Weekly Lesson Plans Block Schedule

Teacher: T. Turner, Subject/Grade Level: 6th grade ELA

Whitten, Redmond
Monday Tuesday Wednesday
Odd Even Odd Even Odd Even
Week of 04/17/17
Engage
Creating the environment for learning. Getting students ready to learn. Give and/or demonstrate necessary information.
x Engage x Explore x Explain Elaborate Engage Explore Explain Elaborate Engage Explore Explain Elaborate
5E LEARNING CYCLE
Evaluate Evaluate Evaluate
STANDARDS/ELEMENTS
.Lessons this week cover
standards Lessons this week cover
Lessons this week cover standards
standards ELAGSE6RI4: Determine
the meaning of words ELAGSE6RI4: Determine the
ELAGSE6RI4: Determine and phrases as they are meaning of words and
the meaning of words and used in a text, including phrases as they are used in
phrases as they are used figurative, connotative, a text, including figurative,
in a text, including and technical meanings. connotative, and technical
figurative, connotative, meanings.
and technical meanings.
ELAGSE6RI6: Determine
an authors point of view ELAGSE6RI6: Determine an
ELAGSE6RI6: Determine an or purpose in a text and
authors point of view or
authors point of view or explain how it is purpose in a text and explain
purpose in a text and conveyed in the text
explain how it is conveyed how it is conveyed in the
in the text text
 Students will understand how to
LEARNING TARGET(S)
Demonstrate command of the
conventions of standard English
capitalization, punctuation, and
spelling when
writing. a. Use punctuation (commas,
parentheses, dashes) to set off
nonrestrictive/parenthetical elements.*
Determine or clarify the
meaning of unknown and
multiple-meaning words and
phrases based on grade 6
reading and content, choosing
flexibly from a range of
strategies.
a. Use context (e.g., the
overall meaning of a sentence
or paragraph; a words position
or function in a sentence) as a
clue to the meaning of a word
or phrase.
ESSENTIAL QUESTION (S) Enduring Understandings:
& Students will understand that...
ENDURING
Effective written communication
UNDERSTANDING
relies on choosing the proper form
of writing, (i.e., argument,
informative, narrative)
Capturing and maintaining the
readers interest is essential in the
process of persuasion.
Use precise and vivid language to
allow their narrative to come to
life through sensory details
Essential Questions:
How can the study of themes and
values in texts prepare one for
responsible participation in
society?
How can we analyze an author's
purpose and tone?
How are reading and writing
connected?
How does comprehension of
informational and literary texts
contribute to lifelong learning?
How does a reader know an
author has presented a credible,
Students will understand how to
Demonstrate command of the
conventions of standard English
capitalization, punctuation, and
spelling when
writing. a. Use punctuation (commas,
parentheses, dashes) to set off
nonrestrictive/parenthetical elements.*
Determine or clarify the meaning of
unknown and multiple-meaning
words and phrases based on grade 6
reading and content, choosing
flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of
a sentence or paragraph; a words position or
function in a sentence) as a clue to the
meaning of a word or phrase.
Enduring Understandings: Students will
understand that...
Effective written communication relies
on choosing the proper form of writing,
(i.e., argument, informative, narrative)
Capturing and maintaining the readers
interest is essential in the process of
persuasion.
Use precise and vivid language to allow
their narrative to come to life through
sensory details
Essential Questions:
How can the study of themes and
values in texts prepare one for
responsible participation in society?
How can we analyze an author's
purpose and tone?
How are reading and writing
connected?
How does comprehension of
informational and literary texts
contribute to lifelong learning?
How does a reader know an author has
presented a credible, accurate claim?
Students will understand how to
Demonstrate command of the
conventions of standard English
capitalization, punctuation, and
spelling when writing. a. Use
punctuation (commas,
parentheses, dashes) to set off
nonrestrictive/parenthetical
elements.*
Determine or clarify the meaning
of unknown and multiple-
meaning words and phrases
based on grade 6 reading and
content, choosing flexibly from a
range of strategies.
a. Use context (e.g., the overall
meaning of a sentence or
paragraph; a words position or
function in a sentence) as a clue
to the meaning of a word or
phrase.
Enduring Understandings: Students will
understand that...
Effective written communication relies
on choosing the proper form of writing,
(i.e., argument, informative, narrative)
Capturing and maintaining the readers
interest is essential in the process of
persuasion.
Use precise and vivid language to allow
their narrative to come to life through
sensory details
Essential Questions:
How can the study of themes and values
in texts prepare one for responsible
participation in society?
How can we analyze an author's
purpose and tone?
How are reading and writing
connected?
How does comprehension of
informational and literary texts
contribute to lifelong learning?
How does a reader know an author has
 accurate claim? presented a credible, ac
How can understanding the
central idea of a passage help me How can understanding the central idea
How can unders
to understand the passage? of a passage help me to understand the passage?
What strategies can I use to central idea of a passag
What strategies can I use to
determine the meaning of words determine the meaning of words or understand the passage
or phrases in texts? phrases in texts? What strategies
determine the meaning
phrases in texts?
LANGUAGE OF THE
LESSON
(Academic Vocabulary) Figurative
Figurative
Figurative
Connotative Connotative Connotative
Explicit Explicit
Explicit
Illicit Illicit
Technical Illicit Technical

Technical

USA TestPrep (vocabulary)

OPENING (5-10 MIN)
USA TestPrep (vocabulary)
The teacher and students will review vocabulary
words for RI4 using 5 questions. The warmup
will be read aloud and answered by students. A
discussion will take place if necessary.
SW be introduced to this weeks
Readworks assignments. These
assignments have been leveled
I DO according to student Lexile scores.
Students will receive which
assignment to complete.
The teacher and students will
review vocabulary words for Ri6
using 5 questions. The warmup will Kahoot ( interrogative a
be read aloud and answered by pronouns)
students. A discussion will take The students will use th
place if necessary. log onto Kahoot.it wher
the code and participat
discussion will take plac
are problems with unde
Teacher will explain to students
Students will work on the c
that before Spring Break, they were
Achieve 3000, ACHIEVE A
allowed to complete 7 questions
Words By Wire. The teac
out of 17 from the posttest that
discussing the Before Read
covers standards L4.a, RL9, RI5,
and introduce each part of
RI8, and L4.c. Today, students will
complete the final 10 questions
needs to be completed.
from the test.
Student Focused Work
Learning explorations, instructional elaboration and explanation, and academic-support strategies and activities that are intended to address
the learning intentions of the day and the needs of individual students and groups of students.
 5E
Engage Explore Explain Elaborate Engage Expore Explain Elaborate Engage Explore Explain Elaborate
LEARNING CYCLE
Evaluate Evaluate Evaluate
MINI LESSON: Six small groups will begin
working on the assignment using the
Students will log into ItsLearning and Activity Sheet, Graphic Organizer, and
GUIDED PRACTICE (WE DO) access their assignment. We will review Students will log onto Schoolnet and be Achieve 3000 sheet. All sheets are on
(TAPS 3)
instructions and vocabulary. given the code to finish the test. ItsLearning. The teacher and coteacher
will work with students who have low
Lexiles making sure that they understand
the vocabulary and summarize the article.
Teacher will check to make sure each
CHECK FOR After allowing students an opportunity to
student is in his/her correct group after Teacher observations and questions for
UNDERSTANDING read the article, the teacher will ask
having them move to their perspective students who have issues logging in
questions related to the article.
places.
Students will complete one of the
STUDENT WORK: Students begin
following
READWORKS working on the assignment
840L STORM WARNINGS making sure to summarize each
1070L PIZZA PROBLEMS
paragraph of the article and using
STUDENT WORK PERIOD/ 1190L GENETIC BASIS OF BUTTERFLIES Students will complete the test
INDEPENDENT PRACTICE 1280L DOROTHEA LYNDE DIX other close reading strategies to
(YOU DO) These groups were determined by over standards L4.a, RL9, RI5,
help with comprehension. Teacher
used the last STAR Reading Test RI8, and L4.c
will put a guideline on the
Lexile Scores from February. projector for students to follow so
These groups will be placed on that they are sure to complete
the screen only by groups not each part of the lesson.
Lexile.
Students are placed in groups based on Students are placed in groups based on
STAR testing in Reading. The students will
DIFFERENTIATION (TAPS 4) STAR testing in Reading. The students will
use reciprocal teaching to complete the
use reciprocal teaching to complete the
reading and will work together to
complete the questions. reading
Closing
Helping students make sense of their learning. Vary and modify assessment to determine individual student needs and progress.
Engage Explore Explain Elaborate Engage Explore Explain Elaborate Engage Explore Explain Elaborate
5E LEARNING CYCLE
Evaluate Evaluate Evaluate
ASSESSMENT STRATEGIES Students will answer close reading Students will answer questions from the
(TAPS 5) questions that will be graded by the article, complete a graphic organizer, and
teacher. The teacher will be checking to respond to thought question.
make sure students understand the main The activity is questions that come from
idea of the story. Students will also be the article. An example of these
asked questions about the vocabulary questions include:
words (timidly, grudgingly, trudged,
ignore, exhausted, starvation)
Examples of questions asked:
CLOSING (5 MIN) Students will be told that the
Students will be told that the assignment Students will be told that the assignment
assignment is due by the end of
is due by the end of the week. The is due by the end of the week. The
the week. The teacher will check teacher will check to see if there are teacher will check to see if there are
to see if there are student student questions student questions.
questions
DIFFERENTIATION When students learn how to effectively
work together, they learn more. I notice When students learn how to effectively work together, When students learn how to effectively work together,
that during reciprocal teaching, students they learn more. I notice that during reciprocal they learn more. I notice that during reciprocal
who usually have a hard time completing teaching, students who usually have a hard time teaching, students who usually have a hard time
assignments are more successful. completing assignments are more successful. completing assignments are more successful.
Allowing them to discuss the passages Allowing them to discuss the passages and responses Allowing them to discuss the passages and responses
to answers are helping their Lexiles grow. to answers are helping their Lexiles grow.
and responses to answers are helping
their Lexiles grow.
Instructional Resources/Materials
What texts, digital resources, & materials will be used in this lesson?
ONLINE RESOURCES Laptops, Pearson Realize.com,
Laptops, ItsLearning Laptops, ItsLearning, Clever
ItsLearning
OTHER
RESOURCES/MATERIALS

During I/E, the SW complete Achieve

3000 Lesson, Keeping KFCs Secrets Homework: Homework
Safe 2 USA TestPrep Assignment 2 USA TestPrep Assign
2 USA TestPrep Assignment
TEACHER REFLECTION
Thursday and Friday
Students will read the short story, Scrambled Eggs and complete the Constructed
Response question:
After Reading the Story, "Scrambled Eggs", read this question and type your response
below.

Explain what the innkeeper probably learns from his experience. In your response, use
details and examples from the story that support your explanation.

Students will work in groups on this assignment because we noticed that some of them
still do not know how to use textual evidence to support their responses.
 Marzanos High-Yield Instructional Strategies

Identifying Similarities and Difference

Summarizing and Note-taking

Reinforcing Effort and Providing Recognition

Homework and Practice

Nonlinguistic Representations

Cooperative Learning

Setting Objectives and Providing Feedback

Generating and Testing Hypotheses

Cues, Questions, and Advance Organizers

Marzanos High-Yield Instructional Strategies
Identifying Similarities and Difference
Summarizing and Note-taking
Reinforcing Effort and Providing Recognition
Homework and Practice
Nonlinguistic Representations
Cooperative Learning
Setting Objectives and Providing Feedback
Generating and Testing Hypotheses
Cues, Questions, and Advance Organizers