Literacy Lesson Plan: Mr. Jones' Class

1. Literacy Lesson Plan
For Mr. Jones’ Class
Brian Spiritosanto
Jennifer Temple
Megan Waldeck

2. Target: Unpack Your Standard
Teacher: Mr. Jones
Grade/Subject: 6th Grade/English Language Arts
Standard:
CCSS.ELA-Literacy.RL.6.7
Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing
an audio, video, or live version of the text, including contrasting what they "see" and "hear" when
reading the text to what they perceive when they listen or watch.

3. Target cont…
1
Big Questions (Q’s
to frame student
learning)
● What does it mean to
compare and contrast?
(vocabulary definitions)
● How might your
experience be different
when you read a book
versus watch a movie?
2
Knowledge (Concepts
to be understood and
applied)
● Understand comparing is to
discuss the similarities
among what they perceive
when reading, listening, and
visually seeing
● Understanding constasting
is to discuss the differences
among what they perceive
when reading, listening, and
visually seeing
3 Skills (What you will
explicitly teach)
● How to examine what they
“see” and “hear” when
reading a text
● How to examine what they
now perceive when they see
a visual representation of
the text
● How to reflect upon and
express the differences and
similarities they found
between the two situations

4. Student Goals
-Student Learning Goal:
Students will be able to explain what they’ve experienced when they’ve read a text (what they thought
about, heard, saw, felt, etc.), and do the same when they’ve then viewed a visual or heard an audio
representation of the same text. Students will express the similarities and differences in their
experiences by comparing and contrasting them.
-Student Social-Emotional Goal:
Students will demonstrate appropriate social skills by working in groups to discuss and gain a deeper
understanding of the differences in each person’s experience when reading the text. Students will also
show appropriate behavioral skills by sitting quietly and being attentive to those students who present
their final work to the class.

5. Barriers to Learning
-El Students:
Students who are English Language learners in this class, such as Ray, Marta, and Rukhsana, may have
difficulty reading the text to themselves, and as a result, may not understand what the text is about.
Their difficulty with vocabulary might not allow them to create a clear picture in their heads as to what
is going on in the poem. Students may need to be pulled aside to read the poem with me and/or I read the
poem to them, while stopping to check for understanding on words or phrases that may be confusing.
-Students with Disability:
My student with cerebral palsy, Steven, may need additional help expressing what he knows. His aide
may need to write down his brainstorming ideas for him. I will also ensure that there are multiple ways
students can show what they know so a student with a given disability doesn’t feel limited.

6. Common Misconceptions and Confusion
Understanding literature is not relevant to real life. In actuality, understanding literature
improves our critical thinking and helps us to understand human nature.
There are no right or wrong answers when interpreting poetry. In actuality, while the
interpretation of poetry is somewhat subjective, students must be able to support their ideas and inferences
from either the text or a relevant outside source.
Word Choice - Unfamiliar or confusing words may be used in the poem. A resource like the Oxford
English Dictionary may be useful to understand a word’s usage and how it has changed over time.
Use of figurative language : metaphor, hyperbole, simile, etc. A resource like a dictionary of literary
terms may be helpful.

7. My Class (Teacher and Learner)
The class is a diverse group of learners with several students that are visual learners.
There are multiple English learners in the class. There are also many students with
social and emotional needs, as well as students with physical needs, such as hearing
impairment and Cerebral Palsy.
A few students take a special interest in technology and are highly proficient with
computers.

8. Accommodations/Adaptations/Intervention
-For Students with Special Needs:
● Teacher will model lesson.
● Provide Advance Notes to Students that
are an outline of the Lesson. Students will
add to the notes provided.
● Teacher will utilize materials from the
Described and Captioned Media Program
● Consult with the Special Education teacher
for additional support ideas
● Take frequent breaks
-For Students that are English
Language Learners (ELL):
● Provide Advance Notes to Students that
are an outline of the Lesson. Students will
add to the notes provided.
● Allow extended time to process and
communicate. This will decrease anxiety
● Take frequent breaks
● Students will use e-dictionaries to look up
unknown words and hear the
pronunciation.

9. Multiple Means of Representation
Students will work independently reading over
Edgar Allan Poe’s poem The Raven. Following
the independent study, students will gather in
groups to discuss the poem and work as a team to
come up with thoughts and reactions to the
poem. Each group will write down their reactions
to the poem to be turned in for credit and for the
teacher to check for understanding. The Teacher
will ask pointed questions and offer time for
groups to share their thoughts and reactions.
Following the lesson students will watch and
listen to a reading of the Raven to gain other
perspectives on the poem.
.

10. Multiple Means of Expression/Engagement
Students will be given various options to describe their
experience when reading, seeing, and hearing the poem
The Raven. Then, in small group discussions, students will
compare and contrast the different means in which the
poem was expressed. To check for understanding,
students will complete a project that demonstrates this
understanding of the poem and comparing of
experiences. Each student will be able to choose a project
type; written, poster, comic, video, or presentation. Extra
incentives will be offered for students to present their
projects to the class in an effort to bolster the learning
experience and give students a chance to share their
creative works. Students will be formally graded on a
rubric provided to them when the assignment is gone
over in class.

11. Managing the Classroom Environment
The classroom is organized into table teams with 6 students in each table team. I
have grouped the students into clusters of 6 who work well with each other.
Small group work will be done within a table team.
Transitions and gathering materials will be organized by table teams. For example,
Table 1 will gather necessary materials first, followed by Table 2, etc.
Behavior will be positively reinforced through Table Points. Points are earned when
a team is on task, following directions, acting respectfully, etc. The team with the
most points may receive rewards/privileges like getting to line up first for dismissal.

12. Resources
Burden, P. (2016). Methods for Effective Teaching: Meeting the Needs of All Students
English Language Arts Standards. (n.d.). Retrieved from
http://www.corestandards.org/ELA-Literacy/
Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal design for learning: Theory and practice.
Wakefield, MA: CAST Professional Publ.