LESSON PLANS SUBJECT TO CHANGE
Kelly Raley
English Language Arts- 6th Grade
Week 3: September 7 -September 11, 2015
All Periods
MONDAY 9/7
Standard(s)
6. L.1.1. (D0K2) Caught ‘Ya
LAFS.6.SL.1.1 (DOK 3)
LAFS.6.RL.1.2 (DOK 2)
LAFS.6.RI.1.2 (DOK 2)
LAFS.6.RL.1.3 (DOK 2)
LAFS.6.RI.1.3 (DOK 2)
LAFS.6.W.1.2 (DOK 4)
LAFS.6.L.1.1a-b (DOK 2)
TUESDAY 9/8
6. L.1.1. (D0K2) Caught ‘Ya
LAFS.6.SL.1.1 (DOK 3)
LAFS.6.RL.1.2 (DOK 2)
LAFS.6.RI.1.2 (DOK 2)
LAFS.6.RL.1.3 (DOK 2)
LAFS.6.RI.1.3 (DOK 2)
LAFS.6.W.1.2 (DOK 4)
LAFS.6.L.1.1a-b (DOK 2)
WEDNESDAY 9/9
6. L.1.1. (D0K2) Caught ‘Ya
LAFS.6.SL.1.1 (DOK 3)
LAFS.6.RL.1.2 (DOK 2)
LAFS.6.RI.1.2 (DOK 2)
LAFS.6.RL.1.3 (DOK 2)
LAFS.6.RI.1.3 (DOK 2)
LAFS.6.W.1.2 (DOK 4)
LAFS.6.L.1.1a-b (DOK 2)
THURSDAY 9/10
6. L.1.1. (D0K2) Caught ‘Ya
LAFS.6.SL.1.1 (DOK 3)
LAFS.6.RL.1.2 (DOK 2)
LAFS.6.RI.1.2 (DOK 2)
LAFS.6.RL.1.3 (DOK 2)
LAFS.6.RI.1.3 (DOK 2)
LAFS.6.W.1.2 (DOK 4)
LAFS.6.L.1.1a-b (DOK 2)
FRIDAY 9/11
6. L.1.1. (D0K2) Caught ‘Ya
LAFS.6.SL.1.1 (DOK 3)
LAFS.6.RL.1.2 (DOK 2)
LAFS.6.RI.1.2 (DOK 2)
LAFS.6.RL.1.3 (DOK 2)
LAFS.6.RI.1.3 (DOK 2)
LAFS.6.W.1.2 (DOK 4)
LAFS.6.L.1.1a-b (DOK 2)
Learning
Goal
Unit 1: Students will be able to: Determine central ideas or themes of a text and analyze their development; summarize the key supporting
details and ideas. Analyze how and why individuals, events, or ideas develop and interact over the course of a text. Write
informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection,
organization, and analysis of content.
Essential
Question
How can I use details from the text related to theme to determine the author’s message?
How can I determine and summarize the central idea of the text based on details provided by the author?
How do the actions of the characters in the text move the plot to a resolution?
How can the details elaborated in the text increase my understanding of what I read?
How can I use information to express an idea?
How can I use domain-specific vocabulary to express ideas accurately?
Objective(s):
Bell work
Students will be able to
explain concepts, ideas, or
techniques as presented in
the texts they have read
closely, as well as be able to
express their findings in clear,
focused writing.
Students will be able to
explain concepts, ideas, or
techniques as presented in
the texts they have read
closely, as well as be able to
express their findings in clear,
focused writing.
Students will be able to
explain concepts, ideas, or
techniques as presented in
the texts they have read
closely, as well as be able to
express their findings in clear,
focused writing.
Students will be able to
explain concepts, ideas, or
techniques as presented in
the texts they have read
closely, as well as be able to
express their findings in clear,
focused writing.
Students will be able to
explain concepts, ideas, or
techniques as presented in
the texts they have read
closely, as well as be able to
express their findings in clear,
focused writing.
Caught Ya’ # and
Journal
Caught Ya’ #5 and 6 and
Journal
Caught Ya’ #none and
Journal
Caught Ya’ #7 and 8 and
Journal
No Caught Ya, Only
Journal
Agenda
Unit 1: Writing
to
Inform/Explain
From Close
Reading
(Collection 1)
Vocabulary
Homework
Ticket Out
Accommodations
Expected End
Common
Performance
Task
Labor Day
No School
Central idea, convey,
detail, distinct, judgment,
opinion, personal,
summarize, summary, text,
theme
Read AR book
Teacher Review learning
Teacher Review learning
Teacher Review learning
goals, objectives, and scales;
Teacher/Student will listen
to The Ravine on pages 3-12
Student will discuss the
different character traits that
define Vinny and Joe-Boy.
Following discussion, tables
will collaborate to complete
a thinking map comparing
and contrasting the
character traits of Vinny and
Joe-Boy.
goals, objectives, and scales;
Teacher/Student again
review The Ravine and
critical points of character
change.
Student will work with
shoulder buddy to complete
the diagram on Vinny which
will dissect the character
development of the main
character.
goals, objectives, and scales;
Teacher/Student will review
“…and I quote”
expectations
Student will complete
“…and I quote” worksheet
with shoulder buddies
Central idea, convey,
detail, distinct, judgment,
opinion, personal,
summarize, summary, text,
theme
Read AR book
Central idea, convey,
detail, distinct, judgment,
opinion, personal,
summarize, summary,
text, theme
Read AR book
Central idea, convey,
detail, distinct, judgment,
opinion, personal,
summarize, summary, text,
theme
Read AR book
Library Day
Central idea, convey,
detail, distinct, judgment,
opinion, personal,
summarize, summary, text,
theme
Read AR book
Quote: “Experience: that
most brutal of teachers. But
you learn, my God do you
learn.” -C.S. Lewis
What did you learn
What did you learn
What did you learn
What did you learn
What did you learn
today?
today?
today?
today?
today?
Any questions or
Any questions or
Any questions or
Any questions or
Any questions or
concerns?
concerns?
concerns?
concerns?
concerns?
Where do you think you
Where do you think you
Where do you think you
Where do you think you
Where do you think you
are on our scale and
are on our scale and
are on our scale and
are on our scale and
are on our scale and
why?
why?
why?
why?
why?
ESOL/ESE MODIFICATIONS: Multiple learning styles; Provide contextual support through models and demonstrations; Reinforce key ideas
repeatedly; making use of contextual clues; multiple media; hands-on experiences; defining content area terms, thinking maps, classroom
routines; use visuals and models, monitor students’ comprehension, give wait time, introduce new vocabulary, write directions on board; use
document camera and projector with speakers when necessary. Accommodations: Extended time; test in small group; test in alternative
setting; clarify assignments and directions; check for understanding; Inclusion Teacher assist
Common Performance Task R.1.2, W.1.2 How does an author develop a theme or central idea? After reading the
texts from this collection, write an extended response in which you explain how one author develops a theme or
central idea about fear and the important role it plays in our lives through particular details. Support your discussion
with evidence from the text. *Product may also be a full essay if appropriate