Mrs. Nelson and Ms.Sibley’s Lesson Plans
Monday March 23, 2015 and Tuesday ,March 24, 2015
Common Core State Standard 6.RL.2 Determine a theme or central idea of a text and how it is conveyed through particular details provide a summary of the text
distinct from personal opinions or judgments.
RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative language and connotative meanings; analyze the impact of a
specific word choice on meaning and tone.
W.2a.Introduce a topic; organize ideas , concepts , and information, using strategies such as definition, classification, comparison/contrast, and cause /effect
include formatting(e.g.,headings),graphics(e.g.,charts,tables), and multimedia when useful to aiding comprehension.
PARCC Testing-Math Part 2
Essential Question/ Focus Question/ Student Centered Objective
Essential Questions:
How do good readers decide what is true in a text? (Mon) What do good readers do to determine symbolism in a text? (Tues)
Focus Questions:
How do our feelings affect what we think? ( Mon) What do good readers do to compare symbolism in paired texts? (Tues)
Student Centered Objective: I can determine what is true in a text. I can determine symbolism.
Bell Work.TSW copy the essential and focus question down on a given chart. The students will discuss the Essential and Focus Questions.(3-5 mins)
Anticipatory Set:
The teacher will set the purpose of this lesson and tap prior knowledge by asking students to answer the following question: Is it (or not) realistic to believe that certain
objects have a special meaning ? Why? TTW model with a personal item and show significance.
Whole Group:
The class will discuss symbolism and complete a symbolism handout.
A few volunteers will share their responses.
TTW show the connection to a previous text, Eleven and how the red sweater was symbolic.
TTW read The Sound of Summer Running while students annotate their stories. ( key words , phrases, and ideas) pg 142 -148 from RCC text book
TTW discuss text and point out vocabulary. ( seized, revelation, alley)
Independently:
TSW complete a vocabulary/word map using one of the words from the list. No use of dictionary only text is allowed.
TSW complete critical thinking questions on day two focusing on PARCC style format .
TSW draw a double bubble map and compare and contrast the paired text Eleven.
Daily Closure: Students will write an answer bellringer. TTW check for comprehension by checking it off.
Formative Assessment: Student response to Essential Question and Focus question.
Assessment: Symbolism handout, Word map, double bubble map, and critical thinking questions.
Homework: Iready
Differentiated Instruction: Inclusion students may be monitored more closely and checked for understanding more frequently on a one-on-one basis.
Mrs. Sibley and Mrs. Nelson’s Lesson Plans
Wednesday, March 25, 2015 and Thursday ,March 26, 2015
Common Core State Standard 6.RL.2 Determine a theme or central idea of a text and how it is conveyed through particular details provide a summary of the text
distinct from personal opinions or judgments.
RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative language and connotative meanings; analyze the impact of a
specific word choice on meaning and tone.
W.2a.Introduce a topic; organize ideas , concepts , and information, using strategies such as definition, classification, comparison/contrast, and cause /effect
include formatting(e.g.,headings),graphics(e.g.,charts,tables), and multimedia when useful to aiding comprehension
Student Centered Objective: I can determine how advice affects what I know?
Essential Question :
What is important to know in text?
Focus Question: How does advice affect what we know?
I can determine what is important in a text.
Anticipatory Set: Students will respond to the EQ and TQThe teacher will set the purpose of this lesson and tap prior knowledge by asking students to answer the
following question:Why do we have rules in our society? Ask student to write one unwritten rule of friendship(share).
Whole Group: TTW read The Pigman and Me, while students annotate their stories. ( key words , phrases, and ideas) pg 498-506 from RCC text book
TTW discuss text and point out vocabulary. ( exact,demented,observant,undulating,distorted,condemnation)
Independently:
TSW complete a vocabulary/word map using one of the words from the list. No use of dictionary only text is allowed.
TSW complete critical thinking questions on day two focusing on PARCC style format .h lesson and tap prior knowledge by asking students to answer the following
question: Is it (or not) realistic to believe that certain objects have a special meaning ? Why? TTW model with a personal item and show significance
Formative Assessment:.

TW assign i-Ready lessons in the targeted areas scaffolding as needed.
Closure: Students will answer EQ and TQ .
Assessment: Homework: Assignment on i-Ready/ Any unfinished classwork.
Mrs. Sibley and Mrs. Nelson’s Lesson Plans
Friday, March 27, 2015
Common Core State Standards:
6.RL.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
6.RL.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions
or judgments.
6.RL.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a
resolution.
6.RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word
choice on meaning and tone.
6.RL.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme,
setting, or plot.
Student Centered Objective: The students will take Interim Assessment 6
Essential Question :
How can I use strategies I have learned to be a successful test taker?
Focus Question: Which reading strategies work best for each question?
I can identify which strategies to use in individual questions.
Anticipatory Set: Students will respond to the EQ and TQ
Daily Procedures:

SW take the test from the RCC book.
Closure: Students will answer EQ and TQ .
Assessment: test
Homework: Assignment on i-Ready/ Any unfinished classwork.