Mrs. Nelson and Mrs.Sibley’s Lesson Plans
Monday March 16, 2015
Common Core State Standard 6.RL.7 Compare and contrast the experience of reading a story to listening to or viewing an audio, video, or live version of the text,
including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.
W.6.1 Write arguments to support claims with clear reasons and relevant evidence.
W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event
sequences.
W.6.10 Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences
SL.6.5Include multimedia components (e.g. graphics, images, music, sound) and visual displays in presentations to clarify information.
Essential Question/ Focus Question/ Student Centered Objective
Essential Questions:
What do good readers do to compare and contrast a written story and the filmed version of the story?
Focus Questions:
Does it make a difference when the reader has read the story before viewing the filmed version of the story?
Student Centered Objective: I can identify details that help me to compare and contrast the print version and movie version of a story.
Bell Work
Each student will be given a compare and contrast RCC Media Feature viewing sheet and the teacher will explain how to use the form. 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 what they remember from previous chapters and episodes of the novel “Holes”
from last week.
Whole Group:
The class will continue reading from the novel “Holes” pages 211-232.
The class will view the last 20 minutes of the movie version of “Holes”
Independently:
Students will complete the Ready Common Core worksheet “Comparing and Contrasting Reading to Viewing”
Daily Closure: Students will write an answer to the focus question on the Media Feature worksheet
Formative Assessment: Student response to Essential Question and Focus question.
Assessment: Media Feature work recording similarities and differences between the print and filmed versions of “Holes.”
Homework: Students will complete any unfinished classwork
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
Tuesday, March 17, 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 use a portion of the sample EOY PARCC test items to prepare for the upcoming PARCC EOY assessment.
Essential Question :
What do good readers do to prepare themselves for testing?
Focus Question: What strategies help me to read more closely for meaning so that I can find the correct answers?
I can understand strategies that help me to focus on finding the correct answer in the text.
Anticipatory Set: Students will respond to the EQ and TQ
Daily Procedures:

SW read an excerpt from “Little Princess” and SW answer questions 1-5 from the EOY PARCC sample test
Whole Group:

TW remind students of previously taught objectives covered in today’s lesson, e.g. text structure, plot, character change, and theme.

TW ask students to write an abbreviated definition of the objectives listed above.
Formative Assessment:

TW will use the students’ definitions of objectives in today’s lesson to check for understanding of the objectives.

TW use teacher center to group students who have not mastered objectives to reteach the objectives.

TW assign i-Ready lessons in the targeted areas scaffolding as needed.
Closure: Students will answer EQ and TQ .
Assessment: Questions 1-5 from “Little Princess”
Homework: Assignment on i-Ready/ Any unfinished classwork.
Mrs. Sibley and Mrs. Nelson’s Lesson Plans
Wednesday, March 18, 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 use a portion of the sample EOY PARCC test items to prepare for the upcoming PARCC EOY assessment.
Essential Question :
What do good readers do to prepare themselves for testing?
Focus Question: How does perfect practice make perfect performance when testing?
I can understand strategies that help me to focus on finding the correct answer in the text.
Anticipatory Set: Students will respond to the EQ and TQ
Daily Procedures:

SW read an excerpt from “The Story of a Bad Boy” and SW answer questions 6-7 from the EOY PARCC sample test

SW read a poem “Song of the Sailor Boy” and a narrative from “The Life of a Ship from the Launch to the Wreck” and answer questions 8-11
Whole Group:

TW remind students of previously taught objectives covered in today’s lesson, e.g. affixes, theme, c/c paired passages, central idea, and point of view.

TW ask students to write abbreviated definitions of the objectives listed above.
Formative Assessment:

TW will use the students’ definitions of objectives in today’s lesson to check for understanding of the objectives.

TW use teacher center to group students who have not mastered objectives to reteach the objectives.

TW assign i-Ready lessons in the targeted areas scaffolding as needed.
Closure: Students will answer EQ and TQ .
Assessment: Questions 6-11 from EOY PARCC sample test
Homework: Assignment on i-Ready/ Any unfinished classwork.
Mrs. Sibley and Mrs. Nelson’s Lesson Plans
Thursday, March 19, 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 work on i-Ready.
Essential Question :
How can I use technology to enhance my learning experience?
Focus Question: How can i-Ready enhance my learning experience?
I can identify how i-Ready can help me learn.
Anticipatory Set: Students will respond to the EQ and TQ
Daily Procedures:

SW work on i-Ready red tab assignment.
Closure: Students will answer EQ and TQ .
Assessment: i-Ready time on task report/ i-Ready individual performance reports
Homework: Assignment on i-Ready/ Any unfinished classwork.
Mrs. Sibley and Mrs. Nelson’s Lesson Plans
Friday, March 20, 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 Final Exam.
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 final exam
Closure: Students will answer EQ and TQ .
Assessment: final exam
Homework: Assignment on i-Ready/ Any unfinished classwork.