Lesson Plans
Week of
Lesson Component
Monday
Tuesday
Wednesday
Thursday
Friday
Standard(s)
Number of Standard
Kid Friendly Language
L.6.1.a Ensure that pronouns
are in the proper case.
W.6.4: Produce clear and
coherent writing in which the
development, organization,
and style are appropriate to
task, purpose, and audience.
W.6.4: Produce clear and
coherent writing in which the
development, organization,
and style are appropriate to
task, purpose, and audience.
W.6.4: Produce clear and
coherent writing in which the
development, organization,
and style are appropriate to
task, purpose, and audience.
SL.6.6: Adapt speech to a
variety of contexts and tasks,
demonstrating command of
formal English when
indicated or appropriate.
Objective
Teacher Centered
Using action Verbs
Bloom’s
Hess
Bell
Marzano
Practice subjective, objective,
possessive, and reflexive
pronouns to be able to
recognize and use them
properly.
Understand the grading rubric
and write a response to a
writing topic.
Understand the grading rubric
and write a response to a
writing topic.
Understand and practice
using the RACE question and
answering format
Students will reflect on their
learning.
Learning Target:
Student “I Can…” statement
I can use pronouns correctly
in sentences.
Students will present
information to the class.
Use imagery to produce
descriptive writing (DOK 3)
Answer a question in RACE
Format (DOK 1)
Answer a question in RACE
Format (DOK 1)
Read
RACE question used to
progress into minor research:
“What does it take to become
an NFL player?”
www.nflplayers.com
Go over and self-grade
Standards Mastery Chart as a
class. Base grading on
individual assignment grades.
Questions
Varied, high quality, DOK 2,3
that will be used
Written prior to lesson
Strategies/Activities:
Hook to prior learning or
Anticipatory Set:
Modeling
I Do, We Do, You Do
Frequent check for progress
toward Mastery
Closure/Student Reflection
Explained the stations activity
to the students and made sure
they understood how to
change stations. Assisted any
students with the more
difficult station, number 6.
Visit the library for book
checkout
Quickly go over the grading
rubric
Begin writing the rough draft
to the Swigert ELA practice
writing prompt.
Refresher on the rubric
Finish the writing prompt
from Tuesday. Final drafts
must be completed by the end
time.
“The Cat and the Bird”
descriptive writing narrative
paragraph
I Do, We Do, You Do
Have students answer simple
open-ended questions to
“Restate” for practice, then
work to “Expand” them.
Go over NFL RACE
question
Begin Standards Mastery
Chart
Use Thursday’s grades to
organize students into 4
mastery levels to jigsaw teach
4 levels of RACE to the entire
class.
Assessments/Check for
Mastery:
Frequent Formative
How will you know they
know?
What will you do if they do or
don’t demonstrate mastery?
Pronoun Quiz
Varied Learning Abilities
What are you doing to
address the unique needs of
students
Key Vocabulary Terms
Students worked in groups at
their station, hopefully
working together to figure out
the directions and what is
being asked.
Students will turn in their
notes and draft of the writing
narrative paragraph sheet.
Success is determined by
completion and correctness
RACE’d answer to the
primary question graded on
RACE rubric
Grade their presentations
based on their Standards
Mastery Chart