Michele Jones 6th Grade Language Arts
Monday
March 18th
Bell Ringer:
Benchmark: LA.6.2.1.7, LA.6.4.1.2, LA.6.2.1.3
Measurable Objective: Students will correctly maneuver through the ePat practice test.
WICR
Deep reading
stratagies
Essential Question:
H.O.T:
Learning Goal: Students will be able to use the TestNav 6.9 computer based test system.
Tuesday
March 19th
Vocabulary: cursor, highlighter, reset, review button, notepad, ePat
Agenda/Activities:
 I do: help students sign onto ePat system, read testing script
 We do: practice signing on to the ePAt system, practice using tools
 You do: take practice reading test
Summarizing Activity:
Investigative Activity:
ESE/ESOL:
Bell Ringer: Literary Analysis: Rhythm & Rhyme P. 158 B
Benchmark: LA.6.2.1.7, LA6.4.1.2,
Measurable Objective: Students will demonstrate comprehension of poetry forms and poetic devices via
writing a variety of poems.
Essential Question: How is figurative language used to communicate ideas through the poetic form?
Wednesday
March 20th
H.O.T: How can we recognize poetry?
Learning Goal: Students will understand the elements of poetry and prose.
Vocabulary: simile, metaphor, personification, hyperbole, onomatopoeia, alliteration, rhyme, rhythm,
repetition, assonance, consonance
Agenda/Activities:
 I do: review figurative language terms, introduce 5 types of poems
 We do: practice identifying types of poetry
 You do: write two examples of poems and complete tree map
Summarizing Activity: begin writing frame
Investigative Activity: complete writing frame
ESE/ESOL: See Attached
Match the Figurative Language/sound device
Benchmark: LA.6.2.1.7, LA6.4.1.2,
Measurable Objective: Students will demonstrate comprehension of poetry forms and poetic devices via
writing a variety of poems.
WICR
Cornell
note taking
Group
activities
Process
writing
WICR
Essential Question: How are themes expressed in poetry?
Learning Goal: Students will understand the elements of poetry and prose.
Vocabulary: stanza, haiku, limerick, concrete, free verse
Agenda/Activities: vocabulary quiz
 I do: give review examples of 5 types of poems
 We do: circle map on what we know about poetry, discuss poems we know
 You do: finish poetry book
Thursday
March 21th
Friday
March 22nd
Summarizing Activity: finish poetry book, if not done in class
Investigative Activity:
ESE/ESOL: See Attached
Bell Ringer:
Benchmark: LA.6.2.1.1, LA6.2.1.4, LA.6.2.1.5, LA6.2.1.10, LA 6.1.6.2
Measurable Objective: Students will complete Benchamark mini assessments and Epat practice testing.
Essential Question:
H.O.T.:
Learning Goal:
Vocabulary:
Agenda/Activities: Make up day for Mini Assessments and Epat
 I do: verify students who need to complete Epat and benchmarch assessments
 We do: review procedures for testing
 You do: take assessments and Epat practice, other students will complete missing assignments or
FCAT practice work.
Summarizing Activity:
Investigative Activity:
ESE/ESOL: See Attached
Bell Ringer:
Benchmark:
Measurable Objective:
Essential Question:
H.O.T.:
Learning Goal:
Vocabulary:
Agenda/Activities: NO school, Teacher work day
 I do:
 We do:
 You do:
Summarizing Activity:
Vocabulary
building
through
learning
word
meanings
investigations
Deep reading
stratagies
WICR
Investigative Activity:
ESE/ESOL: See Attached
Modifications and teaching strategies for documentation (Highlight all that apply, put in dates)
Monday
ESE Modifications:
Cooperative Groups
Peer Tutoring
Extended Time
Preferential Seating
Verbal & Written Directions
Copies of Notes
Hands-on Activities
Assignment Reduction
Cooperative Consultation Services
ESOL Modifications:
Cooperative Groups
Peer Tutoring
Extended Time
Visual Cues
Preferential Seating
Verbal & Written Directions
Copies of Notes
Hands-on Activities
Use of Dictionary
Student Translator
Cooperative Services
Reading Strategies:
1. Use 7 processes of literacy:
listening, viewing, thinking,
speaking, reading, writing, and
expressing through multiple
symbol systems.
2. Teach, model, and practice the
strategies of expert readers:
predict, visualize, connect,
question, clarify, and evaluate.
3. Read to and with students.
AIP Strategies:
Extended Time
Verbal & Written Directions
Hands-on Activities/Body math
Peer Tutoring
FCAT Strategies:
FCIM Problem of the Day
Hands-on Activities
Reading Comprehension
Extended Response Practice
FCAT Style Questions
Tuesday
ESE Modifications:
Cooperative Groups
Peer Tutoring
Extended Time
Preferential Seating
Verbal & Written Directions
Copies of Notes
Hands-on Activities
Assignment Reduction
Cooperative Consultation Services
ESOL Modifications:
Cooperative Groups
Peer Tutoring
Extended Time
Visual Cues
Preferential Seating
Verbal & Written Directions
Copies of Notes
Hands-on Activities
Use of Dictionary
Student Translator
Cooperative Services
Reading Strategies:
1. Use 7 processes of literacy:
listening, viewing, thinking,
speaking, reading, writing, and
expressing through multiple
symbol systems.
2. Teach, model, and practice the
strategies of expert readers:
predict, visualize, connect,
question, clarify, and evaluate.
3. Read to and with students.
AIP Strategies:
Extended Time
Verbal & Written Directions
Hands-on Activities/Body math
Peer Tutoring
FCAT Strategies:
FCIM Problem of the Day
Hands-on Activities
Reading Comprehension
Extended Response Practice
FCAT Style Questions
Wednesday
ESE Modifications:
Cooperative Groups
Peer Tutoring
Extended Time
Preferential Seating
Verbal & Written Directions
Copies of Notes
Hands-on Activities
Assignment Reduction
Cooperative Consultation Services
ESOL Modifications:
Cooperative Groups
Peer Tutoring
Extended Time
Visual Cues
Preferential Seating
Verbal & Written Directions
Copies of Notes
Hands-on Activities
Use of Dictionary
Student Translator
Cooperative Services
Reading Strategies:
1. Use 7 processes of literacy:
listening, viewing, thinking,
speaking, reading, writing, and
expressing through multiple
symbol systems.
2. Teach, model, and practice the
strategies of expert readers:
predict, visualize, connect,
question, clarify, and evaluate.
3. Read to and with students.
AIP Strategies:
Extended Time
Verbal & Written Directions
Hands-on Activities/Body math
Peer Tutoring
FCAT Strategies:
FCAT Problem of the Day
Hands-on Activities
Reading Comprehension
Extended Response Practice
FCAT Style Questions
Thursday
ESE Modifications:
Cooperative Groups
Peer Tutoring
Extended Time
Preferential Seating
Verbal & Written Directions
Copies of Notes
Hands-on Activities
Assignment Reduction
Cooperative Consultation Services
ESOL Modifications:
Cooperative Groups
Peer Tutoring
Extended Time
Visual Cues
Preferential Seating
Verbal & Written Directions
Copies of Notes
Hands-on Activities
Use of Dictionary
Student Translator
Cooperative Services
Reading Strategies:
1. Use 7 processes of literacy:
listening, viewing, thinking,
speaking, reading, writing, and
expressing through multiple
symbol systems.
2. Teach, model, and practice the
strategies of expert readers:
predict, visualize, connect,
question, clarify, and evaluate.
3. Read to and with students.
AIP Strategies:
Extended Time
Verbal & Written Directions
Hands-on Activities/Body math
Peer Tutoring
FCAT Strategies:
FCAT Problem of the Day
Hands-on Activities
Reading Comprehension
Extended Response Practice
FCAT Style Questions
Friday
ESE Modifications:
Cooperative Groups
Peer Tutoring
Extended Time
Preferential Seating
Verbal & Written Directions
Copies of Notes
Hands-on Activities
Assignment Reduction
Cooperative Consultation Services
ESOL Modifications:
Cooperative Groups
Peer Tutoring
Extended Time
Visual Cues
Preferential Seating
Verbal & Written Directions
Copies of Notes
Hands-on Activities
Use of Dictionary
Student Translator
Cooperative Services
Reading Strategies:
1. Use 7 processes of literacy:
listening, viewing, thinking,
speaking, reading, writing, and
expressing through multiple
symbol systems.
2. Teach, model, and practice the
strategies of expert readers:
predict, visualize, connect,
question, clarify, and evaluate.
3. Read to and with students.
AIP Strategies:
Extended Time
Verbal & Written Directions
Hands-on Activities/Body math
Peer Tutoring
FCAT Strategies:
FCAT Problem of the Day
Hands-on Activities
Reading Comprehension
Extended Response Practice
FCAT Style Questions
Costa’s Levels:
Level One
Level Two
Level Three
Costa’s Levels:
Level One
Level Two
Level Three
Costa’s Levels:
Level One
Level Two
Level Three
Costa’s Levels:
Level One
Level Two
Level Three
Costa’s Levels:
Level One
Level Two
Level Three