CMS Lesson Plan Template Teacher: ____Arnold/Ackman, Wade, Wright , Akins, Fellows, Hulsey

CMS Lesson Plan Template Teacher: ____Arnold/Ackman, Wade, Wright_, Akins, Fellows, Hulsey, and Johnson______Course/Level: ___ELA 6th Grade______

Week of: 2/16/15 – 2/20/15 / Monday _____2/16______ / Tuesday__2/17______ / Wednesday__2/18______
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 authors use strategies throughout different text? / How do authors use strategies throughout different text? / How do authors use strategies throughout different text?
Opening (5-10 min) / Warm-Up: / Warm-Up: / Warm-Up:
*Students will write about a day they felt sorry about something or wished things were different in paragraph form.
Work-Time Activities (40 min) / HOLIDAY / HOLIDAY / *Students will read and discuss the following poem by Robert Frost, “Dust of Snow.”
*Students will begin working on CLOSE reading questions for Stanza 1.
*Students will also work on Connotation and Denotation Chart.
Closure Activity (10 min) / *Students will complete a ticket out the door by explaining / *Students will complete a Ticket out the Door explaining / *Students willcomplete a Ticket Out the Door by explaining a term from their Connotation/Denotation Chart in a complete sentence.
Differentiation Strategies
(targeting student growth) / *Students are given an opportunity to work with a partner on the purpose questions from the poem.
*The teacher will check the Ticket Out the Door making sure students understood the meaning of the poem. / *Students will be provided with a graphic organizer to help organize their ideas: The Connotation/Denotation Chart and The Decoding Chart.
*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 questions for stanza 1 from the poem.
*Students will be provided with extra time to complete the assignment for the day.
*Teacher will check for understanding by reading the Ticket Out the Door responses.
Thursday _____2/19______ / Friday ______2/20______ / 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 / READING CONNECTION CLASS:
*Students will work on Latin Root Words Lesson 4.
Students will continue to read their mystery novel for report.
*Students will read their book of choice and work on their “Sandwich Report.”
Essential Question(s) / How do authors use strategies throughout different text? / How authors use strategies throughout different text?
Opening (5-10 min) / Warm-Up:
*Students will view an image and explain the meaning in their own words. (paragraph form) / Warm-Up:
*Students will draw and illustrate a scene from the poem, and explain how the scene relates to the poem.
Work-Time Activities (40 min) / *Students will complete the following graphic organizers reviewing the poem:
Decoding Chart
Imagery Chart
Theme Chart / *Students will complete a comprehensive quiz covering all THREE poems by Robert Frost.
*Students will write an argument paragraph on the THEME.
Closure Activity (10 min) / *Students will be complete a Ticket Out the Door explaining the THEME of the poem in a complete sentence. / *TICKET OUT THE DOOR DRAWING.
Differentiation Strategies
(targeting student growth) / *Students will be given extended time to work on their graphic organizers. (Theme, Imagery, and Decoding) / *Students will be given an opportunity to work with a peer to revise their writing.(Cooperative Learning)
*Students will be provided with a graphic organizer handout to help with imagery and theme.*Students will be provided with extra time to complete the assignment the comprehensive quiz if needed.