Reading U3w4 Lesson Plan

PCIS 6th GRADE INSTRUCTIONAL PLAN
Grade: 6th Grade

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

Week of: Unit 3 Week 4
EQUIPMENT/MATERI
ALS
INSTRUCTIONAL
METHOD
12/1

DAILY LESSON CONCEPT (OBJECTIVE): Text Evidence; Summarize; Cause and Effect; Biography
ESSENTIAL QUESTION: How can one person affect the opinions of others?
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) 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) Determine a 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. (RI,6,2)
HIGHER ORDER THINKING SKILLS: Students will be able to cite textual evidence to support
summarizing the passage.
KEY VOCABULARY: spectators, adept, aristocracy, collective, perseverance, prevail, prominent,
trailblazer
BEFORE: Build Background: Milestones are important. Discuss the photo and tell students this is a
picture of the crew who flew the space shuttle Challenger in 1983. Why was this a milestone for Sally
Ride and for the country?
Essential Question: How can one person affect the opinions of others?
Ask: How can the accomplishments and perseverance of a trailblazer inspire people to reach
milestones of their own?
Connect to Concept: Milestones-There was a time in American history when Native Americans were at
a disadvantage to receive formal education and hold power. Students will hear about one Native
American man whose efforts to get a good education and improve life were important milestones.
Preview Genre: Biography- Real story about a persons life; facts and details; realistic dialogue; may
use suspense.
Strategy: Summarize- students use key details in a text to identify the main ideas.
Listening Comprehension: Interactive Read Aloud: Benjamin Reifel and the IRA T205
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, t206; RWW p.206-207 Using the vocabulary routines (DEADefine, example, ask), Complete Practice: Your Turn page 131 (will not complete in class as wholewill complete in centers if time allows )
Close Reading of Complex text: Marian Anderson: Struggles and Triumphs p.208-211 in RWW. TE p.
t208-t209
Make Connections: Students will use text evidence as they talk about the milestones in Marian
Andersons career and about how her singing affected Americans opinions about African-American
performers.
ACT: Purpose This is narrative nonfiction is meant to inform. The author gives facts about how Marian
Anderson changed peoples opinion of African Americans. T209
AFTER: Centers and small group instruction
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
12/2

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.) ) 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) 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/social studies texts in the grades 6-8 complexity band independently and proficiently
(RH.6.10)) Analyze how a particular sentence, paragraph, chapter, or sections fit into the overall
structure of a text and contributes to the development of ideas. (RI.6.5) By the end of the year, read
and comprehend literary nonfiction in grade 6-8 text complexity band proficiency, with scaffolding as
needed at the high end of the range. (RI.6.10)
trailblazer
BEFORE: Essential Question: How can one person affect the opinions of others?
Review Vocabulary- spectators, adept, aristocracy, collective, perseverance, prevail, prominent,
trailblazer
DURING: Comprehension Strategy: Summarize: RWW p. 212 students will read a bibliography. They
learn about events in a persons life. Have students ask about who, what, where, when, and why.
Then summarize briefly by stating the most important ideas in their own words and in logical order.
Comprehension Skill: Sequence: RWW p. 213 . Cause- and-effect text structure to show how or why
something happened. Model Close Reading: Identify the cause-and-effect relationship in Marian
Anderson Then model text evidence to determine the cause and effect.
Analytical Writing- Use a graphic organizer to analyze how the events in Marian Andersons life caused
other events or effects to happen.
Guided Practice of Close Reading- Complete additional causes and effects- Analytical Writing- Have
students write a brief analysis of the causes and effects in Marian Anderson focusing on how each
event helped to Andersons final success as a singer.
Genre: Literature: Informational text: RWW p. 214/ T215. Biography: Tells a nonfiction account of a
persons life written by another person. It is always written in 3 rd person. Provides information that
includes facts about real people, places, and events. Fictionalized but can have realistic dialogue or
insight into thoughts and feelings of the subjects.
Model Close Reading: Model identifying and using text features. Fictionalized Elements: Point out the
text on p. RWW 209/ t214. Suspense- Explain that suspense makes readers uncertain or tense about
what may happen, especially a sympathetic character.
Guided Practice: Have students find examples of suspense and fictionalized elements.
Vocabulary Strategy: Context Clues: RWW p. 225 Using context to determine meanings of words and
phrases in informational text, paragraph clues. Look into nearby sentences and thinking about the
general meaning of the text can help students figure out meanings for unfamiliar words.
Model Close Reading: Model using paragraph context clues to figure out the meaning of Advantages
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
12/3

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)
trailblazer
Review Vocabulary: spectators, adept, aristocracy, collective, perseverance, prevail, prominent,
trailblazer
DURING: Close Read: Major Taylor: Champion Cyclist Literature Anthology book pages 230-245
Complete ACT: Genre, Purpose, Vocabulary, Connection of Ideas,
Complete Analytical Writing: Complete Practice workbook p. 132 with students (Cause and Effect
Chart)
Complete Write about Reading: Cause and Effect p. t217p Have students use their cause-and-effect
organizers to recall events in Marshalls life. Write about what caused Marshall to be respected in
France and by the Americans.
Compete #4 on RWW p. 234/ t217p. Write about Reading: Cause and Effect- #4 p. RWW 245/ p.
217p- Write about the racism that Marshall faced during his career and the effect it had on his
performance when he raced. Include text evidence.
Analytical Writing- Complete Make Connections: Have students write text evidence to explain how
Marshall affected the opinions of others. Remind students about how the Americans felt about him
before and after the race against Jacquelin.
HOMEWORK: Vocabulary Menu ASSESSMENT: U3W4 Weekly Assessment on Day 5
SMALL GROUP READING: SG1 Phonemic Awareness Phonics Vocabulary Fluency
Comprehension
SG2 Phonemic Awareness Phonics Vocabulary Fluency
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
12/4

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)
trailblazer
spectators, adept, aristocracy, collective, perseverance, prevail, prominent, trailblazer
DURING: Phonics/Fluency: Prefixes- Words p. T218-219: Explain to students that a prefix is a group of
letters added to the beginning of the word. A prefix changes the words meaning. Knowing the
meaning of the prefix in a word can help you determine the meaning of the word.
Model: Write the following prefixes and their meaning: un, re, dis, mis, sub, over, in-im-ir-il, non, in-im,
pre, inter
Guided Practice: Determine the prefix for the following word, define it, and use it in a sentence.
Uninhabited, remade, unlovable, submerge, misinterpret, illogical, disloyal, nonstandard,
overextended
Read: Margaret Bourke-White: Fearless Photographer
Complete ACT- Sentence Structure and connection of ideas.
Analytical Writing: Compare texts. Ask students to summarize both stories this week. Using a t-chart
have them compare the stories.
Analytical Writing: How did living in the early 1900s affect the attitudes that people had toward
Margaret Bourke-White as a photographer.
Analytical Writing: Why do you think the author subtitles this biography Fearless Photographer?
Analytical Writing: Make Connections: Have students paraphrase and write information about Margaret
Bourke-Whites influential achievements.
HOMEWORK: Vocabulary Menu ASSESSMENT: U3W4 Weekly Assessment on Day 5
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
12/5

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)
trailblazer
BEFORE: Essential Question: How can one person affect the opinions of others? Quick review of skills
and vocabulary strategies.
DURING: Complete U3W4 Weekly Assessment and Selection Assessment
AFTER: Read AR or work on other homework
HOMEWORK: ASSESSMENT: U3W4 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

Dry Erase Board

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