Ms. Sibley’s Lesson Plans
August 18-22, 2014
Tuesday, August 19, 2014
Common Core State Standards:
CCSS L.6.1.a Ensure that pronouns are in the proper case (subjective, objective, etc.)
Essential Question/ Target Question/ Objective
Student Centered Objective: The students will be able to correctly use subject and object pronouns.
I Can...
- correctly identify and use subject and object pronouns.
Essential Question:
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How do I differentiate between object and subject pronouns?
Bell Work: The students will write the essential question, “How do I differentiate between object and subject pronouns?” in bell work organizer. 3-5 minutes
Anticipatory Set:
The students will discuss the essential question about pronouns using accountable talk stems. 3-5 minutes
Procedures:
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The teacher will assess student knowledge using Ready Common Core Lesson 1 Language.
Modeled Instruction: (5 minutes)
The teacher will show a sentence on the promethean board that contains an object and a subject pronoun.
She finally baked it after the kids cried, “Cake, Cake, Cake!”
The Teacher will label the subject and object pronoun, reminding students of the function of each one.
Elbow Partner: (5 minutes)
The students will work with an elbow partner to discover the subject and object pronoun a sentence displayed on the promethean.
He kicked her so hard that the referee called a technical foul.
Small Groups (10 minutes)
Students will work in groups of identify and label (post it) the subject and object pronouns for several sentences written on chart paper.
Students will work together to write a sentence that contains a subject and object pronoun on the bottom portion of the chart paper.
Whole Group: (15 minutes)
Student groups will share findings with the class.
Class will give a thumbs up or thumbs down.
Independent Practice 3-5 minutes)
Each student will write a sentence that contains a subject and object pronoun and label each.
Closure: The students will revisit the essential question during the last few minutes of class recording their answers in the weekly bell work organizer. (3-5 minutes)
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Assessment:
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Independently written sentences
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Student feedback through class discussions.
Homework:
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Complete independent practice, i.e., writing a sentence containing a subject and object pronoun if not completed in class.
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Write 2 sentences with subject and object pronouns
Differentiated Instruction:
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Advanced and Regular students will complete the assignment with less facilitating from the teacher.
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The teacher will scaffold the lesson for the SPED students by providing valuable information needed to respond to a question. The teacher will also ask questions
that will allow the student to arrive at an answer.
Ms. Sibley’s Lesson Plans
Wednesday, August 20, 2014
Common Core State Standards:
CCSS L.6.1.a Ensure that pronouns are in the proper case (subjective, objective, etc.)
Essential Question/ Target Question/ Objective
Student Centered Objective: The students will be able to identify pronouns that add emphasis or to tell about something with more detail.
I Can...identify subject and object pronouns that can be used to tell about or emphasize something mentioned in a sentence
Essential Question:
In what circumstances does a subject pronoun follow the verb?
How do I use plural pronouns us and we with a connected noun?
Bell Work: The students will write the essential questions on weekly bell work organizer. 3 minutes
Anticipatory Set:
The students will discuss the essential question using accountable talk stems. 3-5 minutes
Procedures:

The teacher will use Lesson 1 p.232 to assess retention of yesterday’s lesson. (5 minutes)
Whole Group Instruction: 5 minutes
The teacher will show two examples of using subject and object pronouns to add emphasis or to tell about something.
The teacher will direct students to the Introduction section of Lesson 2- More about Subject and Object Pronouns.
The teacher will ask for a volunteer to read from the promethean the examples
Think-Pair-Share (5 – 10 minutes)
Think: Students will reread and reflect on the Introduction information on the promethean board.
Pair: Students will pair up and talk about the information
Share: Pairs will share findings and discoveries
Guided Practice: (10 – 15 minutes)
The teacher will guide students through the five sentences in which they must circle the correct pronoun (p. 233)
The teacher will also highlight the Hint information for students to focus on as they work.
Independent Practice: (5-10 minutes)
Students will complete the exercises on page 234 of the Ready Common Core.
Closure: The students will revisit the essential question during the last few minutes of class recording answers in organizer. (5minutes)
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Assessment:
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Common Core Practice page 234
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Student feedback through class discussions.
Homework:
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Complete any unfinished classwork
Differentiated Instruction:

Advanced and Regular students will complete the assignment with less facilitating from the teacher.

The teacher will scaffold the lesson for the SPED students by providing valuable information needed to respond to a question. The teacher will also ask questions
that will allow the student to arrive at an answer.
Mrs. Sibley’s Lesson Plans
Thursday, August 21, 2014
Common Core State Standards:
L.6.1.a Ensure that pronouns are in the proper case.
Essential Question/ Target Question/ Objective
Student Centered Objective: The students will identify and correctly use possessive pronouns.
I Can...
- understand how to recognize and properly use possessive pronouns
Essential Question:
How can I recognize possessive pronouns? Can possessive pronouns stand alone? Explain why or why not.
Bell Work: The students will write the essential question in their weekly organizers. (3-5 minutes)
Anticipatory Set:
Students will discuss the essential questions using accountable talk stems. (5 mins)
Procedures:
Using page 235 of the RCC workbook and a supplementary flipchart, the teacher will remind students of the definition of possessive pronoun and how they are used.
Modeling:
The teacher will model the correct usage of possessive pronouns using the promethean board.
Guided Practice:
The teacher will guide students in discussion of the confusing pronouns its , their, and your. (Often confused with contractions)
The students will complete the guided practice on page 235 of the RCC workbook, sentences 1-7.
Talk and Turn:
With a partner, students will talk and turn discussing the answers they found for the quided practice exercise.
Whole Group Discussion:
Using accountable talk stems, students will discuss their answers. (The teacher may have to guide the discussion in the beginning)
Show What You Know
Students will independently complete page 236 of the workbook
Closure: The students will respond to the essential question. The teacher will assess using bingo dabber for correct responses and listing students who did not respond
correctly for remediation.
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Assessment: Page 236 of RCC workbook
Homework:
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Complete Me In a Bag Project
Differentiated Instruction:

Advanced and Regular students will complete the assignment with less facilitating from the teacher.

The teacher will scaffold the lesson for the SPED students by providing valuable information needed to respond to a question. The teacher will also ask questions
that will allow the student to arrive at an answer.
Ms. Sibley’s Lesson Plans
Friday, August 22, 2014
Common Core State Standards:
Speaking and Listening CCSS – Present information to an audience. Listen to information presented by a speaker.
Essential Question/ Target Question/ Objective
Student Centered Objective: Students will present Me In A Bag Projects to the Class
I Can…speak to an audience.
I Can…listen to a speech being presented and recall the details.
Essential Question: How are speaking and listening skills used in the world today?
Anticipatory Set:
The teacher will pose the following question and allow students to share responses.
“What jobs in the real world can you think of that require speaking and listening skills?”
Procedures:
Each student will present the items he or she collected for the project to the class.
Listening students may ask questions following the presentations.
Assessment: Student Presentations
Closure: The teacher will ask for each student to share why speaking and listening are important in our world today.
Ms. Sibley’s Lesson Plans
Monday, August 18, 2014
Common Core State Standards:
Essential Question/ Target Question/ Objective
Student Centered Objective: The students listen and take notes as the teacher explains portions of the student handbook. Students will participate in a welcome activity.
Students will be given class/team rules and consequences
I Can...
- understand the rules and consequences of Ms. Sibley’s class
-understand the syllabus for English class
-understand the student handbook
Essential Question:

How can understanding the rules be helpful?
Bell Work: The students will respond to the essential question, “How can understanding the rules be helpful to a student?”
Anticipatory Set:
Teacher will call on volunteers to share thoughts about the essential question.
Procedures: The teacher will go over the student handbook, class syllabus, rules, consequences, and expectations.
Closure: The students will write the answer to the essential question during the last few minutes of class.
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Assessment: Student participation
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.
Homework
Begin gathering supplies for Me in a Bag project _ DUE FRIDAY!.
Differentiated Instruction:

Advanced and Regular students will complete the assignment with less facilitating from the teacher.

The teacher will scaffold the lesson for the SPED students by providing valuable information needed to respond to a question. The teacher will also ask questions
that will allow the student to arrive at an answer.