1. Substitute Lesson Plan
Subject/Grade Level: Reading/6th
Estimated Length of lesson: 50 minutes
Grouping: Small Groups
By: Mrs. Armendariz

2. Do Now: 5 minutes Sub: As students work on Do Now, take attendance.
Copy content and language objectives into planner.
List Nonfiction characteristics into interactive journal.
Read chapter book silently, Woodsong by Gary Paulsen.

3. Today’s Learning Objectives: 5 mins.
CONTENT:
1A: adjust fluency when reading aloud grade-level text to build reading comprehension with nonfiction passages.
13B: recognize how various techniques influence viewers’ emotions
Figure 19
A: purpose for reading
B: universal questions of text
C: monitor comprehension
D: make inferences
E: summarize, paraphrase, synthesize
F: make connections
Today’s Learning Objectives: 5 mins.
LANGUAGE: 
Use visual and contextual support and support from peers and teachers to read grade appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language.
Figure 19
A: establish purpose for reading to enhance comprehension,
B: ask literal, interpretive, evaluative, and universal questions of text,
C: monitor and adjust comprehension (using background knowledge, creating sensory images, rereading a portion aloud, generating questions),
D: make inferences about text and use textual evidence to support understanding,
E: summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts,
F: make connections (thematic links, author analysis) between and across multiple texts of various genres, and provide textual evidence.

4. Materials needed: Newsela daily news Nonfiction text passages
Rainbow bagels change neighborhood;
Jackson off, Tubman on, the $20;
Arabic speaker tossed from plane
Soda Mini-cans bring expensive options
Interactive Journals
Pencils
Thinking Hats Questioning
Cornell notes
3-2-1 Exit Ticket

5. Instructional Activities: 5 mins.
Students will be placed into 4 small groups.
Distribute Newsela passages, one to each group.
Students will do a read-aloud, all reading simultaneously in groups.
When presented with the story, using Cornell notes the students will discuss and present facts, use creative thinking and generate new ideas, evaluate benefits, critique and problem-solve, present views and share emotions, create a summary using thinking about thinking under each of the Six Thinking Hats.
Students will stand up and share their activity and information learned with the class.

6. Thinking Hat Categories: 5 mins.
Assign categories to each group, using Cornell Notes:
Group 1: White Hat – present the facts of the text/give summary
Group 2: Green Hat – express new ideas/concepts, focus on creativity/possibilities
Group 3: Yellow Hat & Black Hat – List the benefits/ List the problems
Group 4: Red Hat – discuss and express emotions and feelings and share fears, likes, dislikes, loves, and hates.
All Groups 1-4: Blue Hat – summarize passage

7. Small Groups
Allow students 20 minutes to work on small group activities

8. Presentations
After 20 minutes, each group will present the information on their category depending on hat color
Students will listen on voice level 0 as group presents to whole class

9. Evaluation
Students will be assessed on correctly providing the 6 Thinking Hat Categories assigned to their group from Newsela Nonfiction passages, using Cornell Notes.

10. Closing of lesson 10 minutes:
Lesson Review and/or student questions, then Students will complete a Exit Ticket before leaving the classroom.

11. Contact Information
Mrs. Armendariz
6th Grade Reading Teacher
Ph: