READING Plans: 10/12
GRADE: 6th Prepared By: Walleman
Monday
Objective
(What will be
learned? What
standard is
addressed?)
Wednesday
Thursday
Friday
Interacting with the Text &
Self-Monitoring
Genre
Interacting
- Elements
with the
andText & Interacting with the Text
& Self-Monitoring
Structures
Self-Monitoring
Genre - Elements and
Structures
Interacting with the Text & SelfMonitoring
CCSS RL.6.1. Cite textual
evidence to support
analysis of what the text
says explicitly as well as
inferences drawn from the
text.
CCSS
CCSS RL.6.2.
RL.6.2. Determine
Determine aCCSS RL.6.2.
theme
oror
central
idea
of a Determine a theme or
a theme
central
idea
text
and
how
it
is
conveyed
central idea of a text
of a text and how it is
through
particular
details;
and how it is conveyed
conveyed through
provide
a
summary
of
the
through particular
particular details;
text
distinct
from
personal
details; provide a
provide a summary of
opinions
or
judgments.
summary of the text
the text distinct from
distinct from personal
personal opinions or
opinions or judgments.
judgments
CCSS RL.6.2.
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.
CCSS RL.6.2. 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.
Objective
Session 9: Readers watch
((Specify
characters carefully. They
skills/informatio revise and refine their thinking
n that will be
about them.
learned.)
Connection
Tuesday

Session 10: Readers notice Session 11: A reader's
Session 12: Wrapping up
and connect reoccurring
identity can be enhanced the Independent Reading
images or ideas in the story through effective reading unit.
that point toward the theme. practices. When readers
learn how to be more
Use the Reading Self
efficient and effective, they
Assessment to evaluate
have a more positive image
of who they are as readers. the students progress.
Review your original
 Think across your text.
thinking about your
Were there repeating
character.
images or ideas? If so,
Based on what you now know
what do they mean to
about your character, how has
you? What is your
your thinking changed?
author trying to say?
Copies of "The Theme of My
How do readers keep an open Book Is…" sheets for each
mind while reading?
student to use and store in
reading folder
In what ways can
In what ways can
independent reading be
independent reading be
used to strengthen
used to strengthen
interaction between reader interaction between reader
and text and reader
and text and reader identity?
identity?
Half Day:
Check to make sure students
have a “Just Right Book” for
their reading level. Wrap up
DRAs. Have students read for
20-30 minutes and reflect on
stamina/fluency growth
through first unit.
Teaching Point/
Information
(Give and/or
demonstrate
necessary
information)
•Readers watch characters
carefully. They revise and
refine their thinking about
them.
•Readers notice and
connect reoccurring
images or ideas in the
story that point toward
•Readers are flexible thinkers. the theme.

Their thinking changes as they
•Authors have something
learn new information.
•Readers continue to think
about what kind of people the
characters are and what they
want throughout the whole
story, because they reveal
themselves slowly.
to say to their readers.
They want their readers to
think about why they

wrote this particular story.
•Reading gets more
complicated when authors
have characters refer to
•They watch not only what the
characters say and do, but how other parts of the story.
they say and do those things.
•Many times characters
change during the story so
readers must change their
minds about the characters.
•Characters may refer to
an event that happened
earlier in the story.
Readers think about what
happened and why it is
important. Readers make

connections across
sections of the book.
•Events that happened
before the story started
may continue to have an
affect across the story.
When the author repeats
something, it must be
important. Readers pay
attention.

A reader's identity can
be enhanced through
effective reading
practices. When
readers learn how to
be more efficient and
effective, they have a
more positive image of
who they are as
readers. This is true of
any skill.
When Isaiah Thomas
was hired to play for
the Detroit Pistons, he
was a good player, but
he was not great and
he knew it. He pushed
himself to practice
shooting three point
baskets from several
positions on the court.
He worked on this
daily, shooting
hundreds of baskets
perfecting his shot.
That was one way he
became a great player.
In this unit, students
worked on their
reading skills to
become stronger
readers, and to
strengthen their
identities as readers.
They learned reading
strategies to engage
their thinking and
encourage interaction
with the text, and they
tracked their progress
in building stamina
and volume on their
reading log.
Now it is time to
assess their progress.
When Isaiah Thomas .
was hired to play for
the Detroit Pistons, he
was a good player, but
he was not great and he
knew it. He pushed
himself to practice
shooting three point
baskets from several
positions on the court.
He worked on this
daily, shooting
hundreds of baskets
perfecting his shot.
That was one way he
became a great player.
•
In this unit,
students worked on
their reading skills to
become stronger
readers, and to
strengthen their
identities as readers.
They learned reading
strategies to engage
their thinking and
encourage interaction
with the text, and they
tracked their progress
in building stamina and
volume on their reading
log.
•Now it is time to
assess their progress.
Review each section of
"Independent Reading
Unit Reflection" with
students.
Review each section of
"Independent Reading
Unit Reflection" with
students.

Model how you take a 
step back from your
story to think about it

differently. Readers
think about more than
just the storyline.
Readers ask themselves

why the author wrote
this book. What is s/he
trying to tell me or teach
me? What is the theme?
What has the author
repeated in the story?
Verification (St
eps to check for
student
understanding)
Allow students a couple of

minutes to share what is
happening in their stories, and
then students share their
thinking notes with their
partners.

Link
Model how leaning new
information about your
character impacted your
thinking
After reflecting on the
reading strategies
listed, what can I say
about how stories are
constructed? How
have these new
understandings
impacted me as a
reader? Provide
evidence from these
reflection sheets or
from your reading
folder to support your
opinion.
Turn & Talk: Students  After reflecting on the
share their reflections
reading strategies listed,
with their partners.
what can I say about
Monitor to Support
how stories are
and Differentiate:
constructed? How have
Monitor partner
these new
conversations.
understandings
Report Out: Based on
impacted me as a
your observations
reader? Provide
while monitoring the
evidence from these
discussions, invite
reflection sheets or from
several partners to
your reading folder to
share: which strategies
support your opinion.
were most helpful; if
the number of pages
and minutes read
increased; how much
effort they put into this
unit; and how they
have changed as
readers.
Students record date, pages Students record date,
Discussion of the evidence
read, and number of minutes pages read, and number of they have reflected on.
read on Reading Log. Be sure minutes read on Reading
students comment on
Log. Be sure students
reading speed and fluency. comment on reading speed
and fluency.
Preparation for Independent Preparation for

Practice: As students begin Independent Practice: As
their 20 minutes of reading, students begin their 20
invite them to take a step
minutes of reading, invite
back and think about their them to take a step back
books. What was repeated? and think about their
Refer to the “My Main
How are scenes connected? books. Reflect on the
Character” sheet on page 20 to How did one scene affect
strategies they use and
make notes about their
others? What do they think have them write them
characters either while reading the theme is?
down at the end of reading
or when they complete their
time on their reading logs.
reading for the day.
Independent
Activity
(Describe the
independent
activity to
reinforce this
lesson)
Preparation for Independent
Practice: As students begin
their 20 minutes of reading,
invite them to rethink their
characters.
Share
Based on your observations
while monitoring the
discussions, invite several
partners to share how their
thinking about their character
has changed over the course of
the story
Differentiation
(How will
learning be
extended or
supported for
all learners)
Monitor partner conversations. Monitor partner
Monitor partner
Collect the reflection sheets.
Did their thinking change?
conversations based on the conversations based on the Look for increased
Were they able to be flexible? notes above
notes above
knowledge in how stories
Are they using unfolding
are constructed and
information about their
therefore, increased reading
characters to revise their
ability and improved reading
thinking? Are they stuck in one
identity. Notice which
thinking pattern and cannot
strategies seemed to have
change their minds?
the largest impact on
students. Since this is a brief
unit, expect small, hopefully
positive shifts.
Allow students a couple of
minutes to share what is
happening in their stories,
and then students share
their thinking notes with
their partners.
Allow students a couple of
minutes to share what is
happening in their stories,
and then students share
their thinking notes with
their partners.
Invite students to
individually complete all
four sections of the
reflection sheet.
Encourage them to be
as honest as they can
be.
Based on your observations
while monitoring the
discussions, invite several
partners to share: which
strategies were most helpful;
if the number of pages and
minutes read increased; how
much effort they put into
this unit; and how they have
changed as readers.
*****