/ LESSON PLANS SUBJECT TO CHANGE
V. Thomley
English Language Arts- 6th Grade
Week 4: Sept.14-18, 2015 /
MONDAY 9/14 / TUESDAY 9/15 / WEDNESDAY 9/16 / THURSDAY 9/17 / FRIDAY 9/18
Standard(s) / 6. L.1.1. (D0K2) Caught ‘Ya
LAFS.6.SL.1.1 (DOK 3)
LAFS.6.RL.1.2 (DOK 2)
LAFS.6.RI.1.2 (DOK 2)
LAFS.6.RL.1.3 (DOK 2)
LAFS.6.RI.1.3 (DOK 2)
LAFS.6.W.1.2 (DOK 4)
LAFS.6.L.1.1a-b (DOK 2) / 6. L.1.1. (D0K2) Caught ‘Ya
LAFS.6.SL.1.1 (DOK 3)
LAFS.6.RL.1.2 (DOK 2)
LAFS.6.RI.1.2 (DOK 2)
LAFS.6.RL.1.3 (DOK 2)
LAFS.6.RI.1.3 (DOK 2)
LAFS.6.W.1.2 (DOK 4)
LAFS.6.L.1.1a-b (DOK 2) / 6. L.1.1. (D0K2) Caught ‘Ya
LAFS.6.SL.1.1 (DOK 3)
LAFS.6.RL.1.2 (DOK 2)
LAFS.6.RI.1.2 (DOK 2)
LAFS.6.RL.1.3 (DOK 2)
LAFS.6.RI.1.3 (DOK 2)
LAFS.6.W.1.2 (DOK 4)
LAFS.6.L.1.1a-b (DOK 2) / 6. L.1.1. (D0K2) Caught ‘Ya
LAFS.6.SL.1.1 (DOK 3)
LAFS.6.RL.1.2 (DOK 2)
LAFS.6.RI.1.2 (DOK 2)
LAFS.6.RL.1.3 (DOK 2)
LAFS.6.RI.1.3 (DOK 2)
LAFS.6.W.1.2 (DOK 4)
LAFS.6.L.1.1a-b (DOK 2) / 6. L.1.1. (D0K2) Caught ‘Ya
LAFS.6.SL.1.1 (DOK 3)
LAFS.6.RL.1.2 (DOK 2)
LAFS.6.RI.1.2 (DOK 2)
LAFS.6.RL.1.3 (DOK 2)
LAFS.6.RI.1.3 (DOK 2)
LAFS.6.W.1.2 (DOK 4)
LAFS.6.L.1.1a-b (DOK 2)
Learning Goal:
/ Students will be able to: Determine central ideas or themes of a text and analyze their development. Analyze how and why individuals, events, or ideas develop and interact over the course of the text. Write informative/explanatory texts to examine and convey complex ideas using information clearly and accurately.
Essential Question / ·  How can I use details from the text related to theme to determine the author’s message?
·  How can I determine and summarize the central Idea of the text based on details provided by the author?
·  How do the characters in the text move the plot to a resolution?
·  How can the details elaborated in the text increase my understanding of what I read?
·  How can I use information to express an idea
Objective(s): / Students will be able to explain the concepts ideas, or techniques as presented in the texts they have read, as well as e able to express their findings in clear focused writing. / Students will be able to explain the concepts ideas, or techniques as presented in the texts they have read, as well as e able to express their findings in clear focused writing. / Students will be able to explain the concepts ideas, or techniques as presented in the texts they have read, as well as e able to express their findings in clear focused writing. / Students will be able to explain the concepts ideas, or techniques as presented in the texts they have read, as well as e able to express their findings in clear focused writing. / Students will be able to explain the concepts ideas, or techniques as presented in the texts they have read, as well as e able to express their findings in clear focused writing.
Vocabulary / Central idea, convey, detail, distinct, judgment, opinion, personal, summarize, summary, text, theme / Central idea, convey, detail, distinct, judgment, opinion, personal, summarize, summary, text, theme / Central idea, convey, detail, distinct, judgment, opinion, personal, summarize, summary, text, theme / Central idea, convey, detail, distinct, judgment, opinion, personal, summarize, summary, text, theme / Central idea, convey, detail, distinct, judgment, opinion, personal, summarize, summary, text, theme / Theme, fear, plot , summary / Theme, fear, plot , summary / Theme, fear, plot , summary
Bell Ringer
Advanced
1st and 6th
Journaling / AR Reading / AR Reading / Caught’ Ya / Caught’ Ya
MONDAY 9/14 / TUESDAY 9/15 / WEDNESDAY 9/16 / THURSDAY 9/17 / FRIDAY 9/18
Teacher Reviews learning goals, objectives, and scales Students will take the Lake Assessments test during 1st and 2nd period. The test will take 90 minutes.
Students will begin the Anti-bullying Curriculum lesson 1. (1st Period) / Teacher Reviews learning goals, objectives, and scales. Students will take the Lake Assessments test during 1st and 2nd period. The test will take 90 minutes.
Students will begin the Anti-bullying Curriculum lesson 2. (1st Period) / Teacher Reviews learning goals, objectives, and scales Teacher/ Students will prepare for the test on the story “The Ravine”. Students will take the test on “The Ravine”. Students will read the story “Fears and Phobias” p. 41-46 (online article) Students will do Analyzing Test Questions (p. 48 1-6) for homework. / Teacher Reviews learning goals, objectives, and scales Teacher/ Students will review character traits, setting, main idea, text connection, author’s purpose. Students will do the “Text Detective” graphic organizer for the story “Fears and Phobias. / Teacher Reviews learning goals, objectives, and scales Teacher/ Students will discuss theme by showing a power point. Students will work in groups utilizing theme task cards and a recording sheet.
Students will read short passages to determine the theme.
Notes:
Homework / Read for AR / Read for AR / Textbook p. 48 #1-6 / Read for AR / Read for AR
Ticket Out / Reflection: What did you learn? Where do you think you are on the scale? Explain why? / Reflection: What did you learn? Where do you think you are on the scale? Explain why? / Reflection: What did you learn? Where do you think you are on the scale? Explain why? / Reflection: What did you learn? Where do you think you are on the scale? Explain why? / Reflection: What did you learn? Where do you think you are on the scale? Explain why?
AGENDA FOR
2ND, 3RD, 4TH / Teacher Reviews learning goals, objectives, and scales
No 2nd period today!
Students will complete the character trait bubble map on Vinny and the constructive response.
(3rd , 4th and 6th only) / Teacher Reviews learning goals, objectives, and scales
No 2nd Period Today
Teacher/Students will review for the test on “The Ravine”.
Students will take the test on “The Ravine” comprehension and constructed response. (3rd, 4th, 6th) / Teacher Reviews learning goals, objectives, and scales Teacher/ Students will read the story “Fears and Phobias” p. 41-46 (online article) Students will do Analyzing Test Questions (p. 48 # 1-6) / Teacher Reviews learning goals, objectives, and scales Teacher/ Students will review character traits, setting, main idea, text connection, author’s purpose. Students will do the “Text Detective” graphic organizer for the story “Fears and Phobias. / Teacher Reviews learning goals, objectives, and scales Teacher/ Students will discuss theme by showing a power point. Students will work in groups utilizing theme task cards and a recording sheet.
Students will read short passages to determine the theme.
Bell work / Journaling / Caught’ Ya / AR Reading / Journaling / Caught’ Ya
Homework / Read for AR / Read for AR / Questions in Textbook P. 48 / Read for AR / Read for AR
Accommodations / ESOL/ESE MODIFICATIONS: Multiple learning styles; Provide contextual support through models and demonstrations; Reinforce key ideas repeatedly; making use of contextual clues; multiple media; hands-on experiences; defining content area terms, thinking maps, classroom routines; use visuals and models, monitor students’ comprehension, give wait time, introduce new vocabulary, write directions on board; use document camera and projector with speakers when necessary. Accommodations: Extended time; test in small group; test in alternative setting; clarify assignments and directions; check for understanding; Inclusion Teacher assist
Published End Product
/ Fears and Phobias: Students will write an extended response in which 1. Explain how the author develops the theme or central idea about fear and 2.the important role it plays in our lives through particular details. Support your response with evidence from the text.

ESE MODIFICATIONS ARE MADE FOR EACH STUDENT BASED ON HIS OR HER INDIVIDUAL EDUCATION PLAN AND ARE DESIGNED TO HELP STUDENTS ACCELERATE AND ACCESS BENCHMARKS.