Alvarado Intermediate School 2015-2016
Teacher: Samuel
Week: 8
Grade: 6
Unit: 2
Content Area: Writing
Content TEKS Covered: 6.19 - Oral and Written Conventions/Conventions.
Cross-Curricular STAAR TEKS Supported:
Students understand the function of and use the conventions of academic
(non-tested content areas only)
language when speaking and writing. Students will continue to apply earlier
standards with greater complexity. Students are expected to: 6.19A - Use and
understand the function of the following parts of speech in the context of
reading, writing, and speaking: 6.19A.i - verbs (irregular verbs and active and
passive voice) 6.15 - Writing/Literary Texts. Students write literary texts to
express their ideas and feelings about real or imagined people, events, and
ideas. Students are expected to: 6.15A - Write imaginative stories that include:
6.15A.i - a clearly defined focus, plot, and point of view 6.15A.ii - a specific,
believable setting created through the use of sensory details
Essential /Guiding Question(s):
Academic Vocabulary:
What is the difference between a regular and irregular verb?
Tense, Present, Past, Future, Present
How are the verbs felt and began different from walked and picked?
Perfect, Past Perfect, Future Perfect, Past
Participle, Present Participle, Irregular
Verbs, and Regular Verbs.
WICOR Components (highlight):
Writing
Learning
Objective(s):
Engage
Inquiry
Explore
Collaboration
Explain
Organization
Elaborate
Reading
Evaluate
Closing
Task(s):
Monday
No School
No School
No School
No School
No School
We will… Have
I will… Enjoy my
day off.
a day off.
Tuesday
Teacher will
Teacher will ask Teacher will
Students will, as The table leader I will… have a
We
read an excerpt
the students
a group, come
will come up to
clear
will…Identify,
from a mentor
questions about verbs can be
up with five
the board and
understanding
use, and
text “The
the mentor text.
changed to
regular verbs
write under the
of why using
understand the
Circuit” by
“Does the text
past tense by
and five
regular
correct verb
four principal
Francisco
take place in
adding –ed or –
irregular verbs.
verb/irregular
tenses helps a
parts of regular
Jimenez.
the past, the
d to their
verb t chart on
writer convey
verbs and
present, or the
present tense.
the whiteboard.
when actions
irregular verbs.
future? How do
Irregular verbs
Once students
happen-past or
you know?
form the past
write their verbs
present.
What about the
tense in
we will discuss
verbs walked
different ways.
if each verb is
and picked
The –ed ending
past or present
shows that the
on the regular
tense.
action takes
verbs walked
place in the
and picked
past? How are
shows the
the verbs felt
action takes
and began
place in the
different from
past. The
walked and
irregular verbs
picked?”
felt and began
explain regular
also show
action that
takes place in
the past.
However these
verbs are spelt
differently than
their present
tenses feel and
begin.
Wednesday
Teacher will
Teacher will ask Teacher will
Students will
I will… know the
We will…
show short
students “What
read the rules
complete their
difference
Distinguish
video
is the difference
for the four
worksheets
between a
between
“Grammar
between a
principal parts
reviewing
regular and
regular and
Tutorial:
regular and
of verbs. On
regular and
irregular verb.
irregular verbs.
Principal Parts
irregular verb?”
page 470. I will
irregular verbs.
Identify the four
of Verbs” from
then pass out
principal parts
the Pearson
their
of verbs.
website.
worksheets
where they will
add the present
participle to
their chart.
Thursday
Students will
Teacher will
Students will
I will… know
We will…
explore the
explain the
complete a
that the tense of
Identify, use
basic forms of
differences
worksheet
a verb shows
and understand
the six tenses of
between the six
using regular
the time of the
aspects of verb
begin chart on
tenses and
and irregular
action or state
tenses.
page 478.
what role the
verbs in the six
of being.
principal parts
tenses.
of verbs plays.
Friday
Teacher will tell
Students will
Teacher will
Students will be
Students will
I will… continue
We will…
the class about
partner up and
give
creating a
share what is
to recognize
Identify, use
a vacation
tell about a trip
instructions for
postcard. Their
on their
verb tenses in
and understand
using at least
they have taken
student
postcard will be
postcards at
order to
aspects of verb
three different
using at least
vacation
written about
their tables. The
indicate
tenses.
verb tenses.
three different
postcard.
their chosen
other students
different points
verb tenses.
location and in
will identify the
in time.
Each partner
one verb tense.
verb tense
will write down
The students
used.
at least five of
will need to
the verbs their
indicate their
partner used
tense on the
while
blank side of
describing their
their notecard.
trip.
Individual Customized Learning
Differentiated Academic Support:
Bilingual/ESL Language Support:
Behavioral Support:
Reduced Assignments- 16, 31, 35, 43
Peer Tutoring/Paired working arrangement-
Clearly Defined Limits- 2, 35
Extra Time for Completing Assignments-
2, 5, 6, 7, 8, 9, 10, 12, 14, 17, 18, 21, 24, 36, 37,
Frequent Reminders of Rules- 2, 35
2,3,11,13,14, 15,16, 21, 22, 23, 31, 33, 35, 42,
38, 39, 40, 41, 44, 45, 46
Frequent Reminders to Stay on Task- 1, 2, 3,
43, 44
Visual Aids- 5, 6, 7, 8, 9, 10, 17, 18, 24, 36, 37,
11, 14, 21, 31, 34, 43
Checks for Understanding- 4, 15, 42
38, 39, 40, 44, 46, 47, 48, 51
Positive Reinforcement- 2
Adapt Assignments to Interests- 2
Private Discussions About Behavior- 2
Note Taking Assistance- 11, 16, 22, 31, 34,
Cooling-Off Period- 1, 42
35
Preferential Seating- 1, 3, 11, 14, 15, 16, 22,
No Penalty for Spelling Errors- 4, 12, 15
31, 33, 34, 41, 42, 43
Reward System- 2
Implementation of BIP- 2, 35, 45
Opportunity to Repeat and Explain
Organizational Strategies (Responsibility
Instructions- 23, 44
Folder)- 1, 3, 14, 21, 43
Reteach Difficult Concepts- 3, 11, 14, 16, 21,
22, 31, 33, 41, 42, 43
Visual Aids- 5, 6, 7, 8, 9, 10, 17, 18, 24, 36, 37,
38, 39, 40, 44, 46, 47, 48, 51
Extra Time for Oral Response- 12
Extra Time for Written Response- 12
Oral Exams- 12, 23
Frequent Feedback- 45, 12
Minimal Auditory Distractions- 35
Encouragement for Classroom
Participation- 45
Peer Tutoring/Paired working arrangement2, 5, 6, 7, 8, 9, 10, 12, 14, 17, 18, 21, 24, 36, 37,
38, 39, 40, 41, 44, 45, 46
Small Group Testing- 1, 11
Support by SPED Staff- 2, 23, 35, 44, 45
Whisper Phone- 21
Overlay-Color Yellow- 22
Modified Spelling List- 35
Visual Schedule- 35