Lesson Plans 6th grade reading
Teacher: Miller
Dates: Dec. 15-19
MONDAY
Standard(s)
TUESDAY
WEDNESDAY
6.SL.1.1- engage in a range of
collaborative discussions. (Bell work
discussion
6.SL.1.1- engage in a range of
collaborative discussions. (Bell work
discussion
6.SL.1.1- engage in a range of
collaborative discussions. (Bell work
discussion
6.R.I.1.1
6.R.I.2.6
6.L.3.4. (Text Coding)
6.R.I.1.1
6.R.I.2.6
6.L.3.4. (Text Coding)
6.R.I.1.1
6.R.I.2.6
THURSDAY
6.SL.1.1- engage in a
range of collaborative
discussions. (Bell work
discussion
FRIDAY
6.SL.1.1- engage in a range of
collaborative discussions. (Bell
work discussion
6..W.1.2 (DOK 4)
6..W.1.2 (DOK 4)
Learning Goal
Students will be able to
determine an author’s
purpose and/or point of view
in a text and explain how it’s
conveyed in the text.
Students will be able to
determine an author’s purpose
and/or point of view in a text
and explain how it’s conveyed
in the text.
Students will be able to
determine an author’s
purpose and/or point of view
in a text and explain how it’s
conveyed in the text.
Students will be able to
determine an author’s
purpose and/or point of
view in a text and explain
how it’s conveyed in the
text.
Students will be able to
determine an author’s
purpose and/or point of
view in a text and explain
how it’s conveyed in the
text.
Objective
Students will determine how the
point of view influences how the
text is written.
Students will determine the
author’s purpose for writing the
text, as well as the author’s point
of view.
Students will determine the
similarities and differences of
the author’s purpose in multiple
texts.
Students will prove what they
have learned from the text.
Students will prove how the
authors’ point of view is
similar and different in the
texts.
influence how the text (story) is
written?
What is the author’s purpose for
writing the text? What is the
author’s point of view?
How was the author’s purpose
similar in both texts and how
do they differ?
How can I prove what I
learned from the text?
How can I prove how the
authors’ point of view is
similar and different in the
texts?
Read the passage The Gingerbread
Tradition. Select and write out the
best answers for each question
Read the appetizer passage entitled
The Tracking Game. Select and write
out the best answers to each question.
Generate a list of words that have
the /mar-/ as in marriage and do
/pre-/ as in prey. List 10 for each.
Vocabulary practice- Students will
read the short passages.
Students will use context clues to
determine the meanings of the
unknown words.
Read the appetizer passage
entitled Prairie Dogs. Select and
write out the best answers to
each question.
Essential Question How does the point of view
Bell work
Agenda/Activities
/Student Product
Bell Work
Bell Work Discussion
Bell Work
Bell Work Discussion
Bell Work
Bell Work Discussion
Bell Work
Bell Work Discussion
Bell Work
Bell Work Discussion
Teacher will review author’s
purpose and author’s point of view.
Then, teacher will read the story The
Polar Express to students.
Teacher will review author’s point of
view and author’s purpose. Then,
teacher will introduce the text “The
World War I Christmas Truce.”
Teacher will review the text “The
WWI Christmas Truce.” Then,
teacher will introduce the text “Last
Survivor of Christmas Truce Tells of
His Sorrow.”
Teacher will review main idea,
key details, and author’s point of
view. Then, teacher will introduce
text “Gingerbread Tradition.”
Teacher will review both texts
(“The WWI Christmas Truce” and
“Last Survivor of Christmas Truce
Tells of His Sorrow”).
Students will complete a graphic
organizer showing the similarities
and differences in both texts that
the authors were trying to convey.
Students will answer text-based
evidence questions related to
main idea, key details, and
author’s point of view.
Students will respond to the EQ. If time
permits, students will read AR/novel.
Students will respond to EQ. If time
permits, students will read
AR/Novel.
Students will respond to EQ. If
time permits, students will read
AR/Novel.
Author’s purpose, author’s point of
view, convey, analysis(analyze),
textual evidence, anecdote
Author’s purpose, author’s point of
view, convey, analysis(analyze),
textual evidence, anecdote
Author’s purpose, author’s point of
view, convey, analysis(analyze),
textual evidence, anecdote
Author’s purpose, author’s point
of view, convey,
analysis(analyze), textual
evidence, anecdote
Author’s purpose, author’s point
of view, convey,
analysis(analyze), textual
evidence, anecdote
Informational text, central idea, key
details, , stated, implied, inferences,
relevant, irrelevant (details)
main idea (implied and stated) cited
evidence
Informational text, central idea, key
details, stated, implied, inferences,
relevant, irrelevant (details)
main idea (implied and stated) cited
evidence
Informational text, central idea, key
details, stated, implied, inferences,
relevant, irrelevant (details) main
idea (implied and stated) cited
evidence
Informational text, central idea,
key details, stated, implied,
inferences, relevant, irrelevant
(details) main idea (implied and
stated) cited evidence
Informational text, central idea,
key details, stated, implied,
inferences, relevant, irrelevant
(details)
main idea (implied and stated)
cited evidence
Read independently at least 30
minutes, get reading log signed
Read independently at least 30
minutes, get reading log signed
Read independently at least 30
minutes, get reading log signed
Read independently at least 30
minutes, get reading log signed
Students will complete a graphic
organizer citing evidence from the
text to support the author’s point of
view. (Students will be provided a
copy of the text).
Students will respond to EQ. If time
permits, students will read
AR/Novel.
Homework
Comments:
Teacher and students will discuss
the author’s point of view in both
texts and cite evidence to support
thinking using a graphic
organizer.
Teacher and students will compare
both informational texts and
determine how the author’s
purpose was similar and how it was
different.
Teacher and students will discuss
the author’s point of view and how
it influences how the story is
written.
Vocabulary
Teacher and students will read (partner
read) the informational text. At this
time, students will text code in groups.
Teacher will assign students
paragraphs that the group is
responsible for. Students will
summarize their paragraphs and share
with the class. Teacher and students
will discuss the author’s point of view
and author’s purpose.
Teacher and students will read
(partner read) the informational
text. At this time, students will
text code. Teacher and students
will discuss main idea, key details,
and author’s point of view.
Students will draw a visualization of
the text.
Read independently at least 30
minutes, get reading log signed
Students will answer questions related
to author’s point of view/author’s
purpose.
Students will write a 2-3
paragraph essay stating the
similarities and differences of the
authors’ point of view in both
texts by providing evidence from
the texts.
Students will respond to EQ. If
time permits, students will read
AR/Novel.