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Teachers: Kaylin Subject: English Grade: 6th

Common Core State Standards:

● 6.RI.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well
as in words to develop a coherent understanding of a topic or issue.
Objective (Explicit):
● Students will identify the characteristics of selflessness.
Evidence of Mastery (Measurable):
◻ Include a copy of the lesson assessment.
◻ Provide exemplar student responses with the level of detail you expect to see.
◻ Assign value to each portion of the response
Students will be able to discuss how the opening activity has impacted them specifically and ways in which they can find alternative solutions.

Objectives, SWBAT (Sequenced from basic to complex)

◻ How will you review past learning and make connections to previous lessons?
◻ What skills and content are needed to ultimately master this lesson objective?
◻ How is this objective relative to students, their lives, and/or the real world?

Students use critical thinking to decipher the concept/scenario

Students will communicate the concept of selflessness to their peers/class.
Students will collaborate with peers to further their ideas
Students will create their own version/idea of selflessness
Key vocabulary: selflessness, selfishness, community Materials: paper, pencils, technology such as
service phones, laptops
◻ How will you activate prior knowledge?
◻ How will you hook student attention?
◻ What question will you pose, based on your objective, that students will seek to answer in Explore?
Teacher Will: Students Will: The students will brainstorm solutions to the
activate prior knowledge by asking them to describe a situation in situation presented to them. They will try to create a concept map
which they were helped by someone. I will hook them in the beginning of how this entry event made them react, how it could be
by creating a situation within the classroom that they are unaware of changed, etc.
and watch their reactions. Once I have established their reaction, I will
ask them questions about how it made them feel, how their
experience can be expanded.

◻ How will you model your performance expectations? (Remember you are not modeling what you want students to discover but need to
model expected behavior or required procedures.)
◻ How will students take the lead and actively use materials to discover information that will help them answer the question posed in the
◻ What questions or prompts will you be prepared to use with students while they are “exploring”?
Teacher Will: Students Will: They will work within groups and discuss the
Once I have the students brainstorming, I will ask them to give me questions they came up with and discuss ways to change them
some questions they have about their experience. I want to explore or utilize them. Gather different perspectives for “data”. They
their questions and see what they come up with. Perhaps they have will then expand their ideas moving forward within their groups.
different strategies, so we could recreate the scenario with their ideas
and see if it works. Encourage them to discuss with their peers on
different solutions they can do and how they would have handled the
Differentiation Strategy
◻ What accommodations/modifications will you provide for specific students?
◻ I will provide the students who struggle with working individually an opportunity to work within a group which will alleviate the stress of
individual work.
◻ How will you anticipate students that need an additional challenge?
◻ By putting them into groups, I am giving these particular students a chance to work with others and collaborate with their peers. This will
allow them to clarify their confusion or add any of their own ideas.
◻ How will all students have an opportunity to share what they discovered?
◻ How will you connect student discoveries to correct content terms/explanations?
◻ How will all students articulate/demonstrate a clear and correct understanding of the sub-objectives by answering the question from the
Engage before moving on?
Teacher Will: Students Will: Report to the class about the new ideas they
Compare their ideas with that of concept of selflessness. created. Identify the characteristics of selflessness. Continue to
Explain/guide them in showing how their ideas somehow correlate to work within their groups to identify actions associated with the
the characteristics of selflessness. Give them examples based off the concept.
ideas given to me by the students.

Differentiation Strategy
◻ What accommodations/modifications will you provide for specific students?
◻ They will still be in groups so they can delegate who is going to present and who is going to be the scribe. Roles will be given and the
student who wouldn’t want to present to the class has the option of not doing so.
◻ How will you anticipate students that need an additional challenge?
◻ I will evaluate how they in the past experienced presenting.
◻ How will students take the learning from Explore and Explain and apply it to a new circumstance or explore a particular aspect of this
learning at a deep level?
◻ How will students use higher order thinking at this stage (e.g. A common practice in this section is to pose a What If? Question)?
◻ How will all students articulate how their understanding has changed or been solidified?

Teacher Will: Students Will:

Apply their concept of selflessness to situations they are familiar Work within their group to further their idea that they want to
with. Ask them to provide me with a situation they create themselves focus on. They will create some sort of chart that depicts their
that fit with what is being applied. idea and how it correlates. This involves them doing research
either from videos, articles, etc that give them a model to follow
and adapt to their needs.
Differentiation Strategy
◻ What accommodations/modifications will you provide for specific students?
◻ The use of technology in this portion will help them find things easier and more effectively rather than read through a printed out article.
VIdeos are more visual and highly recommended for students who may not prefer reading.
◻ How will you anticipate students that need an additional challenge?
◻ Keeping them in groups during the duration of this lesson will give them better collaboration.
◻ How will all students demonstrate mastery of the lesson objective (though perhaps not mastery of the elaborate content)?
◻ How will students have an opportunity to summarize the big concepts they learned (separate from the assessment)?

Teacher Will: Students Will:

ask them to write a reflection on the information gathered for the Define the concept to their own personal life, and write a reflection
lesson. if the student’s can express the qualities of selflessness based off of what they learned through the introduction of this
and understand the topic through various tools then they will project.
demonstrate mastery.