Lesson Plans - New American Lecture

Candidate Name Laura Henderson
TAG Strategy in this lesson: New American Lecture

UNIT NAME The Wall by Peter Sis
LESSON NAME Using questioning and bridge building to increase student understanding of text
Time Needed (Hours/Days) Two 50 minute class periods
Grade 6
Subject Reading Comprehension
Course ELA
STANDARDS/ELEMENTS: CCGPS, GPS/GSE (where applicable) and TAG Standards

ELA GSE:
Key Ideas and Details:
ELAGSE6RL1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.
ELAGSE6RL2: Determine a theme and /or central idea of a text and how it is conveyed through particular
details; provide a summary of the text distinct from personal opinions or judgements.
TAG Standard:
Advanced Communication Skills: ACS The student produces written and/or oral work that is complex, purposeful, and
organized, includes relevant supporting examples and manipulation of language.
ENDURING UNDERSTANDING(s): Students will understand that through questioning techniques that require a variety
of skills (mastery, interpersonal, understanding, self-expressive), they can gain better insight into the message an author is
trying to convey through words and illustrations.
ESSENTIAL QUESTION(s)
EQ: How can I use visual and verbal clues from the author to better comprehend the message the author is trying to
convey?
Know:
Symbols
Illustrations
Captions
Repetition
Understand:
Symbols convey meaning
Illustrations hold clues to meaning
Captions aid in understanding and support the main idea or central message
Repetition has a purpose. The author is calling attention to repeated text or images for a reason.
Do:
Recognize symbols and the meaning they convey.
Read illustrations carefully by noting as many details as possible.
Read and analyze captions to support understanding of the main idea or central message.
Recognize and analyze repetition in images and text to aid in understanding the message the author is trying to convey.
TEACHER LESSON PREPARATION
Prepare organizer to use during questioning
Post organizer in Edmodo
Prepare organizer for synthesis task
Secure copies of The Wall by Peter Sis
ACTIVATING STRATEGY
Its a big day! You have FRONT ROW tickets to a Falcons game.ON THE 50 YARD LINE! To make your trip easier, you have
decided to take MARTA. Off you go! You zip into the parking lot thinking, This is going to be easy! But you cant figure out where to
park. There are so many different lots! But you stay cool and notice the signs around you. The signs are different colors, with different
labels. As you take note of what the colors represent and what message the labels are conveying, you find your way.
Now you enter the station. Easy, right? Not for a first timer! But you recall how helpful the signs were in the parking lot, and look
around to see what information is available in the station. You notice a large map outlining all the routes the trains take. Again, it is
color coded. You note what the colors represent, you read the captions to get further details about the routes, you notice the details in
the mapped out train stops, and you make a plan. You are on your way! Can you think of other examples of when noticing symbols,
colors, captions may be helpful? Think, Pair, Share
In much the same way, Peter Sis uses illustrations and captions to give details about his powerful story about life behind the Iron
Curtain. You must pay careful attention to the visuals he included! Ask yourself WHY he included these things. Look for patterns to
gain insight into what colors and characters represent. Read all the captions these support the main ideas at the bottom of each
page! You are reading the illustrations!
Instructional Sequence and Activities including use of technology

TEACHER NOTE: Students will be analyzing the authors craft in the book The Wall by Peter Sis. How does the author convey
meaning and theme through the use of illustrations, symbols, and captions? This book relies heavily on illustrations and captions to tell
the story. Each page needs to be analyzed carefully. Questioning will raise student awareness and increase comprehension as
students add to their organizer. As students discuss, they will also have the opportunity to share what they have noticed which their
classmate may have not and vice versa.
1. Review and discuss EQ.

2. Explain the task (see above).
3. Instruct students to open Edmodo organizer with questions is posted there. Explain that they will be answering these
questions when instructed.
4. Have students open their journals so they can record answers to the questions. They will draw a web, with The Wall in the
middle.
5. Read first 4 pages of the book. Lead students in answering mastery question in their journal. This will be the first part of the
web they are creating. Discuss in small groups.
6. Read next 4 pages. Lead students in answering the interpersonal question in their journal as they add to the web. Discuss in
small groups.
7. Read next 4 pages. Guide students in answering the understanding question in their journal as they add to their web.
Discuss in small groups.
8. Read next 4 pages. Guide students in answering the self-expressive question in their journal as they add the final piece to
their web. Discuss in small groups.
9. Complete the reading of the book as time permits.
10. NEXT SESSION: Complete reading as necessary. Complete synthesis task organizer. Discuss.
Assessment Strategies
Synthesis Activity: Filling out the summary organizer successfully.
Differentiation
This strategy reaches a variety of learning styles due to the questioning requiring mastery, interpersonal, understanding,
and self-expressive skills. It also takes some students out of their comfort zone since they are required to answer them all
rather than just choosing on particular style, which extends the students.
As a part of the final summative assessment, students will be allowed to choose their question from a list of LEVELED questions to answer about
The Wall. Work completed in this lesson will aid in being able to successfully cite text evidence to support claims and ideas.
Materials/Links/Text References/Resources ATTACHED BELOW:

The Wall by Peter Sis
Review questions and organizer posted in Edmodo
Teacher copy of review questions, hooks, and bridges
Organizer for synthesis activity
New American Lecture The Wall TEACHER PROMPTS

1. Mastery question emphasizing recalling 2. Interpersonal question emphasizing
information: feelings, values, and personal experiences:
Hook: Think about the things the author
has been emphasize through his illustrations Hook: Think back to a time when you had to
and captions. What do you see repeated? follow the rules or do what someone asked
What symbols do you notice? What stands you to do even if you didnt want to. Many
out in your mind? things in Peters life were considered
compulsory. He was also not free to express
Summarize In your own words, summarize himself in the way he wanted.
what is taking place on the east side of the
wall. Empathize: How would you react if you were
living on the eastern side of the wall during
Bridge: Good! Now lets build on what is this time?
taking place.
Bridge: Good! Now lets learn more about
how Peter handles these challenges.
3. Understanding questions emphasize 4. Self-Expressive questions emphasize

analysis and use of evidence: imagination:
Hook: Do you wonder how life is different Hook: Imagine that you are caught on the
for people in the west? Do they face the eastern side of the wall. Write a simile /
same struggles? How are their daily lives analogy for life on the eastern side. Be sure
different? to use because.!
Contrast life in the East vs life in the Now imagine you are living in the west. Write
West. a simile / analogy for life on the western
side. Be sure to use because.!
Bridge: Good! Now lets read on to see if
the two ever become more similar. Bridge: Good! Do you now have a better
understanding of why Peter is so eager to
hold on to his dreams of freedom? Lets read
on to see if Peter achieves his goal!
STUDENT QUESTIONS Answer each question in your journal as you create your web about
The Wall!
1. Mastery question emphasizing recalling 2. Interpersonal question emphasizing
information: feelings, values, and personal experiences:
Summarize In your own words, summarize Empathize: How would you react if you
what is taking place on the east side of the were living on the eastern side of the wall
wall. during this time?
3. Understanding questions emphasize 4. Self-Expressive questions emphasize

analysis and use of evidence: imagination:
Contrast life in the East vs life in the West. Now imagine you are living in the west.
Write a simile / analogy for life on the
western side. Be sure to use because.!
Name ______________________________________ Class Period _______
ANALYZING THE WALL BY PETER SIS Be sure to include page numbers!

SYMBOLS AND THEIR MEANING HIGHLIGHTED VOCABULARY
COLORS AND THEIR MEANING WORDS THAT REPRESENT LIFE IN THE EAST
HOW PEOPLE ARE REPRESENTED & WHY WORDS THAT REPRESENT LIFE IN THE WEST
Use the back of this sheet if extra space is needed!

Lesson Plans - New American Lecture

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Candidate Name Laura Henderson

TAG Strategy in this lesson: New American Lecture

Time Needed (Hours/Days) Two 50 minute class periods

Subject Reading Comprehension

STANDARDS/ELEMENTS: CCGPS, GPS/GSE (where applicable) and TAG Standards

Instructional Sequence and Activities including use of technology

1. Review and discuss EQ.

Materials/Links/Text References/Resources ATTACHED BELOW:

New American Lecture The Wall TEACHER PROMPTS

3. Understanding questions emphasize 4. Self-Expressive questions emphasize

3. Understanding questions emphasize 4. Self-Expressive questions emphasize

Name ________________________________ Class Period _

ANALYZING THE WALL BY PETER SIS Be sure to include page numbers!

Use the back of this sheet if extra space is needed!

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