Books We Love

Overview

This 60-minute lesson builds on students’ prior knowledge of books they love to deepen their comprehension, narrative writing, and oral presentation skills. The lesson employs multimodal learning, dyslexia-friendly strategies, and assistive technology to support a diverse group of 12 sixth-grade special education students. Flexible response options ensure all students can meaningfully participate while adhering tightly to Common Core State Standards (CCSS) for English Language Arts (ELA).

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Learning Objectives & Standards

By the end of this lesson, students will be able to:

• RL.6.1: Cite textual evidence to support their reflections about favorite books.
• W.6.3: Write a narrative piece describing why a book is meaningful to them, including clear event sequences and descriptive details.
• SL.6.4 & SL.6.6: Present their narrative clearly and engage listeners using appropriate eye contact, volume, and pace.
• RI.6.4 (reading comprehension): Use strategies to decode and comprehend text, especially with assistive tools.
• L.6.6: Use technology, including assistive tech (text-to-speech, word prediction), for writing and editing.

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Materials Needed

• Student-chosen books or excerpts from “Books We Love” lesson
• Multisensory graphic organizers (with visuals and color coding)
• Tablets/computers with text-to-speech and word prediction software
• Dyslexia-friendly fonts printed materials (e.g., OpenDyslexic font, colored overlays)
• Whiteboard and markers
• Recording device (for oral presentations) or a simple video camera
• Headphones for assistive tech

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Time Breakdown & Activities

1. Warm-Up / Review (10 minutes)

Objective: Activate prior knowledge and deepen comprehension.

• Begin with a brief group discussion: “What makes a book special to you?”
• Use a multisensory graphic organizer on the whiteboard showing categories: characters, setting, feelings, favorite part, and why they love it.
• Students share aloud or use assistive communication devices if needed. Teacher models citing textual evidence using sentence starters like: “I like this book because…” and “On page __, it says…”
• Differentiation: For students with dyslexia, provide text excerpts in dyslexia-friendly format using colored overlays or OpenDyslexic print; offer verbal reading support or text-to-speech options.

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2. Narrative Writing Introduction (15 minutes)

Objective: Plan narrative writing about their favorite book using detailed descriptions and event sequences.

• Introduce a step-by-step graphic organizer for narrative writing:
  • Introduction: Name the book and author.
  • Body: Describe what happens in the book and why it’s meaningful.
  • Conclusion: What did they learn or feel after reading it?
• Show a sample paragraph, modeled on the board or via projector, using dyslexia-friendly font.
• Students begin filling out their graphic organizers, either handwritten or typed on tablets using word prediction software.
• Check in individually, using guided questions to deepen elaboration such as: “Why do you think this character is interesting?” or “How did this story make you feel?”
• Pair low-writing fluency students with peers or adults for scribing if preferred.

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3. Writing & Revision (15 minutes)

Objective: Write and revise a personal narrative describing a loved book.

• Students write a draft narrative paragraph based on their graphic organizer.
• Encourage use of assistive technology: text-to-speech readback, spell check, word prediction.
• After writing, pair students to exchange drafts for peer feedback, guided by a dyslexia-friendly checklist focusing on clarity, sequencing, and details.
• Teacher circulates providing targeted feedback and support as needed.

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4. Oral Presentation Preparation (10 minutes)

Objective: Prepare to present their narrative clearly with appropriate speaking skills.

• Model oral presentation skills: eye contact, clear voice, pausing, and pacing.
• Practice as a class the sentence starter: “My favorite book is ___ by ___. I love it because…”
• Students rehearse short presentations in pairs or small groups.
• Optional: Use a recording device for students to listen and self-assess or to share with parents.
• Use stress balls, standing breaks, and flexible seating for sensory needs during presentations.

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5. Presentations & Reflection (10 minutes)

Objective: Deliver brief oral presentations and reflect on learning.

• Volunteers share their narratives with the whole class or in small groups based on comfort level.
• Peers provide positive, structured feedback using sentence starters: “I liked when you said…” or “Your story helped me understand…”
• Wrap up with a reflective question: “What new skills did you use today that help you better enjoy reading and sharing books?”

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Differentiation & Dyslexia-Friendly Strategies

• Provide printed materials in dyslexia-friendly fonts and color overlays.
• Use text-to-speech and word prediction software on tablets/computers.
• Allow options for oral, typed, or handwritten responses.
• Use graphic organizers with visual cues and color coding.
• Break tasks into small, manageable steps and support with visual timers.
• Pair students strategically for peer support.
• Offer frequent verbal check-ins and re-explanations.

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Assessment

• Formative assessment through observation of graphic organizer completion, participation in discussions, and use of assistive tech.
• Narrative writing drafts evaluated with a rubric focusing on clarity, sequencing, details, and adherence to CCSS W.6.3 narrative expectations.
• Oral presentations assessed for speaking skills per CCSS SL.6.4 and SL.6.6, using a simple rubric scoring eye contact, volume, clarity, and pacing.

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Reflection & Next Steps

• Plan to integrate technology-based storytelling tools (digital storyboards or video presentations) in future lessons to further engage writing and oral skills.
• Schedule one-on-one conferencing times for individualized support in writing and speaking.
• Consider inviting students to create a “Books We Love” class anthology including typed narratives and recorded presentations for a multimodal, accessible class resource.

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This lesson embraces inclusion, accessibility, and multimodal engagement, designed specifically to empower Grade 6 special education students to express their love of books confidently and effectively in line with Common Core standards.