UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template

UNLV Students: Alinne Jacobo PSMT Name: Shawn Kelly

Lesson Plan The Watsons Go To Lesson Plan Topic: Language Arts
Title: Birmingham
Date: 01/17/23 Estimated Time: 55mins
Grade Level: 6th grade School Site: John C. Fremont

1. State Standard(s):
● CCSS.ELA-LITERACY.RL.6.3.- Students read to analyze how a story’s plot unfolds and
write about how character relationships develop [RL.6.3].
● CCSS.ELA-LITERACY.W.6.2- Write informative/explanatory texts to examine a topic
and convey ideas, concepts, and information through the selection, organization, and
analysis of relevant content. [W.6.2]
● CCSS.ELA-LITERACY.L.6.6- Acquire and use accurate grade-appropriate general
academic and vocabulary knowledge when considering a word or phrase important to
comprehension or expression. [L.6.6]
● CCSS.ELA-LITERACY.SL.6.1.A- Come to discussions prepared, having read or studied
required materials; explicitly draw on that preparation by referring to evidence on the
topic,text, or issue to probe and reflect on ideas under discussion. [SL.6.1A]

2. Teaching Model(s): Direct Instruction and Indirect Instruction

3. Objective(s):
● We will be able to analyze the story’s plot.
● We will be able to write the character’s relationship as they develop.
● We will be able to get close to analyze how people respond to and recover from challenges
and tragedy as we read throughout the book.

4. Materials and Technology Resources

- Pencil
- Paper (Baseline Writing Assessment )
- Chromebooks
- Commonlit.org
(https://www.commonlit.org/students/student_lessons/12745973 )
- Powerpoint
 (https://docs.google.com/presentation/d/1Yi2NaOYVcw3gK31SKXMNCogZ5LrPhTfigk
faVrKwabc/edit?usp=sharing)
- Introduction Video (https://www.youtube.com/watch?v=LfUjTWyCxjk)
- Book (The Watsons Go To Birmingham)
- Goal Setting (https://docs.google.com/document/d/1f3D899FevZB_rf90kOTG-
GnCSwmpK6PpB_TC1sVqVHM/edit?usp=sharing)
- Vocabulary List (Delinquent, Hostile, Imitation, Incapable, Pout, Punctual, Reinforce)
- Comic Strip (

5. Instructional Procedures:
a. Motivation/Engagement:
- Engagement (25 min): (Starting at vocabulary powerpoint.) I will ask students two opening
questions, “Raise your hand if you consider yourself ‘normal?” “Raise your hand if you
consider yourself, ‘weird?” “Raise your hand if you’re both?”
- After I will have them think-pair- share
- I will then have them take a minute to reflect on their response. Have them think why they
think why they choose the response they did and what makes them weird or normal.
Also, have them think if it's bad to be either.
- After they have a minute or two to think, I will have them pair up and share their
responses.
- Then they will work on their Baseline Writing Assessment and goal setting sheet.
b. Developmental Activities or Learning Experiences (25 minutes):
1. We will then follow along the powerpoint. (We will continue with the
introduction of the unit)
Students will interact with the powerpoint
2. We will then work on Vocabulary for this chapter
3. Students will be grouped into 9 groups (one vocabulary for each group)
a. Each student in the group will have a “job” in their group but they will all
be working together.
i. For example: Speaker/Presenter, Writer, 2 Researcher.
b. They will work together to look for the definition of the vocabulary word
they got and a sentence using the word.
c. Then they will have the writer go up and write them on the board. Then
the speaker/presenter will present what the group came up with.
4. They will then have a few minutes to write down the information on their
notebooks.

c. Closure: (5 minutes )
● Afterwards, we will do a recap and have some students share understanding about the
background information of the book.
● We will also recap the vocabulary words.
 ● We will then go back to the questions we had in the beginning and make assumptions of
what will happen in the book.

d. Extension: If we have extra time students read the title of chapter one, “And You
Wonder Why We Get Called the Weird Watsons.” They will make a prediction about the
chapter and create a drawing of what they think will happen.

6. Accommodations, Modifications and Differentiations for Diverse Learners:

● For ELL students an audio portion would be provided.
● They will also receive help from me as I go around to make sure they understand and will
also be seated next to a student who would be able to help.
● Also, they would be able to use visuals and follow along with a physical book

7. Assessment and Evaluation of Learning:

a. Formative: I will use discussions and observations from the students as a formative
assessment. I will use the questions they’re answering and discussing as a formative assessment
as we go through the reading.
b. Summative: The summative assessment will be at the end of the unit. They will be
creating an essay answering an essential question. “How do people respond to and recover from
challenges and tragedy?

8. Homework Assignment: n/a

9. Reflection:
a. Strengths: Some of my strength was able to make a connection and share a personal story
to start the lesson and get their minds thinking about their own times when they have
failed and succeeded. This would help them with the reading and making connections to
it.
b.Concerns: Something I could have done better is classroom management and working with
students who wanted to seem “funny” with responses to the questions. Also, to make sure
all students are listening and following along when we come together to discuss as a class
after discussing in groups/partners.
c. Insights: Next time I will have a solutions to how to handle situations with students who do
not want to do the work or want to seem funny. Also, I will set expectations for the entire
class to reduce distractions and have them pay attention.