Heather Chang
Lesson plans for 1st period 6th grade
Read 180 and System 44
11/30/15 - 12/04/15
Monday
Workshop 2
“When Disasters
Strike”
Whole Group:
EQ: How do I
prepare for the
SRI/SPI test and
write attainable
goals?
Students will
watch SPI and SRI
test taking video
and write goals.
Small Group
System 44
EQ: How do I
identify and use
signal words and
phrases that tell
the sequence to
sequentially order
the journal entry I
read?
Teacher reads
aloud story on
page 24 to model
fluent reading and
then model
finding signal
words/phrases.
Students will work
in pairs to identify
and write the
sequential events
of the story.
Teacher will do
second reading
using oral cloze.
Tuesday
Workshop 2
“When Disasters
Strike”
Whole Group:
Take SRI/SPI test
Wednesday
Workshop 2
“When Disasters
Strike”
Small Group:
Read 180
EQ: How do I
identify and use
signal words and
phrases that tell
the sequence to
sequentially order
the news article I
read?
Teacher will use
Think Aloud,
questioning, and
rereading
strategies to
guide students as
they write the
events of the
news article in
sequential order
on their graphic
organizer (page
37).
Differentiation
Low: Rereading
with text marking
Stretch: Reread
with a partner
System 44
Small Group
EQ: How do I
summarize the
journal entry I
read?
Teacher will guide
students as they
work in pairs to
Thursday
Workshop 2
“Mountain on
Fire”
EQ; How do I read
to develop
fluency?
Whole Group:
Replay the Anchor
Video for "A
Mountain on Fire"
and generate
questions about
the text.
Use frames to
revisit academic
vocabulary in
context.
Scaffolded
Reading
1st Read
Read "A
Mountain on Fire"
on page 38 using
Oral Cloze 1.
Discuss and write
the Key Idea.
Teach the Target
Word increase
using the
Teaching
Vocabulary
Routine.
2nd Read
Reread "A
Mountain on Fire"
using Oral Cloze 2.
Friday
Workshop 2
“Mountain on
Fire”
Small Group
System 44
pages :26-27
EQ: How do I read
to develop
fluency?
Scaffolded
Reading
1st Read
Second Read
Oral Cloze 1.
Discuss and write
the Key Idea and
build word
knowledge
Analyze: Guide
students to use
the photos to
make inferences.
Differentiation :
For struggling
readers use 45B
to teach Phrasal
Verbs in the
context of the
text.
answer the
summarizing
questions on page
25.They will
complete
summary graphic
organizer from
SAM W2.
Have students
respond to
prereading
questions.
3rd Read
Reread "A
Mountain on Fire"
using Partner
Cloze.
Have students
respond to the
React and Write
question about
whether or not
they would want
to become a
firefighter.
Differentiation
Students who
need fluency
Practice, teacher
will use page 59A
to teach Using
correct phrasing
(punctuation) in
the context of the
text.
Small Group:
Read 180
EQ: How do I
sequence events
in a magazine
article using text
marking?
Guide students to
complete the
activities on page
39 to identify the
sequence of
events in "A
Mountain on
Fire."
Teach students
how to synthesize
information to
determine the
danger of a
"blowup."
Heather Chang
3rd and 5th periods
Lessons for Read 180/System 44
11/30/15 - 12/04/15
Monday
Workshop 6
“Poe: Master of
Horror”
Whole Group
EQ: How do I
prepare for the
SRI/SPI test and
write attainable
goals?
Watch SPI and SRI
test taking video
and write goals.
Small Group
System 44
EQ: How do I split
words into their
base word and
affixes?
Teacher models
how to use
prefixes and
suffixes to change
base words.
Tuesday
Wednesday
Workshop 6
“Poe: Master of
Horror”
Workshop 6
Whole Group:
Take SRI/SPI test
Thursday
Workshop 6
“Poe: Master of
“Poe: Master of
Horror”
Horror”
Whole group
Small Group:
EQ: How do I
EQ: How do I
analyze the
analyze the
setting,
setting,
characters, plot,
characters, plot,
and theme of a
and theme of a
short story
short story
and track story
and track story
elements using a
elements using a
graphic organizer?
graphic organizer? Remind students
that the narrator
enters the house
and sees Usher
Ask questions to
for the first time
review the plot of in years.
"The Fall of the
Use frames to
House of Usher."
revisit academic
Use frames to
vocabulary in
revisit academic
context.
vocabulary in
Guide students to
context.
set a purpose for
Friday
Workshop 6
“Poe: Master of
Horror”
Small group
Guide students to
work in pairs to
complete the
activities on page
153 to identify
story elements.
Differentiation
For struggling
readers, teacher
will use page
159A to teach
Suffixes using the
context of the
text.
System 44
EQ: How do I
summarize the
blog post?
Student uses
word building kit
to build words
with affixes
(pages 70-71).
Guide students to
set a purpose for
rereading pages
150-151.
Scaffolded
Reading
2nd Reading
Reread pages
150-151 using
Modeled Fluent
Reading, stopping
to address Words
to Know and
Strategy Notes.
Ask students to
star the answer to
the Active
Reading question.
Teach the Target
Word depressing
using the
Teaching
Vocabulary
Routine.
Support students
to complete the
Craft and
Structure Activity:
Mood.
Have students
respond to the
React and Write
questions about
whether or not
they would go to
Usher's house if
they were his
friend.
System 44
EQ:How do I read
the blog post to
develop fluency
and cite evidences
to support written
analysis?
1st Read :Teacher
models fluent
reading
rereading pages
152-153.
Scaffolded
Reading
2nd Read
Reread pages
152-153 using
Modeled Fluent
Reading, stopping
to address the
Words to Know
and Strategy
Notes.
Ask students to
star the answer to
the Active
Reading question.
Teach the Target
Word mental
using the
Teaching
Vocabulary
Routine.
Teach students
how to evaluate
information to
explain whether
they think Usher
truly suffers from
a mental illness.
Have students
respond to the
React and Write
question about
what they would
think of Madeline.
Small Group:
Guide students to
work in pairs to
complete the
activities on page
153 to identify
story elements.
Differentiation
For struggling
readers, teacher
will use page
159A to teach
Read blog on page
73 and use SAM
w6 (graphic
organizer) to
summarize the
blog post.
2nd Read: Oral
Cloze.
Teacher uses text
based questioning
to help student
make inferences
about the blog
post.
Suffixes using the
context of the
text.