading as a class.
Students will be able to generate interest and curiosity about the content.

Learning Strategies:
Teacher scaffolding and modeling, building background, making predictions and connections.

Key Vocabulary:
Prejudice, racism, equal rights, minority, punishment, manual labor

Materials:
 Anticipation Guide Handout
 Weekly Do Now Template
 PowerPoint (Google Slides)
 Highlighters, pens, pencils
 Copies of excerpt from Roll of Thunder, Hear My Cry

Motivation:
This assignment will allow students to build background knowledge about the third text in our unit about Facing Challenges.
This will help them make connections to the text, and will aid in comparing this text to the others we have read.
Presentation: (What the teacher says and does)
o Write down key vocabulary words on the white board with accompanying definitions and have students copy them
down in their ELA journals. Let them know that this vocabulary will show up on the next activity and will be
repeated throughout the lesson.
o Key Vocabulary: Prejudice, racism, equal rights, minority, punishment, manual labor
o Teacher explains that in order to prepare for today’s lesson, students will be completing an Anticipation Guide which
will help them make predictions and build background information about the story we are going to be reading in
class.
o Teacher reviews instructions and expectations for the Anticipation Guide, which will be projected on the board for
students to see. (Below)
o Instructions: On the handout, you will be stating whether or not you “agree” or “disagree” to 12 different
statements. These statements are meant to be challenging, and often require a lot of thought. It is possible
that you might think that both “agree” and “disagree” apply, but you must choose only one. Go with the
option you feel strongest about.
o Expectations: Students will have 10 minutes to circle or “agree” or “disagree” to the statements. There
should be no talking during this activity so students can reflect honestly on the statements.
o After the 10 minutes are up, the teacher will lead students in a “Forced Choice” activity.
o Introduce: For this activity, students will move to a side of the classroom that corresponds with the answer
they chose for each individual statement. One side of the room will have a sign that says “agree” and the
other side will have a sign that says “disagree.” We will go through the statements one at a time, and each
time you move to your side of the room you will have the opportunity to discuss WHY you chose the
answer you did on your handout with people who had the same response as you. You will have 2 minutes
to share with the people on your side of the classroom before we come back together as a whole class to
share out.
o Lead Activity: Using the PowerPoint, project each statement on the board for students to see. Have
students move to the side that corresponds to what they chose. Set a 2 minute timer for each round. Stop
and share as a class and repeat the process for the next statement. (NOTE: if running low on time or if
students struggle, cut this activity short and debrief).
o Debrief: Lead students through a whole class discussion about the following questions: What went well
about this activity? What about this activity was challenging for you? Why do you think we might have
engaged in this activity? What predictions can you make about the story we are going to read?
 Note: answers will vary, but make sure students understand that this story is going to deal with
family, racism, and what it means to face challenges.
o After the “Forced Choice” activity, have students grab their textbooks and open to page 156. The teacher will play
the audio for the excerpt from Roll of Thunder, Hear My Cry and stop periodically to engage in discussions with
students about the text. Students should be annotating the text as we go along.
o Annotation Expectations (Projected on PowerPoint): Students should circle words they don’t know,
highlight words or phrases that stand out to them, and take notes in the margins about what they learned
during our discussions. They will also note examples that demonstrate the key vocabulary (i.e. examples of
prejudice, racism, etc.)
o Once the whole text has been read, have students review their initial answers to the Anticipation Guide to see if any
of their responses changed after they finished reading. Odds are, several students will have changed their response
OR found evidence to support why they chose the answer they did.
o Present Exit Ticket to students on the PowerPoint and explain that it is going to be due before they leave for the day.
o Exit Ticket question: How did the anticipation guide help prepare you to think about some of the themes
and ideas present in the text we read today? Did it help you better understand the context of the story and
were any of your predictions from the Anticipation Guide correct?
Practice/Application: (What the student does)
o Students will copy down the key vocabulary words and their definitions in their ELA notebook, which they keep with
them at all times.
o Students will circle either “Agree” or “Disagree” to the 12 statements presented to them on their Anticipation Guide
handout (shown above).
o During “Forced Choice” activity, students will stand up with their handouts and move to one side of the room or the
other depending on whether they chose “agree” or “disagree” to a given statement. They will have two minutes for
each statement to share their reasoning for why they chose what they did with their peers who had the same
response as them.
o Students then have the opportunity to respond to students on the other side of the room to share and defend why
they chose the answer they did. Sometimes students will change sides of the classroom if a peer has a convincing
enough argument.
o Students will listen to the audio from Roll of Thunder, Hear My Cry, and they will follow along and annotate the text.
o After reading this excerpt, students will revisit their initial answers on their anticipation guide and consider the ways
in which their responses might have changed now that they have read the text and engaged in whole class
discussions.
o Before leaving, students will respond to the Exit Ticket, listed below.

Review/Assessment:
o The Anticipation Guide will be reviewed by the teacher during the lesson to check for participation and
understanding. This handout will be collected at the end of class.
o The teacher will informally check for understanding throughout the reading by asking guiding questions to students
and answering questions they have about the text to ensure that all students are on the same page.
o As an “Exit Ticket,” the teacher will assign the following prompt:
 Exit Ticket: How did the anticipation guide help prepare you to think about some of the themes and ideas
present in the text we read today? Did it help you better understand the context of the story and were any of
your predictions from the Anticipation Guide correct?