Heather Chang
Lesson plans for 1 st period 6 th grade
Read 180 and System 44
12/14/15 - 12/18/15
Monday
Workshop 2
“Hurricanes: The
Monster Storm”
Small Group:
Read 180
Page 45
EQ: How do I apply strategies to sequence events in a text and summarize the topic and important details in a science text?
Support students to identify the sequence of events in "How
Hurricanes Are
Born."
Guide students to synthesize information to describe the force of a hurricane.
Have students complete the
Skills Check independently.
Differentiation page 45A to teach
Using Consonant
+ -le, -al, -el in the context of the text.
Tuesday Wednesday
Math Benchmark Workshop 2
Whole Group
Differentiation
EQ: How do I sequence a nonfiction story?
Guided practice
Red RDI page 414
Apply the concept page 510
Small Group
EQ : How do I demonstrate understanding of academic vocabulary in speaking and writing?
Distribute
Example or Not? on page 256 of
RDI Book 1 (SAM
Keyword:
Example W2) and teach the Target
Words lesson on
Teacher's Edition page 45D to support students' academic vocabulary understanding.
Thursday
Workshop 2
Whole Group
How do I identify the meaning of common prefixes and suffixes and determine the meanings of new words when a prefix or suffix is added to a known word.
Word Analysis
Teach the meanings of prefixes re- and un- and suffixes ion, -tion, and ation.
Discuss examples and have students complete Items 3 and 8 on page 46 and page 47.
Take the Word
Challenge
Have students complete the
Word Challenge independently or in pairs.
Discuss students' responses to the
Word Challenge.
Guide students to use Think-Pair-
Friday
Workshop 2
How do I locate and mark the introductory statement, detail sentences, and concluding sentence in a narrative paragraph?
Explain the purpose of narrative writing and give examples.
Read aloud the student model on page 48 and guide students to analyze and mark its parts.

Share to discuss examples for words with prefixes and suffixes.
Have students rate their knowledge of the
Target Words to compare to their initial ratings on page 35.
Heather Chang
3 rd and 5 th periods
Lessons for Read 180/System 44
12/14/15 - 12/18/15
Monday
Workshop 6
“Poe: Master of
Horror”
Whole Group
EQ: How do identify and analyze story elements in a work of literature
Tuesday
Workshop 6
“Poe: Master of
Horror”
Small Group
EQ: How do I use inferencing skills to understand the story?
Wednesday
Workshop 6
“Poe: Master of
Horror”
Whole Group
How do I identify synonyms of common words and recognize word families?
Thursday Friday
Workshop 6
“Poe: Master of
Horror”
Small group
Small Group
EQ: How do I determine the meaning of words from the same word family?
Workshop 6
“Poe: Master of
Horror”
Whole Group
EQ: How do I locate and mark the introductory statement, body,

to support comprehension?
Distribute
Questions and
Answers on page
264 of RDI Book 1
(SAM Keyword:
Questions W6) and teach the
Target Words lesson on
Teacher's Edition page 159D to support students' academic vocabulary understanding.
Small Group
EQ: How do I use inferencing skills to understand the story?
Stretch: Use the
Stretch Text "The
Pit and the
Pendulum at the
Palace" on pages
562-565 of RDI
Book 1 (SAM
Keyword: Stretch
Text W6) to challenge students who are ready to apply make inferences to a more advanced text.
Stretch: Use the
Stretch Text "The
Pit and the
Pendulum at the
Palace" on pages
562-565 of RDI
Book 1 (SAM
Keyword: Stretch
Text W6) to challenge students who are ready to apply make inferences to a more advanced text.
Teach the definitions of synonyms and word families.
Discuss examples and have students complete Items 2 and 8 on page 160 and page 161.
Take the Word
Challenge
Have students complete the
Word Challenge independently or in pairs.
Small Group
EQ: How do I determine the meaning of words from the same word family?
Discuss students' responses to the
Word Challenge.
Guide students to use Think-Pair-
Share and frames to generate examples of synonyms and word families.
Have students rate their knowledge of the
Target Words to compare to their initial ratings on page 147.
Discuss students' responses to the
Word Challenge.
Guide students to use Think-Pair-
Share and frames to generate examples of synonyms and word families.
Have students rate their knowledge of the
Target Words to compare to their initial ratings on page 147. purpose and form of a literary analysis.
Support students to analyze the three parts of a literary analysis: introduction, body, and conclusion.
Read several of the transition words and phrases in the body of the literary analysis.
Model how to vary transition words and phrases that help the author and and conclusion of a literary analysis?
Explain the purpose of a literary analysis and give examples.
Read aloud the student model on page 162 and guide students to analyze and mark its parts.
Small Group
EQ: How do I
Identify the title, author, and the text type to be analyzed?
Analyze the Text
Type:
Guide students to think about the

reader move between ideas.