2017-2018 09.10.2017 - 09.16.

2017
Mrs. Luke Week View

Monday Tuesday Wednesday Thursday Friday

09.11.2017 09.12.2017 09.13.2017 09.14.2017 09.15.2017
School Day 5 School Day 6 School Day 7 School Day 8 School Day 9

6th Grade ELA 6th Grade ELA 6th Grade ELA 6th Grade ELA 6th Grade ELA
Fall NWEA Reading NWEA Reading day 1 ReadTheory.org 2 Slip or Trip; 2 Slip or Trip;
Day 1 #2 Introduction Using Evidence to Using Evidence to
Substantiate a Substantiate a
NWEA Reading day NWEA Reading day I. Warm-Up:
Claim & Claim &
#1 #2 Students will join
Argumentative Argumentative
Homework Homework their respective
Paragraph Paragraph
Google Classrooms.
Signed syllabus-due Signed syllabus-due
I. Warm-Up: Silent I. Warm-Up: Silent
Friday Friday
II. Google Classroom Reading Reading
Assessments Assessments Assignment #1:
NWEA Reading NWEA Reading ReadTheory.org Pre- II. As a class, we will II. Lesson/Activity:
Test take notes on Textual Slip or Trip: A
Evidence in Whodunit Mystery-
III. Book Talk by Notebooks. Students will analyze
Mrs. Luke the evidence
III. Lesson/Activity: presented to them in
IV. Library Slip or Trip: A the case of Arthur
Introduction Day- Whodunit Mystery- Nolapides' death.
Students will be Students will analyze Did he simply fall to
taken to the library to the evidence his death, or was it
meet Ms. Young and presented to them in something more
learn the rules of the the case of Arthur sinister? Students
library. Nolapides' death. will compile the
Did he simply fall to evidence in a
V. Introduction to his death, or was it paragraph response
Table Reading Logs something more (argumentative
sinister? Students writing).
VI. If time is left, will compile the
students will begin evidence in a III. Argumentative
reading their silent paragraph response Paragraph: We will
reading books. (argumentative discuss the
writing). importance of writing
VII. Closure: Turn formally, and using
and tell your elbow IV. Closure: Bucks the evidence to
partner something Media- #Evidence- substantiate the
you learned today. What do you think is claim. Students will
Homework the most important be given sufficient
piece of evidence in time in class to write
Signed syllabus-due
the picture? the paragraph. If
Friday
Homework they do not finish
100 minutes of
during class, they
weekly @ home 1. Signed syllabus-
may turn the
reading due Friday
assignment in on
"I can" statements 2. 100 minutes of
Monday (via Google
weekly @ home
"I can explain the Classroom or paper).
reading
rules of the library."
3. Slip or Trip?
"I have a general
Argumentative
idea of where my IV. Closure: Bucks
Paragraph-due
reading level is." Media- #Evidence-
Monday
"I can explain the What do you think is
Table Reading Logs Notes the most important

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2017-2018 09.10.2017 - 09.16.2017
Mrs. Luke Week View

and how to use From MAISA: 6th piece of evidence in

them." Grade Argumentative the picture?
Standards Paragraph: Homework
6.RL.10 By the end Differentiate 1. Signed syllabus-
of the year, read and between fact and due Friday
comprehend opinion; support an 2. 100 minutes of
literature, including opinion with weekly @ home
stories, dramas, and evidence. reading
poems, in the grades Distinguish 3. Slip or Trip?
6-8 text complexity between fact and Argumentative
band proficiently, with opinion. Paragraph-due
scaffolding as Monday
Understand the
needed at the high Notes
concepts of claim
end of the range.
and evidence. From MAISA: 6th
6.RI.10 By the end Grade Argumentative
Understand the
of the year, read and Paragraph:
prompt and pre-
comprehend literary Differentiate
write to discover
nonfiction in the between fact and
grades 6-8 text and narrow a
claim. opinion; support an
complexity band
opinion with
proficiently, with Find evidence
evidence.
scaffolding as from credible
needed at the high sources to Distinguish
end of the range. support the between fact and
claim. opinion.
Understand the
Assessments concepts of claim
1. Slip or Trip? and evidence.
Argumentative
Understand the
Paragraph (due
prompt and pre-
Friday)
2. Bucks Media (exit write to discover
slip) and narrow a
claim.
"I can" statements
Find evidence
I can choose a
side of an from credible
argument and sources to
identify reasons support the
that support my claim.
choice. Assessments
I can conduct
1. Slip or Trip?
short (as well as
Argumentative
more sustained)
Paragraph (due
research projects
Friday)
based on focus
2. Bucks Media (exit
questions,
slip)
demonstrating an
understanding of "I can" statements
the subject under I can choose a
investigation. side of an
I can determine argument and
the credibility of a identify reasons
source. that support my
I can introduce choice.
claims and use

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2017-2018 09.10.2017 - 09.16.2017
Mrs. Luke Week View

evidence to I can conduct

support them. short (as well as
Standards more sustained)
research projects
6.W.1 Write
based on focus
arguments to support
questions,
claims with clear
demonstrating an
reasons and relevant
understanding of
evidence.
the subject under
6.W.1a Introduce investigation.
claim(s) and organize I can determine
the reasons and the credibility of a
evidence clearly. source.
6.W.1b Support I can introduce
claim(s) with clear claims and use
reasons and relevant evidence to
evidence, using support them.
credible sources and Standards
demonstrating an 6.W.1 Write
understanding of the arguments to support
topic or text. claims with clear
6.W.1c Use words, reasons and relevant
phrases, and clauses evidence.
to clarify the 6.W.1a Introduce
relationships among claim(s) and organize
claim(s) and reasons. the reasons and
6.W.1d Establish evidence clearly.
and maintain a formal 6.W.1b Support
style. claim(s) with clear
6.W.4 Produce reasons and relevant
clear and coherent evidence, using
writing in which the credible sources and
development, demonstrating an
organization, and understanding of the
style are appropriate topic or text.
to task, purpose, and 6.W.1c Use words,
audience. (Grade- phrases, and clauses
specific expectations to clarify the
for writing types are relationships among
defined in standards claim(s) and reasons.
1-3 above.)
6.W.1d Establish
6.W.5 With some and maintain a formal
guidance and support style.
from peers and
adults, develop and 6.W.4 Produce
strengthen writing as clear and coherent
needed by planning, writing in which the
revising, editing, development,
rewriting, or trying a organization, and
new approach. style are appropriate
(Editing for to task, purpose, and
conventions should audience. (Grade-
demonstrate specific expectations
command of for writing types are

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2017-2018 09.10.2017 - 09.16.2017
Mrs. Luke Week View

Language standards defined in standards

1-3 up to and 1-3 above.)
including grade 6) 6.W.5 With some
6.W.6 Use guidance and support
technology, including from peers and
the Internet, to adults, develop and
produce and publish strengthen writing as
writing as well as to needed by planning,
interact and revising, editing,
collaborate with rewriting, or trying a
others; demonstrate new approach.
sufficient command (Editing for
of keyboarding skills conventions should
to type a minimum of demonstrate
three pages in a command of
single sitting. Language standards
6.W.7 Conduct 1-3 up to and
short research including grade 6)
projects to answer a 6.W.6 Use
question, drawing on technology, including
several sources and the Internet, to
refocusing the inquiry produce and publish
when appropriate. writing as well as to
6.W.8 Gather interact and
relevant information collaborate with
from multiple print others; demonstrate
and digital sources; sufficient command
assess the credibility of keyboarding skills
of each source; and to type a minimum of
quote or paraphrase three pages in a
the data and single sitting.
conclusions of others 6.W.7 Conduct
while avoiding short research
plagiarism and projects to answer a
providing basic question, drawing on
bibliographic several sources and
information for refocusing the inquiry
sources. when appropriate.
6.W.9 Draw 6.W.8 Gather
evidence from literary relevant information
or informational texts from multiple print
to support analysis, and digital sources;
reflection, and assess the credibility
research. of each source; and
6.W.9b Apply grade quote or paraphrase
6 Reading standards the data and
to literary nonfiction conclusions of others
(e.g., "Trace and while avoiding
evaluate the plagiarism and
argument and providing basic
specific claims in a bibliographic
text, distinguishing information for
claims that are sources.
supported by reasons

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2017-2018 09.10.2017 - 09.16.2017
Mrs. Luke Week View

and evidence from 6.W.9 Draw

claims that are not"). evidence from literary
6.W.10 Write or informational texts
routinely over to support analysis,
extended time frames reflection, and
(time for research, research.
reflection, and 6.W.9b Apply grade
revision) and shorter 6 Reading standards
time frames (a single to literary nonfiction
sitting or a day or (e.g., "Trace and
two) for a range of evaluate the
discipline-specific argument and
tasks, purposes, and specific claims in a
audiences. text, distinguishing
claims that are
Unit Standards
supported by reasons
6.W.1 Write and evidence from
arguments to support claims that are not").
claims with clear
6.W.10 Write
reasons and relevant
routinely over
evidence.
extended time frames
6.W.10 Write (time for research,
routinely over reflection, and
extended time frames revision) and shorter
(time for research, time frames (a single
reflection, and sitting or a day or
revision) and shorter two) for a range of
time frames (a single discipline-specific
sitting or a day or tasks, purposes, and
two) for a range of audiences.
discipline-specific
tasks, purposes, and Unit Standards
audiences. 6.W.1 Write
6.W.1a Introduce arguments to support
claim(s) and organize claims with clear
the reasons and reasons and relevant
evidence clearly. evidence.
6.W.1b Support 6.W.10 Write
claim(s) with clear routinely over
reasons and relevant extended time frames
evidence, using (time for research,
credible sources and reflection, and
demonstrating an revision) and shorter
understanding of the time frames (a single
topic or text. sitting or a day or
two) for a range of
6.W.1c Use words, discipline-specific
phrases, and clauses tasks, purposes, and
to clarify the audiences.
relationships among
claim(s) and reasons. 6.W.1a Introduce
claim(s) and organize
6.W.1d Establish the reasons and
and maintain a formal evidence clearly.
style.

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2017-2018 09.10.2017 - 09.16.2017
Mrs. Luke Week View

6.W.1e Provide a 6.W.1b Support

concluding statement claim(s) with clear
or section that follows reasons and relevant
from the argument evidence, using
presented. credible sources and
6.W.4 Produce demonstrating an
clear and coherent understanding of the
writing in which the topic or text.
development, 6.W.1c Use words,
organization, and phrases, and clauses
style are appropriate to clarify the
to task, purpose, and relationships among
audience. (Grade- claim(s) and reasons.
specific expectations 6.W.1d Establish
for writing types are and maintain a formal
defined in standards style.
1-3 above.)
6.W.1e Provide a
6.W.5 With some concluding statement
guidance and support or section that follows
from peers and from the argument
adults, develop and presented.
strengthen writing as
needed by planning, 6.W.4 Produce
revising, editing, clear and coherent
rewriting, or trying a writing in which the
new approach. development,
(Editing for organization, and
conventions should style are appropriate
demonstrate to task, purpose, and
command of audience. (Grade-
Language standards specific expectations
1-3 up to and for writing types are
including grade 6) defined in standards
1-3 above.)
6.W.6 Use
technology, including 6.W.5 With some
the Internet, to guidance and support
produce and publish from peers and
writing as well as to adults, develop and
interact and strengthen writing as
collaborate with needed by planning,
others; demonstrate revising, editing,
sufficient command rewriting, or trying a
of keyboarding skills new approach.
to type a minimum of (Editing for
three pages in a conventions should
single sitting. demonstrate
command of
6.W.7 Conduct Language standards
short research 1-3 up to and
projects to answer a including grade 6)
question, drawing on
several sources and 6.W.6 Use
refocusing the inquiry technology, including
when appropriate. the Internet, to
produce and publish
writing as well as to

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2017-2018 09.10.2017 - 09.16.2017
Mrs. Luke Week View

6.W.8 Gather interact and

relevant information collaborate with
from multiple print others; demonstrate
and digital sources; sufficient command
assess the credibility of keyboarding skills
of each source; and to type a minimum of
quote or paraphrase three pages in a
the data and single sitting.
conclusions of others 6.W.7 Conduct
while avoiding short research
plagiarism and projects to answer a
providing basic question, drawing on
bibliographic several sources and
information for refocusing the inquiry
sources. when appropriate.
6.W.9 Draw 6.W.8 Gather
evidence from literary relevant information
or informational texts from multiple print
to support analysis, and digital sources;
reflection, and assess the credibility
research. of each source; and
quote or paraphrase
the data and
conclusions of others
while avoiding
plagiarism and
providing basic
bibliographic
information for
sources.
6.W.9 Draw
evidence from literary
or informational texts
to support analysis,
reflection, and
research.

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