3/02/2015Grade/Subject: 6Th-8Th Grade Intensive Reading/Language Arts

3/02/2015Grade/Subject: 6Th-8Th Grade Intensive Reading/Language Arts

LESSON PLANS

Week/Date:

3/02/2015Grade/Subject: 6th-8th Grade Intensive Reading/Language Arts

Learning Goals:
Students will learn to code a non-fiction article.
Students will determine central ideas or themes of a text.
Student will engage effectively in a range of collaborative discussions.
Students will interpret words and phrases as they are used in a text. / Objectives:
  1. Students will determine the meaning of words in context.
  2. Students will cite textual evidence to support their claims.
  3. Students will determine the main idea of the paragraphs of the article.
  4. Students will code a non-fiction article.
  5. Student will write a summary of the article.

Monday / Tuesday / Wednesday / Thursday / Friday
SL.1.1Engage effectively in a range or 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.
RI 2.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
RI.1.1 Recognize textual evidence that supports inferences of text.
(text coding details) / RI 2.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
RI.1.1 Recognize textual evidence that supports inferences of text.
(text coding details) / RI.1.1 Recognize textual evidence that supports inferences of text.
RI.12 Determine the central idea of a text; provide a summary of the text / 6. W.4 Produce clear and coherent writing.
RI.1.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. / 6. W.4 Produce clear and coherent writing.
RI.1.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Bell Ringer / Journal Writing
Idioms
Story Elements of “My Side of the Mountain” / Journal Writing
Idioms
Story Elements of “My Side of the Mountain” / Journal Writing
Idioms
Story Elements of “My Side of the Mountain” / Journal Writing
Idioms
Story Elements of “My Side of the Mountain” / Journal Writing
Idioms
Story Elements of “My Side of the Mountain”
Procedure / WHOLE GROUP:
I do: Poll Question
Introduce “China: what Qianlong Left Behind”
Ask the poll question:
We do/You do: Students give reasons why they agree or don’t agree to the question.
We do: Hard read the article and identify the unknown words.
SMALL GROUP:
I do: Hard read of the article to identify unknown words.Teacher models how to find context clues.
You do: Draw a triangle around unknown words.
You do: COMPUTER WORK, ACHIEVE 3000 / WHOLE GROUP: WHOLE GROUP
I do: Hard read the article.
Model topics (noun – What do you learn about the noun) next to each paragraph.
We do: We identify the nouns in the paragraph to determine the main idea.
You do: Identify the nouns in the rest of the paragraphs.
SMALL GROUP:
I do/We do: Read first paragraphs and highlight and use the star code for the important details to assist with thought of the paragraphs.
YOU DO: COMPUTER WORK Achieve 3000 / WHOLE GROUP:
I do: 2ndread. Model finding topics for each paragraph and writing them on the side of the paragraphs.
We do: Continue with topics for each paragraph.
SMALL GROUP:
I/We do: Complete 2nd read and topics on the side of each paragraph.
You do: Computer work on Achieve 3000 / WHOLE GROUP:
I do: Review the Key Points Summary Graphic Organizer
We do: Write one key point together.
You do: Write key points using the main ideas of the paragraphs previously done.
SMALL GROUP:
I do: Work with students on choosing key ideas from previous work.
You do: Computer work on Achieve 3000 / WHOLE GROUP:
I do: Review the Summary Graphic Organizer.
We do: Write the first key point of the article summary.
You do: Write summary using all of the key points.
Essential
Question / How can the use of figurative, connotative, and technical meanings help me understand the meaning of the text?
What contributions can I make to the conversation when I’m prepared and engaged? / What do you mean by text coding?
How can I summarize the main idea of text based on details provided by the author? / How can finding the topic of a paragraph increase my understanding of the text? / How do sentence clues help me write a summary of an article? / How do sentence clues help me write a summary of an article
Assessment / Discussion/Coded Text / Coded Text / Coded text / Flow chart / Summarized article
Materials / “China: What Qianlong Left Behind”
Achieve 3000 / “China: What Qianlong Left Behind”
Achieve 3000 / “China: What Qianlong Left Behind”
Achieve 3000 / “China: What Qianlong Left Behind”
Achieve 3000 / “China: What Qianlong Left Behind”
Achieve 3000
ESOL/ESE MODIFICATIONS: Also see hard copy of student’s LEP and IEP’s in the Lesson Plan folder.
Content and Context Clues/ Gestures Adapted Assignments
Multi media Read aloud while students follow along
Individual Instruction Seating
Peer Tutoring/grouping Visual Aids
Alternative Assessments Strategies / Vocabulary: benevolent, complex, diligent, dynasty, opulence, philosophy
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