This document outlines a collaborative lesson plan for 6th grade students to learn and apply reading strategies. Students are divided into groups and rotate between stations, each focusing on one of the "Middle School High Five" reading strategies. At each station, students evaluate curated resources on their assigned strategy and collaborate to understand the text. The goal is for students to complete all five strategies by the end of the three-day lesson, gaining experience with different comprehension techniques.

1. Collaborative Lesson
Title of Unit Middle School High Five Curriculum Area Reading Strategies & Web
Resources
DevelopedBy Shannon Moore & Patra Griffitt Grade Level 6th
Stage 1 - Identify Desired Results
Content Standards
CCGPS ELA Standards:
ELACC6RI1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
ELACC6RI2: Determine a 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.
ELACC6RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and
technical meanings.
ELACC6RI5: Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and
contributes to the development of the ideas.
ELACC6RI6: Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
AASL Standards:
1. Inquire, think critically, and gain knowledge.
Standard 1.1.5: Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs,
importance, and social and cultural context.
Standard 1.1.9: Collaborate with others to broaden and deepen understanding.
Understandings Essential Questions
Overarching Understanding Overarching Topical
 How to use selected resources to enhance learning
 How to apply different reading strategies to develop an
understanding of assigned text
1. How can reading
strategies help me better
understand what I read?
1. How do I use the Middle
School High Five
strategies?
Related Misconceptions
 There is only one way to use reading strategies

2.  Teacher demonstration/explanation is the best way to introduce
new information to students
2. How can I use other
resources to assist in my
learning?
2. How can I apply these
strategies when reading
assigned text?
Knowledge
Students will know…
Skills
Students will be able to…
 Students will know how to use selected resources to deepen
their reading abilities.
 Students will know how to collaborate with others to enhance
their learning and understandings.
 Students will use the Middle School High Five
reading strategies to support their reading
comprehension.
 Students will be able to apply their evaluation
skills to selected resources.
 Students will be able to effectively communicate
with others.
Stage 2 – Assessment Evidence
Performance Task Descriptions
Goal Using selected resources and collaboration with group members, students will develop an
understanding of the Middle School High Five reading strategies and apply those strategies
when needed.
Role The role of this task is to provide students with selected resources to assist in their learning
of the reading strategies. Students have not learned about or used these strategies until now,
so there is no prior knowledge of these skills.
Audience The intended audience is the sixth grade ELA students.
Situation Students will be grouped together (no more than 5 members to a group) and assigned a
specific reading strategy to begin the assignment. The Scope Magazine will be used for the
article students will read and apply their assigned reading strategy to. A curated list of

3. resources will be provided to students: link will be placed on the home screen of the iPads
being used and also linked to the 6th grade Resources tab on the Media Center’s webpage.
Once the specific reading strategies are assigned to groups, students will evaluate the
resources specific to their strategy for validity, importance, and appropriateness for their
needs. In doing this, students will collaborate with group members to broaden and deepen
their understanding of the strategy and the assigned reading text. After students have
collaborated with group members and completed their assigned strategy, students will then
rotate to a different station/strategy.
Product/Performance/Assessment By the end of this lesson, students will have five completed reading strategies to turn in.
Students will be assessed on the completion and accuracy of the assignment.
Stage 3 – Learning Plan
Day 1 – Students will be introduced to the Middle School High Five strategies using the poster that is located in everyone
classroom. A very brief discussion about the importance of these strategies and their relevance in the classroom will be the
introduction to this lesson. Five stations will be set up throughout the media center. An iPad, folder with instructions, and Scope
Magazines will also be placed at each station. The media specialist will introduce the curated list of resources that will be used for
this activity. This list is located on the Media Center’s webpage and the home screen of the iPad’s. Once students are grouped
together and assigned to their first station, students will begin their collaboration of the topic.
For each station, students will spend approximately 20-25 minutes investigating the resources and discussing and collaboration with
their group. Discussions should lead to a deeper understanding of the content and provide guidance in completing their own
strategy with an assigned magazine article. For the first day, students should complete at least one station and be ready to move to
the next station before the end of class.
Day 2 – Students will begin class with a summary (High Five) of the previous day’s lesson. This activity requires students to “list”
five things they learned from the day before. Once students complete their summary, they will begin working on the next stations
strategy. By the end of class, students should have two strategies complete, for a total of three out of five.
Day 3 – Students will work toward completing all five strategies. By the end of class, all five strategies should be completed and
turned in for a grade. Once students complete the last station and turn in all assignments, students will complete a self-assessment
and provide lesson feedback.

4. Evaluation
1. One goal of the Harlem Middle School Improvement Plan is to increase student achievement in the areas of reading and
comprehension. Over the past two years, teachers have adopted and implemented the Middle School High Five reading strategies to
help increase student achieve in this area. Rising 6th grade students have not been introduced to these strategies, so beginning with
6th grade would be the most beneficial.
2. Previous school year test scores also indicated a need for reading and comprehension improvements. These strategies allow
students to choose what works best for them and apply that understanding to any given text.
3. In order for students to take ownership of their learning, the ELA teachers and I devised a plan that would incorporate all of these
things into one lesson. The curated list of resources allowed students to see specific strategy examples in multiple formats,
discuss/collaborate with their group members on how resourceful the examples were, and then apply that new knowledge in
completing their own strategies to a specific magazine article.
4. Student engagement was at an all-time high with this activity. Not only did they work together, but adding the “technology”
component into it made the learning more exciting. Student truly took ownership in learning and producing new information.
Discussions about the examples and how they can be used to help complete their own work was focused and students stayed on task
throughout the entire lesson.
5. After completing this assignment, students are now able to use any of the five strategies and apply those to any content area as
well.