Exploring Texts Deeply

Grade 6 | 90 Minutes

---

Learning Objectives (aligned to CCSS)

• CCSS.ELA-LITERACY.RL.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.RI.6.1: Cite textual evidence to support analysis of informational text.
• CCSS.ELA-LITERACY.W.6.2: Write informative/explanatory texts to examine a topic and convey ideas clearly.
• 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.
• CCSS.ELA-LITERACY.L.6.1: Demonstrate command of the conventions of standard English grammar and usage.

---

I Can Statements

• I can identify key ideas and details from both literary and informational texts.
• I can write clear and organized responses using evidence from the text.
• I can use vocabulary strategies to understand new words.
• I can use language conventions correctly in my writing.
• I can use AI tools to practice and improve my reading and writing skills.

---

Success Criteria

• I highlight or note at least three pieces of textual evidence for my responses.
• My written responses have a clear introduction, supporting details, and conclusion.
• I successfully understand and use new vocabulary words in context.
• I apply grammar and language rules in my writing without errors.
• I use AI-guided feedback to revise my work and reflect on my learning.

---

Materials Needed

• Projector/computer for AI tools demonstration
• Printed literary text (short story, ~1-2 pages, dyslexia-friendly font)
• Printed informational text (~1-2 pages, dyslexia-friendly font)
• Vocabulary list from texts
• Student notebooks or writing paper
• Highlighters and colored pens
• Headphones (for AI audio support, if needed)
• Tablets/laptops for AI practice

---

Lesson Breakdown

1. Introduction & Objective Setting (10 minutes)

• Teacher briefly introduces the day’s goals using "I Can" statements.
• Activate prior knowledge by asking students about a memorable story they recently read.
• Explain the importance of using evidence when discussing or writing about texts.
• Demonstrate how AI tools can help practice reading comprehension, vocabulary, and writing skills.

Differentiation:
Provide a visual “I Can” statement poster and read statements aloud for ELL and students needing language support.

---

2. Reading Activity – Literary Text (20 minutes)

• Distribute a dyslexia-friendly printed short story (approx. 1-2 pages).
• Explain the task: Read the story and highlight key ideas and details that answer specific guiding questions.
• Model reading the first paragraph aloud using AI-supported audio option (if available).
• Students read independently or in pairs (according to reading level).
• Use AI tool on tablets/laptops for students to answer comprehension questions and get instant feedback.

Teacher Note: Circulate and support students needing help.

Differentiation:

• Pair struggling readers with stronger peers.
• Offer audio support and chunk text into smaller sections.
• Challenge advanced readers to predict what might happen next or interpret themes.

---

3. Vocabulary Development (15 minutes)

• Present 8-10 key vocabulary words from the literary text.
• Use AI vocabulary games that provide context sentences, synonyms, antonyms, and usage examples.
• Students write sentences using at least 3 new words.
• Volunteers share sentences; teacher reinforces correct usage and offers corrective feedback.

Differentiation:

• Provide vocabulary cards with visuals for students needing additional support.
• Offer a vocabulary extension where advanced learners create a short poem or story using the new words.

---

4. Reading Activity – Informational Text (20 minutes)

• Distribute dyslexia-friendly informational text (1-2 pages) related to the theme of the short story.
• Students read silently or listen using AI audio support.
• Students complete a graphic organizer identifying main ideas and supporting details.
• Use AI guided questions to prompt critical thinking, with students typing short constructed responses.

Differentiation:

• Provide guided notes for students who struggle with identifying main ideas.
• Advanced students analyze the author’s purpose and tone with teacher scaffolding.

---

5. Writing Constructed Response (20 minutes)

• Prompt: Write a 4–5 sentence response comparing the main idea from the literary text with that of the informational text.
• Integrate the use of vocabulary words in the writing.
• Students draft responses using AI writing assistant for grammar and clarity feedback.
• Peer review in pairs, guided by a checklist (focus on textual evidence, grammar, vocabulary usage).

Differentiation:

• Sentence starters or paragraph frames for students needing support.
• Extension: Advanced learners write a paragraph explaining which text they found more convincing and why.

---

6. Wrap-Up and Reflection (5 minutes)

• Students share one thing they learned about the texts and one strategy/tool that helped them.
• Teacher reviews success criteria and praises efforts.
• Give students a quick quiz question via AI tool or exit ticket based on today’s objectives.

---

Extension Activities

• Research a topic connected to the informational text and create a presentation.
• Write an alternative ending to the literary story.
• Participate in a vocabulary “escape room” challenge using AI vocabulary tools.

---

Differentiation Strategies

Learner Type	Strategy
Struggling Readers & ELL	Provide audio text, paired reading, vocabulary with visuals, sentence starters, chunked text
Advanced Learners	Higher-order thinking prompts, prediction activities, extended writing tasks, thematic analysis
Students with Dyslexia	Dyslexia-friendly fonts/texts, oral reading/audio supports, extended time, color overlays if helpful

---

Notes to Teacher

• Before the lesson, set up AI tool accounts with usernames for students.
• Monitor AI outputs to address common errors.
• Use AI to generate personalized practice exercises based on student needs.
• Remind students to use the AI as a cooperative tool, not a shortcut.

---

This lesson promotes close reading, critical thinking, and effective writing while showcasing how AI technology can enhance and personalize instruction in a dyslexia-friendly, inclusive way.