Lesson Plans 6th grade Reading
Teacher: Frankowski
Dates: Feb.23rd-27th
Standard(s)
MONDAY
TUESDAY
WEDNESDAY
6.SL.1.1- engage in a range of
collaborative discussions. (Bell work
discussion
6.SL.1.1- engage in a range of
collaborative discussions. (Bell work
discussion
6.SL.1.1- engage in a range of
collaborative discussions. (Bell work
discussion
6.RI.2.4
6.RI.2.4
THURSDAY
6.SL.1.1- engage in a
range of collaborative
discussions. (Bell work
discussion
FRIDAY
6.SL.1.1- engage in a
range of collaborative
discussions. (Bell work
discussion
6.RI.1.1
Learning Goal
Students will practice and
apply learned reading
comprehension strategies.
Students will demonstrate
concepts learned through
discussions, graphic
organizers, and writing.
Students will practice and
apply learned reading
comprehension strategies.
Students will demonstrate
concepts learned through
discussions, graphic
organizers, and writing.
Students will practice and
apply learned reading
comprehension strategies.
Students will demonstrate
concepts learned through
discussions, graphic
organizers, and writing.
Students will practice and
apply learned reading
comprehension strategies.
Students will demonstrate
concepts learned through
discussions, graphic
organizers, and writing.
Students will practice and
apply learned reading
comprehension strategies.
Students will demonstrate
concepts learned through
discussions, graphic
organizers, and writing.
Objective
Students will identify helpful
reading strategies in order to
better understand the text.
Students will determine how
text coding helps you better
understand the text.
Students will determine why it is
important to identify key details
in a movie.
Students will determine how
note taking helps you better
comprehend a movie.
Students will determine how to
compare and contrast text to
multimedia.
Essential
Question
What are helpful reading
strategies to use in order to
help you better understand the
text?
How does text coding help you
better understand the text?
Why is it important to identify
key details in a movie?
How does note taking help you
comprehend a movie?
How can you compare and
contrast text to multimedia?
Bell work
Students will read paragraphs 1 and
2. Students will identify and write
out the irrelevant detail in each
paragraph.
Students will record the essential
question, the H.O.T. question and
the learning goal for the unit.
Students will read the appetizer
passage Endangered? How?
Students will answer the questions
Students will watch a short video clip
on Henry “Box” Brown. Students will
record 3 facts about him.
Students will read the passage about
Patricia Bath. Students will answer
the questions.
Agenda/Activit
ies/Student
Product
Bell Work
Bell Work Discussion
Bell Work
Bell Work Discussion
Bell Work
Bell Work Discussion
Bell Work
Bell Work Discussion
Bell Work
Bell Work Discussion
Teacher will introduce new article.
Teacher will introduce new article
Think Big.
Teacher will introduce movie Gifted
Hands.
Teacher will review expectations for
watching the movie and taking notes.
Teacher will review key details from
the article Think Big and the movie
Gifted Hands.
Teacher and students will read and
text code article.
Teacher and students will discuss
expectations for watching the movie
and taking notes.
Teacher and students will read and
text code article.
Students will answer reading
comprehension questions.
Students will answer reading
comprehension questions.
Respond to EQ.
Respond to EQ.
If time permits, students will read
AR/Novel.
If time permits, students will read
AR/Novel.
Students will take Cornell notes on
important details from the movie.
Respond to EQ.
If time permits, students will read
AR/Novel.
Vocabulary
Homework
Comments:
Teacher and students will review
important details.
Students will continue taking Cornell
notes on important details from the
movie.
Respond to EQ.
Teacher and students will discuss
similarities and differences between
the article and the movie.
Students will complete a graphic
organizer (Venn diagram) comparing
and contrasting the article and the
movie.
If time permits, students will read
AR/Novel.
Respond to EQ.
Review multiple vocabulary terms:
Compare, Contrast, Test Structure,
Main Idea, Infer, Text Evidence
Review multiple vocabulary terms:
Compare, Contrast, Test Structure,
Main Idea, Infer, Text Evidence
Review multiple vocabulary terms:
Compare, Contrast, Test Structure,
Main Idea, Infer, Text Evidence
Review multiple vocabulary terms:
Compare, Contrast, Test Structure,
Main Idea, Infer, Text Evidence
If time permits, students will read
AR/Novel.
Review multiple vocabulary terms:
Compare, Contrast, Test Structure,
Main Idea, Infer, Text Evidence
Vocabulary Choice Board: Students
have to complete 3 tasks of their
choice from the board (tic-tac-toe).
Vocabulary Choice Board: Students
have to complete 3 tasks of their
choice from the board (tic-tac-toe).
Vocabulary Choice Board: Students
have to complete 3 tasks of their
choice from the board (tic-tac-toe).
Vocabulary Choice Board: Students
have to complete 3 tasks of their
choice from the board (tic-tac-toe).
Vocabulary Choice Board: Students
have to complete 3 tasks of their
choice from the board (tic-tac-toe).
Homework (Writing/Vocabulary Choice Board) Due: Monday, March 2nd