Caitlin Mishell

Lesson Plan Format

[English/Language Arts]
Date: 4/22/16
Subject: English/Language
Arts
Lesson Topic: Comparing Anne Frank vs. Malala
Yousafzais Forms of Oppression and Citing Quotes Within
the Two Diaries
Common Core State Standards:

Grade: 6
Class/Group Size: 20

CCSS.ELA-LITERACY.WHST.6-8.1.A
Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from
alternate or opposing claims, and organize the reasons and evidence logically.
CCSS.ELA-LITERACY.WHST.6-8.1.B
Support claim(s) with logical reasoning and relevant, accurate data and evidence that
demonstrate an understanding of the topic or text, using credible sources.
CCSS.ELA-LITERACY.WHST.6-8.1.E
Provide a concluding statement or section that follows from and supports the argument
presented.
Learning Objective(s):

SWBAT examine the diaries of Anne Frank and Malala Yousafzai, add single-sentence quotes
from these diaries to a venn diagram worksheet and explain what form of oppression
(physical, mental or emotional) each quote demonstrates. Their ability to do this will be
measured by if they have identified a quote that represents one of the forms of oppression
and if they can explain which form it is by using termonology expressed during the minilesson..
SWBAT compare their pulled quotes in the center of their venn diagrams and answer
questions on their worksheets that pertain to their comparisons. These answers will prove
they know the differences between the three forms of oppression and are able to support their
explanations for each form of oppression present in each of their quotes (above).
Assessments:
Formative: Do-now: Name some forms of oppression that you already know about by
following the text-to-self, text-to-world, text-to-text model, which students should be familiar
with from previous ELA classes.
Summative: Complete the venn diagram and answer the questions at the bottom of the
provided worksheet. They will do this to show they can identify the three forms of oppression
and are able to use detailed explanations to support quotes that they will find within the

diaries.
I.

Core and Supplemental Materials

I Need:
Students Need:
Prezi
pens/pencils
Documents loaded onto Google Classroom
(backup paper copies as needed)
1 worksheet per student (activity worksheet)
1 worksheet per student (Malala article)
1 worksheet per student (Anne Frank article)
1 worksheet per student (historical period
information)
II. Context for Learning
a. Organization of Students: students will remain in their four-person desk seating
arrangements.
b. Prior Knowledge: Students will already know how to make text-to-self, text-to-text
and text-to-world examples. They will also have knowledge about how to cite
examples directly from a text (using authors name and page number).
c. Key vocabulary and terms:
Physical oppression
Mental oppression
Emotional oppression
d. Describe potential difficulties students may experience with the content:
Since this will most likely be the first time students are working with the above
vocabulary
terms, it may be difficult for them to pinpoint concrete examples of
each on the worksheet. If it happens where many students are stuck and unable to work out
the worksheet, then I will transform the task from an independent activity to a class activity,
where I will work through the problems with the students one at a time.
III. Instruction
Description of the lesson:
Do Now: I will ask the students to name some forms of oppression that they already
know about, using the text-to-self, text-to-world, text-to-text model. I will ask this in
front of the whole class, then tell them to discuss it with their four person groups in
which
they are already seated. Then I will review it and ask the class for some groups to give
me a few examples.
Mini Lesson: Forms of oppression: Physical, Mental and Emotional (see prezi)
Guided Practice: I will read aloud the history behind each of the diary entries (the
political/historical situations in which both girls from the diaries lived). I will ask
students to circle words they do not understand and I will review these words after we
complete reading the histories out loud.

Independent Practice: I will give the students a few minutes to work on the
worksheets by themselves to see if they can figure out the activity on their own, before
regrouping and discussing it together as a class. If they are struggling with this, I will
let them work with their four person groups on this activity.
Supporting Students: I will support students by walking around the classroom as
they go through the worksheet and answering questions.
Discussion, Questioning and Student Sharing: The final few moments of my
lesson will be debriefing time, where we go over the questions at the bottom of the
worksheet together as a class as summative assessment. I may ask some students to
provide their quotes, explanations of their quotes and THEN the questions at the
bottom of the worksheet, depending on time.
Time Table:
Clock
reading
during the
lesson

Title of the
activity

Students doing

Me doing

Answering the
question, what
forms of oppression
do you already know
about? (use the
text-to-self, text-toworld, text-to-text
model) in their four
person groups

I will define
oppression and
then ask the
question (to left)

5 minutes

Do Now
Debriefing and
Transition into
Mini Lesson

Telling me the forms

of oppression they
came up with in their
four person groups

Leading the
debriefing about
which forms of
oppression the
groups came up
with, based on the
text-to-self, text-toworld, text-to-text
model

5 minutes

Mini Lesson

Paying attention
closely to teachers
lesson

Explaining the
concepts on the
powerpoint (phsical,

5 minutes

Do Now

mental and
emotional
oppression
definitions)

10 minutes

15
minutes

5 minutes

Guided Practice

Individual
Practice

Closure

Circle words that

arent familiar/are
confusing, then ask
teacher what these
words/concepts
mean.

Read aloud the

histories, then
answer questions
about context or
vocabulary

Attempting the
worksheet

Explaining the
worksheet and
expectations for the
worksheet and
walking around
answering students
questions

Going through the

worksheet as a
class.

Guiding the
discussion about the
answers to the
worksheet

IV. Closure
I will end my lesson going over the questions on the worksheet as a class for anyone who
might be confused. Meanwhile, I will gauge students understanding of the activity/lesson
(summative assessment) during this process. I will also collect their worksheets at the end of
the period and grade them as an in-class assignment.
V. Notes for Modifications/Accommodations
I will cut the worksheets instructions to be a little bit more simplistic for the inclusion class.
For instance, I will only have the inclusion class do the outsides (differences column) of the
venn diagram, and go straight to the questions at the bottom. I will do this because I will
undoubtedly not have enough time for these students to get through all three columns and
answer the questions at the bottom of their pages by the end of the period. Also, during the
individual practice I will go around the room answering any questions students may have.