Fort Service Learning Magnet Academy’s Lesson Plan

Course Title: ELA Grade: 6th Teacher Name: Mrs. K. Jones

Week of: August 31, 2015

Day / Monday / Tuesday / Wednesday / Thursday / Friday
Standard(s) / ELAGSE6RL4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
ELAGSE6L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. / ELAGSE6RL4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
ELAGSE6L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
ELAGSE6SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. / ELAGSE6RL4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
ELAGSE6SL2: Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. / ELAGSE6L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
ELAGSE6RL4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. / ELAGSE6RI1: Cite textual evidence that support an analysis… and inferences.
ELAGSEW9: Draw evidence from literary or informational text to support analysis, reflection, and research.
ELAGSE6RL4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
Learning Target (I Can) / I can use knowledge of language and its conventions when writing, speaking, reading, or listening. / I can use knowledge of language and its conventions when writing, speaking, reading, or listening. / I can use various tools to determine meanings of unfamiliar words and phrases. / I can use knowledge of language and its conventions when writing, speaking, reading, or listening. / I can draw evidence from literary or informational text to support analysis, reflection, and research.
Essential Question / How/why do we determine meanings of unfamiliar words and phrases? / How/Why do word relationships and nuances affect intended meaning? / How/why do we determine meanings of unfamiliar words and phrases? / How/Why do word relationships and nuances affect intended meaning? / How does using evidence from literary and informational texts provide support in writing?
Warm Up / Students will complete three activities of their choice from their vocabulary task cards in their Warm Up Notebook.
Descendant
Momentum / Students will complete three activities of their choice from their vocabulary task cards in their Warm Up Notebook.
Abolitionist
Impede / Students will complete three activities of their choice from their vocabulary task cards in their Warm Up Notebook.
Impersonate
Ensued / Students will complete three activities of their choice from their vocabulary task cards in their Warm Up Notebook.
Suspicion
Hybrid / Students will complete three activities of their choice from their vocabulary task cards in their Warm Up Notebook.
Astonished
Customary
Opening / Teacher will continue with grammar review – FOCUS PRONOUN TYPES
PERSONAL PRONOUNS / Teacher will continue with grammar review – FOCUS PRONOUN TYPES
PERSONAL PRONOUNS / MEDIA CENTER ORIENTATION AND CHECK OUT / Teacher will continue with grammar review – FOCUS PRONOUN TYPES
REFLEXIVE; INTENSIVE / Teacher will REVIEW the R.A.C.E. Strategy using the R.A.C.E. PowerPoint.
Work Period / QUIZ OVER THE FIRST TWO CHAPTERS OF 5000 MILES TO FREEDOM.
STUDENTS WILL COMPLETE THE PERSONAL PRONOUN CHART FOR THEIR NOTES.
STUDENTS WILL TAKE NOTES USING CORNELL. / STUDENTS WILL COMPLETE THE PRONOUN ACTIVITY IN THEIR INTERACTIVE NOTEBOOK USING THEIR WRITE SOURCE BOOKS AS A REFERENCE.
STUDENTS WILL CONTINUE READING CHAPTER 4 OF 5,000 MILES TO FREEDOM. / MEDIA CENTER ORIENTATION AND CHECK OUT
WANTED POSTERS DUE. / STUDENTS WILL TAKE NOTES USING INTERACTIVE NOTEBOOKS.
STUDENTS WILL COMPLETE WORKSHEET FOR REFLEXIVE INTENSIVE PRONOUNS AND REVIEW IN CLASS. / PRONOUN QUIZ
STUDENTS WILL READ THE JOURNAL ARTICLE, “Riding on Dubs” AND COMPLETE A CONSTRUCTED RESPONSE TO THE QUESTION, “What attitude does “Twista” appear to have about his cars?
Closing / Exit ticket – LIST THE SINGULAR SUBJECT PERSONAL PRONOUNS / Exit Ticket – LIST THE PLURAL SUBJECT PERSONAL PRONOUNS / Exit Ticket: WANTED POSTER / Exit Ticket: How will you determine the difference between Reflexive and Intensive Pronouns? / Exit Ticket: What is the author’s purpose of the journal article?
Homework / STUDY THE PRONOUN CHART. FINISH WARM UP.
WORK ON WANTED POSTER. / READ CHAPTER 5 OF 5,000 MILES TO FREEDOM.
STUDY PRONOUNS. FINISH WARM UP. FINISH WANTED POSTER / Complete any work not finished in class for homework. / READ CHAPTER 6 OF 5,000 MILES TO FREEDOM.
STUDY PRONOUNS. FINISH WARM UP. / Complete any work not finished in class for homework.
Assessments
(List them below each heading) / Formative
Teacher Observation
WarmUp Journal
Exit Ticket / Formative
Teacher Observation
WarmUp Journal
Exit Ticket / Formative
Teacher Observation
WarmUp Journal
Exit Ticket / Formative
Teacher Observation
WarmUp Journal
Exit Ticket / Formative
Teacher Observation
Constructed Response
WarmUp Journal
Summative / Summative / Summative
WANTED POSTER / Summative / Summative
PRONOUN QUIZ
Co-Teaching Model / Team Teaching / Team Teaching / Team Teaching / Team Teaching / Team Teaching
Accommodations/Modifications / Visual Aid
Assistance / Visual Aid
Assistance / Visual Aid
Assistance/Small Group / Visual Aid
Assistance / Assistance
Higher Order Thinking Skills / Knowledge / Knowledge / Knowledge / Application / Comprehension
Differentiation Strategy / Acceleration/Previewing / Acceleration/Previewing / Acceleration/Previewing / Acceleration/Previewing / Acceleration/Previewing
Grouping Strategy / Whole Group / Whole Group / Whole Group / Small Group / Small Group
Use of Technology / ☒ Teacher
☐ Student / ☒ Teacher
☐ Student / ☒ Teacher
☐ Student / ☒ Teacher
☐ Student / ☒ Teacher
☐ Student
Type of Technology / ☒ SMART Board
☐ Laptops
☐ Student Response
☒ Computers
☐ Other: / ☒ SMART Board
☐ Laptops
☐ Student Response
☒ Computers
☐ Other: / ☒ SMART Board
☐ Laptops
☐ Student Response
☒ Computers
☐ Other: / ☒ SMART Board
☐ Laptops
☐ Student Response
☒ Computers
☐ Other: / ☒ SMART Board
☐ Laptops
☐ Student Response
☒ Computers
☐ Other:
Resources / Composition Books
Vocabulary Task Cards
Vocabulary Task Card PowerPoint
PERSONAL PRONOUN CHART
Exit Tickets / Composition Books
Vocabulary Task Cards
5000 MILES TO FREEDOM
WRITE SOURCE BOOKS
Exit Tickets / Composition Books
Vocabulary Task Cards
5000 Miles to Freedom Novel / Composition Books
Vocabulary Task Cards
PRONOUN QUIZ
R.A.C.E. PowerPoint
R.A.C.E. Worksheets
“RIDING ON DUBS” ARTICLE
5000 Miles to Freedom Novel
Substitute Plans for the days you are absent (place plans on your desk)
Smart Board Lesson recorded & directions for this process for the days you are absent (place directions on your desk)