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LESSON PLAN LEARNING OUTCOMES AND PROCEDURE


Essential
What are the different ways we can tell our life stories?
Question(s) /
How can writing an autobiography help deepen your understanding of
Central Focus
ones identity?
How have the people, places and events of your past shaped who you
are today?
What events have shaped my identity?
Learning
Students will be able to identify the qualities of an autobiography.
Objective(s)
Students will analyze and annotate in a close reading activity using the
excerpt My Name from the book The House on Mango Street(complex
text).
Students will make a connection between their name and their identity in
an attempt to begin brainstorming ideas for their autobiography.
CCGPS or GPS
Standard(s)

Introduction to
Lesson
Body of
Lesson

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.
ELACC6RI9: Compare and contrast one authors presentation of events
with that of another (e.g., a memoir written by and a biography on the
same person).
ELACC6W3: Write narratives to develop real or imagined experiences or
events using effective technique, relevant descriptive details, and wellstructured event sequences.
ELACC6RI6: Determine an authors point of view or purpose in a text and
explain how it is conveyed in the text.
ELACC6RL4: Determine the meaning of words and phrases as they are
used in a text, including figurative and connotative meanings; analyze the
impact of a specific word choice on meaning and tone.

The opening for this lesson will begin with students responding to the
following prompt in their journals: Why is it important to reflect on your past?
We will discuss this as a class. This introduction shouldnt take longer than
15 minutes.
The body of the lesson should take about 40 minutes.
1. I will present a PowerPoint presentation on the elements of an
autobiography and why people write autobiographies. I will inform students of
their next writing assignment, which is to write an autobiography.
2. Students will participate in a close read of an excerpt from the story The
House on Mango Street. During this assignment, students will annotate the
text using the annotation handout. As a class we will interpret the meaning of
the text based on how students annotate the text. We will use this
interpretation as a way to discuss the connection between our own names
and how it has shaped our identity.
3. Students will answer a series of questions that relate to the meaning of
their name and how that has shaped their identity. Students will share their
answers with a partner or the whole class (depending on time constraints).
This activity will lead students into the brainstorming process of their
autobiography that they will write.

Instructional Strategies & Learning Tasks that Support Diverse Student Needs

Closure

Academic Language

Learning
Supports:
Differentiation,
Modification(s)
and
Accommodation(s)

The length of the closure should be no more than 15 minutes. Students will
volunteer to share some of their responses. Informal Assessment: As an exit
ticket students will write down one thing they have learned today and two
questions they still have about what they have learned today.

Students will be provided with a link to the PowerPoint and a written


transcript for future reference.
Students will be able to listen to an audio version of the excerpt from The
House on Mango Street
I will share my experiences with my own name. (Modeling)
Students will receive a handout that provides specific annotation marks for
them to follow.

Language
Functions

Students will be asked to identify in many different ways during this lesson.
Students will be required to identify who they are in respect to their name and
how their name has shaped their identity. They will also need to identify
powerful words or phrases, unfamiliar words or phrases, and other elements
of close reading.

Vocabulary

The vocabulary for this lesson is focused on the words autobiography,


vignettes, confession, memoir, conceptual autobiography, travelogue,
journal/diary

Syntax or
Discourse
Materials

There will plenty of opportunities for oral reading and sharing of answers
among peers. I will use the think-pair-share method for much of the
discourse.

Technology

PDF of PowerPoint (Click link) AutobiographyLesson.pdf


The House on Mango Street excerpt/Questions that go along with The
House on Mango Street excerpt
Reading With a Pen- Annotating marks guide handout (Click link)
AnnotatingMarks6thgrade.pdf

A promethean board and a PowerPoint will be used for this lesson.


The audio version of the excerpt from The House on Mango Street