Building Background Knowledge

Curriculum Area

English Language Arts (ELA)
Common Core State Standards (CCSS.ELA-LITERACY.RI.6.1 and CCSS.ELA-LITERACY.L.6.4)

• CCSS.ELA-LITERACY.RI.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• CCSS.ELA-LITERACY.L.6.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content.

Learning Objectives

• Students will activate and build background knowledge about a topic to deepen comprehension of a grade-level text.
• Students will use strategies to connect their prior experiences or understanding to new information.
• Students will practice identifying key vocabulary related to the topic and clarifying meanings using context clues.

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Materials Needed

1. A short non-fiction text excerpt (1-2 paragraphs) related to an engaging topic (e.g., “How Volcanoes Work” or “The History of Bicycle Inventions”).
2. A pre-assessment handout with 2-3 reflection questions focused on background knowledge.
3. Three sticky notes for each student (for an interactive quick task).
4. Whiteboard and markers (or equivalent digital classroom tools).
5. Vocabulary flashcards with pre-selected key terms from the chosen text.

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Structure & Timing

1. Introduction and Hook (2 minutes)

• Greet students warmly and introduce the day’s focus: “Today, we’re diving into how your personal knowledge can sometimes act like a detective’s toolkit. It helps you unlock the meaning of new information more easily!”
• Present a mystery box (or picture of one): “Inside this box is an answer—but to understand it, it helps if you already know some clues. Let’s see what we know!”
• Topic Reveal: Share the title of the day’s excerpt: “For example, today’s clues are all about how volcanoes work…” (or other relevant subject).

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2. Pre-Assessment (4 minutes)

• Distribute a quick pre-assessment handout with simple reflective questions:

  1. Have you ever seen or learned about volcanoes (or the topic)?
  2. If yes, where did you learn about it? A book, video game, TV show, or real-life experience?
  3. What do you think is the most important thing to know about volcanoes?

• Facilitate a brief discussion where students share prior knowledge. Note unique or especially insightful student contributions on the whiteboard.

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3. Vocabulary Activation (5 minutes)

• Introduce 3-5 pre-selected key vocabulary terms from the text (e.g., lava, eruption, magma):

  • Present the words on flashcards or the whiteboard.
  • Ask students to guess the meanings based on their prior knowledge and provide reasoning for their answers.
  • Clarify meanings as needed or guide students to use context clues in sample sentences.

• Activity: Give each student three sticky notes. Have them write one word or phrase on each note that they associate with the topic (e.g., “lava,” “fire,” “danger”) based on prior knowledge. Collect, read them aloud, and discuss connections.

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4. Reading the Text (5 minutes)

• Hand out the pre-selected short text excerpt to each student.

• Conduct a “popcorn reading” session where each student reads a sentence or two aloud. (For struggling readers, you may choose to read it aloud while emphasizing key sentences.)

• After reading, ask:

  1. What connections did we make between the text and what we already knew?
  2. Was there something totally new or surprising in the text?
  3. Did the text change any ideas you had earlier about the topic?

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5. Wrap-Up and Reflection (4 minutes)

• Give each student one minute to summarize what they learned about the topic on their worksheet. Prompt them to include both what they already knew and new insights from the text.
• Highlight how building background knowledge before reading makes understanding unfamiliar texts easier.
• Teacher’s Final Prompt: “Tonight, let’s practice this! Find something in your daily life—a movie, a game, or a book—and think about how what you already know helps you understand it better. Then, come back and tell us tomorrow!”

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Extensions & Differentiation Suggestions

1. For Struggling Students:

   • Use images or diagrams related to the topic as support for building background knowledge.
   • Pre-record the excerpt for students to listen to prior to the session.

2. For Advanced Learners:

   • Challenge students to create their own short story or mini-description of how they think the chosen topic works based solely on their pre-existing background knowledge.

3. Digital Classroom Options:

   • Replace sticky notes with an online collaborative board (e.g., word clouds or concept maps).

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Assessment

• Evaluate students’ sticky notes and summaries to gauge their ability to connect prior knowledge to a new topic.
• Use their reflections as a formative assessment to identify students who may need additional support engaging with texts that rely heavily on background knowledge.

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By emphasizing the importance of existing knowledge and using highly interactive, age-appropriate techniques, this lesson plan ensures that even in a short 20-minute span, students feel empowered and engaged in their learning journey.