September

Week of September 5 – September 9, 2016

 

Monday 9/5/16

Objective

(Student will…)

Standards

Labor Day Holiday

Research

 

Student Activities

 

Teacher Activities

 

Assess./Eval.

 

Academic Vocab.

 

Add. Resources

 

Modifications/

Accommodations:

 

Relevance/

Rationale:

 

Domains

 

Homework

 

Advisory

 

 

Tuesday 9/6/16

Objective

(Student will…)

Standards

Participate in post-story activities for “The Tail” to show mastery of conventions and skills.

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

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

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

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

Research

Britannica.com

Student Activities

Bell Work: No Bell Work

 

Pearson pg. 28-29. Students will learn the conventions of personal and possessive pronouns through class discussion. Students will then begin participating in one of two activities. Part of the class will participate in solo work by writing a letter of recommendation for Tasha from “The Tail.” They will address their audience by taking the following steps:

  • Take notes on the qualities and skills that baby-sitters should have.
  • Draft your letter, describing ways in which Tasha is suitable for the job.
  • Provide examples of Tasha’s previous experiences in baby-sitting her brother.
  • Check the organization of your letter to be sure it is clear.
  • Revise your word choice, where necessary, to ensure its tone is formal and objective.

The rest of the class will divide into groups of four. They will each fill out a compare-and-contrast chart for jump roping and another outdoors game of their choice. They will follow these steps as the do so:

  • Take logical and complete notes on your research findings.
  • Keep track of all similarities and differences.
  • Be sure to note all of your source materials, or the resources you have consulted.
  • Use headings to make your chart as clear as possible.

Teacher Activities

Pearson pg. 42-43. Build students’ ability to master grammar concepts and conventions by having them complete the Conventions lesson. Have students complete the Writing to Sources activity and write a letter of recommendation. Extend learning by having students complete the Research and Technology activity: a compare-and-contrast chart.

Assess./Eval.

Compare-and Contrast Charts, Letter of Recommendation

Academic Vocab.

Pronoun, personal pronoun, possessive pronoun, letter of recommendation, compare-and-contrast chart

Add. Resources

Library 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:

Better understanding of pronoun usage will increase student writing proficiency while the letters of recommendation and compare-and-contrast chart will increase knowledge of facets of the story and its main character.

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 reading while asking comprehension questions every two chapters.

_

Wednesday 9/7/16

Objective

(Student will…)

Standards

Participate in post-story activities for “The Tail” to show mastery of conventions and skills.

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

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

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

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

Research

Britannica.com

Student Activities

Bell Work: No Bell Work

 

Pearson pg. 28-29. Students will learn the conventions of personal and possessive pronouns through class discussion. Students will then begin participating in one of two activities. Part of the class will participate in solo work by writing a letter of recommendation for Tasha from “The Tail.” They will address their audience by taking the following steps:

  • Take notes on the qualities and skills that baby-sitters should have.
  • Draft your letter, describing ways in which Tasha is suitable for the job.
  • Provide examples of Tasha’s previous experiences in baby-sitting her brother.
  • Check the organization of your letter to be sure it is clear.
  • Revise your word choice, where necessary, to ensure its tone is formal and objective.

The rest of the class will divide into groups of four. They will each fill out a compare-and-contrast chart for jump roping and another outdoors game of their choice. They will follow these steps as the do so:

  • Take logical and complete notes on your research findings.
  • Keep track of all similarities and differences.
  • Be sure to note all of your source materials, or the resources you have consulted.

Use headings to make your chart as clear as possible.

Teacher Activities

Pearson pg. 42-43. Build students’ ability to master grammar concepts and conventions by having them complete the Conventions lesson. Have students complete the Writing to Sources activity and write a letter of recommendation. Extend learning by having students complete the Research and Technology activity: a compare-and-contrast chart.

Assess/Evaluation

Compare-and Contrast Charts, Letter of Recommendation

Academic Vocab.

Pronoun, personal pronoun, possessive pronoun, letter of recommendation, compare-and-contrast chart

Add. Resources

Library 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

Better understanding of pronoun usage will increase student writing proficiency while the letters of recommendation and compare-and-contrast chart will increase knowledge of facets of the story and its main character.

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

Any incomplete letters of recommendation

Advisory

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

 

Thursday 9/8/16

Objective

(Student will…)

Standards

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

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

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

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

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

Research

 

Student Activities

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

 

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

 

a. The bronco bucked to throw me, and for a moment fierce angry eyes glared at me from his fearfully twisted face.

b. The bronco bucked to throw me; for a moment fierce angry eyes glared at me from his fearfully twisted face

c. The bronco bucked to throw me for a moment, his fierce, angry eyes glaring and his face fearfully twisted.

d. The bronco bucked to throw me, for a moment glared at me with fierce angry eyes, and twisted his face fearfully.

 

Pearson pg. 40-41. Complete the Vocabulary and Word Study activities. Answer the Literary Analysis questions using comprehension gained from reading the text. SPED and ELL students will complete only questions 2-9 on pg. 41. Regular education students will complete the Vocabulary and Literary Analysis questions. Gifted students will complete all activities and questions.

Teacher Activities

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

Assess/Evaluation

Language Study and Literary analysis questions

Academic Vocab.

Latin prefix dis-

Add. Resources

 

Modifications/

Accommodations

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

ELL: Review of Instructions, Translated Vocabulary

Gifted: Grouping With Advanced Students, Higher Level Material

Relevance/

Rationale

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

Domains

NMTEACH 1B: Designing Coherent Instruction

NMTEACH 3C: Engaging Students in Learning

NMTEACH 3D: Assessment in Instruction

Homework

 

Advisory

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

 

Friday 9/9/16

Objective

(Student will…)

Standards

Complete pre-reading activities for “ Zlateh the Goat” in preparation for close reading.

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

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

L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases.

Research

 

Student Activities

Bell Work: Decide the meaning of the underlined word by reading the sentence and understanding the context in which the word is used. Then, write the meaning.

 

Jana’s vivacious personality made it easy for her to make new friends.

 

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

Teacher Activities

Pearson pg. 44-45. Administer the Reading and Vocabulary Warm-ups, as necessary. Introduce the Key Ideas and Details skill: Make Inferences. Introduce the Craft and Structure skill: Conflict and Resolution. Use the Close Reading Model to demonstrate the application of the skills. Review the selection vocabulary, as necessary, with students who need additional support. Prepare students to read the selection by reviewing with them the Multidraft Reading Strategies, as necessary.

Assess/Evaluation

 

Academic Vocab.

Bound, splendor, astray, trace, exuded, flickering, inference, conflict, resolution

Add. Resources

 

Modifications/

Accommodations

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

ELL: Review of Instructions, Translated Vocabulary

Gifted: Grouping With Advanced Students, Higher Level Material

Relevance/

Rationale

Imparting skills for use in close reading is imperative for better understanding of short stories and any assessments that may follow.

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

Medal of Honor: Lesson A2: Web Quest

Week of September 12 – September 16, 2016

 

Monday 9/12/16

Objective

(Student will…)

Standards

Use close reading techniques to read “Zlateh the Goat.”

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

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

L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases.

Research

 

Student Activities

Bell Work: Decide the meaning of the underlined word by reading the sentence and considering the context in which the word is used. Then, rewrite the sentence with the definition in the blank.

 

We lost track of time, so we had to festinate, or _____________.

 

Pearson pg. 46-54. Read along with the student volunteers. The text will be chunked into five sections denoted by the blue dots within the text. Students will read the text and answer comprehension questions from the sidenotes and the teacher for each chunk. If additional comprehension is needed, students will utilize the multidraft reading strategy.

Teacher Activities

Pearson pg. 46-54. Informally monitor comprehension while students read. Use the Comprehension questions to confirm understanding. Develop students’ ability to make inferences and analyze conflict and resolution using the sidenote questions. Reinforce vocabulary with the Vocabulary notes. Reinforce unit focus standards using the Spiral Review prompts.

Assess./Eval.

Comprehension questions

Academic Vocab.

Bound, astray, exuded, splendor, trace, flickering, conflict, internal conflict, external conflict, resolution, inference

Add. Resources

 

Modifications/

Accommodations:

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

ELL: Review of Instructions, Translated Vocabulary, Anticipation Guide

Gifted: Grouping With Advanced Students, Higher Level Material

Relevance/

Rationale:

Learning to identify conflicts, both internal and external, and making inferences will reinforce standards designed to help students understand literary texts.

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 3E: Demonstrating Flexibility and Responsiveness

Homework

Skyward Online Homework #1: Correctly answer questions about the elements of a short story and plot structure.

Advisory

Bullyfree Lesson 2: What Are My Favorite Things?

 

Tuesday 9/13/16

Objective

(Student will…)

Standards

Participate in post-story activities for “The Tail” to show mastery of conventions and skills.

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

Research

 

Student Activities

Bell Work: The words affect and effect are easily confused. Decide whether the words are used correctly in the sentences below by writing either yes or no for each number.

 

  1. The only effect of the burst water pipe was some ruined carpet.

     

  2. Will that test affect our grade?

 

Pearson pg. 49, 56. Students will participate through discussion and practice of conventions for interrogative, indefinite, reflexive, and intensive pronouns. Students will pair up and read a paragraph from pg. 49 to each other, with the student not reading marking any words or sentences their partner had difficulty with.

Teacher Activities

Pearson pgs. 49, 56. Build students’ ability to master grammar concepts and conventions by having them complete the Conventions lesson. Have students complete fluency activity. Review difficult words and passages with the class.

Assess./Eval.

Fluency papers

Academic Vocab.

Pronoun, interrogative pronoun, indefinite pronoun, reflexive pronoun, intensive pronoun

Add. Resources

Pg. 49 Paragraph handout

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:

Better understanding of pronoun usage will increase student writing proficiency while understanding their fluency through reading will allow me to better plan differentiated instruction for groups of students.

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 reading while asking comprehension questions every two chapters.

_

Wednesday 9/14/16

Objective

(Student will…)

Standards

Show reading comprehension through the “Zlateh the Goat” Selection Quiz.

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

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

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

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.

Research

 

Student Activities

Bell Work: Which word belongs in the sentence? Choose between the often-misused words accept and except. Then, rewrite the sentences with the correct word in the blank.

 

1. Will you _______ my apology?

 

2. Everyone is in the car _______ Melvin.

 

Quiz. Complete the “Zlateh the Goat” Selection Quiz. With any remaining time, complete any outstanding work for the class or take a book from the classroom library to read until the end of class.

Teacher Activities

Quiz. Administer the “Zlateh the Goat” Selection Quiz. Inform students of any outstanding work they should be completing.

Assess/Evaluation

“Zlateh the Goat” Selection Quiz

Academic Vocab.

 

Add. Resources

“Zlateh the Goat” Selection Quiz 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

Assessment of reading comprehension will allow for the use of data to fill in gaps in student knowledge.

Domains

NMTEACH 1B: Designing Coherent Instruction

NMTEACH 3D: Assessment in Instruction

NMTEACH 4C: Reflecting on Teaching

Homework

 

Advisory

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

 

Thursday 9/15/16

Objective

(Student will…)

Standards

Complete pre-reading activities for “The Circuit” in preparation for close reading.

RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details.

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.

Research

 

Student Activities

Bell Work: Revise the sentence fragments below following the model.

 

Example: Within the next 40 years, a manned mission to Mars.

 

Within the next 40 years, a manned mission to Mars is possible.

 

1. The size of the Milky Way about 100,000 light-years across.

 

2. From space, no boundaries between the nations on Earth.

 

Pearson pg. 58-59. Participate in discussion of drawing conclusions and theme skills. Review story vocabulary and repeat pronunciation as the teacher speaks the words. Participate in review of the close-reading model using the theme and drawing conclusion skills.

Teacher Activities

Pearson pg. 58-59. Administer the Reading and Vocabulary Warm-ups, as necessary. Introduce the Key Ideas and Details skill: Draw Conclusions. Introduce the Craft and Structure skill: Theme. Use the Close Reading Model to demonstrate the application of the skills. Review the selection vocabulary, as necessary, with students who need additional support. Prepare students to read the selection by reviewing with them the Multidraft Reading Strategies, as necessary.

Assess/Evaluation

 

Academic Vocab.

Accompanied, savoring, drone, enroll, instinctively, conclusion, theme

Add. Resources

 

Modifications/

Accommodations

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

ELL: Review of Instructions, Translated Vocabulary

Gifted: Grouping With Advanced Students, Higher Level Material

Relevance/

Rationale

Learning to utilize the theme and drawing conclusions skills is imperative for reading comprehension of short stories.

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 reading while asking comprehension questions every two chapters.

 

Friday 9/16/16

Objective

(Student will…)

Standards

Participate in close reading of “The Circuit.”

RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details.

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.

Research

 

Student Activities

Bell Work: Revise the sentence fragments below following the model.

 

Example: Need strong protection to walk in space.

 

Astronauts need strong protection to walk in space.

 

1. Protect astronauts from freezing temperatures.

 

2. Is built into an astronaut’s helmet to allow for communication.

 

Pearson pg. 60-68. Read along with the Hear It! Audio CD for “The Circuit.” Answer comprehension questions posed by the sidenotes or teacher as they are introduced.

Teacher Activities

Pearson pg. 60-68. Informally monitor comprehension while students read. Use the Comprehension questions to confirm understanding. Develop students’ ability to draw conclusions and analyze theme using the sidenote questions. Reinforce vocabulary with the Vocabulary notes. Reinforce unit focus standards using the Spiral Review prompts.

Assess/Evaluation

Comprhension questions

Academic Vocab.

Accompanied, savoring, drone, enroll, instinctively, conclusion, theme

Add. Resources

 

Modifications/

Accommodations

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

ELL: Review of Instructions, Translated Vocabulary

Gifted: Grouping With Advanced Students, Higher Level Material

Relevance/

Rationale

Putting close reading skills into action allows for assessment of skill level and planning for any needed remediation.

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

Medal of Honor: Lesson A3


Week of September 19 – September 23, 2016

 

Monday 9/19/16

Objective

(Student will…)

Standards

Complete post-reading activities for “The Circuit.”

RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details.

L.6.4.b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word.

Research

 

Student Activities

Bell Work: Revise the run-on sentences below following the model.

 

Example: There is no oxygen in space you cannot breathe there.

There is no oxygen in space. You cannot breathe there.

 

1. Going into space takes training and courage a love of adventure helps, too.

 

2. The Space Shuttle goes up like a rocket it comes down like an airplane.

 

Pearson pg. 68-69. Students will complete assessment questions for the story by group skill level. Blue group will complete Vocabulary questions and Literary Analysis questions # 2 – 5. Orange group will complete Vocabulary questions and Literary Analysis questions # 2-5, 7-8. Green group will complete Vocabulary questions, Word Study Part B questions, and Literary Analysis questions #2-8.

Teacher Activities

Pearson pg. 68-69. Assess students’ comprehension and mastery of the skills by having them answer the Literary Analysis questions. Have students complete the Vocabulary activities. Develop students’ understanding of roots and affixes by having them complete the Word Study activities.

Assess./Eval.

Skill level assessment questions

Academic Vocab.

Latin prefix com-

Add. Resources

 

Modifications/

Accommodations:

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

ELL: Review of Instructions, Translated Vocabulary, Modified Assignments

Gifted: Grouping With Advanced Students, Higher Level Material

Relevance/

Rationale:

Assessing students comprehension of new skills will allow for planning of remediation, if needed.

Domains

NMTEACH 1B: Designing Coherent Instruction

NMTEACH 3D: Assessment in Instruction

NMTEACH 3E: Demonstrating Flexibility and Responsiveness

Homework

Skyward Online Homework #1: Correctly answer questions about the elements of a short story and plot structure.

Advisory

Bullyfree Lesson 2: What Are My Favorite Things?

 

Tuesday 9/20/16

Objective

(Student will…)

Standards

Participate in post-story activities for “The Tail” to show mastery of conventions and skills.

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.

L.6.1.a Ensure that pronouns are in the proper case.

Research

 

Student Activities

Bell Work: Revise the sentences below following the model.

 

Example: With the Hubble Space Telescope, a scientist see far into space.

With the Hubble Space Telescope, a scientist sees far into space.

 

1. The Hubble focus the light from distant stars.

 

2. It show us more about space than telescopes on Earth.

 

Pearson pg. 70-71. Students will participate in discussion and practice of conventions for nominative case, objective case, and possessive case pronouns. They will then take turns role-playing an interview between a reporter and a migrant worker. They will activate their prior knowledge gained from reading “The Circuit” to fulfill these roles and ask good critical thinking questions.

Teacher Activities

Pearson pgs. 70-71. Build students’ ability to master grammar concepts and conventions by having them complete the Conventions lesson. Extend learning by having students complete the Speaking and Listening activity: prepare and role-play an interview.

Assess./Eval.

Role-playing interview

Academic Vocab.

Pronoun case, nominative case, objective case, possessive case

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:

Better understanding of pronoun usage will increase student writing proficiency while understanding their fluency through reading will allow me to better plan differentiated instruction for groups of students. Enhancing their speaking and listening skills improves their ability to facilitate discussion.

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 reading while asking comprehension questions every two chapters.

_

Wednesday 9/21/16

Objective

(Student will…)

Standards

Participate in class reading of “Lob’s Girl.”

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.

W.6.2.a Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting, graphics, and multimedia when useful to aiding comprehension.

Research

 

Student Activities

Bell Work: In which sentence does the subject agree with the verb?

 

a. Many countries works on the International Space Station.

b. Astronauts spend months at a time on the space station.

c. They travels there on the space shuttle.

d. The success of the space station encourage us all.

 

Pearson pg. 73-87. Be introduced to the selections, “Lob’s Girl” and “Jeremiah’s Song.” Begin learning the plot techniques of foreshadowing and flashback. Listen along with the Hear It! Audio CD-ROM and answer comprehension questions at the end of the story.

Teacher Activities

Pearson pg. 73-87. Introduce students to the stories, “Lob’s Girl” and “Jeremiah’s Song.” Introduce the plot techniques, foreshadowing and flashback. Remind struggling readers of the multidraft reading strategy. Ask comprehension questions at the end of the story.

Assess/Evaluation

Comprehension questions

Academic Vocab.

Foreshadowing, flashback

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

Understanding these plot techniques and comparing them between two text will better allow students to master close reading skills and enhance comprehension.

Domains

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

NMTEACH 3C: Engaging Students in Learning

NMTEACH 3E: Demonstrating Flexibility and Responsiveness

Homework

 

Advisory

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

 

Thursday 9/22/16

Objective

(Student will…)

Standards

Participate in class reading of “Jeremiah’s Song.”

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.

W.6.2.a Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting, graphics, and multimedia when useful to aiding comprehension.

Research

 

Student Activities

Bell Work: Look up the word manifest, and answer these questions.

 

1. What three parts of speech can manifest be?

2. What language did the word first come from?

 

Pearson pg. 88-97. Listen along with the Hear It! Audio CD-ROM and answer comprehension questions at the end of the story.

Teacher Activities

Pearson pg. 88-97. Remind struggling readers of the multidraft reading strategy. Ask comprehension questions at the end of the story.

Assess/Evaluation

Comprehension questions

Academic Vocab.

Foreshadowing, flashback

Add. Resources

 

Modifications/

Accommodations

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

ELL: Review of Instructions, Translated Vocabulary

Gifted: Grouping With Advanced Students, Higher Level Material

Relevance/

Rationale

Understanding these plot techniques and comparing them between two text will better allow students to master close reading skills and enhance comprehension.

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 reading while asking comprehension questions every two chapters.

 

Friday 9/23/16

Objective

(Student will…)

Standards

Show comprehension of foreshadowing and flashback through post-reading activities.

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.

W.6.2.a Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting, graphics, and multimedia when useful to aiding comprehension.

Research

 

Student Activities

Bell Work: Use a thesaurus to find five words that mean one of these words (synonyms): ridiculous, heavenly, superb, remarkable, surprising, and unpleasant.

 

Pearson pg. 87, 96-97. Blue group students will answer the critical thinking questions on pgs. 87 and 96. Orange group students will compare foreshadowing and flashback using the chart on pg. 97. They will then use the chart to write a compare and contrast expository response for the authors’ use of foreshadowing and flashback.

Teacher Activities

Pearson pg. 87, 96-97. Guide students in their skill level group activities.

Assess/Evaluation

Blue Group: Critical Thinking questions, Orange and Green Groups: Expository responses

Academic Vocab.

Foreshadowing, flashback

Add. Resources

 

Modifications/

Accommodations

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

ELL: Review of Instructions, Translated Vocabulary, Modified Assignments

Gifted: Grouping With Advanced Students, Higher Level Material

Relevance/

Rationale

Writing activities will allow students to communicate their level of comprehension for close reading skills and writing techniques.

Domains

NMTEACH 1B: Designing Coherent Instruction

NMTEACH 3D: Assessment in Instruction

NMTEACH 3E: Demonstrating Flexibility and Responsiveness

Homework

 

Advisory

Medal of Honor: Lesson A4


Week of September 26 – September 30, 2016

 

Monday 9/26/16

Objective

(Student will…)

Standards

Show comprehension of foreshadowing and flashback through post-reading activities.

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.

W.6.2.a Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting, graphics, and multimedia when useful to aiding comprehension.

Research

 

Student Activities

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

 

Example: Doris liked the stray dog. She wanted to keep it.

Doris liked the stray dog, and she wanted to keep it.

 

1. The sky is cloudy. It looks like rain.

 

2. Juan is the quarterback on the football team. Sammy is the pitcher on the baseball team.

 

Pearson pg. 87, 96-97. Blue group students will answer the critical thinking questions on pgs. 87 and 96. Orange group students will compare foreshadowing and flashback using the chart on pg. 97. They will then use the chart to write a compare and contrast expository response for the authors’ use of foreshadowing and flashback.

Teacher Activities

Pearson pg. 87, 96-97. Guide students in their skill level group activities.

Assess./Eval.

Blue Group: Critical Thinking questions, Orange and Green Groups: Expository responses

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:

Writing activities will allow students to communicate their level of comprehension for close reading skills and writing techniques.

Domains

NMTEACH 1B: Designing Coherent Instruction

NMTEACH 3D: Assessment in Instruction

NMTEACH 3E: Demonstrating Flexibility and Responsiveness

Homework

 

Advisory

Bullyfree Lesson 2 and 3

 

Tuesday 9/27/16

Objective

(Student will…)

Standards

Parent-Teacher Conferences

Research

 

Student Activities

 

Teacher Activities

 

Assess./Eval.

 

Academic Vocab.

 

Add. Resources

 

Modifications/

Accommodations:

 

Relevance/

Rationale:

 

Domains

 

Homework

 

Advisory

 

_

Wednesday 9/28/16

Objective

(Student will…)

Standards

Show comprehension of foreshadowing and flashback through post-reading activities.

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.

W.6.2.a Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting, graphics, and multimedia when useful to aiding comprehension.

Research

 

Student Activities

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

 

Example: Doris liked the stray dog. She wanted to keep it.

Doris liked the stray dog, and she wanted to keep it.

 

1. The river is cold. It feels like ice.

 

2. Pablo loves to eat ice cream. Sarah loves to drink root beer floats.

 

Pearson pg. 87, 96-97. Blue group students will answer the critical thinking questions on pgs. 87 and 96. Orange group students will compare foreshadowing and flashback using the chart on pg. 97. They will then use the chart to write a compare and contrast expository response for the authors’ use of foreshadowing and flashback.

Teacher Activities

Pearson pg. 87, 96-97. Guide students in their skill level group activities.

Assess/Evaluation

Blue Group: Critical Thinking questions, Orange and Green Groups: Expository responses

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

Writing activities will allow students to communicate their level of comprehension for close reading skills and writing techniques.

Domains

NMTEACH 1B: Designing Coherent Instruction

NMTEACH 3D: Assessment in Instruction

NMTEACH 3E: Demonstrating Flexibility and Responsiveness

Homework

Online Homework #1 due by 11:59pm in Skyward

Advisory

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

 

Thursday 9/29/16

Objective

(Student will…)

Standards

Participate in Language Study to learn to better utilize dictionaries and the thesaurus.

L.6.4.c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

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

L.6.5.c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).

Research

 

Student Activities

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

 

Example: Rick woke up early. He was still late for school.

Rick woke up early, but he was still late for school.

 

1. Angela wanted to go to the movies. Jan wanted to go shopping.

 

2. Some people like to ride the bus. Some people only ride the subway.

 

Pearson pg. 98-99. Learn the purpose of the dictionary and the thesaurus. Practice dictionary and thesaurus skills. Create a quick-reference thesaurus of some commonly used words on notecards.

Teacher Activities

Pearson pgs. 98-99. Introduce the purposes of the dictionary and the thesaurus. Guide students in dictionary and thesaurus practice. Direct student in the quick-reference thesaurus activity, as needed.

Assess/Evaluation

Quick-reference thesaurus

Academic Vocab.

Dictionary, etymology, thesaurus

Add. Resources

 

Modifications/

Accommodations

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

ELL: Review of Instructions

Gifted: Grouping With Advanced Students, Higher Level Material

Relevance/

Rationale

Mastering dictionary and thesaurus skills will be beneficial to students when they begin the writing process by enabling them to not misuse words or repetitiously overuse words.

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: Watch the film. Compare and contrast it to the novel. Identify main characters, setting, theme, conflict, and resolution.

 

Friday 9/30/16

Objective

(Student will…)

Standards

Participate in Speaking and Listening lesson on following oral directions.

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

Research

 

Student Activities

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

 

Example: Will Gary go to the movies? Will he stay home?

Will Gary go to the movies, or will he stay home?

 

1. Is Marcia walking to school? Is she taking the bus?

 

2. Can Takesha make the shot? Should she get closer to the basket?

 

Pearson pg. 100-101. Be introduced to multistep oral directions. Learn the skills for following oral directions: focus your attention, notice action words and time-order words, ask questions, paraphrase the directions, and use action and time-order words. Practice the skills for following oral directions. Discuss which steps made following oral directions easier.

Teacher Activities

Pearson pg. 100-101. Introduce multistep oral directions. Introduce the skills for following oral directions. Guide student pairs in the practice activity. Direct the post-activity discussion.

Assess/Evaluation

Guide for Following Oral Directions

Academic Vocab.

Multistep oral directions

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

Mastery skills for following oral directions will maximize student time for assignments and minimize misunderstandings between teacher and student.

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

Medal of Honor: Lesson A4

 

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