Teacher: Wendy Kempe
Subject/Grade: ELA
Semester: Fall 2011
Week of: October 17—21, 2011
Weekly Lesson Plans
Daily Plans and Activities for Monday
Objective:
1. Students will learn examples of this week’s required
literary elements and understand the effects of figurative
language
2. Students will learn new Greek/Latin stems.
3. Students will identify character traits
Procedure:
On-level
1.
2.
3.
Students will learn new
Greek/Latin stems.
Students will learn and be able to
use adverbs in their writing.
Students will understand the effects
of figurative language used in
writing
DEAR—10 minutes,
DEAR—10 minutes,
Copy plans for the week in planner
1. Together students will give examples of figurative
language and write them on their literary element cards.
Copy plans in planner
********Collect parent letters about
required reading
1.
Word Wall 6.7
2.
Identify adverbs in sentences—
Read and discuss pgs. 339—340.
5. Work odd sentences together
pgs. 341—342.
3.
Independent work—pgs. 341—342
even sentences
4.
Students will start taking notes on
their literary cards and
understanding how using figurative
language adds to the descriptive
process.
2. Word Wall 6.7—students will take notes and learn 4 new
stems and 8 vocabulary words that go with them.
3. Review Adverbs
4. Students will create a characterization chart on the main
character, Sal, in the novel Walk Two Moons. Each
character trait will be backed up with evidence from
novel. (Example: intelligence—“I was only 13 and
although I did have a way with maps…”
Characterization




Physical traits
Emotional traits
What others say about character
Direct comments from the author
Evaluation: teacher monitored for understanding
Daily Plans and Activities for Tuesday
Objective:
1. Students will monitor the comprehension of text by
comparing two poems.
2. Students will use imagery and vivid details to help readers
imagine a person, place or thing to write a descriptive
essay.
On-level
1. Students will monitor the
comprehension of text by
comparing two poems.
2. Students will learn examples
of required literary elements
and understand the effects of
3. Students will use the writing process to complete a quality
product by using RADAR
Procedure:
Writer’s Notebook —Imagery #67—(students will imitate Gary
Paulsen’s words from Hatchet to describe a really messy room)
1. Read and analyze two poems, “Life Doesn’t Frighten Me”
and “On Turning Ten” pgs. 290+ This will serve as a
model for the Unit Assessment
2. Review for Grammar Test
3. Using imagery begin Descriptive essay about
grandparent—pre-write (using a chart like the one in class
we did for Sal) & begin writing
4. RADAR will be used as rough draft of essay progresses
figurative language on their
writing
Writer’s Notebook--same
1. Students will read & analyze
two poems: “Life Doesn’t
Frighten Me” P. 288 & “On
Turning Ten” P. 293
Students will complete an
analysis chart on P. 295
comparing and contrasting
the poems. This will serve
as a model for the Unit
Assessment
2. Review for Grammar Test
tomorrow
3. Students will take notes on a few
of their literary cards and will
understand how using figurative
language adds to the descriptive
process.
Evaluation:
Informal assessment
Informal assessment
Daily Plans and Activities for Wednesday
Objective:
Onlevel
Same
1. Students will be tested over the basic parts of speech:
nouns, verbs, adjectives, adverbs, and prepositional
phrases
2. Students will use imagery and write a descriptive piece
Procedure:
DEAR—10 minutes of reading WTM
1. Grammar Test
2. Continue writing and using the RADAR process for
grandparent descriptive essay. Final copy due next
Tuesday
DEAR—10 minutes of reading
SWW
1. Grammar Test
2. Using imagery, students will
begin to write a descriptive
paragraph about one of the
following:
 The time they
touched
something gross!
 Their messy
room
 their favorite
food
 6th grade hallway
3.
Evaluation:
Formal assessment=Grammar Test
RADAR process.
same
Daily Plans and Activities for Thursday
Onlevel
Objective:
Same
Procedure:
Writer’s Notebook—Imagery #70—(students will imitate C.S. Lewis
Writer’s Notebook--same
in The Lion, the Witch, and the Wardrobe) and finish this example: “This
must be an enormous _______________!” Then she noticed that there were
more ______________. But instead of touching ________________ she
noticed that instead of ______________, it was really ________________.
(finish the description)
1. Unit Assessment—students will read and analyze two
different writing pieces
2. Together students will give examples of figurative
language and write them on their literary element cards
Evaluation:
Formal Assessment=Reading Unit Test
Daily Plans and Activities for Friday
1. Unit Assessment—students
will read and analyze two
different writing pieces
2. Together students will give
examples of figurative
language and write them on
their literary element cards
same
Onlevel
Objective:
1. Students will show understanding of literary elements
2. Students will show comprehension of text
3. Students will write figurative language and literally
explain them and show connections (T/T, T/S, or T/W)
Procedure:
DEAR—10 minutes
Novel Activities—
 Students will require selected pieces of figurative
language of required text
 Discussion groups—students will be given short
answer questions to answer
 Students will work on, “Here’s What I Think” using
quotes or phrases demonstrating characterization or
imagery.
Evaluation: informal assessment of novel activities to check for
understanding
1. Students will identify
character traits and give
textual support
DEAR—10 minutes
1. Novel Activity – Students
will use 4 ways of
characterization to create a
chart on the two main
characters.
2. Finish rough draft of
descriptive paragraph and
share with class.
Characterization Cht
Descriptive Paragraph