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.

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