Teacher: Murray, Adwater, Ballard
Content: 6th / ELA
Week of : September 14th 18th
Day: Monday
Standard:
ELAGSE6W1: Write arguments to support claims with clear reasons and relevant evidence.
ELACC6RL1- Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the
text.
ELACC6RL2 – 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.
ELACC6RL4-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.
ELACC6RL6 – Explain how an author develops the point of view of the narrator or speaker in a text.
ELAGSE6L3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Vary sentence patterns for meaning, reader/listener interest, and style.
b. Maintain consistency in style and tone.
We Are Learning To: Vary sentence types in writing
Warm-Up/ Do-Now (15 minutes)
Students will complete the unit one midpoint assessment.
Opening (Hook/ Activating Strategy/Learning Intentions)
(5-10 minutes)
Mini Lesson on types of sentences.
Work Period (I do, we do, you do)
(30 minutes)
Students will complete worksheet on types of sentences.
What I’m Looking For: Students will be able to identify
the different types of sentences.
Differentiation
Tier I
Tier II
Tier III
All students will be required to
complete unit on midpoint test and
worksheet.
All students will be required to
complete unit on midpoint test and
worksheet.
All students will be required to
complete unit on midpoint test
worksheet.
D.O.K. questioning
D.O.K. questioning
D.O.K. questioning
Closing (Summary)
(5 minutes)

3-2-1
Reflection – Homework
Teacher: Murray, Adwater, Ballard
Content: 6th / ELA
Week of : September 14th 18th
Day: Tuesday
Standard:
ELAGSE6W1: Write arguments to support claims with clear reasons and relevant evidence.
ELACC6RL1- Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the
text.
ELACC6RL2 – 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.
ELACC6RL4-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.
ELACC6RL6 – Explain how an author develops the point of view of the narrator or speaker in a text.
ELAGSE6L3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Vary sentence patterns for meaning, reader/listener interest, and style.
b. Maintain consistency in style and tone.
We Are Learning To: Cite evidence of what the text explicitly
says.
What I’m Looking For: Students will be able to
complete graphic organizer on citing textual evidence.
Warm-Up/ Do-Now (5-8 minutes)
Worksheet on sentences.
Opening (Hook/ Activating Strategy/Learning Intentions)
(5-10 minutes) YouTube Video
https://www.youtube.com/watch?v=_9ly2XYPprE
Work Period (I do, we do, you do)
(30 minutes)



Read “Two Days With No Phone” as a class. Check in at the end of each section to facilitate discussions about key
ideas and important vocabulary words that have emerged. (I do)
Reread the article together again. This time, pause to ask text-based questions. Every time a student offers a
response, he or she will be challenged to pinpoint evidence from the text that supports the answer. (We do)
Students will complete graphic organizer for citing textual evidence. (You do)
Differentiation
Tier I
Tier II
Tier III
All students will complete graphic
organizer for citing textual
evidence.
All students will complete graphic
organizer for citing textual evidence.
All students will complete graphic
organizer for citing textual evidence.
Closing (Summary)
(5 minutes)

3-2-1
Reflection/Homework: Homework
Teacher: Murray, Adwater,
Ballard
Content: 6th / ELA
Week of : September 14th 18th
Day: Wednesday
Standard:
ELAGSE6W1: Write arguments to support claims with clear reasons and relevant evidence.
ELACC6RL1- Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the
text.
ELACC6RL2 – 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.
ELACC6RL4-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.
ELACC6RL6 – Explain how an author develops the point of view of the narrator or speaker in a text.
ELAGSE6L3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Vary sentence patterns for meaning, reader/listener interest, and style.
b. Maintain consistency in style and tone.
We Are Learning To: Utilize the RACE strategy to write
constructed responses.
What I’m Looking For: Students will be able to write
constructed responses using the RACE writing strategy.
Warm-Up/ Do-Now (5-8 minutes)
Worksheet on sentences.
Opening (Hook/ Activating Strategy/Learning Intentions)
(5-10 minutes)
Video on the RACE Writing Strategy: https://www.youtube.com/watch?v=H7iSD0fMfTo
Work Period (I do, we do, you do)
(30 minutes)
Differentiation



Review the R.A.C.E. Writing strategy. (I do)
Discuss a constructed response question based on the informational text “Two Days With No Phone”. (We do)
Write constructed response paragraphs based on the R.A.C.E. Writing Strategy. (You do)
Tier I
Tier II
Tier III
All students will write constructed
response paragraphs based on the
R.A.C.E. Writing Strategy.
All students will write constructed
response paragraphs based on the
R.A.C.E. Writing Strategy.
All students will write constructed
response paragraphs based on the
R.A.C.E. Writing Strategy.
D.O.K. questioning
D.O.K. questioning
D.O.K. questioning.
Closing (Summary)
(5 minutes)

What does the acronym R.A.C.E. represent?
Reflection – Homework
Teacher: Ballard, Adwater, Murray
Content: 6th / ELA
Week of : September 14th 18th
Day: Thursday
Standard:
ELAGSE6W1: Write arguments to support claims with clear reasons and relevant evidence.
ELACC6RL1- Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the
text.
ELACC6RL2 – 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.
ELACC6RL4-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.
ELACC6RL6 – Explain how an author develops the point of view of the narrator or speaker in a text.
ELAGSE6L3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Vary sentence patterns for meaning, reader/listener interest, and style.
b. Maintain consistency in style and tone.
We Are Learning To: Utilize the steps of The Writing Process
in order to develop an effective argumentative essay.
Warm-Up/ Do-Now (5-8 minutes)
Types of Sentences
Opening (Hook/ Activating Strategy/Learning Intentions)
(5-10 minutes)
Video: https://www.youtube.com/watch?v=-lzGy5gizKg
What I’m Looking For: Students will be able to introduce
claim(s) and organize the reasons and evidence clearly.
Work Period (I do, we do, you do)
(30 minutes)
Differentiation



Review the parts of an argumentative essay. (I do)
Discussion of essay prompt. (We do)
Write essay outlines. (You do)
Tier I
Tier II
Tier III
Students will build argumentative
essays.
Students will build argumentative
essays.
Students will build argumentative
essays.
Closing (Summary)
(5 minutes)

Ticket out of the door.
Reflection /Homework:
Teacher: Adwater, Murray,
Ballard
Content: 6th / ELA
Week of : September 14th -18th
Day: Friday
Standard:
ELAGSE6W1: Write arguments to support claims with clear reasons and relevant evidence.
ELACC6RL1- Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the
text.
ELACC6RL2 – 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.
ELACC6RL4-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.
ELACC6RL6 – Explain how an author develops the point of view of the narrator or speaker in a text.
ELAGSE6L3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Vary sentence patterns for meaning, reader/listener interest, and style.
b. Maintain consistency in style and tone.
We Are we Learning To: Utilize the steps of The
Writing Process in order to develop an effective
argumentative essay.
What I’m Looking For: Students will be able to introduce claim(s)
and organize the reasons and evidence clearly.
Warm-Up/ Do-Now (5-8 minutes)
Worksheet: Sentences
Opening (Hook/ Activating Strategy/Learning Intentions)
(5-10 minutes)
Kahoot Review Game
Work Period (I do, we do, you do)
(30 minutes)
Students will use outlines to write their final drafts.
Students will be encouraged to use different types of sentences in their essays.
Differentiation
Tier I
Tier II
Tier III
Students will be asked to edit
information to build argumentative
essays.
Students will be asked to edit
information to build argumentative
essays.
Students will be asked to edit
information to build argumentative
essays.
Closing (Summary)
(5 minutes)

Ticket out of the door
Reflection –