PCIS 6th GRADE INSTRUCTIONAL PLAN

Grade: 6th Grade

Subject: Wonders Reading
Teacher: McElroy, Senn, Williams, King, Fleming
DA
PROCEDURES
Y

Time: 1, 2,3,4,5 periods

Week of: Unit 4 Week 5 February 4-10
EQUIPMENT/MATE
INSTRUCTIONAL
RIALS
METHOD

2/4/15

PCIS 6th GRADE INSTRUCTIONAL PLAN

DAILY LESSON CONCEPT (OBJECTIVE): Poetry and Point of View
ESSENTIAL QUESTION: How can we take responsibility?
WIDA: English language learners communicate for social and instructional purposes in the
school setting (SIL). English language learners communicate information, ideas and
concepts necessary for academic success in the content area of Language Arts (LoLA).
COS/CCRS OBJECTIVE(S): (SL 6.1b) Follow rules for collegial discussions, set specific
goals and deadlines, and define individual roles as needed. (SL 6.1c) Engage effectively in
a range of collaborative discussions with diverse partners on grade 6 topics, texts, and
issues, building on others ideas and expressing their own clearly. Pose and respond to
specific questions with elaboration and detail by making comments that contribute to the
topic or issue under discussion. (SL 6.2) Interpret information presented in diverse media
and formats and explain how it contributes to a topic, text, or issue under study. (RL 6.5)
Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of
a text and contributes to the development of the theme, setting, or plot.
HIGHER ORDER THINKING SKILLS: Students will be able to cite textual evidence to
support the point of view.
KEY VOCABULARY: Answerable, lounge, obligation, proportion, free verse, alliteration,
narrative poem, assonance
BEFORE: Build Background: Owning UP p. T266-267, Discuss the photograph of the
baseball smashing through the window. Focus on the speakers sense of responsibility.
Essential Question: How can we take responsibility?
Ask: Why does the speaker make him or herself answerable to the neighbor? How does a
sense of obligation guide the speakers actions?
Listening Comprehension: Interactive Read Aloud: Alejandros Music
Preview Genre: Free Verse and Narrative Poetry
Graphic Organizer (if want to use) Have students restate the most important parts of
Alejandros Music in their own words.
DURING: Vocabulary: Words in Context, T270-271 RWW 292 Using the vocabulary
routines,
Complete Practice: Your Turn 191 (will not complete in class as whole)
Close Reading of Complex text: Hey Nilda and Hi Rachel
Make Connections: Use text evidence as they discuss how each girl takes responsibility for
maintaining their friendship. Discuss was personal qualities allow people to step up and take
responsibility for their lives.
AFTER: Centers Activities and Small Group
HOMEWORK: Vocabulary Menu ASSESSMENT: U4W5 Weekly Assessment on Day 5,
Friday
SMALL GROUP READING: SG1 Phonemic Awareness Phonics Vocabulary
Fluency Comprehension
SG2 Phonemic Awareness Phonics Vocabulary
Fluency Comprehension
SG3 Phonemic Awareness Phonics Vocabulary
Fluency Comprehension

Dry Erase Board

X Smart Board
Student
Technology
Lab Equipment
X Workbook
Handout
X Text Wonders
RWW and Lit
Anthology
Approved Video
Manipulatives
X Other: Graphic
Organizer, Game,
Test,
Paint, etc.

X Explicit Instruction
X Guided Practice
Independent
Practice
X Centers
X Large Group
Instruction
X Small Group
Instruction
X Partner Work/Talk
X Collaborative
Groups
Intervention
X Student
Engagement
XAssessment

2/5/15

PCIS 6th GRADE INSTRUCTIONAL PLAN

DAILY LESSON CONCEPT (OBJECTIVE): Poetry and Point of View
ESSENTIAL QUESTION: How can we take responsibility?
WIDA: English language learners communicate for social and instructional purposes in the
school setting (SIL). English language learners communicate information, ideas and
concepts necessary for academic success in the content area of Language Arts (LoLA).
COS/CCRS OBJECTIVE(S): (SL 6.1b) Follow rules for collegial discussions, set specific
goals and deadlines, and define individual roles as needed. (SL 6.1c) Engage effectively in
a range of collaborative discussions with diverse partners on grade 6 topics, texts, and
issues, building on others ideas and expressing their own clearly. Pose and respond to
specific questions with elaboration and detail by making comments that contribute to the
topic or issue under discussion. (SL 6.2) Interpret information presented in diverse media
and formats and explain how it contributes to a topic, text, or issue under study. (RL 6.5)
Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of
a text and contributes to the development of the theme, setting, or plot.
HIGHER ORDER THINKING SKILLS: Students will be able to cite textual evidence to
support the point of view.
KEY VOCABULARY: answerable, lounge, obligation, proportion, free verse, alliteration,
narrative poem, assonance
BEFORE: Essential Question: How can we take responsibility?
Review Vocabulary- answerable, lounge, obligation, proportion, free verse, alliteration,
narrative poem, assonance
DURING :
Genre: Poetry-Go over free verse and narrative poetry
Comprehension Skill: Point of View: Explain that students should identify the speaker in a
narrative poem. Ask if the speaker is a character in the poem? Does he or she participate in
events? Do readers know what he or she thinks and feels?
Literary Elements: Alliteration and Assonance. Explain that poets use these to help achieve
rhythms, rhymes, and other sound effects to help the overall feeling of the poem.
Close read Hey Nilda and Hi Rachel
Analytical Writing: Using a graphic organizer identify the details that reveal the first-person
point of view in Hey Nilda
Analytical Writing: As pairs work together to write an analysis of the point of view in Hi
Rachel
AFTER: Centers Activities
HOMEWORK: Vocabulary Menu ASSESSMENT: U4W5 Weekly Assessment on Day 5, Friday
SMALL GROUP READING: SG1 Phonemic Awareness Phonics Vocabulary
Fluency Comprehension
SG2 Phonemic Awareness Phonics Vocabulary
Fluency Comprehension
SG3 Phonemic Awareness Phonics Vocabulary
Fluency Comprehension

Dry Erase Board

X Smart Board
Student
Technology
Lab Equipment
X WorkbookHandout
X Text Wonders
RWW and Lit
Anthology
Approved Video
Manipulatives
Other: Graphic
Organizer, Game,
Test,
Paint, etc.

X Explicit Instruction
X Guided Practice
Independent
Practice
X Centers
X Large Group
Instruction
X Small Group
Instruction
X Partner Work/Talk
X Collaborative
Groups
Intervention
X Student
Engagement
Assessment

2/6/15

PCIS 6th GRADE INSTRUCTIONAL PLAN

DAILY LESSON CONCEPT (OBJECTIVE): Poetry and Point of View
ESSENTIAL QUESTION: How can we take responsibility?
WIDA: English language learners communicate for social and instructional purposes in the
school setting (SIL). English language learners communicate information, ideas and
concepts necessary for academic success in the content area of Language Arts (LoLA).
COS/CCRS OBJECTIVE(S): (SL 6.1b) Follow rules for collegial discussions, set specific
goals and deadlines, and define individual roles as needed. (SL 6.1c) Engage effectively in
a range of collaborative discussions with diverse partners on grade 6 topics, texts, and
issues, building on others ideas and expressing their own clearly. Pose and respond to
specific questions with elaboration and detail by making comments that contribute to the
topic or issue under discussion. (SL 6.2) Interpret information presented in diverse media
and formats and explain how it contributes to a topic, text, or issue under study. (RL 6.5)
Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of
a text and contributes to the development of the theme, setting, or plot. (RL.6.10) By the
end of the year, read and comprehend literature, including stories, dramas, and poems, in
the grades 6-8 text
KEY VOCABULARY: answerable, lounge, obligation, proportion, free verse, alliteration,
narrative poem, assonance
BEFORE: Essential Question: How can we take responsibility?
Review Vocabulary- answerable, lounge, obligation, proportion, free verse, alliteration,
narrative poem, assonance
DURING: Close Read: This is Just to Say, to Mrs. Garcia in the office, to Thomas
Analytical Writing-Use Graphic Organizer on PB p. 192 to record the details that reveal the
poems point of view.
Complete ACT
Also, touch-base with Alliteration
Analytical Writing Complete Write about Reading- Point of View- As students to use
their organizers to write an explanation of the poem. Remember to cite text details to
support ideas.
Complete the Make Connections. Why is it important to admit responsibility for your
actions?
AFTER: Centers Activities and small groups
HOMEWORK: Vocabulary Menu ASSESSMENT: U4W5 Weekly Assessment on Day 5, Friday
SMALL GROUP READING: SG1 Phonemic Awareness Phonics Vocabulary
Fluency Comprehension
SG2 Phonemic Awareness Phonics Vocabulary
Fluency Comprehension
SG3 Phonemic Awareness Phonics Vocabulary
Fluency Comprehension

Dry Erase Board

X Smart Board
Student
Technology
Lab Equipment
X WorkbookHandout
X Text Wonders
RWW and Lit
Anthology
Approved Video
Manipulatives
Other: Graphic
Organizer, Game,
Test,
Paint, etc.

X Explicit Instruction
X Guided Practice
Independent
Practice
X Centers
X Large Group
Instruction
X Small Group
Instruction
X Partner Work/Talk
X Collaborative
Groups
Intervention
X Student
Engagement
Assessment

2/9/15

PCIS 6th GRADE INSTRUCTIONAL PLAN

DAILY LESSON CONCEPT (OBJECTIVE): Poetry and Point of View
ESSENTIAL QUESTION: How can we take responsibility?
WIDA: English language learners communicate for social and instructional purposes in the
school setting (SIL). English language learners communicate information, ideas and
concepts necessary for academic success in the content area of Language Arts (LoLA).
COS/CCRS OBJECTIVE(S): (SL 6.1b) Follow rules for collegial discussions, set specific
goals and deadlines, and define individual roles as needed. (SL 6.1c) Engage effectively in
a range of collaborative discussions with diverse partners on grade 6 topics, texts, and
issues, building on others ideas and expressing their own clearly. Pose and respond to
specific questions with elaboration and detail by making comments that contribute to the
topic or issue under discussion. (SL 6.2) Interpret information presented in diverse media
and formats and explain how it contributes to a topic, text, or issue under study. (RL 6.5)
Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of
a text and contributes to the development of the theme, setting, or plot. (RL.6.10) By the
end of the year, read and comprehend literature, including stories, dramas, and poems, in
the grades 6-8 text Use combined knowledge of all letter-sound correspondences,
syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar
multisyllabic words in context and out of context. (RF.5.3a) Read on-level prose and poetry
orally with accuracy, appropriate relate, and expression on successive readings. (RF.5.4b)
HIGHER ORDER THINKING SKILLS Students will be able to cite textual evidence to
support the point of view.
KEY VOCABULARY: answerable, lounge, obligation, proportion, free verse, alliteration,
narrative poem, assonance
BEFORE: Essential Question: How can we take responsibility?
Review Vocabulary- answerable, lounge, obligation, proportion, free verse, alliteration,
narrative poem, assonance
DURING: Phonics/ Fluency: Consonant Alternation- Remind students that a suffix is a word
part that comes at the end of a base word and changes the words meaning and part of
speech. Write the words create and creation on the board and explain that the suffix
changes the words consonant sound. Do the same with these words: limb/limber,
condemn/condemnation, solemn/solemnity, malign/malignant, muscle/muscular,
public/publicity.
Read Primer Lesson and If I can stop on Heart from breaking. Complete ACT.
Complete Analytical Writing- Have students write about and share what each poet says
about responsibility.
Analytical Writing: As students read have them do a close reading, writing about details that
show point of view and using text evidence to compare poems.
AFTER: Centers
HOMEWORK: Vocabulary Menu ASSESSMENT: U4W5 Weekly on Day 5, Friday
SMALL GROUP READING: SG1 Phonemic Awareness Phonics Vocabulary
Fluency Comprehension
SG2 Phonemic Awareness Phonics Vocabulary
Fluency Comprehension
SG3 Phonemic Awareness Phonics Vocabulary

Dry Erase Board

X Smart Board
Student
Technology
Lab Equipment
X WorkbookHandout
X Text Wonders
RWW and Lit
Anthology
Approved Video
Manipulatives
Other: Graphic
Organizer, Game,
Test,
Paint, etc.

X Explicit Instruction
X Guided Practice
Independent
Practice
X Centers
X Large Group
Instruction
X Small Group
Instruction
X Partner Work/Talk
X Collaborative
Groups
Intervention
X Student
Engagement
Assessment

2/10/15

PCIS 6th GRADE INSTRUCTIONAL PLAN

DAILY LESSON CONCEPT (OBJECTIVE): Poetry and Point of View
ESSENTIAL QUESTION: How can we take responsibility?
WIDA: English language learners communicate for social and instructional purposes in the
school setting (SIL). English language learners communicate information, ideas and
concepts necessary for academic success in the content area of Language Arts (LoLA).
COS/CCRS OBJECTIVE(S): Present claims and findings, sequencing ideas logically and
using pertinent descriptions, facts, and detail to accentuate main ideas or these; use
appropriate eye contact, adequate volume, and clear pronunciation. (S.L.6.4)
HIGHER ORDER THINKING SKILLS: Students will be able to cite textual evidence to
support the point of view.
KEY VOCABULARY: answerable, lounge, obligation, proportion, free verse, alliteration,
narrative poem, assonance
BEFORE: Essential Question: How can we take responsibility?
Review Vocabulary- answerable, lounge, obligation, proportion, free verse, alliteration,
narrative poem, assonance
DURING: Complete U3W5 Weekly Assessment and Selection Assessment
AFTER: Read AR or work on other homework
HOMEWORK: ASSESSMENT: U4W5 Weekly Assessment Today
SMALL GROUP READING: SG1 Phonemic Awareness Phonics Vocabulary
Fluency Comprehension
SG2 Phonemic Awareness Phonics Vocabulary
Fluency Comprehension
SG3 Phonemic Awareness Phonics Vocabulary
Fluency Comprehension

Dry Erase Board

Smart Board
Student
Technology
Lab Equipment
Workbook
Handout
Text
Approved Video
Manipulatives
X Other: Graphic
Organizer, Game,
Test,
Paint, etc.

Explicit Instruction
Guided Practice
Independent
Practice
Centers
X Large Group
Instruction
Small Group
Instruction
Partner Work/Talk
Collaborative
Groups
Intervention
Student
Engagement
X Assessment