Capt. Walter E. Clarke MS Instructional Lesson Plan
Chiszar, Milner, Velarde, Vicencio,
Ladday
Teacher:
Monday
Summative Assessment:
C-Scope UA
4 Wk. Exam
9 Wk. Exam
Compass
Learning:
Other:
Formative Assessment:
Week :
Jan 13 –
Jan 17
Subject:
Grade:
ELAR
6th
Verified by:
Date:
Objective: :Student will analyze and identify organizational patterns of an
Mods/Enrichment: Preferential seating, extended time, clarification,
expository text. Students will recognize a problem and solution article and
chunked instructions, dictionaries
provide textual evidence to support their understanding
TEKS / Knowledge and Skill Statement(s): (Please indicate Category—Readiness / Supporting/Process)
Marcia Tate:
6.10 C explain how different organizational patterns develop the main idea and the author’s viewpoint (R) 6.13 A
Kagan Structures:
All Write Round Robin
explain messages conveyed in various forms of media (S)
Carousel Feedback
Resources/Materials:
Inside-Outside Circle
1. Power points – Patterns of organization for text
Jot Thoughts
2. Reading Notebook
Mix-Pair-Share
3. Text structures handout
Pairs Compare
4. Prentice Hall pgs. 69-71
Quiz-Quiz-Trade
Rally Robin/Table
Classroom Procedures:
Round Robin/Table x
Stand Up-Hand Up-Pair Up
Active Vote
1.
2.
Quiz
Observation
Exit Tkt.
*
•
•

•
X
x
Coop Learning
Poll/Survey
Other:
Tuesday
Summative Assessment:
C-Scope UA
4 Wk. Exam
9 Wk. Exam
Compass
Learning:
Other:
3.
Bell Ringer: Daily Oral Language
Lesson:
Introduce power point on organizational patterns.
Review the features of a problem solving article pg.
Read “Destructive Scratching in Cats”
Teacher will discuss the features of a problem and solution article.
Students within their groups will analyze and discuss the organizational pattern of the article.
Closing Activity: Students will create a chart by identifying the problem and solutions of the article.
Timed-Pair-Share x
Other(s):
Interpersonal
CB
TB
SS
CS
Academic
KB x
PL
Proc. Info
Pres. Info
Objective: Students will analyze different types of media and explain how
Mods/Enrichment: Mods/Enrichment: Preferential seating, extended
the readers emotions are influenced. Student will make inference on the
time, clarification, chunked instructions dictionaries, small groups,
text and provide textual support.
TEKS / Knowledge and Skill Statement(s): (Please indicate Category—Readiness / Supporting/Process)
Marcia Tate:
6.13 A explain messages conveyed in various forms of media (S) 6.13 B recognize how various techniques influence
Kagan Structures:
viewers’s emotions. (S) Fig 19 make inferences about text and use textual evidence to support understanding
All Write Round Robin
(Expository) (R)
Carousel Feedback
Resources/Materials:
Inside-Outside Circle
1. Power point –Analyzing Digital Media
2. Reading Notebook
Mix-Pair-Share
3. Measuring Up pg. 34-36
Pairs Compare
4. Youtube Videos - http://www.youtube.com/watch?v=PJKAr1r5zlA
Quiz-Quiz-Trade
http://www.cnn.com/video/?/video/world/2013/02/06/bpr-solomon-island-quakesardina.cnn&iref=videosearch&video_referrer=http%3A%2F%2Fwww.cnn.com%2Fsearch%2F%3Fquery%3D
tsunami%26primaryType%3Dvideo%26sortBy%3Ddate%26intl%3Dfalse#/video/world/2013/02/06/bprsolomon-island-quake-sardina.cnn
http://www.cnn.com/video/?/video/us/2013/06/12/hendricks-mantoloking-rebuilding-sandy2.cnn&iref=videosearch&video_referrer=http%3A%2F%2Fwww.cnn.com%2Fsearch%2F%3Fquery%3Dhurric
an%20sandy%26primaryType%3Dvideo%26sortBy%3Ddate%26intl%3Dfalse#/video/us/2013/06/12/hendric
ks-mantoloking-rebuilding-sandy-2.cnn
Formative Assessment:
Rally Robin/Table
Round Robin/Table
Classroom Procedures:
Stand Up-Hand Up-Pair Up
Active Vote
1.
2.

Quiz
Observation
Exit Tkt.
x
x

Coop Learning

3.
Poll/Survey
Other:
Wednesday
Summative Assessment:
C-Scope UA
4 Wk. Exam
9
Wk.
Exam
Compass
Learning:
Bell Ringer: Daily Oral Language
Lesson:
Teacher will introduce how messages are conveyed in media. Introduce the two types of media “Explicit
and Implicit”.
Students will read a television script (Measuring Up) and answer the guided questions as a class. Students
will then answer on their own questions based on the script.
Stduents will determine the purpose of the script.
Closing activity: Students will analyze youtube videos and determine the purpose of the video and if It is
“Explicit or Implicit”?
Objective: Students will summarize the main idea and supporting details of
a newspaper article.
Other:
Classroom Procedures: continued
Active Vote
1.
Interpersonal
CB
TB
SS
CS
Academic
KB x
PL
Proc. Info
Pres. Info
Mods/Enrichment: Mods/Enrichment: Preferential seating, extended
time, clarification, chunked instructions, review of key vocabulary.
TEKS / Knowledge and Skill Statement(s): (Please indicate Category—Readiness / Supporting/Process)
6.10 A summarize the main idea and supporting detail in text. Demonstrating that a summary does not include
opinions. (R)
Fig.19 D make inferences about text and use textual evidence to support understanding.
Resources/Materials:
1.
Newspaper Article
2.
Reading notebooks
3.
Dictionaries
Formative Assessment:
Timed-Pair-Share
Other(s):
Marcia Tate:
Kagan Structures:
All Write Round Robin
Carousel Feedback
Inside-Outside Circle
Jot Thoughts
Mix-Pair-Share x
Pairs Compare
Quiz-Quiz-Trade
Rally Robin/Table
Round Robin/Table
x
Stand Up-Hand Up-Pair Up
2.
Quiz
•
•
•
•
Observation
Exit Tkt.
Coop Learning
Poll/Survey
Other:
•
3.
Thursday
Summative Assessment:
C-Scope UA
Bell Ringer: Daily Oral Language
Lesson:
Teacher will review main and supporting detail notes.
Teacher will introduce newspaper article. Title will be omitted from newspaper article.
Students will read newspaper article; discuss and identify the main idea and supporting details. .
Students will create a title for the newspaper article based on the main idea and supporting details
identified from the article.
Teacher will re-enforce the importance on how an informational text does not include opinions.
Closing Activity: Students will then mix-pair-share and discuss their answers.
Objective: Students will read an informational text and identify the main
idea and supporting details using textual evidence.
Timed-Pair-Share
Other(s):
Interpersonal
CB x
TB
SS x
CS
Academic
KB
PL
Proc. Info
Pres. Info
Mods/Enrichment: Mods/Enrichment: Preferential seating, extended
time, clarification, chunked instructions, graphic organizers
TEKS / Knowledge and Skill Statement(s): (Please indicate Category—Readiness / Supporting/Process)
6.10 A summarize the main idea and supporting detail in text. Demonstrating that a summary does not include
opinions (R)
Fig.19 D make inferences about text and use textual evidence to support understanding (R)
Marcia Tate:
Kagan Structures:
All Write Round Robin
Carousel Feedback
4 Wk. Exam
9 Wk. Exam
Resources/Materials:
1. Measuring up Lesson 24 pg. 302-306
2. Graphic Organizer (Summarize and Expository Text)
3. Reading notebooks
4. Dictionaries
Compass
Learning:
Other:
Formative Assessment:
Inside-Outside Circle
Jot Thoughts
Mix-Pair-Share
Pairs Compare
Quiz-Quiz-Trade
Rally Robin/Table
Round Robin/Table
Classroom Procedures:
Stand Up-Hand Up-Pair Up
Active Vote
1.
2.
•
Quiz
Observation
Exit Tkt.
x
x
Coop Learning
•
•
Poll/Survey
1.
Other:
Friday
Summative Assessment:
C-Scope UA
4 Wk. Exam
9 Wk. Exam
Compass
Learning:
Other:
Formative Assessment:
Bell Ringer: Inference
Lesson:
Teacher will review vocabulary with the students (concise, informational text, main idea, opinion,
summary, supporting detail and topic)
Teacher will read informational text “Freeze! Hiss! Puff! Squirt!” and discuss text with students.
Students will answer a variety of questions. Teacher will then discuss and review answers with the
students and model on how to look for important supporting details to guide them in answering the
questions.
Closing activity: Students will identify the main idea and supporting details by completing a graphic
organizer (Summarize an Expository Text).
Objective: Students will read an informational text and identify the main
idea and supporting details using textual evidence.
Timed-Pair-Share
Other(s):
Interpersonal
CB
TB
SS
CS
Academic
KB
PL
Proc. Info
Pres. Info
Mods/Enrichment: Mods/Enrichment: Preferential seating, extended
time, clarification, chunked instructions, graphic organizers
TEKS / Knowledge and Skill Statement(s): (Please indicate Category—Readiness / Supporting/Process)
6.11 A compare and contrast the structure and viewpoints of two different authors writing for the same purpose,
noting the stated claim and supporting evidence.
Fig.19D make inferences about text and use textual evidence to support understanding
Resources/Materials:
1. Web resources: Time for Kids article “The Price of Ivory”.
2. Reading notebooks
3. Dictionaries
4. Graphic Organizers
Classroom Procedures:
Marcia Tate:
Kagan Structures:
All Write Round Robin x
Carousel Feedback
Inside-Outside Circle
Jot Thoughts
Mix-Pair-Share
Pairs Compare
Quiz-Quiz-Trade
Rally Robin/Table
Round Robin/Table
Stand Up-Hand Up-Pair Up
Active Vote
Quiz
Observation
Exit Tkt.
Coop Learning
Poll/Survey
Other:
x
x
1. Bell Ringer: Daily Oral Language
2. Lesson:
Teacher will read an informational text “The Price of Ivory”. After the story has been read, each group
will answer the following questions and discuss within their groups. 1. In this story, can you find clues
that reveal how the writer feels about elephants? Provide textual evidence. 2. Students will identify
and explain cause and effect relationships in the article. Provide textual evidence
3. Closing Activity: Students will identify main idea and supporting details using a graphic organizer.
Timed-Pair-Share
Other(s):
Interpersonal
CB
TB x
SS x
CS
Academic
KB
PL
Proc. Info
Pres. Info
Special Instructions: _______________________________________________________________________________________________________________________________________________
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Comments/Concerns: ______________________________________________________________________________________________________________________________________________
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