Reading U3w3 Lesson Plan

PCIS 6th GRADE INSTRUCTIONAL PLAN
Grade: 6th Grade

Subject: Wonders Reading
Teacher: McElroy, Senn, Williams, Pitmman, Fleming
DAY
PROCEDURES
Time: 1, 2,3,4,5 periods

Week of: Unit 3 Week 3
EQUIPMENT/MATERI
ALS
INSTRUCTIONAL
METHOD
11/19

DAILY LESSON CONCEPT (OBJECTIVE): Text Evidence; Summarize; Sequence; Narrative Nonfiction
ESSENTIAL QUESTION: What can people accomplish by working together?
WIDA: English language learners communicate for social and instructional purposes in the school setting (SIL). English
language learners communicate information, ideas and concepts necessary for academic success in the content area of Language
Arts (LoLA).
COS/CCRS OBJECTIVE(S): Interpret information presented in divers media and formats (e.g.,
visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
(SL.6.2) Engage effectively in a range of collaborative discussion (one-on-one, in groups, and teacher
led) with diverse partners on grade 6 topics, texts, and issues, building on others ideas and
expressing their own clearly. Pose and respond to specific questions with elaboration and detail by
making comments that contribute to the topic, text, or issue under discussion. (SL.6.1c) Interpret
information presented in diverse media and formats (E.G. visually, quantitatively, orally) and explain
how it contributes to a topic text, or issue under study.(SL.6.2) Cite textual evidence to support
analysis to support analysis of what the text says explicitly as well as inferences drawn from the text.
(RL.6.1.) 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. (L.6.6)
HIGHER ORDER THINKING SKILLS: Students will be able to cite textual evidence to support
summarizing the passage.
KEY VOCABULARY: abundant, impoverished, ingenuity, productivity, sharecropper, solitude,
unearthed; windswept
BEFORE: Build Background: Productivity- Inspired by Work t138-t139, RWW 190-191.
Essential Question: What can people accomplish by working together?
Ask: What have you learned about working together? What inspires you to help others?
Connect to Concept: Inspiration- Students can feel accomplished and inspired to motivate people.
Preview Genre: Narrative Nonfiction- Factual information; expresses the authors point of view
Strategy: Summarize- students use key details in a text to identify the main ideas.
Listening Comprehension: Interactive Read Aloud: A Spur-of-the-Moment Speech T141
Think Aloud Clouds: I am going to summarize this paragraph to better understand what I read. When I
summarize.
Graphic Organizer (if want to use) t- chart: Genre and features. Graphic Organizer 65 Then ask
partners to discuss a time when they were motivated to meet a challenge.
DURING: Vocabulary: Words in Context, t142-t143; RWW p.192-193 Using the vocabulary routines,
Complete Practice: Your Turn page 121 (will not complete in class as whole- will complete in centers if
time allows )
Close Reading of Complex text: Jewels from the Sea p.194-197 in RWW. TE p. t144-145
Make Connections: Jewel from the Seas is about a group of women who have been inspired to improve
their lives and the lives of those in their community.
ACT: Purpose Organization- Story is set up as a problem solution story. Address questions with
students on p. t145
AFTER: Centers and small group instruction
HOMEWORK: Vocabulary Menu ASSESSMENT: U3W3 Weekly Assessment on Day 5
SMALL GROUP READING: SG1 Phonemic Awareness Phonics Vocabulary Fluency
Comprehension
SG2 Phonemic Awareness Phonics Vocabulary Fluency
Comprehension
SG3 Phonemic Awareness Pho nics Vocabulary Fluency
Comprehension
Dry Erase Board

X Smart Board
Student Technology
Lab Equipment
X Workbook
Handout
X Text Wonders RWW
and Lit Anthology
Approved Video
Manipulatives
Other: Graphic
Organizer, Game,
Test,
Paint, etc.
X Explicit Instruction
X Guided Practice
Independent Practice
X Centers
X Large Group
Instruction
X Small Group
Instruction
X Partner Work/Talk
X Collaborative Groups
Intervention
X Student Engagement
Assessment

Arts (LoLA).
COS/CCRS OBJECTIVE(S): Cite textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text. (RL.6.1) Describe how a particular storys or dramas plot unfolds in a series of
episodes as well as how the characters respond or change as the plot moves toward a resolution. (RL.6.3)
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. (RL.6.2.) 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. (RL.6.10) Cite textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.(RL.6.1) Explain how an author develops the point of
view of the narrator or speaker in a text (RL.6.6) Use context (e.g. the overall meaning of a sentence or paragraph;
a words position or function in a sentence) as a clue to the meaning of a word or phrase. (L.6.4a)
Describe how a text presents information (RH.6.5) Analyze how a particular sentences paragraph, chapter, or
section fits into the overall structure of a text and contributes to the development of ideas (RI.6.5) By the end of
grade 8, Read and comprehend history/socialstudies texts in the grades 6-8 complexity band independently and
proficiently (RH.6.10) Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of
words (L6.4b)
BEFORE: Essential Question: What kinds of challenges transform people?
Review Vocabulary- abundant, impoverished, ingenuity, productivity, sharecropper, solitude, unearthed;
11/20
windswept
DURING: Comprehension Strategy: Summarize: RWW p. 198 students will check their understanding to rethink
what they have read. Have student examine sections of the text for important details to determine the central idea
of the text. To summarize a paragraph, Students briefly restate the most important ideas in their own words and in
a logical order. Model Close Reading: Summarizing can help students understand the economic problem the women
faces. Guided Practice Have students work to summarize the next section, A Fresh Approach
Comprehension Skill: Sequence: RWW p. 199 Sequence is one type of structure or what the author organizes ideas
in a selection. It refers to a series of steps or events placed in time order. Have students ask What happens first?
Next? What then? Finally, what happens?
Model- Model using text evidence to find the steps the women of Zanzibar took to identify the problem and solve it.
Analytical Writing Model with students how to use the events to record a summary of the problems that the
women faced in the first two sections of the text and how the women solved the problems.
Guided Practice- Have students complete the graphic organizer on RWW p. 199 in sequence order to help find the
most important ideas.
Genre: Literature: Narrative Nonfiction: Tells information about real people, places, and events. It uses story form
to describe the real experiences and sequences of real events. It may tell about the region; In this story it
discusses the regions economics and presents facts about ways people earn and use money. It usually expresses
an authors point of view, or perspective, though a particular tone or voice. The author may use phrases to show
his or her viewpoint.
Model Close Reading: Model identifying the text features on p. RWW 195. Authors voice and tone: reread the first
paragraph. Point out evidence that shows the author is sympathetic and respectful of the women and their efforts.
Guided Reading Practice: Have students work and write three phrases that reveal the authors point of view.
Complete ACT on p. t151
Vocabulary Strategy: Prefixes and Suffixes: RWW p. 201 To recognize common prefixes- have students look at the
beginning of the words. Have students add the meaning of the prefix to the meaning of the root word to create an
approximate definition.
Model Close Reading: Text Evidence- Find the word Prosperity on p. RWW 197. Identify the meaning of the prefix
Dry Erase Board

X Smart Board
Student Technology
Lab Equipment
X WorkbookHandout
X Text Wonders RWW
and Lit Anthology
Approved Video
Manipulatives
Other: Graphic
Organizer, Game,
Test,
Paint, etc.
X Guided Practice
X Centers
X Large Group
Instruction
X Small Group
Instruction
X Partner Work/Talk
Intervention
Assessment
11/21

Arts (LoLA).
COS/CCRS OBJECTIVE(S): Cite textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text. (RL.6.1) Describe how a particular storys or dramas plot
unfolds in a series of episodes as well as how the characters respond or change as the plot moves
toward a resolution. (RL.6.3) Explain how an author develops the point of view of the narrator or
speaker in a text (RL.6.6) 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/ (RL.6.10) Use common, grade-appropriate Greek or Latin affixes and roots
as clues to the meaning of a word (e.g., audience, auditory, audible). (L.6.4b)
BEFORE: Essential Question: What can people accomplish by working together?
Review Vocabulary: abundant, impoverished, ingenuity, productivity, sharecropper, solitude,
DURING: Close Read: The Pot That Juan Built Literature Anthology book pages 211-225
Complete ACT: Prior Knowledge, Connection of Ideas, Sentence Structure, Organization
Complete Analytical Writing: Complete Practice workbook p. 122 with students (Sequence of Events
Chart)
Complete Write about Reading: Summarize p. t153n Summarizing means telling the most important
information. Have students summarize the text.
Compete #4 on RWW p. 225: Have students write about 3 events in Juans life that helped change the
history of Mata Ortiz.
Complete Make Connections: Have students wrote information in the text that explains how people of
Mata Ortiz worked together to make their community more prosperous.
Comprehension
Comprehension
Comprehension
Dry Erase Board

X Smart Board
Student Technology
Lab Equipment
X WorkbookHandout
X Text Wonders RWW
and Lit Anthology
Approved Video
Manipulatives
Other: Graphic
Organizer, Game,
Test,
Paint, etc.
X Guided Practice
X Centers
X Large Group
Instruction
X Small Group
Instruction
X Partner Work/Talk
Intervention
Assessment
11/24

Arts (LoLA).
COS/CCRS OBJECTIVE(S): use combined knowledge of all letter- sound correspondences,
syllabication patters, and morphology to read accurately unfamiliar words in context and out of
context (RF5.3a) Use context to conform or self-correct word recognition and understand rereading as
necessary (RF5.4c) Cite textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text. (RL.6.1) Describe how a particular storys or dramas plot unfolds in a
series of episodes as well as how the characters respond or change as the plot moves toward a
resolution. (RL.6.3) Explain how an author develops the point of view of the narrator or speaker in a
text (RL.6.6) 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/ (RL.6.10) Use common, grade-appropriate Greek or Latin affixes and roots as clues to the
meaning of a word (e.g., audience, auditory, audible). (L.6.4b)
BEFORE: Essential Question: What can people accomplish by working together?
Review Vocabulary : abundant, impoverished, ingenuity, productivity, sharecropper, solitude,
DURING: Phonics/Fluency: Frequently Misspelled Words p. T154-155: Difficult because the vowels or
consonants in the words do not follow regular spelling patterns. There are several steps to help them
correctly read and write these words: Stusy the word and look for phonics patters, Read each word by
syllables, Look for spelling patterns, think about what the word means, Create some memory device.
Model: Complete with syllables: bought, sought
Guided Practice: Discuss strategies to help students remember how to spell these words: (do not have
to use all the words)
Address
receipt
answer
collar
until
believe instead foreign because enough usually
society
Close Read: A Box of Ideas Literature Anthology 226-229
Complete ACT- Genre- Drama Play and Sentence Structure
Analytical Writing: Compare texts. Ask students to summarize both stories this week. Using a t-chart
have them compare the stories.
Answer: What do the students nichos look like? Use evidence from Ines, Myrna, Gil, and Chris to
answer how they made this nicho.
Have students summarize and use text evidence on how the group worked together to help the library.
Comprehension
Comprehension
Comprehension
Dry Erase Board

X Smart Board
Student Technology
Lab Equipment
X WorkbookHandout
X Text Wonders RWW
and Lit Anthology
Approved Video
Manipulatives
Other: Graphic
Organizer, Game,
Test,
Paint, etc.
X
X
X
X
X
Explicit Instruction
Guided Practice
Centers
Large Group
Instruction
X Small Group
Instruction
X Partner Work/Talk
Intervention
Assessment
11/25

Arts (LoLA).
COS/CCRS OBJECTIVE(S): Present claims and findings, sequencing ideas logically and using
pertinent descriptions, facts, and detail to accentuate main ideas or these; use appropriate eye
contact, adequate volume, and clear pronunciation. (S.L.6.4)
BEFORE: Essential Question: What can people accomplish by working together? Quick review of skills
and vocabulary strategies.
DURING: Complete U3W3 Weekly Assessment and Selection Assessment
AFTER: Read AR or work on other homework
HOMEWORK: ASSESSMENT: U3W3 Weekly Assessment Today
Comprehension
Comprehension
Comprehension
Dry Erase Board

Smart Board
Student Technology
Lab Equipment
Workbook
Handout
Text
Approved Video
Manipulatives
X Other: Graphic
Organizer, Game,
Test,
Paint, etc.
Explicit Instruction
Guided Practice
Centers
X Large Group
Instruction
Small Group
Instruction
Partner Work/Talk
Collaborative Groups
Intervention
Student Engagement
X Assessment

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PCIS 6th GRADE INSTRUCTIONAL PLAN

Grade: 6th Grade

Time: 1, 2,3,4,5 periods

PCIS 6th GRADE INSTRUCTIONAL PLAN

Dry Erase Board

PCIS 6th GRADE INSTRUCTIONAL PLAN

Dry Erase Board

PCIS 6th GRADE INSTRUCTIONAL PLAN

Dry Erase Board

PCIS 6th GRADE INSTRUCTIONAL PLAN

Dry Erase Board

PCIS 6th GRADE INSTRUCTIONAL PLAN

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