CMS Lesson Plan Template Teacher: 6th Gifted ELA

Week of:March 2nd / Monday / Tuesday / Wednesday
Focused Standard/Element(s) / ELACC6R1: Informational
ELACC6R14-ELACC6R12: Vocabulary/Cen. Ideas
ELACC6L3: Knowledge of Language
ELACC6L2: Conventions
ELACC6W4: Writing
ELACC6R13: Analyze
ELACC6W4: Writing
ELACC6R12: Central Ideas
ELACC6R13: Analyze / ELACC6R1: Informational
ELACC6R14-ELACC6R12: Vocabulary/Cen. Ideas
ELACC6L3: Knowledge of Language
ELACC6L2: Conventions
ELACC6W4: Writing
ELACC6R13: Analyze / ELACC6R1: Informational
ELACC6R14-ELACC6R12: Vocabulary/Cen. Ideas
ELACC6L3: Knowledge of Language
ELACC6L2: Conventions
ELACC6W4: Writing
ELACC6R13: Analyze
Essential Question(s) / How do writes build suspense in their stories? / How do writers build suspense in their stories? / How do writers build suspense in their stories?
Opening (5-10 min) / Warm-Up:
*Students will explain the meaning of the following quote from the text in a paragraph form:
“….there were many such stories and I did not give the warnings of the old-timers….a second thought”. / Warm-Up:
*Students will view an image of a lighthouse explaining the imagery in paragraph form. Use correct grammar and punctuation. / Warm-Up:
*Students will explain the meaning of the following quote from the text in a paragraph form:
“….there were many such stories and I did not give the warnings of the old-timers….a second thought”.
Work-Time Activities (40 min) / Review over what we have read so far with The Three Skeleton Key. Students will discuss their key terms, etc. Then we will discuss conflict and what plot seems to be.
Students will continue working in their groups working on next section of story.. / Review over what we have read so far with The Three Skeleton Key. Students will discuss their key terms, etc. Then we will discuss conflict and what plot seems to be. Students will be specifically asked to identify key protagonists and antagonists in this story.
Students will continue working in their groups working on next section of story.. / Review over what we have read so far with The Three Skeleton Key.
Students will formulate in their groups a plot diagram of what is going on in the story. Specifically identifying what the climax could possibly be.
Closure Activity (10 min) / Conflicts with cited evidence. / Protagonist and antagonists. / Plot diagram
Differentiation Strategies
(targeting student growth) / *Students will be given an opportunity to work with a peer to work on the purpose/text dependent questions covering the reading from the selection. / *Students will be provided with extra time to complete the assignment for the day. / *Students will be given an opportunity to work with a peer to work on the purpose/text dependent questions covering the reading from the selection.
Thursday / Friday / Additional Notes
Focused Standard/Element(s) / ELACC6R1: Informational
ELACC6R14-ELACC6R12: Vocabulary/Cen. Ideas
ELACC6L3: Knowledge of Language
ELACC6L2: Conventions
ELACC6W4: Writing
ELACC6R13: Analyze / ELACC6R1: Informational
ELACC6R14-ELACC6R12: Vocabulary/Cen. Ideas
ELACC6L3: Knowledge of Language
ELACC6L2: Conventions
ELACC6W4: Writing
ELACC6R13: Analyze
Essential Question(s) / How do writers build suspense in their stories? / How do writers build suspense in their stories?
Opening (5-10 min) / Warm Up:
What is the climax of the story the “The Three Skeleton Keys”? Can you cite your evidence? / Warm-Up:
*Students will complete the following writing prompt: Each character in the story responds differently to the rat attack. Select ONE character from the story and explain how his outlook and approaches to challenges led to his particular outcome.
Work-Time Activities (40 min) / Each group will review with the class their plot diagram. They will do this through group rotation discussing outcomes. Each group will be required to show similarities and differences in Venn Diagram they compose as they rotate. / *Students will complete any assignments NOT finished from the week:
1. Text-Dependent Questions (1-7) Practice with GOFAR
2. Station Activities – Grammar Clauses
3. Writing Prompt
***Students will read quietly when finished.
Closure Activity (10 min) / Venn Diagram / Writing Prompt
Differentiation Strategies
(targeting student growth) / *Students will be given an opportunity to work with a group of peers to complete activities. / *Students will be given an opportunity to work with a peer to revise their writing.(Cooperative Learning)