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
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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

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


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

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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

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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.