Conneaut Area City Schools
Lesson Plan Template: K-8
Teacher: Emily Petrick
& Jessica Kennedy
Week of: September 29 –
October 3
Unit: Fiction/Nonfiction
Introduction
Subject and Grade Level: 6th grade ELA
Content Statement/s: RL 6.3, 6.4., RI 6.1, 6.3, L6.1, W 6.4
I Can/I Will Learning Target
I CAN use a rubric to write a three paragraph scary
story.
I CAN correctly use vocabulary words in my writing.
I CAN use context clues to determine a connotation
of an unknown word.
Monday
Do Now:
LA Hook: write “When witches go riding and black cats are seen, the
moon laughs and whispers, ‘tis near Halloween” on the board.
Use to intro scary stories and to remind students of descriptive writing.
TBT Focus
Fiction & Nonfiction
Framework:
Language Arts:
 Parts of Speech (POS) SOD
 Collaboratively go over scary story rubric/requirements
Reading:
 Students independently work on obituary writing assignment
 Introduce Chapter 2 (The Mouse in the Milk) Vocabulary: students
independently complete connotation for 6 words & nonlinguistic
representation for 4words (complete for HW)
Differentiation
(Intervention and Enrichment)
Resources and
Materials:
- ELA binders
- Reading
notebooks
- LA notebooks
- LA books
- overhead
projector
- ALWFC books
- Worksheets &
homework
Inclusion students will receive:
- typed copies of all notes
- extra time
- items read
- testing in small groups
- shortened assignments (if needed)
- certain items scribed
Conneaut Area City Schools
Lesson Plan Template: K-8
papers
Tuesday
Closing:
- exit slip
- verbal questioning
- “what stuck with you” board
- “got it, kind of, no way”
- thumbs up/down
- out the door quizzes
Do Now: Continuing lesson from Monday
I Can/I Will Learning Target
I CAN effectively brainstorm for a three paragraph
story.
I CAN read a novel at grade level and comprehend
the main events.
Framework:
Language Arts:
 SOD (edit)
 Students pull “weapon,” main characters, and setting from basket
 Students pick partner to collaboratively work with
 Teachers model how to effectively brainstorm for a story/students
begin to brainstorm with partner
Reading:
 Collect Shotgun Cheatham Obituaries
 HW check/Review connotations vs. denotations of vocabulary
words
 Teachers read “Things To Know” to provide background
knowledge for Chapter 2 (1930)
 Begin reading Chapter 2
Differentiation
(Intervention and Enrichment)
Resources and
Materials:
- ELA binders
- Reading
notebooks
- LA notebooks
- LA books
- overhead
projector
- ALWFC books
- Worksheets &
homework
papers
Check For Understanding/ Assessment
Language Arts: Obituaries
Reading: Connotations, Nonlinguistic representation
Inclusion students will receive:
- typed copies of all notes
- extra time
- items read
- testing in small groups
- shortened assignments (if needed)
- certain items scribed
Conneaut Area City Schools
Lesson Plan Template: K-8
Closing:
- exit slips
- verbal questioning
- “what stuck with you” board
Wednesday
Resources and
Materials:
- ELA binders
- Reading
notebooks
- LA notebooks
- LA books
- overhead
projector
- ALWFC books
- Worksheets &
homework
papers
- “got it, kind of, no way”
- thumbs up/down
- out the door quizzes
Check For Understanding/ Assessment
LA: Brainstorming
Reading: connotations vs. denotations
Do Now:
LA Hook: write 3-4 effective topic sentences on board to introduce topic
sentence mini-lesson.
I Can/I Will Learning Target
I CAN effectively brainstorm for a three paragraph
story.
I CAN recall main events of a chapter and correctly
answer multiple choice questions based on that
chapter.
Framework:
Language Arts:
 POS SOD
 Partners continue brainstorming for introduction of scary stories
 Teachers model how to write an effective topic sentence and read
introduction paragraph/students write topic sentences
Reading:
 Finish reading Chapter 2/Discuss
 Students independently take Chapter 2 MC quiz
Differentiation
(Intervention and Enrichment)
Inclusion students will receive:
- typed copies of all notes
- extra time
- items read
- testing in small groups
- shortened assignments (if needed)
- certain items scribed
Conneaut Area City Schools
Lesson Plan Template: K-8
Closing:
- exit slip
- verbal questioning
- “what stuck with you” board
Thursday
- “got it, kind of, no way”
- thumbs up/down
- out the door quizzes
Do Now: Continuing lesson from Wednesday
Resources and
Materials:
- ELA binders
- Reading
notebooks
- LA notebooks
- LA books
- overhead
projector
- ALWFC books
- Worksheets &
homework
papers
Friday
Resources and
Materials:
Check For Understanding/ Assessment
LA: Brainstorming, topic sentences
Reading: MC quiz
I Can/I Will Learning Target
I CAN read my peers’ topic sentences and use
constructive criticism/editing marks to help improve
their sentence.
I CAN understand the five parts of a plot line.
I CAN complete the five parts of a plot line with
teacher assistance.
Framework:
Differentiation
Language Arts:
(Intervention and Enrichment)
Inclusion students will receive:
 SOD (edit)
- typed copies of all notes
 Pairs put topic sentences on screen/collaborative class peer edit
- extra time
Reading:
- items read
 Lesson on plot lines: teachers write notes on screen while students
- testing in small groups
copy
- shortened assignments (if needed)
 Collaboratively complete plot line for “The Mouse in the Milk”
- certain items scribed
Closing:
- exit slips
- verbal questioning
- “what stuck with you” board
- “got it, kind of, no way”
- thumbs up/down
- out the door quizzes
Do Now: Continuing lesson from Thursday
Check For Understanding/ Assessment
Language Arts: topic sentences
Reading: plot lines
I Can/I Will Learning Target
I CAN watch a video and respond to a writing
prompt using complete sentences and correct
capitalization/punctuation.
Conneaut Area City Schools
Lesson Plan Template: K-8
- ELA binders
I CAN work with a partner to write an interesting
and effective topic sentence.
I CAN complete a plot line with teacher assistance.
- Reading
notebooks
- LA notebooks
- LA books
- overhead
projector
- ALWFC books
- Worksheets &
homework
papers
Framework:
Language Arts:
 POS SOD
 Collaboratively watch video journal/students independently
respond to writing prompt.
 Pairs rewrite/fix/add to topic sentences using suggestions from
Thursday
Reading:
 Finish/review plot line
 Plot line quiz: students fill in parts of a plot line
Differentiation
(Intervention and Enrichment)
Inclusion students will receive:
- typed copies of all notes
- extra time
- items read
- testing in small groups
- shortened assignments (if needed)
- certain items scribed
Closing:
- exit slips
- verbal questioning
- “what stuck with you” board
Check For Understanding/ Assessment
Language Arts: journals, topic sentences
Reading: plot lines
- “got it, kind of, no way”
- thumbs up/down
- out the door quizzes