Michele Jones 6th Grade Language Arts
Monday
October 22nd
Bell Ringer: #24: Classify each type of sentence as declarative, interrogative, imperative, or exclamatory.
(p. 166)
Benchmark: L.A.6.3.4.4
Measurable Objective: Students will identify and create the four sentence types correctly, including
punctuation with 75% accuracy?
Essential Question: How can sentence variety promote a better piece of writing?
Vocabulary: run-on, fragment, declarative, exclamatory, interrogative, imperative, simple, compound,
complex
Agenda/Activities:
 I do: Review 4 types of sentences
 We do: do a foldable on type of sentences and do practice on the board
 You do: Page 518 Try It in class
Summarizing Activity: Write four sentences, one of each type, about someone you feel showed courage.
Investigational Activity: WKBK page 69 and 70
ESE/ESOL:
WICR
Tuesday
October 23rd
Bell Ringer: #25 Write the type of sentence indicated in parenthesis. Punctuate correctly. (p.166)
Benchmark: L.A.6.3.4.4
Measurable Objective: Objective: Students will identify and create the four sentence types correctly,
including punctuation with 75% accuracy?
Essential Question: How can sentence variety promote a better piece of writing?
Vocabulary: run-on, fragment, declarative, exclamatory, interrogative, imperative, simple, compound,
complex
Agenda/Activities:
 I do: Review writing a complete sentence and basic parts of a sentence (subject/predicate)
 We do: example sentences then place students in groups
 You do: in groups, students will unscramble words to make complete sentences, then identify the
complete subject and predicates in each.
WICR
Summarizing Activity: review today’s lesson
Investigational Activity: Wkbk page 45 & 46
ESE/ESOL: See Attached
Wednesday
October 24th
Bell Ringer: None
Benchmark: L.A.6.3.4.4
Measurable Objective: Objective: Students will identify and create the four sentence types correctly,
including punctuation with 75% accuracy?
Essential Question: How can sentence variety promote a better piece of writing?
Vocabulary: complex sentence, compound sentence, declarative, exclamatory, fragment, imperative,
interrogative, run-on, sentence, simple sentence
Agenda/Activities:
 I do: introduce vocabulary words with students
 We do: discuss words
 You do: make examples for interactive word wall.
WICR
Summarizing Activity:
Investigational Activity: wkbk 43 & 44
ESE/ESOL
Thursday
October 25th
Bell Ringer: #26 Revise sentence fragments. (p. 252)
Benchmark: L.A.6.3.4.4
Measurable Objective: Objective: Students will identify and create the four sentence types correctly,
including punctuation with 75% accuracy?
Essential Question: How can sentence variety promote a better piece of writing?
Vocabulary: complex sentence, compound sentence, declarative, exclamatory, fragment, imperative,
interrogative, run-on, sentence, simple sentence
Agenda/Activities: run-on sentences
 I do: introduce how to fix run-on sentences
 We do: example sentences on the board
 You do: page 506 Try It in Write Source
WICR
Summarizing Activity: summarize lesson
Investigational Activity: Wkbk page 81 &82
ESE/ESOL: See Attached
Friday
October 26th
Bell Ringer: No School/Teacher workday/ End of the 9 weeks
Benchmark:
WICR
Measurable Objective:
Essential Question:
Vocabulary:
Agenda/Activities:
 I do
 We do
 You do
Summarizing Activity
Investigational 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.
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.
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.
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.
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:
FCIM Problem of the Day
Hands-on Activities
Reading Comprehension
Extended Response Practice
FCAT Style Questions
Costa’s Levels:
Level One
Level Two
Level Three
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
Costa’s Levels:
Level One
Level Two
Level Three
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
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
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