6th
CCGPS
Essential Questions
Monday
Warm-up:
Vocabulary lesson: define
the words restriction and
element. Use the words in 4
sentences, using different
meanings of the same word
HOTS
Class work:
Introduction of
nonrestrictive and restrictive
dependent clauses with a
graphic organizer guided by
a teacher PowerPoint.
(Instruction guided by a pretest given Friday before
instruction administered)
Catherine Coleman
Grade Gifted Language Arts
ELACC6W1: Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s) and organize the
reasons and evidence clearly. b. Support claim(s) with clear reasons and relevant evidence, using credible sources and
demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to clarify the relationships among claim(s)
and reasons. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from the argument
presented.
ELACC6SL1: 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.
ELACC6SL2: 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.
ELACC6SL3: Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence
from claims that are not.
ELACC6L2: 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.*
How can we use various forms of clauses to enrich our writing and make our sentences stronger and more interesting?
Why is it important to use proper grammar (have command of conventions) when writing?
Tuesday
Wednesday
Thursday
Friday
Warm-up:
Warm-up:
Warm-up:
Warm-up:
Vocabulary lesson: define the Vocabulary lesson: define the Write 5 sentences: Each
Vocabulary lesson: define
words freedom and rights.
words collaboration and
one describing a step of
the words argument,
Write a paragraph describing diverse. Write a story that is
the writing process. Make explanatory, evidence, and
why these ideas are
centered around these two
sure each sentence has a
credible. Explain how these
important. HOTS
words together. HOTS
restrictive and nonterms relate to your Soda
restrictive clause. HOTS
Ban writing. HOTS
Class work:
Check sentences using
restrictive/non-restrictive
clauses.
Introduce the writing topic
related to personal freedoms
and the NYC Soda Ban.
Using internet resources, read
Class work:
Using Venn Diagrams, get
into small groups based on
opposing ideas (one for and
one against) and debate on
your position. HOTS:
Evaluation and Analyze
Class work:
Using the brainstorming
developed in class, begin
drafting process of writing
5 paragraph essay based
on argument for NYC Soda
Ban.
Synthesize the information
During student individual
Class work:
Using the laptop lab,
students will begin drafting,
editing, and reviewing
aspect of their writing.
They will type their paper,
ensuring they have used at
least 10 restrictive clauses
and 10 non-restrictive
Students will then complete
advanced application
exercises where they find
restrictive clauses in teacherproduced sentences.
Students will pair with
partner based on interests
(sports, art, music, etc) and
will create their own
sentences based on their
interest that use restrictive
clauses. HOTS
Closer: What other
meanings does the word
restriction have? How does
that relate to the idea of a
restrictive clause? HOTS
current event stories based
on NYC soda ban and take
notes using a Venn Diagram.
presented by partner and
interviews to create a
counter argument.
Closer: Quick, state a
sentence with a restrictive
and a nonrestrictive clause
together. HOTS
Begin brainstorming for
writing on NYC Soda Ban.
Homework: Complete Venn
Diagram regarding NYC Soda
Ban pros and cons.
Interview 3 adults about their
position on the NYC Soda Ban
premise and personal
freedoms and rights.
writing, the teacher will
conference with individual
students to discuss
writing.
clauses.
Peer editing and reviewing
of papers digitally.
Closer: Why is it helpful to
Closer: Why is it important
get someone else to review
to go through every step
Closer: How does the concept
your writing?
of the writing process?
of a restriction (like a
HOTS
Homework: Vocabulary
restrictive clause) apply to
lesson based on standard
the idea of the NYC Soda
Homework: Finish rough
words.
Ban? HOTS
draft (sloppy copy) of Soda
Ban Persuasive Essay
Homework: Finish
brainstorming
Homework: Write 10
sentences that use a
restrictive and a non
restrictive clause in the same
sentence.
Assessment:
Students will be assessed by
the graphic organizer
completion. Teacher will
also assess students on the
completion of their analysis
sentences.
Assessment:
Review of sentences and
completion of Venn Diagram
Assessment:
Teacher will assess student
understanding orally during
debates and discussion.
Assessment:
Students will have
individual conferences
with the teacher to assess
progress and weaknesses
in writing
Assessment:
Students will self assess
and will assess other
student work during peer
editing.
Differentiation
Instruction: Information will
be presented in a graphic
organizer, via PowerPoint,
and orally.
Differentiation
Instruction: Information will
be synthesized using a
graphic organizer and
internet resources.
Product: Students will be
producing sentences based
on student interest.
Technology
BYOT: Students can use their
own technological devices to
help with the definition
portion of the warm-up.
PowerPoint: Teacher will
present information via
PowerPoint, but students
will control the movement
of the slides.
Differentiation
Instruction: Students will be
partnered with other
students holding opposing
ideas to challenge them.
Product: students will be
writing a paper based on
their views and their opinion.
Technology
BYOT: Students can use their
own technological devices to
look up definitions, as well as
to research personal
freedoms related to the NYC
Soda Ban.
Technology
BYOT: Students can use their
own technological devices to
help with the definition
portion of the warm-up.
Differentiation
Instruction: Student
conferences to assess and
re-teach information on
an as needed basis
Product: Student writing
will be based on their own
views and synthesis of
information.
Technology
Teacher conference
information will be placed
on individual accounts on
Edmodo for student
review.
Differentiation
Instruction: Students will
receive individualized
assistance with their
writing on an as needed
basis.
Technology
Students will use word
processers to type and
formalize their papers.
They will then use the
comment function of
Microsoft Word to
comment on other student
papers.