Mrs. Keith’s Lesson Plans Intensive Reading-Grade 6 Periods 4/5 & 6/7 Week of 1/21/2012

ESOL Strategies: 1, 2, 3, 5, 7, 8, 9, 10, 11, 13, 14

ESE Strategies: 1, 4, 5, 6, 7, 8, 9, 10, 12, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30
*Plans subject to change / Sunshine State Standards Benchmark- LANGUAGE ARTS

Monday (No School)

Essential Question:

Learning Objective:

Arrival Activity:
Learning Activities:
*Whole Group-
*Small Group-
*Read 180 Computer Program-
*Independent Accountable Reading
Summarizing Activities:
W______I______C______R____X /
Strand 1. Reading Process
Fluency: The student demonstrates the ability to read grade level text orally with accuracy, appropriate rate, and expression.
X / LA.6.1.5.1
Vocabulary Development: The student uses multiple strategies to develop grade appropriate vocabulary.
X / LA.6.1.6.1 / X / LA.6.1.6.4 / X / LA.6.1.6.7 / X / LA.6.1.6.10
X / LA.6.1.6.2 / X / LA.6.1.6.5 / X / LA.6.1.6.8 / LA.6.1.6.11
X / LA.6.1.6.3 / X / LA.6.1.6.6 / X / LA.6.1.6.9
Reading Comprehension: The student uses a variety of strategies to comprehend grade level text.
X / LA.6.1.7.1 / X / LA.6.1.7.3 / X / LA.6.1.7.5 / LA.6.1.7.7
X / LA.6.1.7.2 / LA.6.1.7.4 / LA.6.1.7.6 / X / LA.6.1.7.8
Strand 2. Literary Analysis
Fiction: The student identifies, analyzes, and applies knowledge of the elements of a variety of fiction and literary texts to develop a thoughtful response to a literary selection.
X / LA.6.2.1.1 / LA.6.2.1.4 / X / LA.6.2.1.7 / X / LA.6.2.1.10
X / LA.6.2.1.2 / X / LA.6.2.1.5 / X / LA.6.2.1.8
X / LA.6.2.1.3 / LA.6.2.1.6 / X / LA.6.2.1.9
Nonfiction: The student identifies, analyzes, and applies knowledge of the elements of a variety of nonfiction, informational, and expository texts to demonstrate an understanding of the information presented.
LA.6.2.2.1 / LA.6.2.2.3 / LA.6.2.2.5
LA.6.2.2.2 / LA.6.2.2.4
Strand 3. Writing Process
Prewriting: The student will use prewriting strategies to generate ideas and formulate a plan.
LA.6.3.1.1 / LA.6.3.1.2 / LA.6.3.1.3
Drafting: The student will write a draft appropriate to the topic, audience, and purpose.
LA.6.3.2.1 / LA.6.3.2.2 / LA.6.3.2.3
Revising: The student will revise and refine the draft for clarity and effectiveness.
LA.6.3.3.1 / LA.6.3.3.3
LA.6.3.3.2 / LA.6.3.3.4
Editing for Language Conventions: The student will edit and correct the draft for standard language conventions.
LA.6.3.4.1 / LA.6.3.4.3 / LA.6.3.4.5
LA.6.3.4.2 / LA.6.3.4.4
Publishing: The student will write a final product for the intended audience.
LA.6.3.5.1 / LA.6.3.5.2 / LA.6.3.5.3
Strand 4. Writing Applications
Creative: The student develops and demonstrates creative writing.
LA.6.4.1.1 / LA.6.4.1.2
Informative: The student develops and demonstrates technical writing that provides information related to real-world tasks.
LA.6.4.2.1 / LA.6.4.2.3 / LA.6.4.2.5
LA.6.4.2.2 / LA.6.4.2.4
Persuasive: The student develops and demonstrates persuasive writing that is used for the purpose of influencing the reader.
LA.6.4.3.1 / LA.6.4.3.2
Strand 5. Communications
Penmanship: The student engages in the writing process and writes to communicate ideas and experiences.
X / LA.6.5.1.1
Listening and Speaking: The student effectively applies listening and speaking strategies.
X / LA.6.5.2.1 / LA.6.5.2.2
Strand 6. Information and Media Literacy
Informational Text: The student comprehends the wide array of informational text that is part of our day to day experiences.
LA.6.6.1.1 / LA.6.6.1.2 / LA.6.6.1.3
Research Process: The student uses a systematic process for the collection, processing, and presentation of information.
LA.6.6.2.1 / LA.6.6.2.3
LA.6.6.2.2 / LA.6.6.2.4
Media Literacy: The student develops and demonstrates an understanding of media literacy as a life skill that is integral to informed decision making.
LA.6.6.3.1 / LA.6.6.3.2
Technology: The student develops the essential technology skills for using and understanding conventional and current tools, materials and processes.
LA.6.6.4.1 / LA.6.6.4.2

Tuesday

Essential Question: What contributes to a person’s identity? Why might some people want to change their identity?

Learning Objective: Students will practice analyzing the setting, characters, and plot of a short story. Students will use text marking to indicate setting, character, and plot details. Students will practice tracking story elements using a graphic organizer. Students will identify the main idea and important details of a given passage.

Arrival Activity: Bell Ringer Vocabulary: waft
Learning Activities:
*Whole Group- Set purpose for reading, Shared reading (Read, Revisit, React & Write, Target Vocabulary Word-precisely), Story Elements, Main Idea video (Brainpop)
*Small Group- Main Idea and important details of a passage-“Handwriting Secrets” and Main Idea/Details graphic organizer
*Read 180 Computer Program- Differentiated Activities
*Independent Accountable Reading
Summarizing Activities: Learning Log/Verbal Summary
W____X_____ I____X_____ C____X_____ R_____X____

Wednesday

Essential Question: Same as Tuesday

Learning Objective: Students will practice analyzing the setting, characters, plot and theme. Students will use text marking to indicate setting, character, and plot details. Students will practice tracking story elements using a graphic organizer. Students will use a Skills Check to show understanding of story elements. Students will identify the main

Arrival Activity: Bell Ringer Vocabulary: waft
Learning Activities:
*Whole Group- Set purpose for reading, Shared reading (Read, Revisit, React & Discuss, Target Vocabulary word-evident), Story Elements
*Small Group-Reading Journal, Main Idea and important details of a passage-“The Story of Our Symbols” and Main Idea/Details graphic organizer
*Read 180 Computer Program- Differentiated Activities
*Independent Accountable Reading
Summarizing Activities: Learning Log/Verbal Summary
W____X_____ I_____X____ C____X_____ R___X______

Thursday

Essential Question: Same as Tuesday
Learning Objective: Students will practice reading in a fluent manner. Students will practice test-taking strategies.
Arrival Activity: Bell Ringer Vocabulary: awry
*Whole Group-CBAT
*Small Group- Reading Journal, Finish all incomplete work for this week
*Read 180 Computer Program- Differentiated Activities
*Independent Accountable Reading
Summarizing Activities: Learning Log/Verbal Summary
W_____X____ I______C______R____X_____

Friday (Library Today)

Essential Question: Same as Tuesday

Learning Objective: Students will participate in differentiated activities based on their need from the FAIR test.

Arrival Activity: Bell Ringer Vocabulary: awry

*Whole Group: No whole group-Library
*Small Group: Differentiated activities based on needs according to FAIR
*Read 180 Computer Program- Differentiated Activities
*Independent Accountable Reading
Summarizing Activities: Learning Log/Verbal Summary
W______I______C___X______R_____X____