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