August

Week of August 17-21, 2015

 

Monday 8/17/16

Objective

(Student will…)

Standards

No School. Teacher Work Day.

Research

 

Student Activities

 

Teacher Activities

 

Assess./Eval.

 

Academic Vocab.

 

Add. Resources

 

Modifications/

Accommodations:

 

Relevance/

Rationale:

 

Domains

 

Homework

 

Advisory

 

 

Tuesday 8/18/16

Objective

(Student will…)

Standards

No School. Teacher Work Day.

Research

 

Student Activities

 

 

 

Assess./Eval.

 

Academic Vocab.

 

Add. Resources

 

Modifications/

Accommodations:

 

Relevance/

Rationale:

 

Domains

 

Homework

 

Advisory

 

 

Wednesday 8/19/16

Objective

(Student will…)

Standards

Learn classroom procedures and expectations.

Research

 

Student Activities

Bellwork: Each student will stand, introduce their selves, and tell the classroom the two things about themselves.

Teacher Activities

Go over syllabus - classroom supplies, procedures, behavioral guidelines, grading percentages, extra credit, online homework, and tutoring.

Assess/Evaluation

 

Academic Vocab.

Syllabus

Add. Resources

Syllabus handout

Modifications/

Accommodations

IEP: Additional Time for Assignments, Concrete Examples, Review of Instructions, Preferential Seating

ELL: Review of Instructions, Modified Topics Suitable to Cultural Background

Discovery: Grouping With Advanced Students, Higher Level Material

Relevance/

Rationale

Students will learn the procedures by which the classroom will operate, thereby maximizing the time in which they are learning.

Domains

NMTEACH 2A: Creating an Environment of Respect and Rapport

NMTEACH 2C: Establishing a Culture for Learning

NMTEACH 2D: Managing Classroom Procedures

Homework

 

Advisory

Students: Each student will stand, introduce their selves, and tell the classroom two things about themselves.

Teacher: Go over syllabus - classroom supplies, procedures, behavioral guidelines, grading percentages, extra credit, online homework, and tutoring.

 

Thursday 8/20/16

Objective

(Student will…)

Standards

Continue to learn procedures and expectations and develop a social contract.

Research

 

Student Activities

Bell Work: Write a one paragraph story about anything you want. Work in groups to develop a social contract.

Teacher Activities

Finish going over any procedures that were not discussed on Wednesday.Present students with questions and help them develop a social contract.

Assess/Evaluation

 

Academic Vocab.

 

Add. Resources

Syllabus handout, social contract

Modifications/

Accommodations

IEP: Additional Time for Assignments, Concrete Examples, Review of Instructions, Preferential Seating

ELL: Review of Instructions, Modified Topics Suitable to Cultural Background

Discovery: Grouping With Advanced Students, Higher Level Material

Relevance/

Rationale

Learning procedure will allow students to learn from bell to bell.

Domains

NMTEACH 2A: Creating an Environment of Respect and Rapport

NMTEACH 2C: Establishing a Culture for Learning

NMTEACH 2D: Managing Classroom Procedures

Homework

 

Advisory

Finish going over any procedures that were not discussed on Wednesday. Discuss what the students know about bullying. Show slides over different types of bullying and what to do if bullying occurs.

 

Friday 8/21/16

Objective

(Student will…)

Standards

Finish learning any procedures or expectations. Continue the discussion about narrative.

Research

 

Student Activities

Bell Work: Look up and define “noun,” “verb,” and “adjective.”

Teacher Activities

Finish going over any procedures that were not discussed Wednesday or Thursday. Complete any social contracts that were not finalized. Catch up any students that missed the first two days.

Assess/Evaluation

Weekly bell work due

Academic Vocab.

 

Add. Resources

Syllabus handout, social contract

Modifications/

Accommodations

IEP: Additional Time for Assignments, Concrete Examples, Review of Instructions, Preferential Seating

ELL: Review of Instructions, Modified Topics Suitable to Cultural Background

Discovery: Grouping With Advanced Students, Higher Level Material

Relevance/

Rationale

Learning procedure will allow students to learn from bell to bell.

Domains

NMTEACH 2A: Creating an Environment of Respect and Rapport

NMTEACH 2C: Establishing a Culture for Learning

NMTEACH 2D: Managing Classroom Procedures

Homework

 

Advisory

Finish going over any procedures that were not discussed Wednesday or Thursday. Continue bullying education. Catch up any students that missed the first two days.

Week of August 22-26, 2016

Monday 8/22/16

Objective

(Student will…)

Standards

Learn the elements of short stories and plot structure.

RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves towards a resolution.

RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

Research

Flocabulary.com

Student Activities

Bell Work: Write the name of a story you have read and one sentence saying what you liked about it.

Pearson pg. 14-15. After learning the elements of a short story, students will identify the plot, characters, conflict, setting, and theme of a story have read or seen in a movie. They will then view the graphic organizer that identifies these elements for the story of the lion and the mouse to tell the story. After learning the structures of short stories, students will answer questions asked by the teacher to show understanding of structure. They will then discuss, as a class, the conflict and climax of other stories they are familiar with.

Teacher Activities

Pearson pg. 14-15. Introduce the elements of a short story. Show the 5 things video from Flocabulary. Ask students to identify plot, characters, conflict, setting, and theme from a book or movie they are familiar with. Guide students in putting together the story of the lion and the mouse from its elements. Introduce the structure of short stories. Ask the following questions to make sure students understand.

  • If you are reading the part of the story that builds tension, what element are you reading?
  • What is the most exciting or intense part of the story called?

Ask students to share their experiences with stories or movies and have them identify the conflict and the climax.

Assess./Eval.

Vocabulary activity

Academic Vocab.

Short story, plot, conflict, internal conflict, external conflict, characters, characterization, character’s traits, character’s motives, setting, mood, theme, structure, exposition, rising action, climax, falling action, resolution

Add. Resources

Flocabulary 5 things video (https://www.youtube.com/watch?v=c6I24S72Jps)

Modifications/

Accommodations:

IEP: Additional Time for Assignments, Concrete Examples, Review of Instructions, Modified Assignments

ELL: Review of Instructions, Modified Topics Suitable to Cultural Background, Translated Vocabulary

Gifted: Grouping With Advanced Students, Higher Level Material

Relevance/

Rationale:

By learning the five elements that short stories need and the structure within those stories, students will better understand how writers craft a story beyond simply making it exciting or interesting.

Domains

NMTEACH 2C: Establishing a Culture for Learning

NMTEACH 3B: Using Questioning and Discussion Techniques to Support Classroom Discourse

NMTEACH 3C: Engaging Students in Learning

Homework

 

Advisory

Medal of Honor Lesson A1 Day 1: Students will write detailed information on selected recipient. In small groups: After reviewing the Medal of Honor worksheet, the teacher will give small groups of students a Medal of Honor vignette to view so that they may select a recipient to study for a presentation.

 

Tuesday 8/23/16

Objective

(Student will…)

Standards

Begin introduction to the big question for Unit 1.

SL.6.1 Engage effectively in a range of collaborative discussions with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension expression.

Research

 

Student Activities

Bell Work: Students will list the five elements of a short story.

Pearson pg. 2-3. Students will answer the question, “Is conflict always bad?,” as a class. They will then discuss the following types of conflict in small groups while citing the cause of the conflict and its resolution.

  • a disagreement between friends over an issue
  • a misunderstanding between two people
  • a competition in sports or in a contest
  • and individual’s struggle to make a decision
  • a battle against forces of nature
  • a person’s fight to overcome or accept a challenge

For academic vocabulary, students will say each word aloud and then use it in a sentence. For the vocabulary knowledge section, students will write the definitions of words they know, use a print or online dictionary for the words they think they might know or they do not know, and they will use the words in two brief paragraphs. The first paragraph should be about a conflict that has positive results. The second should be about a conflict that had negative results.

Teacher Activities

Pearson pg. 2-3. Introduce the big question and show the big question video from the Pearson Online Edition website. Guide and monitor student discussion concerning the big question. Introduce Academic Vocabulary and have students repeat the words and use them in a sentence. Introduce the other set of vocabulary and give the guidelines for that activity.

Assess./Eval.

 

Academic Vocab.

Argue, challenge, conclude, convince, defend, resolve, battle compete, game, issue, lose, negotiate, resist, survival, win

Add. Resources

Unit 1 Big Question video from Pearson Realize online access

Modifications/

Accommodations:

IEP: Additional Time for Assignments, Concrete Examples, Review of Instructions, Modified Assignments

ELL: Review of Instructions, Modified Topics Suitable to Cultural Background, Translated Vocabulary

Gifted: Grouping With Advanced Students, Higher Level Material

Relevance/

Rationale:

The big question is the overarching structure for the first unit, so understand the question itself is essential to gain a deeper understanding of the texts that students will read.

Domains

NMTEACH 2C: Establishing a Culture for Learning

NMTEACH 3B: Using Questioning and Discussion Techniques to Support Classroom Discourse

NMTEACH 3C: Engaging Students in Learning

Homework

 

Advisory

Medal of Honor Lesson A1 Day 2: Students will conduct web research on selected recipient. Small group activity: Studeents will finish their work by accessing the following websites to gain additional information and acquire images that can be used for the final product/presentation. (www.history.army.mil/moh.html; www.cmohs.org) This will be done on classroom projector.

_

Wednesday 8/24/16

Objective

(Student will…)

Standards

Prepare to read “Stray” by learning new vocabulary and strategies for close reading.

RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves towards a resolution.

Research

 

Student Activities

Bell Work: Think about what the word “truth” means to you. Come up with five synonyms (words that have the same or a similar meaning) and five antonyms (words that have the opposite meaning) for the word “truth.” Use a thesaurus if needed.

Pearson pg. 18-20. Follow along as the teacher introduces key ideas and details, reviews craft and structure, and vocabulary. Complete reading and vocabulary warm-up activities. Follow along as the teacher models close reading and multidraft reading strategies.

Teacher Activities

Pearson pg. 18-20. Administer the Reading and Vocabulary Warm-ups, as necessary. Introduce the Key Ideas and Details skill: Make Predictions. Introduce the Craft and Structure skill: Plot. Use the Close Reading Model to demonstrate the application of the skills. Review the selection vocabulary, as necessary, with students who need additional support. Prepare students to read the selection by reviewing with them the Multidraft Reading Strategies.

Assess/Evaluation

Reading Warm-ups

Academic Vocab.

Prediction, plot, exposition, conflict, rising action, climax, falling action, resolution, timidly, trudged, grudgingly, ignore, exhausted, starvation, abandoned, automobiles, cough, mildly, sipped, warehouse, biscuit, distress, icicles, scraps

Add. Resources

Bilingual vocabulary list for Limited English Proficient students

Modifications/

Accommodations

IEP: Additional Time for Assignments, Concrete Examples, Review of Instructions, Modified Assignments

ELL: Review of Instructions, Modified Topics Suitable to Cultural Background, Translated Vocabulary, Differentiated Instruction

Gifted: Grouping With Advanced Students, Higher Level Material

Relevance/

Rationale

By modeling close reading and multidraft reading strategies, students will begin to better understand the key ideas/details and craft/structure of a short story.

Domains

NMTEACH 3A: Communicating with Students in a Manner that is Appropriate to their Culture and Level of Development

NMTEACH 3D: Assessment in Instruction

NMTEACH 3E: Demonstrating Flexibility and Responsiveness

Homework

 

Advisory

Advising students one-on-one. Crossword puzzles for students that are not in conference.

 

Thursday 8/25/16

Objective

(Student will…)

Standards

Use close reading techniques to read “Stray.”

RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves towards a resolution.

SL.6.3 Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

Research

 

Student Activities

Bell Work: Think about the last time someone told you something you did not know.

How did you determine if that person was telling you the truth?

Pearson pg. 20-24. Read along with the Hear It! CD-ROM using the multidraft reading technique. The text will be chunked into three sections denoted by the blue dots within the text. Each student will follow the pattern for each chunk of reading while thinking about the basic meaning on the first reading, analyzing the text’s key ideas and details and its craft and structure using the comprehension questions asked by the teacher on the second reading, and integrating knowledge and ideas to connect to other texts and answer the end-of-selection questions on the third reading.

Teacher Activities

Pearson pg. 20-24. Informally monitor comprehension while students read. Use the Comprehension questions to confirm understanding. Develop students’ ability to make predictions and analyze plot using the sidenote questions. Reinforce vocabulary with Vocabulary notes. Reinforce unit focus standards using the Spiral Review prompts.

Assess/Evaluation

Comprehension questions

Academic Vocab.

Timidly, trudged, grudgingly, ignore, exhausted, starvation, abandoned, automobiles, cough, mildly, sipped, warehouse, biscuit, distress, icicles, scraps

Add. Resources

Hear It! CD-ROM

Modifications/

Accommodations

IEP: Additional Time for Assignments, Concrete Examples, Review of Instructions, Modified Assignments, Choral Reading of 1st paragraph

ELL: Review of Instructions, Modified Topics Suitable to Cultural Background, Translated Vocabulary, Choral Reading of 1st paragraph

Gifted: Grouping With Advanced Students, Higher Level Material

Relevance/

Rationale

Students will begin implementing close reading strategies to ensure comprehension of the key ideas and details and the craft and structure of short stories.

Domains

NMTEACH 3A: Communicating with Students in a Manner that is Appropriate to their Culture and Level of Development

NMTEACH 3B: Using Questioning and Discussion Techniques to Support Classroom Discourse

NMTEACH 3C: Engaging Students in Learning

Homework

 

Advisory

Begin reading Holes. Ask comprehension questions every 2-3 chapters.

 

Friday 8/26/16

Objective

(Student will…)

Standards

Show comprehension by completing Language Study and Literary Analysis questions that follow “Stray.”

W.6.2.b Develop the topic with relevant facts, definitions, concrete details, quotation, or other information and examples.

W.6.2.e Establish and maintain a formal style.

W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to the task, purpose, and audience.

L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Research

 

Student Activities

Bell Work: You have just met someone new, and all you know is the person’s name

and age. How can you find out what he or she is really like?

Pearson pg. 24-25. Complete the Vocabulary and Word Study activities. Answer the Literary Analysis questions using comprehension gained from the three readings of the text.

Teacher Activities

Pearson pg. 24-25. Have students complete the Vocabulary activities. Develop students’ understanding of roots and affixes by having them complete the Word Study activities. Assess students’ comprehension and mastery of the skills by having them answer the Literary Analysis questions.

Assess/Evaluation

Language Study and Literary analysis questions

Academic Vocab.

Latin suffix -ation

Add. Resources

 

Modifications/

Accommodations

IEP: Additional Time for Assignments, Concrete Examples, Review of Instructions, Modified Assignments

ELL: Review of Instructions, Modified Topics Suitable to Cultural Background, Translated Vocabulary

Gifted: Grouping With Advanced Students, Higher Level Material

Relevance/

Rationale

Showing comprehension of short stories through end-of-selection questions is important in evaluating how effective close reading strategies are proving.

Domains

NMTEACH 1B: Designing Coherent Instruction

NMTEACH 3C: Engaging Students in Learning

NMTEACH 3D: Assessment in Instruction

Homework

 

Advisory

Read Holes. Answer comprehension questions as we read.

Week of August 29 – September 2, 2016

 

Monday 8/29/16

Objective

(Student will…)

Standards

Complete close reading evaluation for “Stray.”

W.6.2.b Develop the topic with relevant facts, definitions, concrete details, quotation, or other information and examples.

W.6.2.e Establish and maintain a formal style.

W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to the task, purpose, and audience.

W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Research

 

Student Activities

Bell Work: Everyone says you should tell the truth. Could there ever be a reason not to tell the truth? Explain your answer.

Pearson pg. 26-27. Complete practice with common, proper, and possessive nouns. Complete Writing to Sources giving a list of reason Doris could give her parents to allow her to keep the puppy. Write a brief introduction to support your claim. Read the introduction in small groups. Build a brochure in small groups about puppy care that Doris could use to help raise her dog.

Teacher Activities

Pearson pg. 26-27. Build students’ ability to master grammar concepts and conventions by having them complete the Conventions lesson. Have students complete the Writing to Sources activity and write an explanatory text. Extend learning by having students complete the Research and Technology activity: a brochure.

Assess./Eval.

Brochure group work

Academic Vocab.

Common noun, proper noun, possessive noun

Add. Resources

 

Modifications/

Accommodations:

IEP: Additional Time for Assignments, Concrete Examples, Review of Instructions, Modified Assignments

ELL: Review of Instructions, Translated Vocabulary

Gifted: Grouping With Advanced Students, Higher Level Material

Relevance/

Rationale:

A strong foundation in grammar and writing will be essential to communicating reading comprehension later in the year.

Domains

NMTEACH 1B: Designing Coherent Instruction

NMTEACH 3C: Engaging Students in Learning

NMTEACH 3D: Assessment in Instruction

Homework

Writing to Sources if not enough time in class

Advisory

BullyFree Lesson 1: Are We a Welcoming Class?

 

Tuesday 8/30/16

Objective

(Student will…)

Standards

Prepare to read “The Tail” by learning new vocabulary and strategies for close reading.

RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves towards a resolution.

L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension expression.

Research

 

Student Activities

Bell Work: Study the model sentence carefully. How many subjects (whom or what the sentence is about) and predicates (tells what the subject is or does) does it have? List as many adjectives (used to modify or describe a noun) and adverbs (modifies or qualifies an adjective and answers how, when, where or to what extent) as you can.

 

He turned to face me, and for a moment two friendly brown eyes gazed at me from a wonderfully attractive face.

—“The Market Square Dog” by James Herriot

 

Pearson pg. 28-29. Students will participate in reading in vocabulary warm-ups, as necessary. A student volunteer will read “Meet the Author” for Joyce Hansen. Volunteers will also read the sections on making inferences and characterization while listening to in-depth explanations from the teacher afterwards. Students will follow along as the close reading skills for making inferences and characterization are modeled for them. They will be reminded of the multidraft reading strategy and be advised to use it, as necessary, during the story.

Teacher Activities

Pearson pg. 28-29. Administer the Reading and vocabulary Warm-ups, as necessary. Introduce the Key Ideas and Details skill: Make Inferences. Introduce the Craft and Structure skill: Characterization. Use the Close Reading Model to demonstrate the application of the skills. Review the selection vocabulary, as necessary, with students who need additional support. Prepare students to read the selection by reviewing with them the Multidraft Reading Strategies.

Assess./Eval.

 

Academic Vocab.

Inference, characterization, vow, anxious, routine, gnawing, mauled, spasm

Add. Resources

PearsonRealize: Reading and Vocabulary Warm-ups, Bilingual vocabulary list for Limited English Proficient students

Modifications/

Accommodations:

IEP: Additional Time for Assignments, Concrete Examples, Review of Instructions, Modified Assignments

ELL: Review of Instructions, Translated Vocabulary

Gifted: Grouping With Advanced Students, Higher Level Material

Relevance/

Rationale:

Making inferences and identifying characterization are key principals in both literary analysis and character analysis.

Domains

NMTEACH 2C: Establishing a Culture for Learning

NMTEACH 3B: Using Questioning and Discussion Techniques to Support Classroom Discourse

NMTEACH 3C: Engaging Students in Learning

Homework

 

Advisory

Holes: Continue reading while asking comprehension questions every two chapters.

_

Wednesday 8/31/16

Objective

(Student will…)

Standards

Practice inferences by making them as we watch the inference video.

RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Research

 

Student Activities

Bell Work: Copy the objective.

Inference Activity: Students will answer questions from the inference video as the teacher pauses while the question is being asked.

Teacher Activities

Inference Activity: Show students the inference video, allowing for them to answer questions as they are asked through the video.

Assess/Evaluation

Discussion participation

Academic Vocab.

 

Add. Resources

Inference video

Modifications/

Accommodations

IEP: Additional Time for Assignments, Concrete Examples, Review of Instructions, Modified Assignments

ELL: Review of Instructions, Translated Vocabulary, Differentiated Instruction

Gifted: Grouping With Advanced Students, Higher Level Material

Relevance/

Rationale

Extra practice in a visual media form that students are more comfortable with will help them to better make inferences when reading literary texts.

Domains

NMTEACH 3B: Using Questioning and Discussion Techniques to Support Classroom Discourse

NMTEACH 3C: Engaging Students in Learning

NMTEACH 3E: Demonstrating Flexibility and Responsiveness

Homework

 

Advisory

Advising: One-on-one teacher-student conferences. Crossword puzzles for students that are not in conference.

 

Thursday 9/1/16

Objective

(Student will…)

Standards

Use close reading techniques to read “The Tail.”

RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves towards a resolution.

SL.6.2 Interpret information presented in diverse media and formats and explain how it contributes to a topic, text, or issue under study.

L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension expression.

Research

 

Student Activities

Bell Work: Study the sentences carefully. How are the sentences alike? How are they different?

 

He turned to face me, and for a moment two friendly brown eyes gazed at me from a wonderfully attractive face.

 

He turned to face me; for a moment two eyes gazed at me from an attractive face.

 

Pearson pg. 30-40. Read along with the Hear It! CD-ROM. The text will be chunked into three sections denoted by the blue dots within the text. Students will read the text and answer comprehension questions from the sidenotes and the teacher for each chunk. If additional comprehension is needed, students will utilize the multidraft reading strategy.

Teacher Activities

Pearson pg. 30-40. Informally monitor comprehension while students read. Use the Comprehension questions to confirm understanding. Develop students’ ability to make inferences and analyze characterization using the sidenote questions. Reinforce vocabulary with Vocabulary notes. Reinforce unit focus standards using the Spiral Review prompts.

Assess/Evaluation

Comprehension questions

Academic Vocab.

 

Add. Resources

Hear It! CD-ROM

Modifications/

Accommodations

IEP: Additional Time for Assignments, Concrete Examples, Review of Instructions, Modified Assignments, Anticipation Guide

ELL: Review of Instructions, Translated Vocabulary, Anticipation Guide

Gifted: Grouping With Advanced Students, Higher Level Material

Relevance/

Rationale

Students will implement close reading strategies to ensure comprehension of the key ideas and details and the craft and structure of short stories.

Domains

NMTEACH 3A: Communicating with Students in a Manner that is Appropriate to their Culture and Level of Development

NMTEACH 3B: Using Questioning and Discussion Techniques to Support Classroom Discourse

NMTEACH 3C: Engaging Students in Learning

Homework

 

Advisory

Holes: Continue reading while asking comprehension questions every two chapters.

 

Friday 9/2/16

Objective

(Student will…)

Standards

Show comprehension by completing Language Study and Literary Analysis questions that follow “The Tail.”

RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves towards a resolution.

W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to the task, purpose, and audience.

SL.6.2 Interpret information presented in diverse media and formats and explain how it contributes to a topic, text, or issue under study.

Research

 

Student Activities

Bell Work: Think about the two sentences you have been studying. Use the sentences as models to write two of your own sentences.

 

He turned to face me, and for a moment two friendly brown eyes gazed at me from a wonderfully attractive face.

 

He turned to face me; for a moment two eyes gazed at me from an attractive face.

 

Pearson pg. 40-41. Complete the Vocabulary and Word Study activities. Answer the Literary Analysis questions using comprehension gained from reading the text.

Teacher Activities

Pearson pg. 40-41. Have students complete the Vocabulary activities. Develop students’ understanding of roots and affixes by having them complete the Word Study activities. Assess students’ comprehension and mastery of the skills by having them answer the Literary Analysis questions.

Assess/Evaluation

Language Study and Literary analysis questions

Academic Vocab.

Latin prefix dis-

Add. Resources

 

Modifications/

Accommodations

IEP: Additional Time for Assignments, Concrete Examples, Review of Instructions, Modified Assignments

ELL: Review of Instructions, Translated Vocabulary

Gifted: Grouping With Advanced Students, Higher Level Material

Relevance/

Rationale

Showing comprehension of short stories through end-of-selection questions is important in evaluating how effective close reading strategies are proving.

Domains

NMTEACH 1B: Designing Coherent Instruction

NMTEACH 3C: Engaging Students in Learning

NMTEACH 3D: Assessment in Instruction

Homework

 

Advisory

Medal of Honor: Lesson A1: Short Presentations; Lesson A2: Web Quest

 

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