ELA Plans – Week of March 6

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


ELA Weekly Agenda – Week of March 6, 2017

This week, we will complete the Unit 3 Review / Assessment Practice.
Next, we will check progress with Interim 3, and then begin a unit on Research Strategies.


CCSS:
RL.6.2: Determine a theme or central idea of a text and how it is conveyed through particular details; provide a   summary of the text distinct from personal opinions or judgments.

L.6.3a: Vary sentence patterns for meaning, reader/listener interest, and style.

L.6.4:  Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.



Monday:

  • Unit 3 Review – Reading 1 – “The Wolf and the House Dog” (pg. 426)
    with multiple choice questions #s 1-7 (pg. 428, 429)


Tuesday
:

  • Unit 3 Review – Reading 2 – “Your World” (pg. 427)
    with multiple choice questions #s 8-12 (pg. 429)
  • Homework: Reading Log (read 15-20 minutes, and complete one reading log)


Wednesday
:

  • Cross-text and Written Response– Reading 1 and Reading 2 (pgs. 426 / 427)
    with multiple choice and constructed response questions #s 13-15 (pg. 429)


Thursday
:

  • Vocabulary / Context Clues – page 430
  • Revising and Editing – page 431
  • Homework: Reading Log (read 15-20 minutes, and complete one reading log)


Friday
:

  • Review Game (Jeopardy or Kahoot)


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

Week of January 9

Weekly Overview:

This week, scholars continue building understanding of Biographies and Autobiographies.

Through a Text Analysis Workshop, we will read, discuss, and write about various forms of non-fiction, including: memoir, personal narrative, autobiography, and biography.


Common Core:

RI 4: Determine the meaning of words and phrases as they are used in a text, including figurative language
RI 6: Determine an author’s point of view in a text
RI 9: Compare and contrast one author’s presentation of events with that of another


Weekly Plans:

Monday, January 9:

  • DO NOW: Vocabulary Notes
  • Scholars read and analyze a model memoir text: “from No Pretty Pictures: A Child of War” (pg 803)

Tuesday, January 10:

  • Learn and Review: Literary Language and Devices in Nonfiction Narratives (pg 804)
    Use Note Taking Worksheet Part 2

    • Imagery – language that appeals to our senses
    • Figurative Language –makes an imaginative comparison; not meant to be taken literally
    • Simile – compares two unlike things using ‘like’ or ‘as’ in comparing
    • Metaphor – directly compares two things without a comparison word
    • Tone – the writer’s attitude, or how the author feels about the subject or topic


Wednesday, January 11:

  • Reading to comprehend and analyze biographies and autobiographies…
  • Reading to identify and describe author’s purpose
  • Interactive Readers: “Over the Top of the World”
    • IR:    pgs. 290-295
    • AIR: pgs. 282-287
    • ELL: pgs. 314-321


Thursday, January 12:

  • Reading to comprehend and analyze biographies and autobiographies..
  • Reading to identify and describe author’s purpose
  • Interactive Readers: “Up and Over the Top”
    • IR:    pgs. 296-301
    • AIR: pgs. 288-291
    • ELL: pgs. 322-325


Friday, January 13:

  • Practicing Skills in reading comprehension, identifying author’s purpose, and using academic vocabulary:
  • Interactive Readers: “Over the Top of the World” / “Up and Over the Top”
    • IR:    pgs. 296-301
    • AIR: pgs. 292-293
    • ELL: pgs. 326-327


This Week’s Homework:  Review Vocabulary (Unit 2 and Unit 7)
Quizlet:  Unit 2  Unit 7  

Week of January 3

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


Weekly Overview:

This week, scholars launch into a unit focused on understanding Biographies and Autobiographies.

Through a Text Analysis Workshop, we will read, discuss, and write about various forms of non-fiction, including: memoir, personal narrative, autobiography, and biography.

This week (on Wednesday, Jan 4), scholars also have an opportunity to participate in an AIMSweb assessment. More details, below.


Common Core:

RI 4: Determine the meaning of words and phrases as they are used in a text, including figurative language
RI 6: Determine an author’s point of view in a text
RI 9: Compare and contrast one author’s presentation of events with that of another


Weekly Plans:

Tuesday, January 3:

  • DO NOW: Academic Vocabulary Worksheet
    Key Academic Vocabulary: achieve, characteristics, obvious, appreciate, conclude
  • Larger Than Life (pg 800)
    Introduction to Unit 7 – Life Stories
  • Preview Unit Goals (pg 801)
    Goal Areas Include: text analysis, reading, writing and language, content vocabulary, academic vocabulary
  • Begin Text Analysis Workshop, (pg 802) – Use Note Taking Worksheet Part 1
    Characteristics of memoirs, personal narratives, autobiographies, and biographies


Wednesday, January 4:

  • AIMSweb Testing for all scholars in 6th ELA Today
    This is a web-based (online) Academic Improvement Measurement System

    • AIMSweb gives educators the insights they need to help students learn
    • AIMSweb helps us identify areas of needed improvement, monitor progress, and set goals


Thursday, January 5:

  • Scholars read and analyze a model biography text: “from J.K. Rowling” (pg 803)
  • Scholars read and analyze a model memoir text: “from No Pretty Pictures: A Child of War” (pg 803)


Friday, January 6:

  • Learn and Review: Literary Language and Devices in Nonfiction Narratives (pg 804)
    Use Note Taking Worksheet Part 2

    • Imagery – language that appeals to our senses
    • Figurative Language –makes an imaginative comparison; not meant to be taken literally
    • Simile – compares two unlike things using ‘like’ or ‘as’ in comparing
    • Metaphor – directly compares two things without a comparison word
    • Tone – the writer’s attitude, or how the author feels about the subject or topic


This Week’s Homework:  Review Vocabulary (Unit 2 and Unit 7)


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

Week of December 19

This Week in ELA 6

This week, scholars will further their knowledge of character traits, and use what they have learned to write a character analysis essay.  Scholars will also review previous work to improve understanding of key skills, concepts and strategies.  Following the review, scholars will  have an opportunity to make revisions (or changes), to demonstrate new understanding.

Click here to download this week’s plans in pdf format, or read on to view the plans, here.


Common Core State Standards:

RL 6. 1 (Cite textual evidence to support analysis … as well as inferences drawn from the text)  

W 6.4 (Clear and coherent writing where the development, organization, and style are appropriate to the task, purpose, and audience)   

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)


Weekly Plans:

Dec. 19 – Monday:

  1. Do Now: Character Traits Review
    • What are character traits?
    • What character traits best describe your best friend, sibling, or parent?
  2. Each scholar receives a copy of the Character Traits resource handout
  3. Whole class instruction on writing a character analysis essay
  4. Scholars write their own character analysis essays (Character Analysis Essay)

 

Dec. 20 – Tuesday:

  1. Do Now: Good News / Free Write
  2. Scholars have an opportunity to:
  • Improve their work from last week (Reading Check or Text Analysis)
  • Complete either of the past two homework assignments (if not already completed)
  • Work on an item from the “May Do” Choice Board
  • Continue work on Character Analysis Essay

 

Dec. 21 – Wednesday:

  1. Do Now: Plot Elements Video (5 things)
  2. Review plot elements and gist summary
  3. Watch a holiday TV show
  4. Complete a gist summary and plot tree map (gist-organizer , plot-tree-map)


No Homework This Week!  Enjoy a restful winter break!!


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

 

Week of December 12

This Week in 6th ELA

Text: “President Cleveland, Where Are You?” (textbook, pg. 234 – 246)

Scholars read to comprehend and analyze a text, paying special attention to how authors use the written word to communicate to readers about character traits and plot development.  Our key areas of focus are: vocabulary acquisition (using context clues to understand the meaning of new words), plot development (how an author uses a series of events to move a story along), and understanding how cultural and historical settings can have an impact on a story.

Please read on to review this week’s common core state standards and each day’s lesson plan for learning and instruction.

You may also click here to download this week’s lessons in pdf format.


Common Core State Standards:

RL 5 – Analyze how a particular sentence fits into the structure of a text and contributes to the development of the setting

L 4a – Use context as a clue to the meaning of a word or phrase

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.

RL.6.1 – Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

W 4 – Produce clear and coherent writing appropriate to the task, purpose, and audience



ELA 6 Lesson Plan (Ward)

Date: Monday, December 12

I can cite evidence to support analysis and inferences.
I can use context clues to help me understand new vocabulary.

Bloom’s Level of Rigor

  • Remember
  • Understand
  • Apply
  • Analyze

Learning Agenda:

  1. Do Now: Quickwrite – What would you do for your family? (pg 234)
  2. Vocabulary Study
    • Scholars preview the selection vocabulary
    • allot, skirmish, contempt, obsess, incredulous, divulge, stalemate
  3. Set a purpose for reading (modified from pg 85 Resource Manager)
    • Create a Character Analysis Chart
    • Analyze character traits, conflicts, and choices while reading
  4. Reading and Responding
    • Reading “President Cleveland, Where Are You?” (pg 236 – 238)
    • Complete ‘Reading Check’ worksheet, to monitor comprehension
    • Fill in Character Analysis Chart, while reading
  5. Discussion:
    • Cultural and Historical Setting
    • Plot Elements
  6. Tidy Up / Put Away Books and Materials
  7. Launch with Affirmations

Key Vocabulary: analyze, infer, character traits, allot, skirmish


 

ELA 6 Lesson Plan (Ward)

Date: Tuesday, December 13

I can cite evidence to support analysis and inferences.
I can use context clues to help me understand new vocabulary.

Bloom’s Level of Rigor

  • Remember
  • Understand
  • Apply
  • Analyze

Learning Agenda:                        

  1. Do Now: Vocabulary Notes (in notebooks)
    Define – inference, character traits, conclusion
  2. Reading and Responding
    • Reading “President Cleveland, Where Are You?” (pg 239 – 240)
    • Complete ‘Reading Check’ worksheet, to monitor comprehension
    • Fill in Character Analysis Chart, while reading
  3. Discussion:
    • Cultural and Historical Setting
    • Plot Elements
  4. Tidy Up / Put Away Books and Materials
  5. Launch with Affirmations

Key Vocabulary: analyze, infer, character traits, contempt

Homework: Reading Comprehension / Context Clues


 

ELA 6 Lesson Plan (Ward)

Date: Wednesday, December 14

I can cite evidence to support analysis and inferences.
I can use context clues to help me understand new vocabulary.

Bloom’s Level of Rigor

  • Remember
  • Understand
  • Apply
  • Analyze

Learning Agenda:                        

  1. Do Now: Vocabulary Notes (in notebooks)
    Define – analyze, sacrifice, suggest
  2. Reading and Responding
    • Reading “President Cleveland, Where Are You?” (pg 241 – 243)
    • Complete ‘Reading Check’ worksheet, to monitor comprehension
    • Fill in Character Analysis Chart, while reading
  3. Discussion:
    • Cultural and Historical Setting
    • Plot Elements
  4. Tidy Up / Put Away Books and Materials
  5. Launch with Affirmations

Key Vocabulary: analyze, infer, character traits, obsess, incredulous


 

ELA 6 Lesson Plan (Ward)

Date: Thursday, December 15

I can cite evidence to support analysis and inferences.
I can use context clues to help me understand new vocabulary.

Bloom’s Level of Rigor

  • Remember
  • Understand
  • Apply
  • Analyze

Learning Agenda:                        

  1. Do Now: Vocabulary Notes (in notebooks)
    Define – priorities, hardship, relative prosperity
  2. Reading and Responding
    • Reading “President Cleveland, Where Are You?” (pg 244 – 246)
    • Complete ‘Reading Check’ worksheet, to monitor comprehension
    • Fill in Character Analysis Chart, while reading
  3. Discussion:
    • Cultural and Historical Setting
    • Plot Elements
  4. Tidy Up / Put Away Books and Materials
  5. Launch with Affirmations

Key Vocabulary: analyze, infer, character traits, divulge, stalemate

Homework: Reading Comprehension / Context Clues


 

ELA 6 Lesson Plan (Ward)

Date: Friday, December 16

I can analyze and describe how an author develops characters and plot.
I can write clear and developed responses to propmts.

Bloom’s Level of Rigor

  • Remember
  • Understand
  • Apply
  • Analyze

Learning Agenda:

  1. Do Now: Gist Summary
  2. “Question Support: Text Analysis”
    • Make Inferences – Jerry’s character traits
    • Connect – making a sacrifice
    • Draw Conclusions – Jerry’s feelings about Armand (text based response)
    • Analyze Cultural and Historical Settings – priorities and decisions, in context of the setting
  3. Tidy Up / Put Away Books and Materials
  4. Launch with Affirmations

Key Vocabulary: inference, conclusions, analyze, character traits, sacrifice, suggest, priorities, hardship, relative prosperity


 

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

 

 

 

 

Week of December 5

This Week in ELA 6:

Scholars are practicing skills in reading comprehension, literary analysis, and constructed response writing.  We are specifically focusing on drawing inferences, based on what the text says.  Our key area of focus is how an author uses point of view and characterization to help readers learn about the characters and understand the whole story.


We are working to achieve mastery in the following Common Core Standards:

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.

CCSS.ELA-LITERACY.RL.6.6
Explain how an author develops the point of view of the narrator or speaker in a text.

CCSS.ELA-LITERACY.W.6.2.B
Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.


Specific Activities:

Reading: “Jeremiah’s Song”  (ELA Textbook, pgs. 220 – 230)

With this text, we are becoming familiar with a new student resource, designed to help students engage and interact with what they are reading.  Our new Interactive Readers offer students an opportunity to highlight and underline important details, make annotations, and write responses as they read.  Additionally, Interactive Readers are differentiated, and can help learners of various learning styles and abilities to be even more successful.

This week, we are reading “Jeremiah’s Song” in our Interactive Readers and pausing to think through and respond at key places in the text.  Prompts and questions with this story center around conversational voice, dialect, and characterization.  Scholars are required to analyze the text and make inferences, supporting their responses with text evidence.

Much of this week’s work is done in whole-class format to assist scholars in getting acquainted with their new Interactive Readers.  We are also utilizing the workshop model, where possible, and will conclude with an opportunity for small groups to work together to review key concepts and check for understanding.


This Week’s Homework:

Scholars will review vocabulary, and practice vocabulary strategies this week, using a worksheet that is based on the vocabulary from “Jeremiah’s Song”.

This is a two-sided worksheet.  One side reviews the skill of using context clues to determine the meaning of unknown words.  The other side reviews how we can look at the two parts of a compound word to help us understand the meaning of the compound word.

Homework is assigned Tuesday, and is due Friday. You could consider this Tuesday’s and Thursday’s homework, since I put the two together on a two-sided worksheet.


Key Terms and Concepts:

  • reading comprehension
  • literary analysis
  • constructed response writing
  • text evidence
  • drawing inferences
  • point of view
  • characterization
  • conversational voice
  • dialect
  • context clues
  • compound words

Week of November 21

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


 

ELA 6 Lesson Plan (Ward)

Date: Tuesday, November 22

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.6.6
Explain how an author develops the point of view of the narrator or speaker in a text.

I Can describe and analyze character development and point of view.

Bloom’s Level of Rigor

  • Remember
  • Understand
  • Apply
  • Analyze

Key Questions: How are characters created? How do we know what we know about a character?

Assessment of Learning: Text Analysis “Anastasia Krupnik”

Learning Agenda:

  1. Do Now: Review Notes
    • What is point of view?
      What are the two types of point of view that we have studied?
    • What is characterization? What are character traits?
  2. Quick Discussion (point of view/characterization)
  3. Analysis of Text: “Anastasia Krupnik” pg. 197 –IP
    • Scholars work independently to respond to items (quiz score)
  4. Lesson Closure: Rate understanding
  5. Launch with Affirmations / Prepare for Dismissal

Differentiation: whole-class review, ‘may-do’ choice board

Key Vocabulary: point of view (1st person, 3rd person), character traits, characterization

Homework:   No homework this week.  Happy Thanksgiving!!

Reminders:  Student Led Conferences are on Thursday (Dec 1) and Friday (Dec 2).  See you there!!!

 


 

ELA 6 Lesson Plan (Ward)

Date: Tuesday, November 22

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.6.6
Explain how an author develops the point of view of the narrator or speaker in a text.

I Can describe and analyze character development and point of view.

Bloom’s Level of Rigor

  • Remember
  • Understand
  • Apply

Key Questions: Who is telling the story? How do we know what we know about a character?

Assessment of Learning: Observation and Discussion

Learning Agenda:

  1. Do Now: Quick-Write Journal Entry (pg 220) -GP, BB/H
    • Describe a story that is meaningful to you. Think of stories told to you by family members.
    • What makes this story meaningful?
  2. New Interactive Readers (introduction) -GP
    • What is this book? –It is a companion to our class textbook
    • How will we use it? – We will use this resource to help us improve skills in reading, writing, and thinking.
    • Interactive Readers will remain in class for the most part, and will sometimes replace the need for class notebooks/folders.
  3. Using a New Resource: -GP
    • Follow instructions to transfer the “Do Now” writing into the Interactive Reader, pg 86, 88 (adapted), or 96 (ELL)
  4. Getting to know your Interactive Reader -GP
    • Interactive Reader Scavenger Hunt / Discussion
  5. Lesson Closure: Q and A – GP
    • What questions do you have about this new resource?
  6. Launch with Affirmations / Prepare for Dismissal

Differentiation: Interactive Readers are designed to meet the needs of a variety of learning styles and abilities.

Key Vocabulary: resource, journal, interactive

Homework:   No homework this week.  Happy Thanksgiving!!

Reminders:  Student Led Conferences are on Thursday (Dec 1) and Friday (Dec 2).  See you there!!!


 

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

Week of November 14

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ELA 6 Lesson Plan (Ward)

Date: Monday, November 14

CCSS:
CCSS.ELA-LITERACY.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

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.6.1
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

I Can…
effectively analyze narrative and informational texts.

Bloom’s Level of Rigor

  • Remember
  • Understand
  • Apply
  • Evaluate
  • Analyze

Key Questions: What techniques do authors use when writing narrative and informational texts?

Assessment of Learning: 6th Grade Interim 1 Assessment

Learning Agenda:

  1. Do Now: Interim Prep (pencils, test booklet, answer sheet) – GP
  2. 6th Grade Interim 1 (Day 4) –GP, IP
    • Respond to multiple-choice questions – IP
    • Complete written responses – IP
  3. Launch with Affirmations

Differentiation: whole-class guided reading, where needed (scaffolding), ‘may-do’ choice board

Key Vocabulary: informational text terms, fiction terms

 


ELA 6 Lesson Plan (Ward)

Date: Tuesday, November 15

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.6.6
Explain how an author develops the point of view of the narrator or speaker in a text.

I Can describe and analyze character development and point of view.

Bloom’s Level of Rigor:

  • Remember
  • Understand
  • Apply
  • Analyze

Key Questions: Who is telling the story? What is the point of view?

Assessment of Learning: complete, correct notes / participation in class discussion

Learning Agenda:

  1. Do Now: Academic Vocabulary Preview – IP, GP
    • Resource: Academic Vocab Notes
    • Whole-Class Review
  2. Text Analysis Workshop – Point of View (pg 192) –GP
    • Scholars complete note-taking worksheet during whole-class instruction
    • Resource: Text Analysis Workshop Note-Taking Part 1
  3. Lesson Closure: Rate your understanding
  4. Launch with Affirmations / Prepare for Dismissal

Differentiation: turn and talk/pair-share, partners (or whole class instruction) option, ‘may-do’ choice board

Key Vocabulary: point of view, first person point of view, third person point of view, narrator

Homework: Reading Comprehension / Point of View

 


 

ELA 6 Lesson Plan (Ward)

Date: Wednesday, November 16

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.6.6
Explain how an author develops the point of view of the narrator or speaker in a text.

I Can describe and analyze character development and point of view.

Bloom’s Level of Rigor

  • Remember
  • Understand
  • Apply
  • Analyze

Key Questions: Who is telling the story? What is the point of view?

Assessment of Learning: complete, correct notes / participation in class discussion

Learning Agenda:

  1. Do Now: Additional Academic Vocabulary – IP, GP
    • Resource: Additional Academic Vocab Notes
    • Whole-Class review of vocabulary
  2. Close Read (pg 192-193) First and Third Person –DI,GP
    • Think Aloud and record responses
    • Close Read questions, page 193, with response recorder
    • Resource: Text Analysis Workshop
  3. Lesson Closure: Rate Understanding
  4. Launch with Affirmations / Prepare for Dismissal

Differentiation: whole-class instruction option, ‘may-do’ choice board

Key Vocabulary: point of view, first person point of view, third person point of view, narrator

Homework: Review Unit Vocabulary and Concepts (Notes)

 


 

ELA 6 Lesson Plan (Ward)

Date: Thursday, November 17

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.6.6
Explain how an author develops the point of view of the narrator or speaker in a text.

I Can describe and analyze character development and point of view.

Bloom’s Level of Rigor

  • Remember
  • Understand
  • Apply
  • Analyze

Key Questions: How are characters created? How do we know what we know about a character?

Assessment of Learning: complete, correct notes / participation in class discussion

Learning Agenda:

  1. Do Now: Character Traits Bubble Map –GP, IP, BB/H
    • Scholars create and then share their own bubble maps
  2. Text Analysis Workshop – Characters (pg 194) –GP
    • Scholars complete note-taking worksheet during whole-class instruction (or partner work)
    • Resource: Text Analysis Workshop Note-Taking Part 2
  3. Lesson Closure: Rate Understanding
  4. Launch with Affirmations / Prepare for Dismissal

Differentiation: turn and talk/pair-share, partners (or whole class instruction) option, ‘may-do’ choice board

Key Vocabulary: character traits, characterization

Homework: Reading Comprehension / Characterization

 


 

ELA 6 Lesson Plan (Ward)

Date: Friday, November 18

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.6.6
Explain how an author develops the point of view of the narrator or speaker in a text.

I Can describe and analyze character development and point of view.

Bloom’s Level of Rigor

  • Remember
  • Understand
  • Apply
  • Analyze

Key Questions: How are characters created? How do we know what we know about a character?

Assessment of Learning: Text Analysis “Anastasia Krupnik”

Learning Agenda:

  1. Do Now: Point of View and Characterization Review
    • Define Point of View
      • Define 1st Person Point of View
      • Define 3rd Person Point of View
    • Define Character Traits
    • Define Characterization
  2. Review “Do Now” responses – GP
  3. Analysis of Text: “Anastasia Krupnik” pg. 197 –IP
    • Scholars work independently to respond to items (quiz score)
  4. Lesson Closure: Rate understanding
  5. Launch with Affirmations / Prepare for Dismissal

Differentiation: whole-class review, ‘may-do’ choice board

Key Vocabulary: point of view (1st person, 3rd person), character traits, characterization

ALL Reading Comprehension Homework for the week is due today.

 


 

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

Week of November 7

Click here to view this week’s lessons in pdf form.


ELA 6 Lesson Plan (Ward)

Date: Monday, November 7

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: effective note-taking, correct information in notes

Learning Agenda:

  1. Do Now: Vocabulary Notes – IP
  2. Page 938 – The Power of Persuasion –GP
    • Scholars work in pairs to read pg. 938, and complete the note-taking activity.

Differentiation:

  • opportunity to work whole-class for those who need assistance
  • “may do” choice board if finished early

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

Homework:
Reading Log- Two entries due by Thursday (no school this Friday, Nov. 11)
Vocabulary Review- review vocabulary online (Quizlet)

 


 

ELA 6 Lesson Plan (Ward)

Date: Tuesday, November 8

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… show what I know about informational texts.

Bloom’s Level of Rigor

  • Remember
  • Understand
  • Apply
  • Evaluate
  • Analyze

Key Question: What techniques do authors use when writing informational texts?

Assessment of Learning: 6th Grade Interim 1 Assessment

Learning Agenda:

  1. Do Now: Vocabulary Notes – IP
  2. 6th Grade Interim 1 (Day 1)
    Part 1: Reading

    • Read (whole class) “Driven to Distraction” –GP
    • Respond to multiple-choice questions – IP
    • Complete written response – IP
  3. Launch with Affirmations

Differentiation: reading (whole-class)

Key Vocabulary: informational text terms, fiction terms

Homework:
Reading Log- Two entries due by Thursday (no school this Friday, Nov. 11)
Vocabulary Review- review vocabulary online (Quizlet)

 


 

ELA 6 Lesson Plan (Ward)

Date: Wednesday, November 9

CCSS:
CCSS.ELA-LITERACY.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

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.6.1
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.


I Can…
effectively analyze narrative and informational texts.

Bloom’s Level of Rigor

  • Remember
  • Understand
  • Apply
  • Evaluate
  • Analyze

Key Questions: What techniques do authors use when writing narrative and informational texts?

Assessment of Learning: 6th Grade Interim 1 Assessment

Learning Agenda:

  1. Do Now: Interim Prep (pencils, test booklet, answer sheet) – GP
  2. 6th Grade Interim 1 (Day 2) –GP, IP
    Part 1: Reading

    • Read (whole class, guided) “The Secret Among the Stones” –GP
    • Respond to multiple-choice questions – IP
    • Complete written response – IP
  3. Launch with Affirmations

Differentiation: whole-class guided reading (scaffolding)

Key Vocabulary: informational text terms, fiction terms

Homework:
Reading Log – 2 entries due Thursday (tomorrow)

 


 

ELA 6 Lesson Plan (Ward)

Date: Thursday, November 10

CCSS:
CCSS.ELA-LITERACY.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

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.6.1
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.


I Can…
effectively analyze narrative and informational texts.

Bloom’s Level of Rigor

  • Remember
  • Understand
  • Apply
  • Evaluate
  • Analyze

Key Questions: What techniques do authors use when writing narrative and informational texts?

Assessment of Learning: 6th Grade Interim 1 Assessment

Learning Agenda:

  1. Do Now: Interim Prep (pencils, test booklet, answer sheet) – GP
  2. 6th Grade Interim 1 (Day 3) –GP, IP

Part 2: Writing and Research

  • Respond to multiple-choice questions – IP
  • Complete written response – IP
  1. Launch with Affirmations

Differentiation: whole-class guided reading, where needed (scaffolding)

Key Vocabulary: informational text terms, fiction terms

 

Note: No school tomorrow.  Have a great weekend!


 

Click here to view this week’s lessons in pdf form.

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.