October

Week of October 3 – October 7, 2016

 

Monday 10/3/16

Objective

(Student will…)

Standards

Review intensive pronouns and use context clues to gain mastery of low-performing language standards.

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

L.6.4.a Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

Research

 

Student Activities

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

 

Example: My mom will not let the dog in the house. He cannot stay out in the snow.

My mom will not let the dog in the house, nor can he stay out in the snow.

 

1. Sandy cannot find her sweater. Sandy cannot go home without it.

 

2. Mark did not feel like drinking water. He did not want to drink soda.

 

PowerPoint and Worksheets. Participate in discussion of incorrect questions from “Zlateh the Goat.” Review using intensive pronouns and using context clues. Complete worksheets to show mastery.

Teacher Activities

PowerPoint and Worksheets. Introduce incorrect questions from “Zlateh the Goat.” Review using intensive pronouns and using context clues. Assist students in completing worksheets.

Assess./Eval.

Worksheets

Academic Vocab.

Foreshadowing, flashback

Add. Resources

 

Modifications/

Accommodations:

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

ELL: Review of Instructions, Modified Assignments

Gifted: Grouping With Advanced Students, Higher Level Material

Relevance/

Rationale:

Review of intensive pronouns and context clues will allow students to master any skills that were not mastered in the first place.

Domains

NMTEACH 1B: Designing Coherent Instruction

NMTEACH 3D: Assessment in Instruction

NMTEACH 3E: Demonstrating Flexibility and Responsiveness

Homework

 

Advisory

Bullyfree Lesson 3

 

Tuesday 10/4/16

Objective

(Student will…)

Standards

Start short story assignment and learn prewriting/planning strategies.

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.6.3.a Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

Research

 

Student Activities

Bell Work: Which choice represents the best way to combine the following sentences?

 

I wanted to be in the school play. All of the parts were taken.

 

a. I wanted to be in the school play, but all of the parts were taken.

b. I wanted to be in the school play. All of the good parts were taken.

c. I wanted to have a part in the school play.

d. I wanted to be in the school play, nor all of the parts were taken.

 

Pearson pg. 102-103. Learn about the short story form. Begin planning for the short story assignment. Learn the prewriting/planning strategies: freewrite, review art and photos, identify the conflict, create your main character, and give your story a title.

Teacher Activities

Pearson pg. 102-103. Inform students about what the short story form entails. Assign a short story for the students to write. Instruct students on prewriting/planning strategies.

Assess./Eval.

Prewriting/Planning work

Academic Vocab.

Short stories

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, Higher Level Material

Relevance/

Rationale:

Prewriting and planning will build a strong foundation for students’ future writing.

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

Holes: Continue watching the film. Identify main characters, setting, theme, conflict, and resolution.

_

Wednesday 10/5/16

Objective

(Student will…)

Standards

Continue short story assignment and learn drafting strategies.

W.6.3.a Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

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

W.6.3.e Provide a conclusion that follows from the narrated experience or events.

Research

 

Student Activities

Bell Work: Create an idea web for the word conflict. In the surrounding circles, write about conflicts from real life or from fiction. Include at least one conflict that was resolved positively.

 

Pearson pg. 104-105. Begin learning the drafting strategies: develop you plot, use sensory details, and write from a specific point of view. Learn about voice. Find and evaluate your fictional voice. Continue to write the short story.

Teacher Activities

Pearson pgs. 104-105. Introduce the drafting strategies to students. Introduce voice to students. Guide students in finding and evaluating their narrative voices.

Assess/Evaluation

 

Academic Vocab.

Exposition, conflict, rising action, climax, falling action, resolution, sensory details, first-person point of view, third-person point of view, voice

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, Higher Level Material

Relevance/

Rationale

Learning strategies for use in rough drafts of students’ writing will improve their ability to write a cohesive and interesting story.

Domains

NMTEACH 1B: Designing Coherent Instruction

NMTEACH 3C: Engaging Students in Learning

NMTEACH 3D: Assessment in Instruction

Homework

 

Advisory

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

 

Thursday 10/6/16

Objective

(Student will…)

Standards

Continue short story assignment and learn revision strategies.

W.6.3.b Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

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

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

L.6.1.d Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents.

Research

 

Student Activities

Bell Work: Sometimes it is necessary to stand up for something that you think is right. Write a short speech in which you defend an idea you believe in.

 

Pearson pg. 106-107. Learn the revising strategies: create logical connections between events, evaluate point of view, use dialogue to give characters a voice, vary your sentences and word choices, and revising pronoun-antecedent agreement. Use strategies in the drafting process and continue to write the short story.

Teacher Activities

Pearson pg. 106-107. Introduce revising strategies to students. Guide them in their revisions as they continue writing their short stories.

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, Higher Level Material

Relevance/

Rationale

Learning strong revision techniques will help students learn to polish their final draft into a finished product.

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

Holes: Discuss and write about the similarities and differences between the book and the movie.

 

Friday 10/7/16

Objective

(Student will…)

Standards

Review a sample narrative and conclude the final steps the short stories.

L.6.2.b Spell correctly.

Research

 

Student Activities

Bell Work: How can the environment cause a conflict? Describe a setting in which a person has to overcome physical challenges to accomplish a task.

 

Pearson pg. 108-109. Review the sample narrative and apply it to short story drafts. Edit and proofread the story. Get it ready to publish, i.e., the final draft. Reflect on your writing.

Teacher Activities

Pearson pgs. 108-109. Review the sample narrative with students and discuss how they can apply it to their short stories. Help as they edit and proofread the story. Guide students in the reflection of their writing.

Assess/Evaluation

Short story assignment

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, Higher Level Material

Relevance/

Rationale

Completing the narrative writing process will show student’s mastery of the skills they have learned as they have written their short stories.

Domains

NMTEACH 1B: Designing Coherent Instruction

NMTEACH 3C: Engaging Students in Learning

NMTEACH 3D: Assessment in Instruction

Homework

 

Advisory

Medal of Honor: Lesson A5

 

Week of October 10 – October 14, 2016

 

Monday 10/10/16

Objective

(Student will…)

Standards

Columbus Day Holiday

Research

 

Student Activities

 

Teacher Activities

 

Assess./Eval.

 

Academic Vocab.

 

Add. Resources

 

Modifications/

Accommodations:

 

Relevance/

Rationale:

 

Domains

 

Homework

 

Advisory

 

 

Tuesday 10/11/16

Objective

(Student will…)

Standards

Copy the literary terms, in their entirety, in preparation for SCA #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.6.2 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

 

Pearson pg. R1. Copy the terms from the board, in their entirety, from the back of the book. Keep these for SCA #1 Review.

Teacher Activities

Pearson pg. R1. Have students copy the terms from the board, in their entirety, from the back of the book. Remind them to keep these for the SCA #1 Review.

Assess./Eval.

 

Academic Vocab.

Characterization, climax, conflict, flashback, foreshadowing, plot, point of view, resolution, setting, theme

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, Higher Level Material

Relevance/

Rationale:

Reviewing skills that have been learned this term will allow students to better show their mastery on the SCA.

Domains

NMTEACH 1A: Demonstrating Knowledge of Content

NMTEACH 1B: Designing Coherent Instruction

NMTEACH 3E: Demonstrating Flexibility and Responsiveness

Homework

 

Advisory

Holes: Finish the movie. Discuss and write about the similarities and differences between the book and the movie.

_

Wednesday 10/12/16

Objective

(Student will…)

Standards

Copy the literary terms, in their entirety, in preparation for SCA #1, and review them with a partner.

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.

Research

 

Student Activities

Bell Work: No Bell Work

 

Pearson pg. R1. Finish copying the terms from the board, in their entirety, from the back of the book. Review these with partners in preparation for SCA #1.

Teacher Activities

Pearson pg. R1. Have students finish copying the terms from the board, in their entirety, from the back of the book. Have students review these terms with partners in preparation for SCA #1.

Assess/Evaluation

 

Academic Vocab.

Characterization, climax, conflict, flashback, foreshadowing, plot, point of view, resolution, setting, theme

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, Higher Level Material

Relevance/

Rationale

Reviewing skills that have been learned this term will allow students to better show their mastery on the SCA.

Domains

NMTEACH 1A: Demonstrating Knowledge of Content

NMTEACH 1B: Designing Coherent Instruction

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 10/13/16

Objective

(Student will…)

Standards

Show mastery of skills learned during the first term of the semester through SCA #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.6.2 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.6.4 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.6.2 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).

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.

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.6.3.c 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. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

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. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 6here.)

L.6.1.c 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.6.2.b Spell correctly.

L.6.4.a Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

Research

 

Student Activities

Bell Work: No Bell Work

 

SCA #1. Take SCA #1.

Teacher Activities

SCA #1. Administer SCA #1 to students.

Assess/Evaluation

SCA #1

Academic Vocab.

 

Add. Resources

SCA #1 Review Handout

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, Higher Level Material

Relevance/

Rationale

SCA #1 will determine mastery of skills learned during the first term, so remediation of any non-mastered skills can be initiated.

Domains

NMTEACH 1B: Designing Coherent Instruction

NMTEACH 1F: Designing Student Assessment

NMTEACH 3D: Assessment in Instruction

Homework

 

Advisory

Cursive: Start working on cursive alphabet with students

 

Friday 10/14/16

Objective

(Student will…)

Standards

Show mastery of skills learned during the first term of the semester through SCA #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.6.2 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.6.4 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.6.2 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).

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.

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.6.3.c 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. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

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. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 6here.)

L.6.1.c 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.6.2.b Spell correctly.

L.6.4.a Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

Research

 

Student Activities

Bell Work: No Bell Work

 

SCA #1. Take SCA #1.

Teacher Activities

SCA #1. Administer SCA #1 to students.

Assess/Evaluation

SCA #1

Academic Vocab.

 

Add. Resources

SCA #1 Review Handout

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, Higher Level Material

Relevance/

Rationale

SCA #1 will determine mastery of skills learned during the first term, so remediation of any non-mastered skills can be initiated.

Domains

NMTEACH 1B: Designing Coherent Instruction

NMTEACH 1F: Designing Student Assessment

NMTEACH 3D: Assessment in Instruction

Homework

 

Advisory

Medal of Honor: Lesson A5

 

Week of October 17 – October 21, 2016

 

Monday 10/17/16

Objective

(Student will…)

Standards

Complete pre-reading activities and begin reading “The King of Mazy May.”

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.6.4 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.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

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

L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

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.6.4.a Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

L.6.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

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: Copy the definition for “endured” from the glossary in the back of your textbook.

 

Pearson pg. 116-127. Explore the topic of the text set’s connection to the Big Question. Answer the Critical Viewing question on pg. 117. Begin independently reading “The King of Mazy May.”

Teacher Activities

Pearson pg. 116-127. Introduce the topic of the text set and its relationship to the Big Question. To motivate and engage students, discuss the quotation and the Critical Viewing question. Direct students to read the selection independently.

Assess./Eval.

 

Academic Vocab.

Endured, liable, summit

Add. Resources

 

Modifications/

Accommodations:

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

ELL: Additional Time for Assignments, Review of Instructions, Opportunity for Oral Reading

Gifted: Grouping With Advanced Students, Higher Level Material

Relevance/

Rationale:

Putting the skills learned in Unit 1, Part 2 to use in independent practice will show student’s level of mastery of those skills.

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

BullyFree

 

Tuesday 10/18/16

Objective

(Student will…)

Standards

Complete reading “The King of Mazy May” and answer comprehension and language study questions.

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.6.4 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.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

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

L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

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.6.4.a Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

L.6.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

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: Copy the definition for “liable” from the glossary in the back of your textbook.

 

Pearson pg. 118-128. Finish reading “The King of Mazy May.” Answer the Comprehension questions to show understanding of the text. In the Language Study activities, answer the Diction and Style questions, complete the Conventions section, and copy the definitions for the Academic Vocabulary section. Blue group will not do the Diction and Style section.

Teacher Activities

Pearson pg. 118-128. Have students finish independently read. Use the Comprehension questions to confirm student understanding of the text. Develop vocabulary by assigning and monitoring these Language Study activities: Diction and Style, Conventions, Academic Vocabulary.

Assess./Eval.

Comprehension and Language Study

Academic Vocab.

Endured, liable, summit, passage, contribute, alter

Add. Resources

 

Modifications/

Accommodations:

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

ELL: Additional Time for Assignments, Review of Instructions, Opportunity for Oral Reading, Modified Assignments

Gifted: Grouping With Advanced Students, Higher Level Material

Relevance/

Rationale:

Putting the skills learned in Unit 1, Part 2 to use in independent practice will show student’s level of mastery of those skills.

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

Cursive Practice

_

Wednesday 10/19/16

Objective

(Student will…)

Standards

Show comprehension through the Literary Analysis questions for “The King of Mazy May.”

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.6.4 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.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

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

L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

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.6.4.a Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

L.6.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

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: Copy the definition for “summit” from the glossary in the back of your textbook.

 

Pearson pg. 129. Show analytic ability by answering the Literary Analysis questions. Green group will answer all questions. Orange group will answer questions for Focus Passage 2 and the Setting Questions. Blue group will answer only Focus Passage 2 questions.

Teacher Activities

Pearson pg. 129. Develop analytic ability by reviewing the Literary Analysis questions and instruction.

Assess/Evaluation

Literary Analysis Questions

Academic Vocab.

Setting

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

Putting the skills learned in Unit 1, Part 2 to use in independent practice will show student’s level of mastery of those skills.

Domains

NMTEACH 3C: Engaging Students in Learning

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 10/20/16

Objective

(Student will…)

Standards

Research the Gold Rush of 1848.

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. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

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.

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

W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

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

W.6.9.a Applygrade 6 Reading standardsto literature (e.g., "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.6.10 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.

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.6.4 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: No Bell Work

 

Pearson pg. 131. Students will complete the Research activity in the library.

Teacher Activities

Pearson pg. 131. Preview the Research activity, distributing copies of the Take Notes worksheet to help students plan their note-taking strategy.

Assess/Evaluation

Notes

Academic Vocab.

 

Add. Resources

Notes Worksheet

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

Putting the skills learned in Unit 1, Part 2 to use in independent practice will show student’s level of mastery of those skills.

Domains

NMTEACH 1B: Designing Coherent Instruction

NMTEACH 3C: Engaging Students in Learning

NMTEACH 3E: Demonstrating Flexibility and Responsiveness

Homework

 

Advisory

Cursive: Start working on cursive alphabet with students

 

Friday 10/21/16

Objective

(Student will…)

Standards

Participate in a group discussion on a topic from “The King of Mazy May.”

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. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

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.

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

W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

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

W.6.9.a Applygrade 6 Reading standardsto literature (e.g., "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.6.10 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.

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.6.4 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: Write down one thing you learned about the Gold rush in your library research.

 

Pearson pg. 130. Participate in-group discussion about the passage from the book. Take notes during the discussion and contribute your own ideas.

Teacher Activities

Pearson pg. 130. Assign the Group Discussion and monitor responses to discussion questions.

Assess/Evaluation

Notes

Academic Vocab.

 

Add. Resources

Notes Worksheet

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

Putting the skills learned in Unit 1, Part 2 to use in independent practice will show student’s level of mastery of those skills.

Domains

NMTEACH 1B: Designing Coherent Instruction

NMTEACH 3C: Engaging Students in Learning

NMTEACH 3E: Demonstrating Flexibility and Responsiveness

Homework

 

Advisory

Medal of Honor: Lesson A6

 

Week of October 24 – October 28, 2016

 

Monday 10/24/16

Objective

(Student will…)

Standards

Read “To Klondyke We’ve Paid Our Fare” and show comprehension through close reading activities.

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.6.6 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: Reflect on a conflict between an adult and a child that you have seen in a television show or a movie. Write a brief plot summary in which you show how the characters resolved their conflict.

 

Pearson pg. 132-134. Review what has been learned in the text set up to this point. Read the song independently. Develop vocabulary through Language Study activities. Think critically by answering the Literary Analysis questions.

Green Group: Comprehension #1-4. Summarize the song in one paragraph. Define the 3 words from Language Study and use them in sentences. Literary Analysis #1-4. Alliteration #1-2.

Orange Group: Comprehension #1-4. Define the 3 words from Language Study and use them in sentences. Literary Analysis #1-4. Alliteration #1-2.

Blue Group: Comprehension #1-4. Define the 3 words from Language Study. Literary Analysis #1-4. Alliteration #1-2.

Teacher Activities

Pearson pg. 132-134. Review with students the topic of the text set and what they have learned from previous readings. Build knowledge of the topic by directing students to read the text independently. Develop vocabulary by reviewing the Language Study activities. Build students’ ability to think critically using the Literary Analysis questions.

Assess./Eval.

 

Academic Vocab.

Defiance, privation, invincible, purpose, challenge, reveal

Add. Resources

 

Modifications/

Accommodations:

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

ELL: Additional Time for Assignments, Review of Instructions, Opportunity for Oral Reading, Modified Assignments

Gifted: Grouping With Advanced Students, Higher Level Material

Relevance/

Rationale:

Putting the skills learned in Unit 1, Part 2 to use in independent practice will show student’s level of mastery of those skills.

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

BullyFree

 

Tuesday 10/25/16

Objective

(Student will…)

Standards

Read “To Klondyke We’ve Paid Our Fare” and show comprehension through close reading activities.

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.6.6 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: How can the environment cause a conflict? Describe a setting in which a

person has to overcome physical challenges to accomplish a task.

 

Pearson pg. 132-134. Review what has been learned in the text set up to this point. Read the song independently. Develop vocabulary through Language Study activities. Think critically by answering the Literary Analysis questions.

Green Group: Comprehension #1-4. Summarize the song in one paragraph. Define the 3 words from Language Study and use them in sentences. Literary Analysis #1-4. Alliteration #1-2.

Orange Group: Comprehension #1-4. Define the 3 words from Language Study and use them in sentences. Literary Analysis #1-4. Alliteration #1-2.

Blue Group: Comprehension #1-4. Define the 3 words from Language Study. Literary Analysis #1-4. Alliteration #1-2.

Teacher Activities

Pearson pg. 132-134. Review with students the topic of the text set and what they have learned from previous readings. Build knowledge of the topic by directing students to read the text independently. Develop vocabulary by reviewing the Language Study activities. Build students’ ability to think critically using the Literary Analysis questions.

Assess./Eval.

Close Reading Activities

Academic Vocab.

Defiance, privation, invincible, purpose, challenge, reveal

Add. Resources

 

Modifications/

Accommodations:

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

ELL: Additional Time for Assignments, Review of Instructions, Opportunity for Oral Reading, Modified Assignments

Gifted: Grouping With Advanced Students, Higher Level Material

Relevance/

Rationale:

Putting the skills learned in Unit 1, Part 2 to use in independent practice will show student’s level of mastery of those skills.

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

Cursive Practice

_

Wednesday 10/26/16

Objective

(Student will…)

Standards

Show understanding of the Gold Rush and “To Klondyke We’ve Paid Our Fare” through group discussion and written 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.

W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

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

W.6.9.a Applygrade 6 Reading standardsto literature (e.g., "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.6.10 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.

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.6.4 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: Describe a conflict that was experienced by one of the characters in this unit. What caused the conflict, and how did the character resolve it?

 

Pearson pg. 135. Participate in group discussion of the refrain from the song. Write a short story from the point of view of someone who has heard this song and joins the Klondike Gold Rush, following the steps detailed on pg. 135.

Teacher Activities

Pearson pg. 135. Extend exploration of the text through the Discuss and Write activities.

Assess/Evaluation

Narrative

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, Higher Level Material

Relevance/

Rationale

Putting the skills learned in Unit 1, Part 2 to use in independent practice will show student’s level of mastery of those skills.

Domains

NMTEACH 3C: Engaging Students in Learning

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 10/27/16

Objective

(Student will…)

Standards

Examine the image, “Gold Rush: The Journey by Land,” and complete the 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.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

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.

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.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

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

SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

Research

Worldhistory.biz

Student Activities

Bell Work: Describe a conflict that had a positive outcome from this unit.

 

Pearson pg. 136-137. View the image and read the text independently. Participate in the Class Discussion on pg. 137. Think critically to answer the Critical Analysis questions. Write a brief journal entry from the point of view of a traveler on the Oregon or Mormon Trail.

Green Group / Orange Group: Comprehension #1-2. Critical Analysis #1-4. Narrative journal entry.

Blue Group: Comprehension #1-2. Critical Analysis #1-4.

Teacher Activities

Pearson pg. 136-137. Build knowledge of the topic by directing students to view the image and read the text independently. Guide students through the Class Discussion on pg. 137. Build students’ ability to think critically using the Critical Analysis questions. Extend exploration of the text through the Write activity.

Assess/Evaluation

 

Academic Vocab.

Similarities, process, indicated

Add. Resources

Fort Laramie During the Gold Rush Projection

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

Putting the skills learned in Unit 1, Part 2 to use in independent practice will show student’s level of mastery of those skills.

Domains

NMTEACH 1B: Designing Coherent Instruction

NMTEACH 3C: Engaging Students in Learning

NMTEACH 3E: Demonstrating Flexibility and Responsiveness

Homework

 

Advisory

Cursive Practice

 

Friday 10/28/16

Objective

(Student will…)

Standards

Examine the image, “Gold Rush: The Journey by Land,” and complete the 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.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

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.

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.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

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

SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

Research

Worldhistory.biz

Student Activities

Bell Work: Write down two things you’ve learned about the Gold Rush as we have been working through this unit.

 

Pearson pg. 136-137. View the image and read the text independently. Participate in the Class Discussion on pg. 137. Think critically to answer the Critical Analysis questions. Write a brief journal entry from the point of view of a traveler on the Oregon or Mormon Trail.

Green Group / Orange Group: Comprehension #1-2. Critical Analysis #1-4. Narrative journal entry.

Blue Group: Comprehension #1-2. Critical Analysis #1-4.

Teacher Activities

Pearson pg. 136-137. Build knowledge of the topic by directing students to view the image and read the text independently. Guide students through the Class Discussion on pg. 137. Build students’ ability to think critically using the Critical Analysis questions. Extend exploration of the text through the Write activity.

Assess/Evaluation

Close Reading Activities

Academic Vocab.

Similarities, process, indicated

Add. Resources

Fort Laramie During the Gold Rush Projection

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

Putting the skills learned in Unit 1, Part 2 to use in independent practice will show student’s level of mastery of those skills.

Domains

NMTEACH 1B: Designing Coherent Instruction

NMTEACH 3C: Engaging Students in Learning

NMTEACH 3E: Demonstrating Flexibility and Responsiveness

Homework

 

Advisory

Medal of Honor

 

 

 

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