December

Week of December 5, 2016 – December 9, 2016

 

Monday 12/5/16

Objective

(Student will…)

Standards

Begin introduction to the Big Question and unit vocabulary.

SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.

L.6.4d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

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 or expression.

Research

 

Student Activities

Bell Work: Follow the model to combine each pair of sentences below.

 

Example: Tasha likes jumping rope. She also likes swimming.

Tasha likes jumping rope and swimming.

 

1. There are oak trees in the park. There are pine trees in the park, too.

2. House cats need water and food. They also need litter boxes.

 

Pearson pg. 162-163. Learn about the Big Question for Unit 2. With a partner, discuss the big question by exploring what you would need to know in different situations. Learn the academic vocabulary words. Define the academic vocabulary words, and write the definitions and sentence examples for the vocabulary knowledge words.

 

Blue Group: Definitions for Academic Vocabulary and definitions for vocabulary knowledge words.

 

Orange / Green Groups: Definitions for Academic Vocabulary and definitions for vocabulary knowledge with sentence examples.

Teacher Activities

Pearson pg. 162-163. Introduce the Big Question for Unit 2. Guide students in partnering to discuss the what they would like to know in order to do the following:

  • Getting along with family members
  • Doing well in school
  • Making new friends
  • facing challenges

Introduce the academic vocabulary words we will encounter or use in the unit. Instruct students to copy the definitions for the academic vocabulary, and write the definitions and sentence examples for the vocabulary knowledge words.

Assess./Eval.

Unit Vocabulary

Academic Vocab.

Concept, distinguish, examine, judge, measure, observe, purpose, question, refer, source, study, guess, knowledge, limit, narrow

Add. Resources

 

Modifications/

Accommodations:

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

ELL: Review of Instructions, Modified Assignments

Gifted: Grouping With Advanced Students, Higher Level Material

Relevance/

Rationale:

The Big Question for Unit 2 sets the framework for all concepts learned within the unit.

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

BullyFree

 

Tuesday 12/6/16

Objective

(Student will…)

Standards

Develop understanding of the elements and forms on nonfiction.

RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.

RI.6.6 Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.

Research

 

Student Activities

Bell Work: Follow the model to combine each pair of sentences below.

 

Example: Aaron was hungry. He was cold.

Aaron was hungry and cold.

 

1. Maria has red socks. She has blue socks, too.

2. Wet rocks are slippery. They are dangerous to walk on.

 

Pearson pg. 180-183. Learn the elements of nonfiction. Learn the forms on nonfiction. Convey understanding of the elements of nonfiction through discussion.

Teacher Activities

Pearson pg. 180-183. Introduce the elements of nonfiction to students. Introduce students to the forms of nonfiction. Guide students in understanding of elements of nonfiction.

Assess./Eval.

 

Academic Vocab.

Author’s purpose, point of view, development of ideas, narrative nonfiction, literary nonfiction, autobiography, memoir, diary, autobiographical sketch, essay, persuasive essay, argumentative essay, narrative essay, expository essay, reflective essay, speech, persuasive speech, address, talk, inform, persuade, entertain, describe, express feelings, connotations, key idea

Add. Resources

 

Modifications/

Accommodations:

IEP: Additional Time for Assignments, Concrete Examples

ELL: Additional Time for Assignments

Gifted: Grouping With Advanced Students

Relevance/

Rationale:

Nonfiction is the primary genre for Unit 2, so learning the elements and forms of nonfiction is imperative to understanding it.

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

Close Reading Practice

 

Wednesday 12/7/16

Objective

(Student will…)

Standards

Participate in pre-reading activities “The Drive-In Movies.”

RI.6.6 Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.

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 or expression.

Research

 

Student Activities

Bell Work: Follow the model to combine each pair of sentences below.

 

Example: Panchito picked strawberries. He put them in boxes.

Panchito picked strawberries and put them in boxes.

 

1. Jamal writes well. He also paints well.

2. The wind blew hard. It knocked over the garbage cans.

 

Pearson pg. 184-185. Participate in Reading and Vocabulary Warm-ups, as necessary. Begin learning the skills, Make Predictions and Narrator and Point of View. View the Close Reading Model to see the skills demonstrated. Review selection vocabulary, as necessary. Review Multidraft Reading Strategies.

Teacher Activities

Pearson pg. 184-185. Administer the Reading and Vocabulary Warm-ups, as necessary. Introduce the Key Ideas and Details skill: Make Predictions. Introduce the Craft and Structure skill: Narrator and Point of View. 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

 

Academic Vocab.

Make predictions, narrator, point of view, prelude, evident, pulsating, winced, migrated, vigorously

Add. Resources

 

Modifications/

Accommodations

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

ELL: Additional Time for Assignments, Review of Instructions

Gifted: Grouping With Advanced Students

Relevance/

Rationale

Learning how to use new skills for informational texts will build on students’ knowledge in preparation for the SCA, and later, the PARCC.

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

Advising: One-on-one teacher-student conferences. Students not being advised will read or work quietly.

 

Thursday 12/8/16

Objective

(Student will…)

Standards

Read “The Drive-In Movies” and answer class discussion questions about the story.

RI.6.6 Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.

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 or expression.

Research

 

Student Activities

Bell Work: Follow the model to combine each pair of sentences below.

 

Example: The girls slurped their sodas. They slurped quickly.

The girls slurped their sodas quickly.

 

1. Speedy the turtle crawled to the pond. He moved slowly.

2. Mary did the flips in her routine. She did them perfectly.

 

Pearson pg. 186-190. Read the selection. Answer comprehension questions to confirm understanding. Answer sidenote questions to develop the ability to make predictions and analyze narrator and point of view. Respond to the Spiral Review prompts to reinforce unit focus standards.

Teacher Activities

Pearson pg. 186-190. Informally monitor comprehension while students read. Use the Comprehension questions to confirm understanding. Develop students’ ability to make predictions and analyze narrator and point of view using the sidenote questions. Reinforce vocabulary with Vocabulary notes. Reinforce unit focus standards using the Spiral Review prompts.

Assess/Evaluation

Class discussion

Academic Vocab.

Make predictions, narrator, point of view, prelude, evident, pulsating, winced, migrated, vigorously

Add. Resources

 

Modifications/

Accommodations

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

ELL: Additional Time for Assignments, Review of Instructions

Gifted: Grouping With Advanced Students

Relevance/

Rationale

Reading an informational selection is the only way to practically put the new learned skills to use.

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

Close Reading Practice

 

Friday 12/9/16

Objective

(Student will…)

Standards

Begin post-reading activites for “The Drive-In Movies.”

RI.6.6 Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.

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 or expression.

Research

 

Student Activities

Bell Work: Create two ways to combine these two sentences.

 

The sled dogs were black and white. They had heavy winter coats.

 

Pearson 190-191. Complete Literary Analysis questions. Complete Vocabulary activities. Develop understanding of roots and affixes by completing the Word Study activities.

 

Blue Group: Language Study #1-5, Literary Analysis #1-2, 5-8

Orange Group: Language Study #1-5, Word Study Part B, Literary Analysis #1-2, 4-8

Green Group: Language Study #1-5, Word Study Part A & B, Literary Analysis #1-8

Teacher Activities

Pearson 190-191. Assess students’ comprehension and mastery of the skills by having them answer the Literary Analysis questions. Have students complete the Vocabulary activities. Develop students’ understanding of roots and affixes by having them complete the Word Study activities.

Assess/Evaluation

Close Reading Activities

Academic Vocab.

Make predictions, narrator, point of view, prelude, evident, pulsating, winced, migrated, vigorously

Add. Resources

 

Modifications/

Accommodations

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

ELL: Additional Time for Assignments, Review of Instructions, Modified Assignments

Gifted: Grouping With Advanced Students, Higher Level Material

Relevance/

Rationale

Completing close reading activities shows level of mastery for the focus skills for this selection.

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

Medal of Honor

 

Week of December 12, 2016 – December 16, 2016

 

Monday 12/12/16

Objective

(Student will…)

Standards

Discuss conventions of verbs and write an autobiographical narrative.

W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Research

 

Student Activities

Bell Work: You learn about the world around you in many ways. How does each of

your five senses (sight, hearing, smell, touch, and taste) help you find out

about the people and things in your environment?

 

Pearson pg. 192-193. Build ability to master grammar concepts and conventions by completing the Conventions lesson on Principal Parts of Verbs. Compete the Writing to Sources activity and write an autobiographical narrative that is half a page long.

Teacher Activities

Pearson pg. 192-193. Build student’s 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 autobiographical narrative.

Assess./Eval.

Autobiographical narrative

Academic Vocab.

Regular verbs, irregular verbs, autobiographical narrative

Add. Resources

Writing to Sources Handout

Modifications/

Accommodations:

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

ELL: Review of Instructions,

Gifted: Grouping With Advanced Students,

Relevance/

Rationale:

The conventions of grammar are essential for perfecting the quality of students’ writing. Writing an autobiographical narrative will give valuable insight into a new form of nonfiction writing while giving students additional writing practice.

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

Online Homework- Nonfiction Texts

Advisory

BullyFree

 

Tuesday 12/13/16

Objective

(Student will…)

Standards

Participate in pre-reading activities for “Names/Nombres.”

RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone

RI.6.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

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 or expression.

Research

 

Student Activities

Bell Work: Study one of the photos or illustrations in this unit. List

five things you observe and tell how they could help you prepare to read

the selection.

 

Pearson pg. 194-195. Learn the elements of nonfiction. Learn the forms on nonfiction. Convey understanding of the elements of nonfiction through discussion.

Teacher Activities

Pearson pg. 194-195. Administer the Reading and Vocabulary Warm-ups, as necessary. Introduce the Key Ideas and Details skill: Fact and Opinion. Introduce the Craft and Structure skill: Tone. 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.

Fact, opinion, tone, mistook, pursue, transport, inevitably, chaotic, inscribed

Add. Resources

 

Modifications/

Accommodations:

IEP: Additional Time for Assignments, Concrete Examples

ELL: Additional Time for Assignments

Gifted: Grouping With Advanced Students

Relevance/

Rationale:

Learning how to use new skills for informational texts will build on students’ knowledge in preparation for the SCA, and later, the PARCC.

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

Close Reading Practice

 

Wednesday 12/14/16

Objective

(Student will…)

Standards

Read “Names/Nombres” and answer class discussion questions about the story.

RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone

RI.6.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

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 or expression.

Research

 

Student Activities

Bell Work: When you go into a new group or move to a new home, you have to

introduce yourself to lots of new people. Write a blog entry that tells people

who you are and what is interesting about you.

 

Pearson pg. 196-202. Read the selection. Answer comprehension questions to confirm understanding. Answer sidenote questions to develop the ability to differentiate fact and opinion and analyze tone. Respond to the Spiral Review prompts to reinforce unit focus standards.

Teacher Activities

Pearson pg. 196-202. Informally monitor comprehension while students read. Use the Comprehension questions to confirm understanding. Develop students’ ability to differentiate fact and opinion and analyze tone using the sidenote questions. Reinforce vocabulary with Vocabulary notes. Reinforce unit focus standards using the Spiral Review prompts.

Assess/Evaluation

 

Academic Vocab.

Fact, opinion, tone, mistook, pursue, transport, inevitably, chaotic, inscribed

Add. Resources

 

Modifications/

Accommodations

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

ELL: Additional Time for Assignments, Review of Instructions

Gifted: Grouping With Advanced Students

Relevance/

Rationale

Reading an informational selection is the only way to practically put the new learned skills to use.

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

Advising: One-on-one teacher-student conferences. Students not being advised will read or work quietly.

 

Thursday 12/15/16

Objective

(Student will…)

Standards

Begin post-reading activites for “Names/Nombres.”

RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone

RI.6.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

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 or expression.

Research

 

Student Activities

Bell Work: One way to learn about the world is by listening to and working with

others. Describe one person who has taught you something important.

 

Pearson pg. 202-203. Complete Literary Analysis questions. Complete Vocabulary activities. Develop understanding of roots and affixes by completing the Word Study activities.

 

Blue Group: Language Study #1-5, Literary Analysis #1-3, 5-6, 8

Orange Group: Language Study #1-5, Word Study Part B, Literary Analysis #1-3, 5-8

Green Group: Language Study #1-5, Word Study Part A & B, Literary Analysis #1-8

Teacher Activities

Pearson pg. 202-203. Assess students’ comprehension and mastery of the skills by having them answer the Literary Analysis questions. Have students complete the Vocabulary activities. Develop students’ understanding of roots and affixes by having them complete the Word Study activities.

Assess/Evaluation

Close Reading Activities

Academic Vocab.

Fact, opinion, tone, mistook, pursue, transport, inevitably, chaotic, inscribed

Add. Resources

 

Modifications/

Accommodations

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

ELL: Additional Time for Assignments, Review of Instructions, Modified Assignments

Gifted: Grouping With Advanced Students

Relevance/

Rationale

Completing close reading activities shows level of mastery for the focus skills for this selection.

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

Close Reading Practice

 

Friday 12/16/16

Objective

(Student will…)

Standards

Discuss conventions of verbs and recite a monologue.

W.6.3d Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

SL.6.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

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 or expression.

Research

 

Student Activities

Bell Work: When you read books, magazines, and Web pages,

it’s important to determine the author’s opinions on the topic. How does

knowing about an author help you read critically?

 

Pearson 204-205. Build ability to master grammar concepts and conventions by completing the Conventions lesson on Action and Linking Verbs. Complete the Speaking and Listening activity by giving a monologue as Julia Alvarez to a partner.

Teacher Activities

Pearson 204-205. Build student’s ability to master grammar concepts and conventions by having them complete the Conventions lesson. Have students complete the Speaking and Listening activity by giving a monologue as Julia Alvarez to a partner.

Assess/Evaluation

Speaking and Listening Activity

Academic Vocab.

Action verb, linking verb, personal anecdote, monologue

Add. Resources

 

Modifications/

Accommodations

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

ELL: Additional Time for Assignments, Review of Instructions

Gifted: Grouping With Advanced Students

Relevance/

Rationale

The conventions of grammar are essential for perfecting the quality of students’ writing. Giving a monologue as the narrator of the nonfiction story will give insight into an author’s purpose.

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

Medal of Honor

 

Week of December 19, 2016 – December 23, 2016

 

Monday 12/19/16

Objective

(Student will…)

Standards

Demonstrate mastery of learned skills through SCA #2.

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

RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

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 toward a resolution.

RL.6.9 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

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

RI.6.6 Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.

RI.6.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

RI.6.9 Compare and contrast one author's presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

L.6.1a Ensure that pronouns are in the proper case (subjective, objective, possessive).

L.6.1b Use intensive pronouns (e.g., myself, ourselves).

L.6.3b Maintain consistency in style and tone.

Research

 

Student Activities

Bell Work: No Bell Work

 

SCA #2. Complete SCA #2.

Teacher Activities

SCA #2. Have students complete SCA #2.

Assess./Eval.

SCA #2

Academic Vocab.

 

Add. Resources

SCA #2 Handout

Modifications/

Accommodations:

IEP: Concrete Examples, Review of Instructions, Additional Time for Assignments, Testing with Inclusion Teacher

ELL: Review of Instructions, Additional Time for Assignments

Gifted: Grouping With Advanced Students

Relevance/

Rationale:

The SCA assesses mastery of skills learned during the 2nd 9 week term.

Domains

NMTEACH 1F: Designing Student Assessment

NMTEACH 3D: Assessment in Instruction

Homework

 

Advisory

It’s A Wonderful Life

 

Tuesday 12/20/16

Objective

(Student will…)

Standards

Demonstrate mastery of learned skills through SCA #2.

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

RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

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 toward a resolution.

RL.6.9 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

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

RI.6.6 Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.

RI.6.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

RI.6.9 Compare and contrast one author's presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

L.6.1a Ensure that pronouns are in the proper case (subjective, objective, possessive).

L.6.1b Use intensive pronouns (e.g., myself, ourselves).

L.6.3b Maintain consistency in style and tone.

Research

 

Student Activities

Bell Work: No Bell Work

 

SCA #2. Complete SCA #2.

Teacher Activities

SCA #2. Have students complete SCA #2.

Assess./Eval.

SCA #2

Academic Vocab.

 

Add. Resources

SCA #2 Handout

Modifications/

Accommodations:

IEP: Concrete Examples, Review of Instructions, Additional Time for Assignments, Testing with Inclusion Teacher

ELL: Review of Instructions, Additional Time for Assignments

Gifted: Grouping With Advanced Students

Relevance/

Rationale:

The SCA assesses mastery of skills learned during the 2nd 9 week term.

Domains

NMTEACH 1F: Designing Student Assessment

NMTEACH 3D: Assessment in Instruction

Homework

Online Homework- Nonfiction Deadline

Advisory

It’s A Wonderful Life

 

Wednesday 12/21/16

Objective

(Student will…)

Standards

Identify theme for the Christmas film.

RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

Research

 

Student Activities

Bell Work: No Bell Work

 

Christmas Film. Identify a possible theme for the film.

Teacher Activities

Christmas Film. Instruct students to find a possible theme for the film.

Assess/Evaluation

 

Academic Vocab.

 

Add. Resources

 

Modifications/

Accommodations

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

ELL: Additional Time for Assignments, Review of Instructions

Gifted: Grouping With Advanced Students

Relevance/

Rationale

Identifying theme or the main idea is a key step in understanding fiction and nonfiction.

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

It’s A Wonderful Life

 

Thursday 12/22/16

Objective

(Student will…)

Standards

Identify theme for the Christmas film.

RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

Research

 

Student Activities

Bell Work: No Bell Work

 

Christmas Film. Identify a possible theme for the film.

Teacher Activities

Christmas Film. Instruct students to find a possible theme for the film.

Assess/Evaluation

 

Academic Vocab.

 

Add. Resources

 

Modifications/

Accommodations

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

ELL: Additional Time for Assignments, Review of Instructions

Gifted: Grouping With Advanced Students

Relevance/

Rationale

Identifying theme or the main idea is a key step in understanding fiction and nonfiction.

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

It’s A Wonderful Life

 

Friday 12/23/16

Objective

(Student will…)

Standards

Make up SCA’s, as necessary.

 

Research

 

Student Activities

Bell Work: No Bell Work

 

SCA Make-up. Students that missed the SCA will make it up.

Teacher Activities

SCA Make-up. Students that missed the SCA will make it up.

Assess/Evaluation

 

Academic Vocab.

 

Add. Resources

 

Modifications/

Accommodations

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

ELL: Additional Time for Assignments, Review of Instructions

Gifted: Grouping With Advanced Students

Relevance/

Rationale

Students must take the SCA, so students that missed must have the opportunity to make it up.

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

 

 

 

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