Dear Scholars


Week of September 26

Click here to download this week’s plans in pdf format.


ELA 6 Lesson Plan (Ward)

Date: Monday, September 26

Objective: I understand the main parts of a short story.

Bloom’s Level of Rigor

  • Remember
  • Understand

Key Questions: What are the 5 main elements of a short story?

Assessment of Learning: Scholars rate themselves at the end of class.  Checkpoint Quiz on Friday

Learning Agenda:

  1. “Do Now” activity: Video preview – IP, BB/H
  2. Short Story Elements – Notes (DI, GP)
    • Video- “5 Things” plot elements
    • Scholars watch the video (again), taking notes, this time. We will discuss notes after the video.
      • Plot
      • Character
      • Conflict
      • Theme
      • Setting
  1. Flash Cards / Foldables
    • Scholars will have an opportunity to create flash cards or ‘foldables’
      (Scholars will continue working on this during intervention and study hall today)
  2. Lesson Closure: fist to 5 rating scale to show understanding/comfort level with these terms
  3. Launch with Affirmations

Differentiation: music/video, target tabs, fist to 5 safe rating scale

Key Vocabulary: plot, character, conflict, theme, setting

Homework: Review key vocabulary

 


 

ELA 6 Lesson Plan (Ward)

Date: Tuesday, September 27

Objective: I can define and identify the main parts of a story.

Bloom’s Level of Rigor

  • Remember
  • Understand
  • Apply
  • Analyze
  • Create

Key Questions: What else do we need to know about short stories?

Assessment of Learning: student work – completed notes and plot diagrams

Learning Agenda:

  1. “Do Now” activity: Quiz – “Five Things” (IP)
    • Scholars take a brief multiple choice quiz over plot, characters, conflict, theme, and setting.
  2. Video: Simon’s Cat – with Plot Review – IP, GP
    • Scholars complete a thinking map to show the plot elements involved in a short cartoon video.
    • Whole class discusses responses
  3. Building a story: Target Tabs Notes- adding more key terms to our knowledge bank (GP)
    • Video: plot elements
      • exposition
      • rising action
      • climax
      • falling action
      • resolution
    • Notes with a plot diagram
  4. Lesson Closure: What happens if a story is missing a plot element?
  5. Launch with Affirmations

Differentiation: videos and music, charting, notes, target tabs, diagrams

Key Vocabulary: plot, exposition (characters, setting), rising action (conflict), climax, falling action, resolution, theme

Homework: Reading Comprehension

 


 

ELA 6 Lesson Plan (Ward)

Date: Wednesday, September 28

Objective: I can apply my understanding of plot elements when reading a short story. (RL3, RL5)

Bloom’s Level of Rigor

  • Remember
  • Understand
  • Apply
  • Analyze

Key Questions: How do you build a story? What makes a good story?

Assessment of Learning: Exit Slip – parts of a story

Learning Agenda:

  1. “Do Now”: What is your favorite story? Activity, pg. 26 (BB/H)
  2. What makes a story powerful?
    • Think/Write/Pair/Share (TE, pg 26) – GP
  3. Academic Vocabulary, pg 27 – GP
    • Scholars use the text glossary to locate and record definitions of academic vocabulary.
      • Affect
      • Analyze
      • Evidence
      • Impact
      • Provide
  1. Parts of a Story (pg.28, 29)
    • Read page 28 “What Makes a Good Story?” – GP
    • Close Read, pg 29 (Setting, Characters, Conflict) –IP, GP
      • Whole class, Setting and Characters “Trouble River”
      • Pairs/Trio – Conflict “Zlateh the Goat”
  1. Lesson Closure: Exit Slip – What are the parts of a story? How do you build a story?
  2. Launch with Affirmations

Differentiation: Various groupings, Think/Write/Pair/Share

Key Vocabulary: Affect, Analyze, Evidence, Impact, Provide, setting, character, conflict

Homework: Review key vocabulary

 


 

ELA 6 Lesson Plan (Ward)

Date: Thursday, September 29

Objective: I can identify and describe the main plot elements. (RL3, RL5)

Bloom’s Level of Rigor

  • Remember
  • Understand
  • Apply
  • Analyze

Key Questions: What happens in a story?

Assessment of Learning: Text Analysis “Boar Out There”

Learning Agenda:

  1. “Do Now”: Good Things (What’s good in your life?) – IP
  2. Read “What Happens in a Story?” pg 30 – GP
  3. Pairs/Trios: Exposition and Rising Action, pg 31 (10-15 min) – GP
    • Scholars work in pairs to close read “The Bracelet”
    • Scholars work in pairs to close read “You’re not a Winner, Unless…”
  4. Text Analysis: “Boar Out There” pgs 32-33
    • Scholars record responses on lined paper
    • Analyze exposition, rising action, climax, falling action, resolution
  5. Lesson Closure: fist-to-five check for understanding
  6. Launch with Affirmations

Differentiation: various groupings

Key Vocabulary: exposition, rising action, climax, falling action, resolution

Homework: Reading (with Reading Log)

 


 

ELA 6 Lesson Plan (Ward)

Date: Friday, September 30

Objective: I can analyze the text, and identify plot elements.  RL1, RL5

Bloom’s Level of Rigor

  • Remember
  • Understand
  • Apply
  • Analyze

Key Questions: How do you build a story? What are the parts of a story?

Assessment of Learning: Multiple-choice quiz (Plot Elements)

Learning Agenda:

  1. “Do Now”: Face Your Fears (pg. 34) –BB/H, IP
  2. What do You Fear Most? (pg 34) – GP
    • Read aloud, and discuss “Do now” responses
  3. Text Analysis: Plot Elements (pg. 35) – GP
    • Read aloud and discuss
  4. Reading Strategy: Monitor (pg 35) – GP
    • Read aloud and discuss
    • Prepare for Questions and Answers double-entry notes
  5. Vocabulary in Context (pg 35) – GP
    • Scholars replace new words (narrative, relentless, prop, smirk) with familiar terms, in context
  6. Lesson Closure: short multiple-choice quiz over plot elements
  7. Launch with Affirmations

Key Vocabulary: plot, exposition, conflict, rising action, climax, falling action, resolution / denouement


 

Click here to download this week’s plans in pdf format.

 

Week of September 19

Click here to download this week’s lesson plans in pdf format.


 

ELA 6 Lesson Plan (Ward)

Date: Monday, September 19

Objective: I understand the main elements of sentences and paragraphs.

Bloom’s Level of Rigor

  • Remember
  • Understand
  • Apply
  • Evaluate

 

Key Questions: What is a complete sentence? What is a paragraph?

Assessment of Learning: Quiz, this Friday (or next Monday)

Learning Agenda:

  1. “Do Now” activity: Quick Check/Rate Yourself –IP, BB/H
    • Scholars rank their level of understanding of nouns, verbs, sentences, and paragraphs….
  2. Whole Class Interactive Review -GP
    • Discussion/review of all concepts studied last week.
    • Scholars take notes during discussion
    • I (Ms. Ward) will chart responses.
    • Scholars should study their notes for our upcoming quiz.
  3. Lesson Closure: Exit Slip- Which concept or topic do you need to study the most?
  4. Launch with Scholar Affirmations

 

Differentiation: Scholars have 2 opportunities to evaluate and share their current level of understanding, which will help for differentiating future instruction.

Key Vocabulary: noun, verb, sentence, sentence fragment, run-on sentence, subject, predicate, capitalization, paragraph

Homework: study for the quiz

 


 

ELA 6 Lesson Plan (Ward)

Date: Tuesday, September 20

Objective: I can work collaboratively within the classroom community.

Bloom’s Level of Rigor

  • Remember
  • Understand
  • Apply

Key Questions: Who are the members of our community?

Assessment of Learning: scholars share and learn more about each-other, and our classroom community.

Learning Agenda:

  1. “Do Now” activity: Write two statements about yourself that are true (facts), and one that is not true (fiction) – IP, H
  2. Game: Fact or Fiction (like two truths and a lie) -GP
  3. Classmate BINGO – GP
  4. Lesson Closure: Why do we need to know about the members of our class?
  5. Launch with Affirmations

Differentiation: varied groupings, community building

Key Vocabulary: fact, fiction, community

Homework: Reading Comprehension

 


 

ELA 6 Lesson Plan (Ward)

Date: Wednesday, September 21

Objective: I can effectively navigate content resources.

Bloom’s Level of Rigor

  • Remember
  • Understand
  • Apply

Key Questions: How do we use our ELA textbook?

Assessment of Learning: scholars will show understanding of the components of our 6th grade textbook, through partner work, discussion, and note-taking.

Learning Agenda:

  1. “Do Now” activity: Quiz- Sentences and Paragraphs (IP)
  2. Textbook Introduction Activity (GP)
    • Getting to know our textbook…
      (Teacher-led Presentation)
    • Scholars follow instructions to browse our ELA text and complete a Target Tabs organizer
  3. Lesson Closure: Review Responses (GP)
  4. Launch with Affirmations

Differentiation: Whole class and small groups

Key Vocabulary: textbook, table of contents, glossary, unit of study

 


 

ELA 6 Lesson Plan (Ward)

Date: Thursday, September 22

Objective: I will show what I know about grade level concepts in Reading.

Bloom’s Level of Rigor

  • Remember
  • Apply

Key Questions: Where do I stand, academically, related to other 6th graders?

Assessment of Learning: NWEA MAP Test will evaluate scholars’ levels of reading readiness.

Learning Agenda:

  1. “Do Now” activity: Log in to chromebook –DI/GP
  2. NWEA MAP test for Reading –IP
  3. Scholars may read quietly if they finish early. –IP
  4. Launch with Affirmations

Differentiation: NWEA MAP test is a prescriptive test, tailored specifically for each scholar.

Key Vocabulary: Measures of Academic Progress

Homework: Reading Log (15 minutes of reading, and a short summary)

 


 

ELA 6 Lesson Plan (Ward)

Date: Friday, September 23

Objective: I understand the main parts of a short story.

Bloom’s Level of Rigor

  • Remember
  • Understand

Key Questions: What are the 5 main elements of a short story?

Assessment of Learning: Scholars rate themselves at the end of class.  More review next week, and a quiz.

Learning Agenda:

  1. “Do Now” activity: Short Story Elements ‘pre-test’ – IP, BB/H
  2. Short Story Elements – Notes (DI, GP)
    • Video- “5 Things” plot elements
      • Plot
      • Character
      • Conflict
      • Theme
      • Setting
  1. Lesson Closure: fist to 5 rating scale to show understanding/comfort level with these terms
  2. Launch with Affirmations

Differentiation: music/video, fist to 5 safe rating scale

Key Vocabulary: plot, character, conflict, theme, setting


 

Click here to download this week’s lesson plans in pdf format.


 

Week of September 12

Click here to download this week’s lesson plans in a pdf document.


 

ELA 6 Lesson Plan (Ward)

Date: Monday, September 12

Objective: I am part of our classroom community.

Bloom’s Level of Rigor

  • Understand
  • Evaluate
  • Analyze
  • Create

Key Questions: What is a community?  What is a classroom community? How are we going to operate as a classroom community?

Assessment of Learning: scholars effectively work independently and collaboratively to create a classroom social contract.

Learning Agenda:

  1. “Do Now” activity: Practice proper heading on lined paper -GP
    • Scholars prepare for writing and discussion
  2. Written Responses: What is a community? What is a classroom community?  -BB/H, IP
  3. Written Response to 4 Social Contract Questions –IP
    How do you want to be treated by me (Ms. Ward)?

           How do you want to be treated by each other?

           How do you think the teacher (Ms. Ward) wants to be treated by you?

           How do we want to treat each other WHEN there is a conflict?

  1. Pair/Share responses –GP/IP
    • Pairs/Trios form a list of 5 responses
  2. Whole Class Discussion and Charting to create Social Contract -GP
  3. What do we do if someone isn’t following the contract? (Self Check Signal)
  4. Lesson Closure: All scholars sign the contract

Differentiation: various instructional formats (whole class, independent, pairs/trios)

Key Vocabulary: community, classroom community,


 

 

ELA 6 Lesson Plan (Ward)

Date: Tuesday, September 13

Objective: I can write correctly formatted sentences

Bloom’s Level of Rigor

  • Remember
  • Understand
  • Apply

Key Questions: What are the parts of a complete sentence? What is a noun? What is a verb?

Assessment of Learning: Scholar demonstrates understanding of all parts of a complete sentence.

Learning Agenda:

  1. “Do Now” activity: -BB/H, IP
    • Pre-Assessment Quiz
      “Writing Review” short mult. choice
  2. Review: sentence and paragraph structure – DI/ GP/ IP
    • Scholars review sentence and paragraph structure
  3. Writing Practice: “About Me” paragraph – IP
    • Scholars follow prompts to draft a 5-sentence paragraph
  4. Revision Practice –GP
    • Pairs/Trios share written responses and offer feedback
    • Scholars make revisions (if needed)
  5. Lesson Closure: -GP
    • Exit Slip: Review the key elements of sentences and paragraphs

Differentiation: various instructional formats (whole class, independent, pairs/trios)

Key Vocabulary: Sentence structure, Noun, Verb, (subject/predicate), paragraph, punctuation, capitalization


 

ELA 6 Lesson Plan (Ward)

Date: Wednesday, September 14

Objective: I can write complete, correct sentences.

Bloom’s Level of Rigor

  • Remember
  • Understand
  • Apply

Key Questions: What is a complete sentence? What is a sentence fragment? What is a run-on sentence?

Assessment of Learning: Scholars correctly identify sentence fragments and run-ons.

Learning Agenda:

  1. “Do Now” activity: Sentence Fix – BB/H, IP
    • Review Edits –GP/DI
  2. Fragments and Run-Ons Mini Lesson –DI
  3. Fragments and Run-Ons Practice –GP/IP
    • Scholars work independently or in pairs (v-2) to practice skills in identifying fragments and run-ons
  4. Lesson Closure: Check for Understanding –GP
    • Show the class a fragment or run-on, and see who can identify each.
  5. New Launch Procedure J -GP
    • Scholars are encouraged to share an affirmation.
    • Various affirmations will be provided, or they can choose their own.

Differentiation: various instructional/learning formats (whole class, independent, pairs/trios)

Key Vocabulary: sentence, sentence fragment, run-on sentence


 

ELA 6 Lesson Plan (Ward)

Date: Thursday, September 15

Objective: I can identify and write compound sentences.

Bloom’s Level of Rigor

  • Understand
  • Apply
  • Create

Key Questions: What are the parts of a sentence? What is a compound sentence?

Assessment of Learning: Scholars correctly identify and write compound sentences

Learning Agenda:

  1. “Do Now” activity: -IP
    • Use what you know about sentences to tell about your day. Write two or more correct, complete sentences about something you did today, or something that happened today.
  2. Mini-Lesson: compound sentences – DI
  3. Practice: compound sentences – GP, IP
    • Scholars work independently or in pairs (v-2) to practice skills in identifying and writing compound sentences.
  4. Lesson Closure: Check for Understanding –GP
    • Show the class sentences, compound sentences, fragments, or run-ons, and see who can identify each.
  5. Launch with Affirmations

Differentiation: various instructional/learning formats (whole class, independent, pairs/trios)

Key Vocabulary: sentence, compound sentence

 


 

ELA 6 Lesson Plan (Ward)

Date: Friday, September 16

Objective: I understand the main elements of sentences and paragraphs.

Bloom’s Level of Rigor

  • Remember
  • Understand
  • Apply
  • Evaluate

 

Key Questions: What is a noun? What is a verb? What is a complete sentence? What is a paragraph?

Assessment of Learning: Quiz, next week

Learning Agenda:

  1. “Do Now” activity: Quick Check/Rate Yourself –IP
    • Scholars rank their level of understanding of nouns, verbs, sentences, and paragraphs….
  2. Whole Class Interactive Review -GP
    • Discussion/review of all concepts studied this week.
    • Scholars take notes during discussion
    • I (Ms. Ward) will chart responses
    • Scholars should study their notes for next week’s quiz.
  3. Lesson Closure: Exit Slip- Which concept or topic do you need to study the most?
  4. Launch with Scholar Affirmations

 

Differentiation: Scholars have 2 opportunities to evaluate and share their current level of understanding, which will help for differentiating future instruction.

Key Vocabulary: noun, verb, sentence, sentence fragment, run-on sentence, subject, predicate, capitalization, paragraph

Homework: study for next week’s quiz

 


Extra Note:

Ms. Ward will create Anchor Charts:
Noun and verb, Capitalization, Sentences, sentence fragment, run-on sentences, Paragraphs, Punctuation
Possible methods: Either create 3 charts (one in each class) for each concept, and post one of the three….
OR… write on the board each class period, and then make a chart later.

Next Week, we begin lessons on story elements.

Week of September 6

Click here to download this week’s lesson plans in a pdf document.

 

ELA 6 Lesson Plan (Ward)

Date: September 6, 2016

Objective: I understand scholar success expectations.

Bloom’s Level of Rigor

  • Understand
  • Apply

Key Questions:

  • What are expectations? Why do we need rules and expectations? How can we be organized in this class?

Assessment of Learning:

  • Observation
  • “Fist to Five” check for understanding

Learning Agenda:

  1. “Do Now” – BB/H, IP, GP
    • Quickwrite: Expectations (What are they? Why do we need them?, etc)
    • Scholars share quickwrite responses. Whole Class Discussion
  2. Scholar Folders – DI, GP
    • Scholars will learn how to label their folders, and how they will be used
  3. Student Survey/About Me… GP, IP
    • Scholars will begin work on a “Student Survey” / “About Me” activity
      (to be stored in folder and finished tomorrow)
  4. Presentation: Scholar Success Expectations DI, IP, GP
    • Scholars will take notes, using a note-recorder – IP
      • O.A.R. Expectations (PBIS Behavior Matrix)
      • CHAMPS
      • Voice Levels
        • Practice Voice Levels (GP)
      • 5 – in – 10 Procedure
        • Practice the 5 in 10 procedure (GP)
  1. Lesson Closure
    • Check for Understanding: fist to five
      • On a scale of 1 to 5, how well do you understand voice levels, the 5 in 10, CHAMPS, and overall expectations?

Differentiation:  Building Community

Key Vocabulary: Expectations, Success, Voice Levels, CHAMPS, Organization, Procedure

Homework:  Only homework this week is a request for composition books


 

ELA 6 Lesson Plan (Ward)

Date: September 7, 2016

Objective: I understand scholar success expectations. We are a Classroom Community.

Bloom’s Level of Rigor

  • Remember
  • Understand
  • Apply

Key Questions: Why is it important to follow expectations and procedures? Who are we, as a class?

Assessment of Learning: application and observation

Learning Agenda:

  1. “Do Now” – BB/H
    • Write the Steps of the 5 in 10 Procedure. Did you follow the 5 in 10?  – IP
  2. Review the 5 in 10 Process
    • Review the steps of the 5 in 10 (our process for beginning class well) – DI
    • Practice the steps of the 5 in 10 – GP
  3. Student Survey/All About Me – due today (10 minutes to finish)
    • 10 minutes to complete Student Survey from yesterday – IP
    • Pair/Share (turn and talk) Student Survey – GP
  4. Continue ‘Scholar Success Expectations’ presentation
    • Discussion and notes (on note recorder) – DI/GP/IP
  5. Lesson Closure
    • Discussion: Why do we need to have, understand, and follow classroom expectations?
    • What is a classroom community? / How are we a community?

Differentiation

Pair/ Share
Whole Group, Partners, Independent Work

Key Vocabulary: Procedure, Community, Expectations, Success

Homework: Request for scholars to bring in a composition book to use for English class


 

ELA 6 Lesson Plan (Ward)

Date: September 8, 2016

Objective: I understand and follow Success Expectations. I am a part of our Classroom Community

Bloom’s Level of Rigor

  • Remember
  • Understand
  • Apply
  • Create

Key Questions: What is a Classroom Community?  How does a Classroom Community operate?

Assessment of Learning: Discussion, Observation, Exit Slip

Learning Agenda:

  1. “Do Now” – BB/H
    • Define the two words: fact, fiction  – IP
    • Review Responses: Fact = truth; Fiction = made-up/false (DI)
  2. Game: Fact or Fiction (Two Truths and a Lie) – IP/GP
    • Scholars each write 2 facts about themselves, and one fictitious (untrue) statement. -IP
    • Each scholar takes his/her turn, and classmates try to guess which statement is fiction. -GP
  3. Begin Social Contract
    • Scholars answer questions about how they believe we all want to be (and should be) treated as members of our classroom community. This work will continue tomorrow.  DI
  4. Continue Scholar Success Expectations (if not finished, and if there is time) – DI/IP
  5. Lesson Closure: Sticky Note Exit Slip – IP
    • Which three things are most important to you as a member of the Classroom Community?
      • Trust, Patience, Honesty, Fun, Learning, Friendship, Safety, Respect, Responsibility, Organization, etc…

Differentiation: Building Community/Relationships, Various teaching/learning styles

Key Vocabulary: fact, fiction, social contract, classroom community

Homework: Request for composition book for ELA class


 

ELA 6 Lesson Plan (Ward)

Date: September 9, 2016

Objective: We are a Classroom Community.  I am a part of our Classroom Community.

Bloom’s Level of Rigor

  • Remember
  • Understand
  • Apply
  • Create

Key Questions: How will we work together as a Classroom Community?

Assessment of Learning: observation, discussion, comfort-level check

Learning Agenda:

  1. “Do Now” Short Written Response- BB/H / IP
    • What is one thing you’d like Ms. Ward to know and understand about you?
    • What do you think we will be learning about this year in ELA class?
    • What would you like to learn about in ELA class?
    • Write one question that you have for Ms. Ward.
  2. Name Game (Getting to Know Each Other) – DI / GP
  3. Name Tents – Each scholar makes a name tent for his/her desk (keep in class folder to re-use) – DI/IP
    • Scholars may continue working quietly as we begin discussing the Social Contract
  4. Social Contract work continues
    • Scholars refer to yesterday’s responses (making sure all responses are complete) – IP
    • Scholars discuss yesterday’s responses in pairs or trios –GP
    • Representatives share thoughts with the class. -GP
  5. Lesson Closure: We will finalize and sign the social contract on Monday and Tuesday next week.
    Thumbs Up = I feel good about the social contract so far, Thumbs Down = I don’t like the social contract,

Thumb sideways = I’m not sure how I feel

Differentiation: Building Community, Thumb Rating, small groups

Key Vocabulary: Classroom Community, Social Contract, Adjective (used with Name Game)

Homework: Please bring your composition book by Monday, if you can.

 

Click here to download this week’s lesson plans in a pdf document.