Lesson Topic: ELA/SS-Pronoun Case and Mythology

An example of integrating software, this lesson plan is designed for a daily 6th grade English language arts and social studies class (90 minute block). The students in this class, most of whom speak English fluently, are ethnically diverse. Students on IEPs participate in all classroom activities.

Currently, the class is reading the novel Percy Jackson The Lightning Thief. Today's study includes a grammar usage lesson on pronoun case as well as a reading comprehension activity: The myth of Theseus and the Minotaur. Future lessons will include a comparative analysis between the novel and the myth.

Learning Objectives

Common Core Standards

• CCSS.ELA-LITERACY.L.6.1.A Ensure that pronouns are in the proper case (subjective, objective, possessive).

• CCSS.ELA-LITERACY.RL.6.3 Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

• CCSS.ELA-LITERACY.W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Student Objective "I can" Statements

• I can review the nine types of pronouns.

• I can identify and use subjective, and objective pronouns in my reading and writing.

• I can read and understand the characters, plot, and details of a story.

• I can write about real or imagined experiences using relevant details, effective technique, and well-structured sequences.

Formative Assessments

• Read Student Journal Entries

• IXL Class View

• Khan quiz results

• Nearpod quiz results

• Exit Ticket

Materials

Students

• Computer

• Binder

• Pencils (colored and regular)

Teacher

• Green and Purple Cards

• Audio Samples

• Computer/Classroom technology

Media

Drill and Practice

• Quizlet : 9 types of Pronouns

• Quizlet Practice: Subject/Object Questions

Diagnostic

• IXL: Choose between subject and object pronouns

• Google Forms: Exit Ticket

Instructional

Video(s)

• Selecting Subject & Object Pronouns: Rules & Examples

Interactive Instructional

Tutorial(s)

• Khan Academy: Subject and Object Pronouns

• Nearpod: Subjective, Objective, and Possessive Pronouns

Interactive Reading

• Common Lit interactive reading passage: Theseus and the Minotaur

Tools and Resources

Functional

• Active Reading Strategies

• Google Forms: Exit Ticket

• Student google doc: Today's Plan: Pronoun Case and Mythology

Motivational:

• • • Object Pronoun Song

    • Possessive Pronoun Song

    • Theseus and the Minotaur Lego Animation

    • The Touring Teacher: Theseus and the Minotaur

    • Prezi: Intro to Greek Mythology

Process

Prepare

On the whiteboard

• Date, Mrs. Asbury

• Class Announcements

• Student “I can,” I will” statements

• A note reminding students to open their daily google document

In the room

• • • • • Audio: Have the two pronoun songs playing as students filter in.

        • Visual: Display a picture of Theseus and the Minotaur on the main screen.

        • Seating-Students will be working independently for most of this lesson, they will move to the the flex furniture or migrate for group activities which include playing Quizlet Live and sharing journal entries.

Before Class

• Double check links

• Send daily plan (google doc) to students via google classroom

Implement

Facilitate

Use the student daily plan document (embedded below) as a guide for progressing step-by-step through the lesson.

Notes:

While students are listening and responding to the two songs, review their IXL pretest scores. Use the data to quickly sort students into green (needing additional practice and support) or purple (ready to tackle today's lesson and move on). Once finished, pass students the appropriate card.

Assess

Use data from the following sources to evaluate student progress.

• Review Student Journal Entry to evaluate the quality of their writing

• IXL Class View

• Khan quiz results

• Nearpod quiz results

• Exit Ticket

Evaluate and Review

Student Engagement

• Were the students interested, engaged, and on-task or distracted, resistant, and falling behind?

• Did students freely participate in shared or group learning activities?

• Did students appear to grasp concepts or struggle with the assigned learning activities?

• Were the students able to work independently with little guidance?

Data:

• Gather data from student assessments.

• Review student exit ticket recommendations for student recommendations.

• Use data to evaluate the lesson plan considering the following:

  • • Was the data gathered effective (quickly gathered, clearly identifying gaps in student knowledge, demonstrated mastery of objectives)?

    • Was the assessment data easy to compile and record?

Technology Use

• Was the implementation of technology seamless or were there failures (internet down, broken or missing links, students unable to access materials)?

• In the future, how will I improve upon technology use?

• Are there any backups I could have had in place for occasions when the technology failed?

Learning Objectives/Outcomes

• Were the learning objectives in-line with the lesson activities?

• Did the data gathered indicate that students either achieved the learning objectives or progressed their current skill set?

• Would I repeat this lesson in the future?