Alvarado Intermediate School
Teacher:
Rainville
Grade & Subject:
6 ELAR
Week of:
September 22-26, 2014
Unit & Essential Questions:
How to authors create meaning in poetry?
What are the different ways to make connections with a
text?
TEKS/Learning Objectives: 6.4 Students understand, make
Learning Objectives:
inferences and draw conclusions about the structure and elements of
poetry and provide evidence from text to support their understanding
 I will create poetry using poetic techniques, figurative
6.4A Students are expected to explain how figurative language
language, and correct grammar.
(personification, metaphors, similes, hyperbole) contributes to the
 I will make connections across multiple texts and
meaning of a poem. 6.8 Students understand, make inferences and
provide text evidence.
draw conclusions about how an author's sensory language creates

I will use and understand the proper function of
imagery in literary text and provide evidence from text to support their
grammar techniques.
understanding. 6.8A Students are expected to explain how authors
create meaning through stylistic elements and figurative language
 I can recall the meaning of grade level English
emphasizing the use of personification, hyperbole and refrain. 6.15B
vocabulary words.
Write poem using: 6.15B.i poetic techniques (e.g., alliteration,
onomatopoeia), 6.15Bii figurative language (e.g., similes, metaphors),
6.15B.iii graphic elements (e.g. capital letters, line length), 6.19A Use
and understand the function of the following parts of speech in the
context of reading, writing and speaking: prepositions and prepositional
phrases to convey location, time, direction, or to provide details Fig19D
Make inferences about text and use textual evidence to support
understanding.
Academic Vocabulary of Instruction:
Stylistic elements, style, simile, metaphor, personification, hyperbole,
alliteration, onomatopoeia, imagery, sensory detail, symbolism, refrain,
line, rhyming pattern, stanza, and shift
Synonyms Vocabulary: copacetic, disciple, abundant, petition, noxious,
surge, valiant, labyrinth, paramount, haggard, impartial, absorb,
elaborate, emerged, flounce, fury, intently, scowl, slantwise, startle
A
MONDAY
Engage
Explore
Explain
Elaborate/Extend Evaluate/Assess
Essential Question(s) & Hook
Instruction and MiniLesson
Guided Practice:
Independent
Practice
Daily Language Review
Week 5
Deep and Dark and
Students continue
Dangerous chapter 15 working on their
reading and journal
poetry notebooks.
response.
Daily Language Review
Week 5
I do – model writing a
color poem about
friendship
AVID Folder Checks
Create Poetry Folder Cover
TUESDAY
Customized Learning: supply copy of notes/note taking
assistance, work in small groups to clarify difficult topics,
supply overlays, extra time for completing assignments,
reminders to stay on task, whisper phone, Spanish
translations
(I do, we do, you do)
We do – create a class
color poem about
friendship
You do - begin creating
a color poem about
friendship.
Deep and Dark and
Dangerous chapter 16
reading and journal
response.
WEDNESDAY Vocab Review word search
Daily Language Review
Week 5
Deep and Dark and
Dangerous chapter 17
reading and journal
response.
Texas Assessment
Practice in the
Literature book. Page
666-671. Read both
poems and complete
the questions with the
exception of 15.
THURSDAY
Daily Language Review
Week 5
I do – model writing an The student will
Acrostic using a name think of another
word or topic to
create another
We do – create an
Acrostic poem.
acrostic poem using
the class chosen name
You do - write an
acrostic using their
own name.
Deep and Dark and
Dangerous chapter 18
The student will
create a poem using
simile, metaphor,
and or
personification using
a chosen color to
represent friendship.
reading and journal
response.
FRIDAY
Review student login and
skyward access before
quiz starts.
Complete Grammar
Quiz
Vocabulary Quiz
Lesson 2