Dates
Monday
2/2/15
2/3/15
Tuesday
2/4/15
Wednesday
2/5/15
Thursday
2/6/15
Friday
Standard
ELACC6L4 a, b, d
ELACC6L6
ELACC6RL3
ELACC6SL1
ELACC6L6
ELACC6RL1, 2, 3, 4, 5, 9
ELACC6W9, 10
ELACC6RL1, 2, 3,
4, 5, 9
ELACC6W9, 10
ELACC6RL1, 2, 3, 4, 5, 9
ELACC6W9, 10
Essential Question/
Key Question
How does my knowledge of
the synonyms and
antonyms of the word help
my understanding of the
meaning?
How can I use visual history to make
better connections between the setting
and the text?
How does making inferences and
predictions help us to understand
subject, meaning and context when
reading?
How does the
setting
contribute to
the tone of the
story?
Why is it important to be
able to write for different
purposes?
Teacher will read the first paragraph
of a nonfiction account such as a
letter or other document, to
students and ask them to redict
what the text is going to be about.
Discuss the importance of using
inference to understand subject ,
meaning and context.
1. Students will be using
their reading skills to
analyze a historical
document (Jackie
Robinson’s “This I
believe” speech. They
will be working in small
groups and will receive
index cards with key
phrases taken from its
text
2. Give each group of
students a set of index
cards
3. They will have 20 minutes
to assemble the phrases
in a way that they think
recreates the document
and will write a “we
think” statement
describing what the
document is about.
Encourage students to
think about the
document, its author,
and its hiostorical
KWL – Jackie
Robinson
Review reading from
previous day
Lesson Opener
-
In the Hot Seat
activity for
lesson 9
vocabulary
Literary Element Notes– setting
Procedures/Strategies
-
Working with
words - students
will wwork in
groups
(arranged
through flexible
grouping) to
complete a
vocabulary tic
tac toe actvity
Students will construct “snapping back
the setting” foldable into their interactive
notebooks.
They will label and describe each
-
Students who are finished will
complete lessons in moby max,
noredink.com or read using
myon reader
We will begin
reading “Who
Was Jackie
Robinson” –
Whole Group
Take notes of
setting
Discussions
-
-
Continue
Reading “Who
Was Jackie
Robinson”
- Take notes of
setting changes
discussions
context.
Display or distribute
copies of Jackie
Robinson’s “This I
Believe” speech. Discuss
Robinson’s historical role
and this speech’s context
with students, as needed,
before reading aloud the
document’s complete
text.
5. Ask students to compare
how Robinson assembled
the phrases with how the
groups assembled the
phrases. Discuss how
phrasing and ordering of
words can be used to
effectively express
subject and meaning.
Encourage students to
identify and discuss
examples of effective
writing in the speech that
communicate Robinson’s
beliefs.
Share personal experiences from the
selection with a partner.
Chapter
summaries
Chapter Summary
4.
Lesson Summary
Review of lesson 9 words
using Kahoot
Ticket out the door – write a brief
description of the setting of your favorite
book or story
Assessment/
Evaluation
observation
Ticket out the door to show
understanding of setting
Observation
Writing samples
Student writing sample
Materials Needed
Kahoot, student
ipads, tic tac toe
printout, crayons
Interactive notebook materials
GA treasures Text
Copy of “who
was Jackie
Robinson” Text
Copy of “who was Jackie
Robinson” Text