Ms Sibley’s Lesson Plans
January 5-9, 2015
Monday, January 5, 2015
Weekly→ Common Core State Standards:
CCSS 6.RI.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
Essential Question/ Target Question/ Objective
Objective: The students will analyze a picture, chart, and short passage while focusing on the author’s point of view.
Essential Question: How does an author develop the point of view in a passage?
Target Questions: How do good readers determine the point of view?
I can determine the author’s point of view.
Anticipatory Set:
The teacher will set the purpose of this lesson by reviewing point of view. The teacher will allow the students to share the information they recall from previous school years.
Procedures: The teacher will use the gradual release model to instruct Lesson 12 – Author’s Point of View from the Ready Common Core workbook. (P 111-118)
•The teacher will set the purpose of this lesson by asking the students the essential and target questions.
•After the students have shared their responses, the teacher will allow the students to make a hypothesis about point of view. The teacher will remind students of previous lessons determining the author’s point of view?
•The teacher will write down the hypothesis on the promethean board along with any other predictions made by the students.
•Before the lesson begins, the teacher will pass out a RCC lesson 12 to be completed by the students.
Introduction: Part 1
The teacher will review the picture on page 111.
•The students will ask and answer questions.
•The students will then complete the chart on page 111.
Modeled Instruction: Part 2
•The teacher will model read the passage “Climbing Ice” and guide the students answers to the chart questions that follow. These questions are similar to the questions in Part 1.
● The students will analyze the passage and describe the author’s purpose for writing this essay.
Guided Instruction: Part 3
● Elbow Partner: The pairs will read “Worth the Risk?” and complete the multiple choice question that follows the reading.
● Show Your Thinking: The pairs will answer and validate answer to the question (p 113)
● With a partner, discuss the differences between the two authors’ purposes and points of view.
Closure:
•The teacher will close out the lesson by saying: “Using the data collected today, we can determine point of view….” {and analyze how the author develops the point of view in a passage
Assessment:
•Student work on pages 112-113.
•Student feedback through class discussions.
Homework: “Just for the Thrill of It”
Differentiated Instruction:
•Advanced and Regular students will complete the assignment independently because it is a model of what they will be doing on the Unit test.
•SPED students will be read the passage by the inclusion teacher.
Ms. Sibley’s Lesson Plans
Wednesday, January 7,, 2015
Weekly→ Common Core State Standards:
•
CCSS 6.RI.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
Essential Question/ Target Question/ Objective
Objective: The students will analyze a nonfiction reading passage while focusing on the author’s point of view.
Essential Question: How does an author develop point of view in a passage?
Target Question: How do good readers support the determination they made about the author’s point of view?
I can determine why the author chose the point of view in a given passage.
Bell work
The teacher will set the purpose of this lesson by reviewing point of view as students take out homework assignment from last night
Anticipatory Set:
The teacher will ask randomly about the passage from last night’s homework assignment.

Procedures:

•The teacher will set the purpose of this lesson by asking the students the essential and target questions.

•After the students have shared their responses, the teacher will ask the students to peer grade the multiple choice questions 1 and 2 on page 115.

•The teacher will ask students to share responses to open ended question 3.

•Before the lesson begins, the teacher will give bingo dabbers as a formative assessment for the homework task completion/correct.

Literature Circles

•The teacher will facilitate the whole group reading of “Flying Above the Water.”

•The students answer questions 1-5 independently. (15 minutes)

•The students will then discuss responses within the small group literature circle setting.

•The students will share responses in a whole group setting as the class analyzes the group responses comparing answers/responses.

Closure:

•The teacher will close out the lesson by saying: “Using the information we learned today, we can infer that the reader can determine why the author chose the point of view he did in today’s reading. “

Assessment:

•Student response to question 5 on page 118.

•Student feedback through class discussions.

Homework: None

Differentiated Instruction:

•Advanced and Regular students will complete the assignment independently because it is a model of what they will be doing on the Unit test.

•SPED students will be read the passage by the inclusion teacher.

Ms Sibley’s Lesson Plans
Wednesday, January 8, 2015
Weekly→ Common Core State Standards:
•
CCSS 6.RI.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
Essential Question/ Target Question/ Objective/I can
Objective: The students will analyze a nonfiction reading passage while focusing on the author’s point of view.
Essential Question: How does an author develop point of view in a passage?
Target Question: Why is it important to understand the author’s point of view?
I can determine why the author chose the point of view in a given passage
Bell Work: The teacher will facilitate student responses for the essential and target questions, and I can statement.
Procedures:
● The teacher will show a powerpoint presentation reflecting the skills taught Monday and Tuesday.
● The powerpoint will introduce author’s voice and bias.
Modeled Instruction:
● The teacher will guide students through a passage told from the point of view of the mother.
● The teacher will “think aloud” guiding students in correctly restating the same passage from the point of view of the child.
Small Groups:
● The students will read a short passage and determine the point of view.
● The students will retell the story from a different perspective.
● The teacher will use guided questions to reflect the authors point of view.
Independent Practice:
● Independently, students will read a text and determine the point of view, and voice.
Assessment :
Independent practice
Homework:
Complete any unfinished classwork. 30 minutes i-Ready. Assignment Developing Author’s Point of View in Literature
Differentiated Instruction:
Differentiated Instruction:
•Advanced and Regular students will complete the assignment independently because it is a model of what they will be doing on the Unit test.
•SPED students will be read the passage by the inclusion teacher.
●
Ms. Sibley’s Lesson Plans
Tuesday, January 6, 2015
Weekly→ Common Core State Standards:
● CCSS 6.RI.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
Essential Question/ Target Question/ Objective
Objective: The students will work on the i-Ready program
Essential Question: Why is it important to use i-Ready?
Target Questions: How does i-Ready help me with my grades?
Bell work
The students will write the essential and target questions on their organizer. ( 3-5 minutes)
Anticipatory Set:
The class will participate in a discussion with the following question: The teacher will set the purpose of this lesson by asking the students, “How does i-Ready help?”
Procedures:
● The teacher will set the purpose of this lesson by asking the students, “How does i-Ready help you on a day to day basis?”
● The students will share their responses whole group.
● The teacher will then give the students a laptop.
● The teacher will allow the students to log in.
● While observing, the students will work on the red tab Reading assignments.
Closure:
● The teacher will close out the lesson by saying: “How did i-Ready help you today?”
Assessment:
● Teacher observation of i-Ready.
Homework:
● I-Ready assignment: Point of View 35 minutes
Differentiated Instruction:
● Advanced students will independently write out the response to the central idea by restating the question and answering it, citing the evidence from the passage to support the response, and commenting on the evidence.
● SPED students will be guided by the inclusion and English teacher as well as work with groups to write out the response to the central idea by restating the question and answering it, citing the evidence from the passage to support the response, and commenting on the evidence.
● Regular students will work with groups to write out the response to the central idea by restating the question and answering it, citing the evidence from the passage to support the response, and commenting on the evidence.
● English Language Learners: The teacher will assist in vocabulary building on i-Ready.
Ms Sibley’s Lesson Plans
Friday, January 9, 2015
Common Core State Standards
CCSS 6.RI.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
Essential Question/ Target Question/ Student Centered Objective/ I can
Student Centered Objective: The students use SCOPE magazine to determine the development of the author’s point of view.
Essential Question: Why is it important to read a text closely?
Target Questions: How does an author develop his view using persuasion?
Bell work
The students will write the essential and target questions on their organizer. ( 3-5 minutes)
Anticipatory Set:
The class will participate in a discussion with the following question: The teacher will set the purpose of this lesson by asking the students, “In what ways are we persuaded on a daily basis?” “Does the person trying to persuade have a point of view?”
Procedures:
● The teacher will set the purpose of this lesson by asking the students, “How does an author develop a point of view using persuasion?”
● The students will share their responses whole group.
● The teacher will then give the students a nonfiction passage from SCOPE magazine.
● The teacher will allow the students to make observations by skimming and scanning the passage while underlining, labeling, coding words, and coding images that relate to the point of view.
● The students will make predictions and write down at least 3 sentences about how they think the author feels about the topic.
● The students will read the passage whole group.
● In groups, the students will decide on the author’s point of view and how it was developed in the story.
● The students will communicate with each other using the “Let’s talk” stems to provide evidence from the text to support their responses.
● The class will share the data.
● The class will then draw conclusions from the data by deciding as a whole group which point of view the author fully developed.
● The students will then refer back to the target and essential questions.
Closure:
● The teacher will close out the lesson by saying: “Based on the data collected, we can infer an author develops his point of view in a text by…{target question}
● After the students respond, the teacher will then say “?” {essential question}
Assessment:
● Student feedback through class discussions.
● Class Assignment
Homework:
● None
Differentiated Instruction:
● Advanced students will independently write out the response to the central idea by restating the question and answering it, citing the evidence from the passage to support the response, and commenting on the evidence.
● SPED students will be guided by the inclusion and English teacher as well as work with groups to write out the response to the central idea by restating the question and answering it, citing the evidence from the passage to support the response, and commenting on the evidence.
● Regular students will work with groups to write out the response to the central idea by restating the question and answering it, citing the evidence from the passage to support the response, and commenting on the evidence.
● English Language Learners: The teacher will confirm that these students know the following concepts: bias, voice, view