November

Week of October 31 – November 4, 2016

 

Monday 10/31/16

Objective

(Student will…)

Standards

Participate in SCA #1 Remediation – Part 1.

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 toward a resolution.

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

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.

Research

 

Student Activities

Bell Work: Examine the sentence. What do you notice about the commas? What do they cause a reader to do?

 

He made a pillow out of some hay, leaned his head on it, and dozed off.

—“Zlateh the Goat” by Isaac Bashevis Singer

 

PowerPoint. Review the SCA in order to examine questions with poor achievement. Discuss why questions were missed and how they should be corrected.

 

Worksheets. Complete review worksheets for the standards that each class missed.

1st: RL.6.1, RL.6.3, RL.6.4, RI.6.1, RI.6.4, W.6.2, W.6.3, W.6.3c, W.6.4, W.6.5, L.6.1c, L.6.2b

4th: RL.6.1, RL.6.3, RI.6.1, RI.6.3, RI.6.4, W.6.2, W.6.3, W.6.3c, W.6.4, W.6.5, L.6.1c, L.6.2b

5th: RL.6.1, RL.6.3, RI.6.4 W.6.2 W.6.3, W.6.3c

6th: RL.6.1, RL.6.3, RI.6.1, RI.6.4, W.6.2, W.6.3, W.6.3c, W.6.4, L.6.2b

7th:RL.6.1, RL.6.3, RI.6.1, RI.6.4, W.6.2, W.6.3, W.6.3c, W.6.5

Teacher Activities

PowerPoint. Review the SCA with students. Guide them to the correct answers on incorrect questions.

 

Worksheets. Direct students on which worksheets to complete.

Assess./Eval.

 

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:

Reviewing standards that were not mastered in the first term will give students another opportunity to master them.

Domains

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

NMTEACH 3D: Assessment in Instruction

NMTEACH 3E: Demonstrating Flexibility and Responsiveness

Homework

 

Advisory

BullyFree

 

Tuesday 11/1/16

Objective

(Student will…)

Standards

Participate in SCA #1 Remediation – Part 2.

W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

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

W.6.3c Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

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

W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

L.6.1c Recognize and correct inappropriate shifts in pronoun number and person.*

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

L.6.2b Spell correctly.

Research

 

Student Activities

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

 

He made a pillow out of some hay, leaned his head on it, and dozed off.

 

I will make a pillow out of hay, lean my head on it, and doze off.

 

PowerPoint. Review the SCA in order to examine questions with poor achievement. Discuss why questions were missed and how they should be corrected.

 

Worksheets. Complete review worksheets for the standards that each class missed.

1st: RL.6.1, RL.6.3, RL.6.4, RI.6.1, RI.6.4, W.6.2, W.6.3, W.6.3c, W.6.4, W.6.5, L.6.1c, L.6.2b

4th: RL.6.1, RL.6.3, RI.6.1, RI.6.3, RI.6.4, W.6.2, W.6.3, W.6.3c, W.6.4, W.6.5, L.6.1c, L.6.2b

5th: RL.6.1, RL.6.3, RI.6.4 W.6.2 W.6.3, W.6.3c

6th: RL.6.1, RL.6.3, RI.6.1, RI.6.4, W.6.2, W.6.3, W.6.3c, W.6.4, L.6.2b

7th:RL.6.1, RL.6.3, RI.6.1, RI.6.4, W.6.2, W.6.3, W.6.3c, W.6.5

Teacher Activities

PowerPoint. Review the SCA with students. Guide them to the correct answers on incorrect questions.

 

Worksheets. Direct students on which worksheets to complete.

Assess./Eval.

 

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:

Reviewing standards that were not mastered in the first term will give students another opportunity to master them.

Domains

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

NMTEACH 3D: Assessment in Instruction

NMTEACH 3E: Demonstrating Flexibility and Responsiveness

Homework

 

Advisory

Cursive Practice

_

Wednesday 11/2/16

Objective

(Student will…)

Standards

Complete SCA Review Worksheets to show mastery of reviewed standards.

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 toward a resolution.

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

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.

W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

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

W.6.3c Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

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

W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

L.6.1c Recognize and correct inappropriate shifts in pronoun number and person.*

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

L.6.2b Spell correctly.

Research

 

Student Activities

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

 

He made a pillow out of some hay, leaned his head on it, and dozed off.

 

I will make a pillow out of hay, lean my head on it, and doze off.

 

Worksheets. Complete review worksheets for the standards that each class missed.

1st: RL.6.1, RL.6.3, RL.6.4, RI.6.1, RI.6.4, W.6.2, W.6.3, W.6.3c, W.6.4, W.6.5, L.6.1c, L.6.2b

4th: RL.6.1, RL.6.3, RI.6.1, RI.6.3, RI.6.4, W.6.2, W.6.3, W.6.3c, W.6.4, W.6.5, L.6.1c, L.6.2b

5th: RL.6.1, RL.6.3, RI.6.4 W.6.2 W.6.3, W.6.3c

6th: RL.6.1, RL.6.3, RI.6.1, RI.6.4, W.6.2, W.6.3, W.6.3c, W.6.4, L.6.2b

7th:RL.6.1, RL.6.3, RI.6.1, RI.6.4, W.6.2, W.6.3, W.6.3c, W.6.5

Teacher Activities

Worksheets. Direct students on which worksheets to complete.

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

Reviewing standards that were not mastered in the first term will give students another opportunity to master them.

Domains

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

NMTEACH 3D: Assessment in Instruction

NMTEACH 3E: Demonstrating Flexibility and Responsiveness

Homework

 

Advisory

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

 

Thursday 11/3/16

Objective

(Student will…)

Standards

Complete SCA Review Worksheets to show mastery of reviewed standards.

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 toward a resolution.

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

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.

W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

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

W.6.3c Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

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

W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

L.6.1c Recognize and correct inappropriate shifts in pronoun number and person.*

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

L.6.2b Spell correctly.

Research

 

Student Activities

Bell Work: No Bell Work

 

Worksheets. Complete review worksheets for the standards that each class missed.

1st: RL.6.1, RL.6.3, RL.6.4, RI.6.1, RI.6.4, W.6.2, W.6.3, W.6.3c, W.6.4, W.6.5, L.6.1c, L.6.2b

4th: RL.6.1, RL.6.3, RI.6.1, RI.6.3, RI.6.4, W.6.2, W.6.3, W.6.3c, W.6.4, W.6.5, L.6.1c, L.6.2b

5th: RL.6.1, RL.6.3, RI.6.4 W.6.2 W.6.3, W.6.3c

6th: RL.6.1, RL.6.3, RI.6.1, RI.6.4, W.6.2, W.6.3, W.6.3c, W.6.4, L.6.2b

7th:RL.6.1, RL.6.3, RI.6.1, RI.6.4, W.6.2, W.6.3, W.6.3c, W.6.5

Teacher Activities

Worksheets. Direct students on which worksheets to complete.

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

Reviewing standards that were not mastered in the first term will give students another opportunity to master them.

Domains

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

NMTEACH 3D: Assessment in Instruction

NMTEACH 3E: Demonstrating Flexibility and Responsiveness

Homework

 

Advisory

Cursive Practice

 

Friday 11/4/16

Objective

(Student will…)

Standards

Complete SCA Review Worksheets to show mastery of reviewed standards.

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 toward a resolution.

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

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.

W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

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

W.6.3c Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

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

W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

L.6.1c Recognize and correct inappropriate shifts in pronoun number and person.*

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

L.6.2b Spell correctly.

Research

 

Student Activities

Bell Work: No Bell Work

 

Worksheets. Complete review worksheets for the standards that each class missed.

1st: RL.6.1, RL.6.3, RL.6.4, RI.6.1, RI.6.4, W.6.2, W.6.3, W.6.3c, W.6.4, W.6.5, L.6.1c, L.6.2b

4th: RL.6.1, RL.6.3, RI.6.1, RI.6.3, RI.6.4, W.6.2, W.6.3, W.6.3c, W.6.4, W.6.5, L.6.1c, L.6.2b

5th: RL.6.1, RL.6.3, RI.6.4 W.6.2 W.6.3, W.6.3c

6th: RL.6.1, RL.6.3, RI.6.1, RI.6.4, W.6.2, W.6.3, W.6.3c, W.6.4, L.6.2b

7th:RL.6.1, RL.6.3, RI.6.1, RI.6.4, W.6.2, W.6.3, W.6.3c, W.6.5

Teacher Activities

Worksheets. Direct students on which worksheets to complete.

Assess/Evaluation

SCA Review Worksheets

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

Reviewing standards that were not mastered in the first term will give students another opportunity to master them.

Domains

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

NMTEACH 3D: Assessment in Instruction

NMTEACH 3E: Demonstrating Flexibility and Responsiveness

Homework

 

Advisory

Medal of Honor



Week of November 7 – November 11, 2016

 

Monday 11/7/16

Objective

(Student will…)

Standards

Read “A Woman’s View of the Gold Rush” and discuss the selection.

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.6.4 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.

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.

L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.

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.

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.

Research

 

Student Activities

Bell Work: Read the following sentences. Choose the sentence that is closest to the model sentence.

 

He made a pillow out of some hay, leaned his head on it, and dozed off.

 

a. I went to the store, buy cereal, and returned home.

b. I, went to the store, bought cereal and returned home.

c. I went to the store, bought cereal, and returned home.

d. I will go to the store, bought cereal, and returned home.

 

Pearson pg.138-141. Discuss the topic of the text set and what has been learned from the previous readings. Read the text independently. Answer close reading questions about the selection.

Teacher Activities

Pearson pg. 138-141. Review with students the topic of the text set and what they have learned from the previous readings. Build knowledge of the topic by directing students to read the text independently. Ask students to answer close reading questions about the selection.

Assess./Eval.

 

Academic Vocab.

Associate, scouring, tongues

Add. Resources

 

Modifications/

Accommodations:

IEP: Concrete Examples, Review of Instructions, Opportunity for Oral Reading

ELL: Review of Instructions, Opportunity for Oral Reading

Gifted: Grouping With Advanced Students

Relevance/

Rationale:

Working independently with skills from Part 2 of Unit 1 will give information on their current level of mastery.

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 11/8/16

Objective

(Student will…)

Standards

Complete Close Reading Activities for “A Woman’s View of the Gold Rush.”

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.6.4 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.

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.

L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.

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.

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.

Research

 

Student Activities

Bell Work: Use a dictionary to find a word with the prefix uni-, bi-, or tri-. Remember the meaning. Write that word in a list with two other made-up words with that prefix.

 

Pearson pg. 142. Complete the Close Reading Activities.

 

Blue Group: Comprehension #1-2, Language Study, Literary Analysis, Tone.

Orange Group / Green Group: Comprehension #1-2 and Summarize, Language Study, Literary Analysis, Tone.

Teacher Activities

Pearson pg. 142. Check for understanding through Comprehension questions. Develop vocabulary by reviewing the Language Study activities. Build students’ ability to think critically using the Literary Analysis questions. Check students’ familiarity with tone through Tone questions.

Assess./Eval.

Close Reading Activities

Academic Vocab.

Associate, scouring, tongues

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:

Working independently with skills from Part 2 of Unit 1 will give information on their current level of mastery.

Domains

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

NMTEACH 3C: Engaging Students in Learning

NMTEACH 3E: Demonstrating Flexibility and Responsiveness

Homework

 

Advisory

Cursive Practice

_

Wednesday 11/9/16

Objective

(Student will…)

Standards

Write an informative text about women during the Gold Rush.

W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

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

W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.6.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

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

Research

 

Student Activities

Bell Work: Make a list of five words with the prefixes post- and pre- .

 

Pearson pg. 143. Write an informative text about the living conditions and daily life for women in the Gold Rush. This text should be 3 paragraphs long with an intro, body, and conclusion.

Teacher Activities

Pearson pg. 143. Extend exploration of the text through the Write activity. Students’ informative text should be 3 paragraphs with an intro, body, and conclusion.

Assess/Evaluation

Informative Text

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

Working independently with skills from Part 2 of Unit 1 will give information on their current level of mastery.

Domains

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

NMTEACH 3C: Engaging Students in Learning

NMTEACH 3E: Demonstrating Flexibility and Responsiveness

Homework

 

Advisory

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

 

Thursday 11/10/16

Objective

(Student will…)

Standards

Read “Chinese and African Americans in the Gold Rush” and complete Close Reading Activities.

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

RI.6.2 Determine a 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.

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.

L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.

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.

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.

Research

 

Student Activities

Bell Work: Rewrite each underlined word, adding either -less or -ful to make the sentence correct.

 

1. She was so help she could not figure out how to lock the door.

2. The soul way he sang the song touched everyone in the audience.

3. Because Jane did not get sick from the spider’s bite, the doctor declared the spider harm.

 

Pearson pg. 144-146. Discuss the topic of the text set and what has been learned from the previous readings. Read the text independently. Answer close reading questions about the selection. Complete the Close Reading Activities.

 

Blue Group: Comprehension #1-3, Language Study, Literary Analysis, Author’s Purpose.

Orange Group / Green Group: Comprehension #1-3 and Summarize, Language Study, Literary Analysis, Author’s Purpose.

Teacher Activities

Pearson pg. 144-146. Review with students the topic of the text set and what they have learned from the previous readings. Build knowledge of the topic by directing students to read the text independently. Ask students to answer close reading questions about the selection. Check for understanding through Comprehension questions. Develop vocabulary by reviewing the Language Study activities. Build students’ ability to think critically using the Literary Analysis questions. Check students’ understanding of author’s purpose through Author’s Purpose section.

Assess/Evaluation

Close Reading Activities

Academic Vocab.

Exodus, testify, ambassador

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

Working independently with skills from Part 2 of Unit 1 will give information on their current level of mastery.

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

Cursive Practice

 

Friday 11/11/16

Objective

(Student will…)

Standards

Write an argumentative text about Chinese and African American treatment during the Gold Rush.

W.6.1 Write arguments to support claims with clear reasons and relevant evidence.

W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

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

W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.6.9b Applygrade 6 Reading standardsto literary nonfiction (e.g., "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").

W.6.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Research

 

Student Activities

Bell Work: Choose either the suffix -able or the suffix -er so the underlined words make sense in the sentence. Write the correct words.

 

1. The ball sailed toward the back fence, but it looked play to the play.

2. The move thought the huge bed was move.

3. When the student spelled the word wrong, the teach saw a teach moment.

 

Pearson pg. 147. Students will write an editorial from the point of view of a resident of Sacramento, CA, in 1849 that argues that Chinese and African American workers are being treated badly. This should be 3 paragraphs long and have an intro, a body, and a conclusion.

Teacher Activities

Pearson pg. 147. Extend exploration of the text through the Write activity. Students argumentative text should be 3 paragraphs with an intro, body, and conclusion.

Assess/Evaluation

Editorial

Academic Vocab.

Editorial

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

Working independently with skills from Part 2 of Unit 1 will give information on their current level of mastery.

Domains

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

NMTEACH 3C: Engaging Students in Learning

NMTEACH 3E: Demonstrating Flexibility and Responsiveness

Homework

 

Advisory

Medal of Honor

 

Week of November 14 – November 18, 2016

 

Monday 11/14/16

Objective

(Student will…)

Standards

Read “Birds Struggle to Recover from Egg Thefts of 1800s” and discuss the selection.

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

RI.6.2 Determine a 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.

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.

L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.

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.

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.

Research

 

Student Activities

Bell Work: Read these sentences, and decide which of the underlined words has an incorrect prefix or suffix. Write the letter with the incorrect underlined word.

 

1.

a. The postdated letter showed yesterday’s date.

b. Mary could not run well, so she found the foot races in class stressful.

c. Kelly knew the glasses were bifocals because she could see the line between the lenses.

d. Mrs. Swenson counted on James to rake her leaves because she knew he was dependable.

 

2.

a. The colors in France’s tricolor flag are red, white, and blue.

b. The owner said the store was not ready, so the opening announcement was premature.

c. George did not know the key was useful until he tried it and it would not work.

d. The meal was so large Robert was unable to finish it.

 

Pearson pg. 148-151. Discuss the topic of the text set and what has been learned from the previous readings. Listen to background about the selection. Preview the vocabulary. Read the text independently. Answer close reading questions about the selection.

Teacher Activities

Pearson pg. 148-151. Review with students the topic of the text set and what they have learned from the previous readings. Give background about the selection. Preview vocabulary. Build knowledge of the topic by directing students to read the text independently. Ask students to answer close reading questions about the selection.

Assess./Eval.

 

Academic Vocab.

Conservatively, entrepreneurs, faltered

Add. Resources

 

Modifications/

Accommodations:

IEP: Concrete Examples, Review of Instructions, Opportunity for Oral Reading

ELL: Review of Instructions, Opportunity for Oral Reading

Gifted: Grouping With Advanced Students

Relevance/

Rationale:

Working independently with skills from Part 2 of Unit 1 will give information on their current level of mastery.

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 11/15/16

Objective

(Student will…)

Standards

Review Close Reading Activities for “Birds Struggle to Recover from Egg Thefts of 1800s.”

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

RI.6.2 Determine a 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.

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.

L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.

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.

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.

Research

 

Student Activities

Bell Work: Revise the sentence below following the model.

 

Example:

The main author of the declaration of independence was thomas jefferson.

The main author of the Declaration of Independence was Thomas Jefferson.

 

1. Jefferson’s home, monticello, is near charlottesville, virginia.

 

2. Between 1800 and 1808, President Jefferson lived in the white house in washington, D.C.

 

Pearson pg. 152-153. Review the Close Reading Activities.

Teacher Activities

Pearson pg. 152-153. Check for understanding through Comprehension questions. Develop vocabulary by reviewing the Language Study activities. Build students’ ability to think critically using the Literary Analysis questions. Check students’ familiarity with imagery through Imagery questions. Conduct Group Discussion.

Assess./Eval.

Close Reading Activities

Academic Vocab.

Conservatively, entrepreneurs, faltered

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:

Working independently with skills from Part 2 of Unit 1 will give information on their current level of mastery.

Domains

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

NMTEACH 3C: Engaging Students in Learning

NMTEACH 3E: Demonstrating Flexibility and Responsiveness

Homework

 

Advisory

Cursive Practice

 

Wednesday 11/16/16

Objective

(Student will…)

Standards

Show mastery of skills through Selection Quiz.

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

RI.6.2 Determine a 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.

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).

L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.

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).

Research

 

Student Activities

Bell Work: Revise the sentences below following the model.

 

Example:

Our teacher, prof James p Richardson, jr, won the award.

Our teacher, Prof. James P. Richardson, Jr., won the award.

 

1. Last week, dr A e Sanchez, m.d., opened a medical office in town.

2. That same week, ms Elena p. Guttierez, d.d.s, opened a dental clinic.

 

Selection Quiz. Complete the Selection Quiz for “Birds Struggle to Recover from Egg Thefts of 1800s.”

Teacher Activities

Selection Quiz. Administer the Selection Quiz to monitor student progress.

Assess/Evaluation

Selection Quiz

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

Assessing skills from Part 2 of Unit 1 will give information on students’ current level of mastery.

Domains

NMTEACH 1F: Designing Student Assessment

NMTEACH 3D: Assessment in Instruction

NMTEACH 3E: Demonstrating Flexibility and Responsiveness

Homework

 

Advisory

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

 

Thursday 11/17/16

Objective

(Student will…)

Standards

Participate in Group Discussion of the Big Question for the texts read in Part 3 of this unit.

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.

SL.6.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

SL.6.1b Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

SL.6.1c Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

SL.6.1d Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

Research

 

Student Activities

Bell Work: Revise the sentences below following the model.

 

Example:

Several local business and service societys sponsor the county fair.

Several local businesses and service societies sponsor the county fair.

 

1. The children in both kindergarten class enjoyed riding the ponys.

2. We barbecued hamburger pattys and drank glass of lemonade.

 

Pearson pg. 144-146. Participate in Group Discussion by discussing the discussion questions in preparation for presenting ideas in front of the class.

Teacher Activities

Pearson pg. 154. Conduct Group Discussion. Direct students to discuss the following questions:

  • Why do significant international events, such as the Gold Rush, sometimes cause conflict?
  • Was the outcome of the Gold Rush positive or negative? Why?
  • How did the Gold Rush affect the following: U.S. population, the environment, and the treatment of minorities?
  • Why did the Klondike Gold Rush cause a conflict between Yukon residents like Walt and Yukon residents like Walt and newcomers who journeyed to northwestern Canada in search of gold?
  • Which aspects of the California Gold Rush does Mary view as positive in her letter? Which aspects does she view as negative?
  • How did the Gold Rush affect California’s population and its environment?
  • What consequences did the Gold Rush have for Chinese immigrants and African Americans?

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

Working independently with skills from Part 2 of Unit 1 will give information on their current level of mastery.

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

Cursive Practice

 

Friday 11/18/16

Objective

(Student will…)

Standards

Present ideas from Group Discussion about the Gold Rush.

SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

Research

 

Student Activities

Bell Work: Revise the sentences below following the model.

 

Example:

The farmers in this region raise horses, sheeps, and calfs.

The farmers in this region raise horses, sheep, and calves.

 

1. Many deers and wolfs roam the forests outside town.

2. We have also seen mooses and foxs in the forest.

 

Group Presentation. Students will present their ideas from the Group Discussion in front of the class (5 minutes per group).

Teacher Activities

Group Presentations. Evaluate students when they present their ideas from the Group Discussion.

Assess/Evaluation

Group Presentations

Academic Vocab.

 

Add. Resources

 

Modifications/

Accommodations

IEP: Concrete Examples, Review of Instructions

ELL: Review of Instructions

Gifted: Grouping With Advanced Students

Relevance/

Rationale

Presenting ideas in front of the class will give students more experience with their Speaking and Listening skills.

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 November 21 – November 25, 2016

 

Monday 11/21/16

Objective

(Student will…)

Standards

Watch Spirited Away and answer comprehension questions about setting and character.

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 toward a resolution.

RL.6.6 Explain how an author develops the point of view of the narrator or speaker in a text.

RL.6.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they "see" and "hear" when reading the text to what they perceive when they listen or watch.

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.

W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Research

 

Student Activities

Bell Work: No Bell Work

 

Spirited Away. Watch the film and answer the questions from the handout.

Teacher Activities

Spirited Away. Introduce students to the film and the handout.

Assess./Eval.

 

Academic Vocab.

 

Add. Resources

Spirited Away PDF Handout

Modifications/

Accommodations:

IEP: Concrete Examples, Review of Instructions

ELL: Review of Instructions

Gifted: Grouping With Advanced Students

Relevance/

Rationale:

Working with visual media rather than literary texts will give students practice in applying the skills they have learned to multiple formats.

Domains

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

NMTEACH 3C: Engaging Students in Learning

NMTEACH 3E: Demonstrating Flexibility and Responsiveness

Homework

 

Advisory

BullyFree

 

Tuesday 11/22/16

Objective

(Student will…)

Standards

Watch Spirited Away and answer comprehension questions about setting and character.

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 toward a resolution.

RL.6.6 Explain how an author develops the point of view of the narrator or speaker in a text.

RL.6.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they "see" and "hear" when reading the text to what they perceive when they listen or watch.

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.

W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Research

 

Student Activities

Bell Work: No Bell Work

 

Spirited Away. Watch the film and answer the questions from the handout.

Teacher Activities

Spirited Away. Instruct students to continue working on the handout.

Assess./Eval.

 

Academic Vocab.

 

Add. Resources

Spirited Away PDF Handout

Modifications/

Accommodations:

IEP: Concrete Examples, Review of Instructions

ELL: Review of Instructions

Gifted: Grouping With Advanced Students

Relevance/

Rationale:

Working with visual media rather than literary texts will give students practice in applying the skills they have learned to multiple formats.

Domains

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

NMTEACH 3C: Engaging Students in Learning

NMTEACH 3E: Demonstrating Flexibility and Responsiveness

Homework

 

Advisory

Cursive Practice

 

Wednesday 11/23/16

Objective

(Student will…)

Standards

No School! Thanksgiving Holiday

Research

 

Student Activities

 

Teacher Activities

 

Assess/Evaluation

 

Academic Vocab.

 

Add. Resources

 

Modifications/

Accommodations

 

Relevance/

Rationale

 

Domains

 

Homework

 

Advisory

 

 

Thursday 11/24/16

Objective

(Student will…)

Standards

No School! Thanksgiving Holiday

Research

 

Student Activities

 

Teacher Activities

 

Assess/Evaluation

 

Academic Vocab.

 

Add. Resources

 

Modifications/

Accommodations

 

Relevance/

Rationale

 

Domains

 

Homework

 

Advisory

 

 

Friday 11/25/16

Objective

(Student will…)

Standards

No School! Thanksgiving Holiday

Research

 

Student Activities

 

Teacher Activities

 

Assess/Evaluation

 

Academic Vocab.

 

Add. Resources

 

Modifications/

Accommodations

 

Relevance/

Rationale

 

Domains

 

Homework

 

Advisory

 

 

Week of November 28 – December 2, 2016

 

Monday 11/28/16

Objective

(Student will…)

Standards

Analyze arguments in preparation for writing an argumentative essay.

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.

W.6.1a Introduce claim(s) and organize the reasons and evidence clearly.

W.6.1b Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

W.6.1e Provide a concluding statement or section that follows from the argument presented.

Research

 

Student Activities

Bell Work: In which sentence is the possessive noun spelled correctly?

 

a. Everyone loves the circus’s color and excitement.

b. The childrens’ laughter rings out.

c. The ponie’s heads bob up and down.

d. The elephant act is this audiences’ favorite.

 

Pearson pg. lxiv-lxv, lxix. Learn about the elements of argument and its purposes. Learn how to evaluate claims. Learn from the model argument strategies for writing an argumentative text. Use the chart on pg. lxix to create an argument about the Gold Rush.

Teacher Activities

Pearson pg. CC 100- CC 101, CC 105. Introduce the elements of argument and its purposes to students. Introduce the concept of evaluating claims. Demonstrate a model argument for students. Guide students in using the chart on pg. CC 105 to create an argument about the Gold Rush.

Assess./Eval.

 

Academic Vocab.

Claim, grounds, justifiction

Add. Resources

 

Modifications/

Accommodations:

IEP: Concrete Examples, Review of Instructions, Opportunity for Oral Reading

ELL: Review of Instructions, Opportunity for Oral Reading

Gifted: Grouping With Advanced Students

Relevance/

Rationale:

Learning to write an argumentative essay is one of the key writing standards, so learning a step-by-step process will be a valuable instructional tool.

Domains

NMTEACH 1A: Demonstrating Knowledge of Content

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

Homework

 

Advisory

BullyFree

 

Tuesday 11/29/16

Objective

(Student will…)

Standards

Continue developing claim, grounds, and evidence for the argumentative essay.

W.6.1a Introduce claim(s) and organize the reasons and evidence clearly.

W.6.1b Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

W.6.1c Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.

W.6.1d Establish and maintain a formal style.

W.6.1e Provide a concluding statement or section that follows from the argument presented.

W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Research

 

Student Activities

Bell Work: Where are you more likely to find the following information, in the index or the table of contents? Write your answer.

 

1. the page Chapter 6 begins on

2. the title of Chapter 2

3. how many times Northern Ireland is mentioned in the book

4. how many chapters are in the book

5. on what page Jesse Jackson is mentioned

 

Pearson pg. lxix, 156-157. Finalize claims for the argumentative essay. Learn the criteria for the argumentative essay. If time permits, begin the rough draft.

Teacher Activities

Pearson pg. CC 105, 156-157. Guide students in using the chart on pg. CC 105 to finalize their claim for the argumentative essay. Instruct students on the assignment criteria for the argumentative essay. If time permits, instruct students to begin their rough drafts.

Assess./Eval.

 

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:

Learning to write an argumentative essay is one of the key writing standards, so learning a step-by-step process will be a valuable instructional tool.

Domains

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

NMTEACH 3C: Engaging Students in Learning

NMTEACH 3E: Demonstrating Flexibility and Responsiveness

Homework

 

Advisory

Close Reading Practice

 

Wednesday 11/30/16

Objective

(Student will…)

Standards

Develop rough drafts for argumentative essay on the Gold Rush.

W.6.1a Introduce claim(s) and organize the reasons and evidence clearly.

W.6.1b Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

W.6.1c Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.

W.6.1d Establish and maintain a formal style.

W.6.1e Provide a concluding statement or section that follows from the argument presented.

W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Research

 

Student Activities

Bell Work: No Bell Work

 

Pearson pg. 156-157. Develop rough drafts for argumentative essays.

Teacher Activities

Pearson pg. 156-157. Guide students in developing rough drafts for argumentative essays.

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

Learning to write an argumentative essay is one of the key writing standards, so learning a step-by-step process will be a valuable instructional tool.

Domains

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

NMTEACH 3C: Engaging Students in Learning

NMTEACH 3E: Demonstrating Flexibility and Responsiveness

Homework

 

Advisory

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

 

Thursday 12/1/16

Objective

(Student will…)

Standards

Finalize rough drafts for argumentative essay on the Gold Rush.

W.6.1a Introduce claim(s) and organize the reasons and evidence clearly.

W.6.1b Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

W.6.1c Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.

W.6.1d Establish and maintain a formal style.

W.6.1e Provide a concluding statement or section that follows from the argument presented.

W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Research

 

Student Activities

Bell Work: Here are two bibliographical entries.

 

Stutchbury, Bridget. Silence of the Songbirds . New York: Walker & Company, 2007.

 

DePalma, Anthony, “Study of Songbirds Finds High Levels of Mercury,” New York Times , June 25, 2006, http://www.nytimes.com/2006/07/25/ nyregion/25birds.html?_r=1&adxnnl=1&oref=slogin&adxnnlx=1197303061-/OIl4xKYZz9h6FbrEUwnqA

 

Write answers to these questions:

1. Is Silence of the Songbirds a book or a newspaper?

2. What year was Silence of the Songbirds published?

3. Is “Study of Songbirds Finds High Levels of Mercury” from a book or a newpaper?

4. Where could you find “Study of Songbirds Finds High Levels of Mercury”?

 

Pearson pg. 156-157. Finalize rough drafts for the essay. Once finished, peer review drafts with another finished student. If time permits, begin final draft.

Teacher Activities

Pearson pg. 156-157. Guide students in finalizing their rough drafts. Instruct any students with finished rough drafts to peer review drafts with another student that is finished. If time permits, instruct students to begin final draft.

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

Learning to write an argumentative essay is one of the key writing standards, so learning a step-by-step process will be a valuable instructional tool.

Domains

NMTEACH 2C: Establishing a Culture for Learning

NMTEACH 3C: Engaging Students in Learning

NMTEACH 3D: Assessment in Instruction

Homework

 

Advisory

Close Reading Practice

 

Friday 12/2/16

Objective

(Student will…)

Standards

Finalize and submit final drafts of the argumentative essay on the Gold Rush.

W.6.1a Introduce claim(s) and organize the reasons and evidence clearly.

W.6.1b Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

W.6.1c Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.

W.6.1d Establish and maintain a formal style.

W.6.1e Provide a concluding statement or section that follows from the argument presented.

W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Research

 

Student Activities

Bell Work: Answer the following questions by circling the letter of the right answer.

 

1. Where would you be most likely to find what page Chapter 7 starts on?

a. a table of contents

b. an index

c. a bibliography

d. an appendix

 

Pearson 156-157. Finalize and submit final drafts of the argumentative essay on the Gold Rush.

Teacher Activities

Pearson 156-157. Guide students in finalizing their final drafts for their argumentative essays.

Assess/Evaluation

Argumentative Essay

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

Learning to write an argumentative essay is one of the key writing standards, so learning a step-by-step process will be a valuable instructional tool.

Domains

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

NMTEACH 3C: Engaging Students in Learning

NMTEACH 3D: Assessment in Instruction

Homework

 

Advisory

Medal of Honor

 


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