Week of October 31

Click here to view this week’s plans as a pdf document.


ELA 6 Lesson Plan (Ward)

Date: Monday, October 31

CCSS:
CCSS.ELA-LITERACY.RI.6.10
By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

I Can… use highlighting while reading to increase comprehension.

Bloom’s Level of Rigor

  • Remember
  • Understand
  • Apply
  • Analyze

Key Questions: How do we closely read informational texts?

Assessment of Learning: Prairie Ecology Comprehension Questions and highlighting

Learning Agenda:

  1. Do Now: Halloween Reading Comprehension – IP
  2. Prairie Ecology – Guided Highlighted Reading – GP
    • Scholars follow prompts to highlight key information, with a focus on author’s craft and author’s purpose.
  3. Prairie Ecology – Comprehension Questions – IP or GP
    • 3 Details
    • Summary
    • Main Idea
  4. Lesson Closure: Nonfiction Terms Quick Review – GP
  5. Launch with Affirmations

Differentiation: whole-class quick review

Key Vocabulary: informational text, nonfiction, article, claim, detail, heading, subheading, author’s purpose, evidence, support, introduction, source

 

 


 

ELA 6 Lesson Plan (Ward)

Date: Tuesday, November 1

CCSS:
CCSS.ELA-LITERACY.RI.6.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

I Can…learn and comprehend new academic vocabulary.

Bloom’s Level of Rigor

  • Remember
  • Understand

Key Questions: What are the key elements of nonfiction? What is an argument?

Assessment of Learning: Scholars take notes to review vocabulary.

Learning Agenda:

  1. Do Now: Main Idea/Summarizing – IP
  2. Non-Fiction vocabulary notes – DI, IP, GP
    • 936 – Text Analysis Workshop: Argument &Persuasion -GP
    • Vocabulary Notes, using Quizlet flash cards – DI, IP
  3. Lesson Closure: Non-Fiction video review
  4. Launch with Affirmations

Differentiation: video/visual review

Key Vocabulary: informational text, nonfiction, article, argument, argumentative, claim, detail, excerpt, heading, subheading, dictionary, dictionary entry, author’s purpose, technique, evidence, support, introduction, source, research, written report

Homework:
Reading Log- Two entries due by Friday.
Vocabulary Review- review vocabulary online (Quizlet)

 


 

ELA 6 Lesson Plan (Ward)

Date: Wednesday, November 2

CCSS:
RI 7 – Integrate information presented in different media or formats to develop a coherent understanding of a topic

RI 8 – Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not

I Can… read and comprehend argumentative texts.

Bloom’s Level of Rigor

  • Remember
  • Understand
  • Apply
  • Evaluate
  • Analyze

Key Questions: What are the parts of an argument?

Assessment of Learning: Close Read responses; claim statements

Learning Agenda:

  1. Do Now: Identify the Argument/Claim and at least 1 support –BB/H, IP
  2. Finish Vocabulary Notes – DI, IP
  3. Page 937 – Parts of an Argument – GP
    • “Power in Numbers” Reading and Responding
      with Close Read questions
  4. Lesson Closure: What Do You Think? (In notebooks or on a half-sheet/sticky note) – IP
    • Write a statement about something you believe should change (your claim).
  5. Launch with Affirmations

Differentiation: turn-and-talk, exit slip

Key Vocabulary: Claim, argument, supporting details, reasons, evidence

Homework:
Reading Log- Two entries due by Friday.
Vocabulary Review- review vocabulary online (Quizlet)

 


 

ELA 6 Lesson Plan (Ward)

Date: Thursday, November 3

CCSS:
RI 7 – Integrate information presented in different media or formats to develop a coherent understanding of a topic

RI 8 – Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not

I Can… identify and analyze persuasive writing techniques.

Bloom’s Level of Rigor

  • Remember
  • Understand
  • Apply
  • Evaluate
  • Analyze

Key Question: How do authors use Persuasive writing techniques to build an argument?

Assessment of Learning: responses to close read questions

Learning Agenda:

  1. Do Now: Academic Vocabulary Check – BB/H, IP
  2. Page 938 – The Power of Persuasion –GP
    • Scholars work in pairs to read pg. 938, and complete the note-taking activity.
  3. Page 939 – Persuasion in Writing – GP, IP
    • Read “A Recipe for Disaster”
    • Answer Close Read
  4. Launch with Affirmations

Differentiation: partner work and whole-class discussion, note-taking guidance/scaffolding

Key Vocabulary: persuasion, argument, claim, appeal by association, emotional appeal, loaded language, editorial

Homework:
Reading Log- Two entries due tomorrow.
Vocabulary Review- review vocabulary online (Quizlet)

 


 

ELA 6 Lesson Plan (Ward)

Date: Friday, November 4

CCSS:
RI 8 – Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not

I Can… effectively analyze persuasive texts.

Bloom’s Level of Rigor

  • Remember
  • Understand
  • Apply
  • Evaluate
  • Analyze

Key Questions: What are the parts of a persuasive argument?  How do authors use persuasive writing techniques to build an argument?

Assessment of Learning: close read responses, pg. 940

Learning Agenda:

  1. Do Now: Content Vocabulary Preview (pg. 940) – GP
    (affectionate, misperception, determination, accordingly, temperament)
  2. Reading and Responding, pg 940 –GP
    • Scholars work in pairs to read “Dangerous Threat? No – Loving Pet!”
    • Scholars respond to Close Read questions 1 – 5
  3. Lesson Closure: Share out responses –GP
  4. Launch with Affirmations

Differentiation: partner work, with share-out

Key Vocabulary: claim, persuasive technique, evidence, editorial

Homework:
Vocabulary Review- review vocabulary online (Quizlet)

 


 

ELA 6 Lesson Plan (Ward)

Date: Monday, November 7

CCSS:
RI 8 – Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not

I Can… effectively analyze persuasive texts.

Bloom’s Level of Rigor

  • Remember
  • Understand
  • Apply
  • Evaluate
  • Analyze

Key Questions: What are the parts of a persuasive argument?  How do authors use persuasive writing techniques to build an argument?

Assessment of Learning: close read responses, pg. 941

Learning Agenda:

  1. Do Now: Good News / Free Write – IP
    • Volunteers share Good News – GP
  2. Reading and Responding, pg 941 – GP
    • Scholars work in pairs to read “Is This the Kind of Dog…”
    • Scholars respond to Close Read questions 1 – 5
  3. Lesson Closure: Share out responses –GP
  4. Launch with Affirmations

Differentiation: partner work, with share-out

Key Vocabulary: claim, persuasive technique, evidence, editorial

Homework:
Reading Log – 2 entries due by Friday
Vocabulary Review- review vocabulary online (Quizlet)


 

Click here to view this week’s plans as a pdf document.

Week of October 24

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


ELA 6 Lesson Plan (Ward)

Date: Monday, October 24

CCSS:
CCSS.ELA-LITERACY.RL.6.3
Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

CCSS.ELA-LITERACY.RL.6.5
Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

I Can…comprehend, identify, and analyze plot elements in a short story.

Bloom’s Level of Rigor

  • Remember
  • Understand
  • Apply
  • Analyze
  • Create

Key Questions: How does an author build a story?

Assessment of Learning: Scholars create a plot map/diagram to demonstrate comprehension of plot elements in the story, “Shame”.

Learning Agenda:

  1. Do Now: Plot Elements Review –IP
  2. Scholar Success Expectations (Quick Review) – DI
    • Scholars follow along with their own notes.
    • Q&A Discussion
    • Review Social Contract (new scholars sign using sticky notes)
  3. Plot Analysis – GP
    • Work with a partner to complete a plot map/diagram.
    • Use the story, “Shame” as a reference.
  4. Lesson Closure: Exit Slip – Author’s Purpose (Google Classroom) –IP
  5. Launch with Affirmations

Differentiation: pair-work, quick-shot choice, exit slip

Key Vocabulary: plot, exposition, rising action, climax, falling action, resolution, author’s purpose

Homework: Reading Log.  At least 15 minutes of reading, with gist summary (2 entries due by Friday).

 


 

ELA 6 Lesson Plan (Ward)

Date: Tuesday, October 25

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.RL.6.3
Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
I Can…identify and explain conflict, rising action, and author’s purpose.

Bloom’s Level of Rigor

  • Remember
  • Understand
  • Apply
  • Evaluate
  • Analyze

Key Questions: How does an author build a story?

Assessment of Learning: Scholars analyze the text to identify and explain conflict, rising action, and author’s purpose (Target Tabs).

Learning Agenda:

  1. Do Now: Grammar QuickShot –IP
  2. Thinking Through The Story (Target Tabs) –GP, IP
    • Gist summary
    • Central Conflict and Evidence
    • Rising Action and Evidence
    • Author’s Purpose
    • Text-to-Self Connection
  3. Lesson Closure: Accountable Talk Discussion
  4. Launch with Affirmations

Differentiation: Target Tabs, QuickShot Choice, Pair/Share

Key Vocabulary: gist summary, plot, central conflict, rising action, author’s purpose, evidence, character traits, resolution, theme

Homework:
Reading Log- Two entries due by Friday.
Vocabulary Review- review plot elements vocabulary at https://quizlet.com/_2n24tj


 

ELA 6 Lesson Plan (Ward)

Date: Wednesday, October 26

CCSS:
CCSS.ELA-LITERACY.RL.6.3
Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

I Can…comprehend a story and identify/describe plot elements.

Bloom’s Level of Rigor

  • Remember
  • Understand
  • Apply
  • Analyze

Key Questions:  How does an author build a short story?

Assessment of Learning: “Shame” Plot Elements and Word Study

Learning Agenda:

  1. Do Now: Context Clues
  2. “Shame” Plot Elements and Word Study
    • Scholars review plot elements and vocabulary skills within the context of the story, “Shame”.
  3. Lesson Closure: Whole-class review
  4. Launch with Affirmations

Key Vocabulary: context clues, plot, exposition, rising action, climax, falling action, resolution

Homework:
Reading Log- Two entries due by Friday.
Vocabulary Review- review plot elements vocabulary at https://quizlet.com/_2n24tj


 

ELA 6 Lesson Plan (Ward)

Date: Thursday, October 27

CCSS:
CCSS.ELA-LITERACY.RI.6.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

I Can…learn and comprehend new academic vocabulary.

Bloom’s Level of Rigor

  • Remember
  • Understand

Key Questions: What are the key elements of nonfiction?

Assessment of Learning: Scholars take notes to review vocabulary.

Learning Agenda:

  1. Do Now: Nonfiction Pre-Quiz
  2. Non-Fiction vocabulary notes
  3. Lesson Closure: Non-Fiction video review
  4. Launch with Affirmations

Differentiation: pre-assessment, video/visual review

Key Vocabulary: informational text, nonfiction, article, argument, argumentative, claim, detail, excerpt, heading, subheading, dictionary, dictionary entry, author’s purpose, technique, evidence, support, introduction, source, research, written report

Homework:
Reading Log- Two entries due by Friday.
Vocabulary Review- review vocabulary online (Quizlet)


 

ELA 6 Lesson Plan (Ward)

Date: Friday, October 28

CCSS:
CCSS.ELA-LITERACY.RI.6.10
By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

I Can… use highlighting while reading to increase comprehension.

Bloom’s Level of Rigor

  • Remember
  • Understand
  • Apply
  • Analyze

Key Questions: How do we closely read informational texts?

Assessment of Learning: Prairie Ecology Comprehension Questions and highlighting

Learning Agenda:

  1. Do Now: Good News
  2. Prairie Ecology – Guided Highlighted Reading
    • Scholars follow prompts to highlight key information, with a focus on author’s craft and author’s purpose.
  3. Prairie Ecology – Comprehension Questions
  4. Lesson Closure: Nonfiction Terms Quick Review
  5. Launch with Affirmations

Differentiation: whole-class quick review

Key Vocabulary: informational text, nonfiction, article, claim, detail, heading, subheading, author’s purpose, evidence, support, introduction, source


 

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

“Shame” by Dick Gregory

Scholars are reading and discussing this dynamic literary piece in English Language Arts (ELA) class this week.  I am posting it here, because several scholars have asked for a copy of the story.

Click here to access the story in a PDF format:  shame-story

Shame
by Dick Gregory

I never learned hate at home, or shame. I had to go to school for that. I was about seven years old when I got my first big lesson. I was in love with a little girl named Helene Tucker, a light-complexioned little girl with pigtails and nice manners. She was always clean and she was smart in school. I think I went to school then mostly to look at her. I brushed my hair and even got me a little old handkerchief. It was a lady’s handkerchief, but I didn’t want Helene to see me wipe my nose on my hand.

The pipes were frozen again, there was no water in the house, but I washed my socks and shirt every night. I’d get a pot, and go over to Mister Ben’s grocery store, and stick my pot down into his soda machine and scoop out some chopped ice. By evening the ice melted to water for washing. I got sick a lot that winter because the fire would go out at night before the clothes were dry. In the morning I’d put them on, wet or dry, because they were the only clothes I had.

Everybody’s got a Helene Tucker, a symbol of everything you want. I loved her for her goodness, her cleanness, her popularity. She’d walk down my street and my brothers and sisters would yell, “Here comes Helene,” and I’d rub my tennis sneakers on the back of my pants and wish my hair wasn’t so nappy and the white folks’ shirt fit me better. I’d run out on the street. If I knew my place and didn’t come too close, she’d wink at me and say hello. That was a good feeling. Sometimes I’d follow her all the way home, and shovel the snow off her walk and try to make friends with her momma and her aunts. I’d drop money on her stoop late at night on my way back from shining shoes in the taverns. And she had a daddy, and he had a good job. He was a paperhanger.

I guess I would have gotten over Helene by summertime, but something happened in that classroom that made her face hang in front of me for the next twenty-two years. When I played the drums in high school, it was for Helene, and when I broke track records in college, it was for Helene, and when I started standing behind microphones and heard applause, I wished Helene could hear it too. It wasn’t until I was twenty-nine years old and married and making money that I finally got her out of my system. Helene was sitting in that classroom when I learned to be ashamed of myself.

It was on a Thursday. I was sitting in the back of the room, in a seat with a chalk circle drawn around it. The idiot’s seat, the troublemaker’s seat.

The teacher thought I was stupid. Couldn’t spell, couldn’t read, couldn’t do arithmetic. Just stupid. Teachers were never interested in finding out that you couldn’t concentrate because you were so hungry, because you hadn’t had any breakfast. All you could think about was noontime; would it ever come? Maybe you could sneak into the cloakroom and steal a bite of some kid’s lunch out of a coat pocket. A bite of something. Paste. You can’t really make a meal of paste, or put it on bread for a sandwich, but sometimes I’d scoop a few spoonfuls out of the big paste jar in the back of the room. Pregnant people get strange tastes. I was pregnant with poverty. Pregnant with dirt and pregnant with smells that made people turn away. Pregnant with cold and pregnant with shoes that were never bought for me. Pregnant with five other people in my bed and no daddy in the next room, and pregnant with hunger. Paste doesn’t taste too bad when you’re hungry.

The teacher thought I was a troublemaker. All she saw from the front of the room was a little black boy who squirmed in his idiot’s seat and made noises and poked the kids around him. I guess she couldn’t see a kid who made noises because he wanted someone to know he was there.

It was on a Thursday, the day before the Negro payday. The eagle always flew on Friday. The teacher was asking each student how much his father would give to the Community Chest. On Friday night, each kid would get the money from his father, and on Monday he would bring it to the school. I decided I was going to buy a daddy right then. I had money in my pocket from shining shoes and selling papers, and whatever Helene Tucker pledged for her daddy I was going to top it. And I’d hand the money right in. I wasn’t going to wait until Monday to buy me a daddy.

I was shaking, scared to death. The teacher opened her book and started calling out names alphabetically: “Helene Tucker?” “My Daddy said he’d give two dollars and fifty cents.” “That’s very nice, Helene. Very, very nice indeed.”

That made me feel pretty good. It wouldn’t take too much to top that. I had almost three dollars in dimes and quarters in my pocket. I stuck my hand in my pocket and held on to the money, waiting for her to call my name. But the teacher closed her book after she called everybody else in the class.

I stood up and raised my hand. “What is it now?” “You forgot me?” She turned toward the blackboard. “I don’t have time to be playing with you, Richard.”

“My daddy said he’d…” “Sit down, Richard, you’re disturbing the class.” “My daddy said he’d give…fifteen dollars.”

She turned around and looked mad. “We are collecting this money for you and your kind, Richard Gregory. If your daddy can give fifteen dollars you have no business being on relief.”

“I got it right now, I got it right now, my Daddy gave it to me to turn in today, my daddy said. ..”

“And furthermore,” she said, looking right at me, her nostrils getting big and her lips getting thin and her eyes opening wide, “We know you don’t have a daddy.”

Helene Tucker turned around, her eyes full of tears. She felt sorry for me. Then I couldn’t see her too well because I was crying, too.

“Sit down, Richard.” And I always thought the teacher kind of liked me. She always picked me to wash the blackboard on Friday, after school. That was a big thrill; it made me feel important. If I didn’t wash it, come Monday the school might not function right.

“Where are you going, Richard! ”

I walked out of school that day, and for a long time I didn’t go back very often.

There was shame there. Now there was shame everywhere. It seemed like the whole world had been inside that classroom, everyone had heard what the teacher had said, everyone had turned around and felt sorry for me. There was shame in going to the Worthy Boys Annual Christmas Dinner for you and your kind, because everybody knew what a worthy boy was. Why couldn’t they just call it the Boys Annual Dinner-why’d they have to give it a name? There was shame in wearing the brown and orange and white plaid mackinaw’ the welfare gave to three thousand boys. Why’d it have to be the same for everybody so when you walked down the street the people could see you were on relief? It was a nice warm mackinaw and it had a hood, and my momma beat me and called me a little rat when she found out I stuffed it in the bottom of a pail full of garbage way over on Cottage Street. There was shame in running over to Mister Ben’s at the end of the day and asking for his rotten peaches, there was shame in asking Mrs. Simmons for a spoonful of sugar, there was shame in running out to meet the relief truck. I hated that truck, full of food for you and your kind. I ran into the house and hid when it came. And then I started to sneak through alleys, to take the long way home so the people going into White’s Eat Shop wouldn’t see me. Yeah, the whole world heard the teacher that day-we all know you don’t have a Daddy.


Week of October 17

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


ELA 6 Lesson Plan (Ward)

Date: Monday, October 17

CCSS:
CCSS.ELA-LITERACY.L.6.6
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

I Can…learn and comprehend grade level academic vocabulary.

Bloom’s Level of Rigor: Understand

Key Questions: How can we learn and use appropriate academic vocabulary in ELA class?

Assessment of Learning: scholars have recorded academic vocabulary in composition books

Learning Agenda:

  1. Do Now: Prepare your new class notebook -GP
  2. Notebook Expectations (notes) -GP
  3. Academic Vocabulary (notes) -GP
  4. Lesson Closure: Plot Elements (5 Things) video
  5. Launch with Affirmations

Differentiation: video, presentation with images

Key Vocabulary: plot, central conflict, internal conflict, external conflict, rising action, author’s purpose

Homework: Review vocabulary at https://quizlet.com/_2n24tj

 


 

ELA 6 Lesson Plan (Ward)

Date: Tuesday, October 18

CCSS:
CCSS.ELA-LITERACY.RL.6.10
By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

I Can…monitor my reading to increase comprehension.

Bloom’s Level of Rigor

  • Remember
  • Understand
  • Analyze

Key Questions: How do we read to comprehend?

Assessment of Learning: scholars have a general comprehension of the story’s plot.

Learning Agenda:

  1. Do Now: “Shame” Quick Write –BB/H, IP
  2. Pair Share with a partner –GP
  3. Whole Class Discussion –GP
    • What is shame?
    • What does it feel like to be ashamed?
  4. Reading: “Shame” by Richard Gregory –GP, IP
    • Monitoring: scholars record notes and questions using a T-chart
    • Pair/Share Notes
  5. Lesson Closure: Whole Class Discussion of Notes/Questions
  6. Launch with Affirmations

Differentiation: pair/share

Key Vocabulary: shame, author, autobiography, plot

Homework: Reading Log

 


 

ELA 6 Lesson Plan (Ward)

Date: Wednesday, October 19

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.RL.6.3
Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

I Can…describe how the main character changes throughout the plot.

Bloom’s Level of Rigor

  • Remember
  • Understand
  • Apply
  • Analyze

Key Questions: How does the author develop characters throughout the story?

Assessment of Learning: scholars write a constructed response, describing how the main character changes as the plot unfolds.

Learning Agenda:

  1. Do Now: Write a gist summary of the story “Shame”
    -Using Google Classroom
  2. Read and respond to two scholars’ responses.
  3. Constructed Response (Google Classroom)
    Explain how Richard’s character changes as the plot unfolds.
  4. Lesson Closure: whole-class discussion to review responses
  5. Launch with Affirmations

Differentiation: google classroom (technology), publishing and sharing, whole-class review

Key Vocabulary: plot, gist summary, main character, author

Homework: review unit vocabulary at https://quizlet.com/_2n24tj

 


 

ELA 6 Lesson Plan (Ward)

Date: Thursday, October 20

CCSS:
CCSS.ELA-LITERACY.RL.6.3
Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

CCSS.ELA-LITERACY.RL.6.5
Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

I Can…comprehend, identify, and analyze plot elements in a short story.

Bloom’s Level of Rigor

  • Remember
  • Understand
  • Apply
  • Analyze
  • Create

Key Questions: How does an author build a story?

Assessment of Learning: Scholars create a plot map/diagram to demonstrate comprehension of plot elements in the story, “Shame”.

Learning Agenda:

  1. Do Now: Grammar QuickShot –IP
  2. Plot Analysis – GP
    • Work with a partner to complete a plot map/diagram.
    • Use the story, “Shame” as a reference.
  3. Lesson Closure: Exit Slip – Author’s Purpose (Google Classroom) –IP
  4. Launch with Affirmations

Differentiation: pair-work, quick-shot choice, technology exit slip

Key Vocabulary: plot, exposition, rising action, climax, falling action, resolution, author’s purpose

Homework: Reading Log

 


 

ELA 6 Lesson Plan (Ward)

Date: Friday, October 21

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.RL.6.3
Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
I Can…identify and explain conflict, rising action, and author’s purpose.

Bloom’s Level of Rigor

  • Remember
  • Understand
  • Apply
  • Evaluate
  • Analyze

Key Questions: How does an author build a story?

Assessment of Learning: Scholars analyze the text to identify and explain conflict, rising action, and author’s purpose (Target Tabs).

Learning Agenda:

  1. Do Now: Grammar QuickShot –IP
  2. Thinking Through The Story (Target Tabs) –GP, IP
    • Gist summary
    • Central Conflict and Evidence
    • Rising Action and Evidence
    • Author’s Purpose
    • Text-to-Self Connection
  3. Lesson Closure: Accountable Talk Discussion
  4. Launch with Affirmations

Differentiation: Target Tabs, QuickShot Choice, Pair/Share

Key Vocabulary: gist summary, plot, central conflict, rising action, author’s purpose, evidence, character traits, resolution, theme

Homework: review plot elements vocabulary at https://quizlet.com/_2n24tj


 

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

VocabularySpellingCity!!

I am happy to announce a new online resource that will help scholars with learning and reviewing academic vocabulary and spelling.

vocabularyspellingcity

Please use this great resource to help with studying/reviewing our spelling words. VocabularySpellingCity makes learning our word lists fun and easy.

Scholars will use the same list for two weeks, and then begin working with a new list. This is a part of our efforts in intervention classes, to assist scholars with success in spelling as well as grade level skills and vocabulary. Though spelling is primarily a focus in intervention class, all scholars can benefit from this type of spelling practice at home. However, only scholars who are enrolled in my intervention classes will have a spelling test every other week.

Please let me know if you have any questions about VocabularySpellingCity, intervention class, or any other class-related questions.

Ms. Ward’s VocabularySpellingCity homepage:

https://www.spellingcity.com/MsWard77/

Week of October 10

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


ELA 6 Lesson Plan (Ward)

Date: Monday, October 10

CCSS: RL 1, RL 3, RL 5, L 1

I Can… comprehend a short story, and identify plot elements.

Bloom’s Level of Rigor

  • Remember
  • Understand
  • Apply
  • Analyze

Key Questions: How do you build a story?

Assessment of Learning: “After Reading” activities for comprehension, vocabulary review, and plot analysis

Learning Agenda:

  1. “Do Now”: Conflict/Resolution –BB/H, IP
    What was the main conflict in “The School Play”? How was the conflict resolved?
  2. “After Reading” Activities –GP, IP
    • Reflection and Comprehension (pg 43)
    • Target Tabs – Plot Review and Comprehension Questions
  1. Lesson Closure: Fist to Five – comprehension/comfort level
  2. Launch with Affirmations

Differentiation: various groupings, friendly fist-to-five

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

Homework: review unit vocabulary (quiz this week)

 


 

ELA 6 Lesson Plan (Ward)

Date: Tuesday, October 11

CCSS: RL 1, RL 3, RL 5

I Can… comprehend a short story, and identify plot elements.

Bloom’s Level of Rigor

  • Remember
  • Understand
  • Apply
  • Analyze

Key Questions: How do you build a story?

Assessment of Learning: “After Reading” activities for comprehension, vocabulary review, and plot analysis

Learning Agenda:

  1. Do Now: Google Classroom / Quiet Reading
  2. “After Reading” Activities –GP, IP
    • Reflection and Comprehension (pg 43)
    • Target Tabs – Plot Review and Comprehension Questions
  1. Lesson Closure: Fist to Five – comprehension/comfort level
  2. Launch with Affirmations

Differentiation: various groupings, friendly fist-to-five

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

Homework: review unit vocabulary (quiz this week)

 


 

ELA 6 Lesson Plan (Ward)

Date: Wednesday, October 12

CCSS: RL 1, RL 3, RL 5

I Can… analyze the text, and identify plot elements.

Bloom’s Level of Rigor

  • Remember
  • Understand
  • Apply
  • Analyze
  • Create

Key Questions: How do we analyze the plot of a short story?

Assessment of Learning: scholars successfully create a plot map diagram of our story.

Learning Agenda:

  1. Do Now: Follow the 5-in-10, then Read Quietly. -IP
  2. Reading: Finish Reading “The School Play” – IP
  3. Finish Questions from Page 43 (use Target Tabs) – IP, GP
  4. Analyze the story, creating a plot map – GP
  5. Launch with Affirmations

Differentiation: various groupings, friendly fist-to-five

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

Homework: review unit vocabulary (quiz this week)

 


 

ELA 6 Lesson Plan (Ward)

Date: Thursday, October 13

CCSS: L 1, W 2

I Can…comprehend vocabulary, using context clues.
I Can… properly format a complete sentence.

Bloom’s Level of Rigor

  • Remember
  • Understand
  • Apply
  • Analyze

Key Questions: How do we use context clues to help us understand the meaning of unfamiliar words? How do we create a complete sentence?

Assessment of Learning: Scholars identify correct meaning of terms and write complete sentences.

Learning Agenda:

  1. “Do Now”: Sentence Fix
  2. Vocabulary in Context / Target Tabs (pg 44: #1-4) – GP
  3. Grammar in Context (Sentence Fragments) – pg. 45 –GP
    definition of Sentence, Fragment in Target Tabs
  4. Lesson Closure: Turn in completed Target Tabs – Quiz Reminder for Friday
  5. Launch with Affirmations

Differentiation: music and video, various groupings

Key Vocabulary: narrative, prop, relentless, smirk, plot elements, subject, predicate

Homework: review for this week’s quiz

 


 

ELA 6 Lesson Plan (Ward)

Date: Friday, October 14

CCSS: RL 1, RL 3, RL 5

I Can… analyze the text, and identify plot elements.

Bloom’s Level of Rigor

  • Remember
  • Understand
  • Apply
  • Analyze

Key Questions: How do you build a story?

Assessment of Learning: Plot Elements Quiz

Learning Agenda:

  1. Do Now: Plot Elements Review w/ Video “5 Things”
  2. Review Games and Activities – GP
    • Create flash cards and/or foldables
    • Create a plot map diagram
    • Play a game of plot elements BINGO
  3. Lesson Closure: Quiz – Plot Elements in “The School Play” – IP
  4. Launch with Affirmations

Differentiation: review games, music video, formative assessment

Key Vocabulary: plot, character, conflict, theme, setting, exposition, rising action, climax, falling action, resolution

 


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

Week of October 3

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


ELA 6 Lesson Plan (Ward)

Date: Monday, October 3

CCSS: RL 3, RL 5

I can…  identify and describe the main plot elements.

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 News (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: review unit vocabulary

 


 

ELA 6 Lesson Plan (Ward)

Date: Tuesday, October 4

CCSS: RL 1, RL 5

I can … analyze the text, and identify plot elements.

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

 

Differentiation: pair/share, annotation/notes, exit slip

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

Homework: Reading Log – read at least 15 minutes and complete reading log

 


 

ELA 6 Lesson Plan (Ward)

Date: Wednesday, October 5

CCSS:  RL 1, RL 3, RL 5

I can…comprehend a short story, and identify plot elements.

Bloom’s Level of Rigor

  • Remember
  • Understand
  • Apply
  • Analyze

Key Questions: How do you build a story?

Assessment of Learning:

  • Scholars successfully identify all key plot elements in the story.
  • Scholars demonstrate comprehension of the story.

Learning Agenda:

  1. “Do Now”: Preview Vocabulary / Predict the Conflict –BB/H, IP
    What do you think the main conflict will be in “The School Play”?
  2. Reading: “The School Play” (pgs 36 – 42) – GP
    • Scholars monitor comprehension with guiding questions.
    • Scholars analyze plot elements with guiding questions.
    • Scholars utilize double-entry notes (questions and answers) while reading.
  3. Lesson Closure: Exit Slip – Write a short summary or review of the story. –IP
  4. Launch with Affirmations

Differentiation: annotation/notes, exit slip

Key Vocabulary: analysis, plot, conflict, setting, exposition, rising action, climax, falling action, resolution, (prop, smirk, relentless, narrative)

 


 

ELA 6 Lesson Plan (Ward)

Date: Thursday, October 6

CCSS: RL 1, RL 3, RL 5, L 1

I Can… comprehend a short story, and identify plot elements.

Bloom’s Level of Rigor

  • Remember
  • Understand
  • Apply
  • Analyze

Key Questions: How do you build a story?

Assessment of Learning: “After Reading” activities for comprehension, vocabulary review, and plot anaylsis

Learning Agenda:

  1. “Do Now”: Conflict/Resolution –BB/H, IP
    What was the main conflict in “The School Play”? How was the conflict resolved?
  2. “After Reading” Activities –GP, IP
    • Reflection and Comprehension (pg 43)
    • Vocabulary in Context (pg 44: #1-4)
    • Language: Grammar in Context (Sentence Fragments) – pg. 45
  3. Lesson Closure: Fist to Five – comprehension/comfort level
  4. Launch with Affirmations

Differentiation: various groupings, friendly fist-to-five

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

Homework: review unit vocabulary (quiz tomorrow)

 


 

ELA 6 Lesson Plan (Ward)

Date: Friday, October 7

CCSS: RL 1, RL 3, RL 5

I Can… analyze the text, and identify plot elements.

Bloom’s Level of Rigor

  • Remember
  • Understand
  • Apply

Key Questions: How do you build a story?

Assessment of Learning: Plot Elements Quiz

Learning Agenda:

  1. “Do Now”: Quiz – plot elements in “The School Play” –IP
  2. Review Games and Activities – GP
    • Create flash cards and/or foldables
    • Create a plot map diagram
    • Play a game of plot elements BINGO
  3. Lesson Closure: Exit Slip – fill in the mini plot map –IP
  4. Launch with Affirmations

Differentiation: various groupings, review games, formative assessment

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


 

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