LESSON PLANS SUBJECT TO CHANGE
Kelly Raley
English Language Arts- 6th Grade
Week 2: August 31-September 4, 2015
All Periods
MONDAY 8/31
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)
TUESDAY 9/1
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)
WEDNESDAY 9/2
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)
THURSDAY 9/3
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)
FRIDAY 9/4
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
Unit 1: Students will be able to: Determine central ideas or themes of a text and analyze their development; summarize the key supporting
details and ideas. Analyze how and why individuals, events, or ideas develop and interact over the course of a text. Write
informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection,
organization, and analysis of content.
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 actions of 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?
How can I use domain-specific vocabulary to express ideas accurately?
Objective(s):
Bell work
Students will be able to
explain concepts, ideas, or
techniques as presented in
the texts they have read
closely, as well as be able to
express their findings in clear,
focused writing.
Students will be able to
explain concepts, ideas, or
techniques as presented in
the texts they have read
closely, as well as be able to
express their findings in clear,
focused writing.
Students will be able to
explain concepts, ideas, or
techniques as presented in
the texts they have read
closely, as well as be able to
express their findings in clear,
focused writing.
Students will be able to
explain concepts, ideas, or
techniques as presented in
the texts they have read
closely, as well as be able to
express their findings in clear,
focused writing.
Students will be able to
explain concepts, ideas, or
techniques as presented in
the texts they have read
closely, as well as be able to
express their findings in clear,
focused writing.
Caught Ya’ #1 and
Journal
Caught Ya’ #2 and
Journal
Caught Ya’ #3 and
Journal
Caught Ya’ #4 and
Journal
No Caught Ya, Only
Journal
Agenda
Unit 1: Writing
to
Inform/Explain
From Close
Reading
(Collection 1)
Vocabulary
Homework
Ticket Out
Accommodations
Expected End
Common
Performance
Task
Teacher Review learning
Teacher Review learning
Teacher Review learning
Teacher Review learning
Teacher Review learning
goals, objectives, and scales;
Teacher/Student review
expectations for writing the
Baseline Prompt
Student will begin Baseline
Prompt
goals, objectives, and scales;
Teacher/Student will review
expectations for writing the
Baseline Prompt
Student will complete
Baseline Prompt begun on
Monday
goals, objectives, and scales;
Teacher/Student will discuss
vocabulary and introduce
the topic of fear while
reading Life Doesn’t Frighten
Me.
Student will play, “Would
You Rather”, followed by
beginning semantic maps on
vocabulary with a shoulder
buddy.
goals, objectives, and scales;
Teacher/Student will discuss
Cornell notes
Student will take Cornell
notes on vocabulary
goals, objectives, and scales;
Teacher/Student will review
“…and I quote”
expectations
Student will complete
“…and I quote” worksheet
with shoulder buddies
Central idea, convey,
detail, distinct, judgment,
opinion, personal,
summarize, summary, text,
theme
Read AR book
Central idea, convey,
detail, distinct, judgment,
opinion, personal,
summarize, summary, text,
theme
Read AR book
Central idea, convey,
detail, distinct, judgment,
opinion, personal,
summarize, summary, text,
theme
Read AR book
Central idea, convey,
detail, distinct, judgment,
opinion, personal,
summarize, summary, text,
theme
Read AR book
Quote: She stood in the
storm, and when the wind
did not blow her way, she
adjusted her sails.
Central idea, convey,
detail, distinct, judgment,
opinion, personal,
summarize, summary,
text, theme
Read AR book
What did you learn
What did you learn
What did you learn
What did you learn
What did you learn
today?
today?
today?
today?
today?
Any questions or
Any questions or
Any questions or
Any questions or
Any questions or
concerns?
concerns?
concerns?
concerns?
concerns?
Where do you think you
Where do you think you
Where do you think you
Where do you think you
Where do you think you
are on our scale and
are on our scale and
are on our scale and
are on our scale and
are on our scale and
why?
why?
why?
why?
why?
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
Common Performance Task R.1.2, W.1.2 How does an author develop a theme or central idea? After reading the
texts from this collection, write an extended response in which you explain how one author develops a theme or
central idea about fear and the important role it plays in our lives through particular details. Support your discussion
with evidence from the text. *Product may also be a full essay if appropriate