Mighty Minds Inclusion Lesson Plan
Teacher: Ms. Redulla Inclusion / Co-Teaching 5-Day Plan
Freak the Mighty (Ch. 2–3) & King Arthur DRP
Co-Teaching Model: Lead & Support / Stations
Target Audience: 6th Grade Inclusion ELA
Learning Target
SW: Close read Chapters 2–3 and complete accompanying interactive activities. IOT: Analyze character development, vocabulary, literary elements (flashback, foreshadowing, figurative language), and important events in Freak the Mighty alongside the King Arthur DRP text.
Mandated Inclusion Accommodations Master Plan
1. Graphic Organizer
Dual-entry tone logs, King Arthur Venn diagram, and summary pyramid charts with visual icons.
Active Days 1, 3, 4, 5
2. Guided Notes
Cloze sentence frames, boxed keyword banks, and pre-formatted annotation guides.
Active Days 1, 2, 3, 4
3. Modified Assignments
Tiered prompts, reduced question counts (3 of 5), highlighted text excerpts, and word banks.
Active Days 2, 4, 5
4. Personal Anchor Chart
Laminated desk mats: "Tone vs. Trait", "Central Idea vs. Key Detail", and "C-E-R Response Steps".
All Days (Desk-Side)
5. Chunked Segments
3 timed 10–12 min task bursts with explicit checklists, visual countdowns, and check-ins.
All Days (Timer-Based)
5-Day Instructional Flow at a Glance
| Day | Core Instructional Target | Primary Accommodation in Action | Deliverable |
|---|
| Day 1 | Ch. 2 Close Read: Word Connotation & Max's Tone | Guided Notes + Personal Anchor Chart (Tone vs. Trait) | Tone Word Tracker |
| Day 2 | Ch. 2 Constructed Response: Tone Toward Kevin | Chunked Task (3 Segments) + Tiered C-E-R Sentence Stems | Tone Response |
| Day 3 | Ch. 3 Close Read: Literary Elements & Vocabulary | Graphic Organizer (Flashback / Foreshadow / Figurative) | Elements Matrix |
| Day 4 | King Arthur DRP: Central Idea vs. Key Details | Personal Anchor Chart + Modified Summary Pyramid (Cloze) | Assignments 1 & 2 |
| Day 5 | Synthesis: Freak the Mighty & King Arthur Chivalry | Chunked Venn Diagram + Flexible 3-Option Exit Ticket | Venn & Exit Ticket |
Co-Teaching Partnership Protocol
- Inclusion Specialist (Ms. Redulla): Leads small-group chunking checks, distributes visual desk aids, provides tiered sentence frames, monitors IEP goals.
- General Educator: Drives whole-group pacing, reads aloud model text, facilitates literature discussion.
Materials & Accommodations Prep Checklist
- ☐ Desk Anchor Charts: Tone vs. Trait & Central Idea (laminated)
- ☐ Differentiated Handouts: Level A (standard) & Level B (scaffolded)
- ☐ Timers & Segment Cards: 10-minute visual chunking desk strips
- ☐ Highlighters: Yellow (Word Choice), Pink (Tone), Blue (Details)
Teacher: Ms. Redulla • Mighty Minds Inclusion Lesson Plan • Freak the Mighty Unit Page 1 of 4 • Overview & Blueprint
Teacher: Ms. Redulla Daily Lesson Detail
Day 1 & Day 2: Chapter 2 Tone & Constructed Response
Accommodations: Guided Notes • Anchor Charts • Chunked Task
DAY 1 Close Read Ch. 2 & Word Choice Tone Analysis
Pacing: 50 Minutes
Activator (7m)
Check Week 4 & Prior Knowledge: Check unfinished Week 4 assignments. Students retrieve prior annotations of Ch. 1–2. Ms. Redulla prompts pairs using the Personal Anchor Chart: distinguish between Character Trait (who Max is inside) vs. Tone (how Max feels right now toward Kevin).
I Do (10m)
Model Tone Word Selection: General Ed teacher projects excerpt from Ch. 2 ("fierce", "robot"). Ms. Redulla models on Guided Notes: Step 1: Circle word choice → Step 2: Identify connotation (+/-) → Step 3: Name Max's attitude (intimidated/fascinated). Students complete cloze fill-ins simultaneously.
We Do (18m)
Ch. 2 Close Read with Pauses: Lead interactive oral read. Pause at Kevin's orthopedic braces and crutches. Co-teacher guides students to fill in the Graphic Organizer (Tone Log): quote, context, connotation, tone word bank (curious, cautious, defensive, awed). Ms. Redulla provides targeted verbal cues at desks.
You Do (10m)
Chunked Tone Evidence Hunt: Students find 1 additional word revealing Max's attitude. Modified Task: Tier 2/3 students choose between 3 pre-selected quotes rather than scanning entire chapter.
Closure (5m)
Exit Ticket Option 1: "Identify one specific word choice that reveals Max's tone toward Kevin and explain its effect." (Sentence stem provided on index card).
DAY 2 Constructed Response: Max's Tone Toward Kevin
Pacing: 50 Minutes
Activator (6m)
Exemplar Dissection: Display strong vs. weak constructed response on board. Ms. Redulla highlights Claim, Evidence, and Connotation Explanation using colored highlighters. Students reference their Personal Anchor Chart (C-E-R structure).
I Do (8m)
Modeling the Bridge: Lead teacher models how to transition from evidence ("He was like a little robot") to tone reasoning ("Max uses mechanical imagery, showing he is startled and views Kevin as superhuman rather than fragile").
We Do (10m)
Joint Claim Formulation: Class constructs a shared claim frame. Ms. Redulla supplies Guided Notes with tiered claim options: Option 1 (Blank), Option 2 (Sentence frame with drop-in tone adjectives: wary, intimidated, intrigued).
You Do (22m)
Accommodated 3-Chunk Drafting:
Segment 1 (7 min)
Draft Claim + Copy direct quote from Ch. 2 Tone Tracker. Ms. Redulla conducts thumbs-up check.
Segment 2 (8 min)
Write 2 sentences of explanation: Word connotation & Max's attitude. Sentence starters on desk mat.
Segment 3 (7 min)
Self-edit using 3-point checklist (Did I name a tone? Quote text? Explain word effect?). Peer swap.
Closure (4m)
Debrief & Collect: 2 student volunteers share their evidence connection. Ms. Redulla collects constructed responses and groups by mastery for Day 3 intervention.
Teacher: Ms. Redulla • Mighty Minds Inclusion Lesson Plan • Freak the Mighty Unit Page 2 of 4 • Days 1 & 2 Execution
Teacher: Ms. Redulla Daily Lesson Detail
Day 3 & Day 4: Chapter 3 Literary Elements & King Arthur DRP
Accommodations: Graphic Organizer • Central Idea Anchor • Tiered Tasks
DAY 3 Ch. 3 Close Read: Literary Elements, Flashback & Vocab
Pacing: 50 Minutes
Activator (7m)
Vocab & Memory Recall: Review Kevin's obsession with words. Ms. Redulla distributes Guided Notes (Vocab Bank): unvanquished, sophisticated, propulsion with kid-friendly definitions and visual icons.
I Do (10m)
Modeling Literary Elements: General Ed teacher demonstrates identifying a Flashback (Max remembering daycare / kicker) and Foreshadowing. Teacher charts the trigger clues: time-shift keywords and mood shifts.
We Do (18m)
Interactive Ch. 3 Close Read: Partner reading with stops. Students use the Literary Elements Graphic Organizer to log examples: (1) Flashback, (2) Figurative Language (Simile: Kevin's eyes like laser beams), (3) Character dynamic shift. Ms. Redulla circulates to provide prompt questions.
You Do (10m)
Chunked Element Analysis: Students complete 2 short questions on Ch. 3 events. Modified Assignment: Tier 3 students match quotes to literary element labels (Flashback, Metaphor, Foreshadowing) rather than generating definitions from scratch.
Closure (5m)
Exit Check Option 3: Name one literary element found in Chapter 3 and explain what it reveals about Max or Kevin.
DAY 4 King Arthur DRP: Central Idea vs. Key Details & Summary
Pacing: 50 Minutes
Activator (7m)
Umbrella vs. Raindrops Analogy: Use the Personal Anchor Chart (Central Idea = Umbrella; Key Details = Raindrops). Quick sort on smartboard: sort 4 statements into "Big Umbrella Idea" or "Supporting Detail".
I Do (10m)
Model King Arthur DRP Chunking: Read paragraph 1 of the King Arthur DRP text. Lead teacher models filtering out minor trivia (names of specific castles) and highlighting only essential information for an objective summary.
We Do (15m)
Guided DRP Read & Assignments 1 & 2: Read remaining DRP paragraphs chorally. Ms. Redulla leads small-group table through Assignment 1 (Central Idea identification) and Assignment 2 (Key Detail selection) using guided color-coding.
You Do (14m)
Chunked Objective Summary Drafting:
Standard Tier
Draft 3–4 sentence objective summary containing the central idea and 2 essential key details without opinion.
Modified Tier (Accommodated)
Complete summary cloze paragraph with word bank + answer 3 selected comprehension questions (odd numbers only).
Closure (4m)
Exit Check Option 2: "State the central idea of the King Arthur DRP text and provide one key detail that supports it."
Teacher: Ms. Redulla • Mighty Minds Inclusion Lesson Plan • Freak the Mighty Unit Page 3 of 4 • Days 3 & 4 Execution
Teacher: Ms. Redulla Daily Lesson & Implementation
Day 5: Synthesis & Co-Teaching Fidelity Toolkit
Accommodations: Venn Diagram • Chunking • Flexible Assessment
DAY 5 Synthesis: Freak the Mighty vs. King Arthur Venn & Wrap-Up
Pacing: 50 Minutes
Activator (5m)
Connect Kevin's talk about knights, armor, and chivalry in Ch. 2–3 to the King Arthur DRP reading. Why does Kevin call his braces "armor"?
I Do: Model Venn (8m)
Co-teachers model placing "Quests & Chivalry" in center overlap, "Modern Day / The Down Under" on Max's side, and "Medieval Legends" on Arthur's side.
Chunked Guided & Independent Practice (30m) Visual 10-Minute Stations / Segments
Chunk 1: Venn Diagram
Students populate 2 traits for King Arthur, 2 for Kevin/Max, and 2 shared themes (loyalty, overcoming weaknesses).
Mod: Word Bank Provided
Chunk 2: Catch-Up & Polish
Complete unfinished portions of Assignment 1 & 2 or refine Ch. 2 constructed response with Ms. Redulla's feedback.
Mod: Small Group Table
Chunk 3: Flexible Exit Ticket
Students choose 1 of 3 target check-ins based on comfort level to demonstrate weekly mastery.
Universal Design (UDL)
Closure (7m)
Whole Group Synthesis & Celebration: Review strong examples of evidence-based tone analysis. Revisit central idea vs. key detail distinction. Address lingering misconceptions.
Co-Teacher Accommodation Implementation Quick-Guide
Chunking Protocol (Every 10–12 Min)
Announce target → Set visual desk timer → Circulate during segment → 60-second transition check before advancing.
Personal Anchor Chart Prompts
When student is stuck: "Check your yellow card: Is 'robot' telling us who he is inside, or how Max sees him right now?"
Modified Assignment Rules
Tier 3 students receive text excerpts with pre-highlighted evidence. Constructed response requires 1 piece of cited evidence (vs. 2 for standard).
Exit Ticket Choice Board (Universal)
All students select Option A (Tone Word), Option B (Central Idea), or Option C (Literary Element) ensuring high success with rigor.
Inclusion Goal Tracking: Use completed Venn diagrams and Day 2 constructed responses to log IEP progress on vocabulary comprehension, textual citation, and central idea analysis.
Teacher: Ms. Redulla • Mighty Minds Inclusion Lesson Plan • Freak the Mighty Unit Page 4 of 4 • Day 5 & Implementation Toolkit
