Michele Jones 6th Grade Language Arts

Monday
December 17th / Bell Ringer: easily confused words (p. 45B) / WICR
Benchmark:L.A.6.1.6.9, LA.6.2.1.2, L.A.6.2.1.7
Essential Question: How are fictional plots structured?
Learning Goal: Students will analyze a variety of fiction genres for the elements of fiction, including character, plot, setting, and theme and be able to identify each element in the various genres.
Measurable Objective: Students will be able to complete a double bubble map to compare and contrast two short stories.
H.O.T: How does figurative language contribute to literature?
Vocabulary: theme, plot, setting, character, exposition, conflict, rising action, climax, resolution, falling action
Agenda/Activities: Read “Thank you, M’am” (Springboard p.116-119)
  • I do: Page 115, Cover before reading strategies, discuss the author,
  • We do: Read “Thank you, M’am”, take notes and mark the text as mentioned in pre-reading strategies
  • You do: page 120-123 springboard book, complete plot diagram

Summarizing Activity: double bubble of the two short stories
Investigational Activity: read, blog about book! finish class work
ESE/ESOL:
Tuesday
December 18th / Bell Ringer: easily confused words (p. 44B) / WICR
Benchmark: L.A.6.1.6.9, LA.6.2.1.2, L.A.6.2.1.7 / Cornell note taking
Essential Question How are fictional plots structured? / Group activities
Learning Goal Students will analyze a variety of fiction genres for the elements of fiction, including character, plot, setting, and theme and be able to identify each element in the various genres. / Authentic writing
Measurable Objective
H.O.T. How does figurative language contribute to literature?
Vocabulary: theme, plot, setting, character, exposition, conflict, rising action, climax, resolution, falling action
Agenda/Activities: LBA
  • I do: discuss how to do a compare and contrast essay on sort stories
  • We do: double bubble map on Yes M’am and Wounded Wolf
  • You do: Write a short essay comparing and contrasting the two stories.

Summarizing Activity: exit ticket
Investigational Activity: continue to read and blog about your book! Study for Vocab quiz!
ESE/ESOL: See Attached
Wednesday
December 19th / Bell Ringer: / WICR
Benchmark: / Group activities through word wall building
Essential Question:
Learning Goal:
Measurable Objective:
H.O.T.
Vocabulary: im/in: imbalance, imitate, imitation, immaterial, immense, inactive, inadequate, inadmissible, inalienable, inane
Agenda/Activities: F.A.I.R testing
  • I do: Explain importance of F.A.I.R testing and instructions
  • We do: review procedures and instructions for testing
  • You do: take F.A.I.R test
/ Vocabulary building through learning word meanings
Summarizing Activity:
Investigational Activity:
ESE/ESOL: See Attached
Thursday
December 20th / Bellringer: Review for vocabulary quiz / WICR
Benchmark: L.A.6.1.6.5 L.A.6.1.6.7 The students will identify and understand the meaning of conceptually advanced prefixed, suffixes, and root words.
Essential Question: How can understanding the meaning of prefixes, suffixes, and roots assist in vocabulary development?
Learning Goal: Students will analyze the meaning of word parts to increase the number of words they know more quickly than learning each new word individually.
Measurable Objective: Students will learn roots/word parts in order to use them as context clues for defining unknown words.
H.O.T.:
Vocabulary: antilock, antifreeze, anticrime, antisocial, antiseptic, antiperspirant, antihistamine, antidote, antonym, antagonist
Agenda/Activities: Vocabulary quiz
I do: : introduce and explain new vocabulary words
  • We do: practice and take notes on words
  • You do: make cards/poster for word wall

Summarizing Activity: word wall card
Investigational Activity: continue reading, blog on book,
ESE/ESOL: See Attached
Friday
December 21st / Bell Ringer: easily confused words (p. 45 A) / WICR
Benchmark: L.A.6.1.6.9, LA.6.2.1.2, L.A.6.2.1.7
Essential Question: How are fictional plots structured?
Learning Goal: Students will analyze a variety of fiction genres for the elements of fiction, including character, plot, setting, and theme and be able to identify each element in the various genres.
Measurable Objective: Students will be able to identify the parts of a plot by writing them on a diagram with 100% accuracy.
H.O.T.: How can prior knowledge influence your writing?
Vocabulary: theme, plot, setting, character, exposition, conflict, rising action, climax, resolution, falling action
Agenda/Activities: make up work/F.A.I.R. testing
  • I do: analyze sample FCAT essays and scores. determine students who need further testing on FAIR or to complete make up work
  • We do: discuss question, directions, and procedures for make-up testing and work
  • You do: complete make up FAIR testing or work, those who do not have anything to make up will bring their books to the media center and read.

Summarizing Activity:
Investigational Activity:
ESE/ESOL: See Attached

Modifications and teaching strategies for documentation (Highlight all that apply, put in dates)

Monday /

Tuesday

/ Wednesday / Thursday / Friday
ESE Modifications:
Cooperative Groups
Peer Tutoring
Extended Time
Preferential Seating
Verbal & Written Directions
Copies of Notes
Hands-on Activities
Assignment Reduction
Cooperative Consultation Services / ESE Modifications:
Cooperative Groups
Peer Tutoring
Extended Time
Preferential Seating
Verbal & Written Directions
Copies of Notes
Hands-on Activities
Assignment Reduction
Cooperative Consultation Services / ESE Modifications:
Cooperative Groups
Peer Tutoring
Extended Time
Preferential Seating
Verbal & Written Directions
Copies of Notes
Hands-on Activities
Assignment Reduction
Cooperative Consultation Services / ESE Modifications:
Cooperative Groups
Peer Tutoring
Extended Time
Preferential Seating
Verbal & Written Directions
Copies of Notes
Hands-on Activities
Assignment Reduction
Cooperative Consultation Services / ESE Modifications:
Cooperative Groups
Peer Tutoring
Extended Time
Preferential Seating
Verbal & Written Directions
Copies of Notes
Hands-on Activities
Assignment Reduction
Cooperative Consultation Services
ESOL Modifications:
Cooperative Groups
Peer Tutoring
Extended Time
Visual Cues
Preferential Seating
Verbal & Written Directions
Copies of Notes
Hands-on Activities
Use of Dictionary
Student Translator
Cooperative Services / ESOL Modifications:
Cooperative Groups
Peer Tutoring
Extended Time
Visual Cues
Preferential Seating
Verbal & Written Directions
Copies of Notes
Hands-on Activities
Use of Dictionary
Student Translator
Cooperative Services / ESOL Modifications:
Cooperative Groups
Peer Tutoring
Extended Time
Visual Cues
Preferential Seating
Verbal & Written Directions
Copies of Notes
Hands-on Activities
Use of Dictionary
Student Translator
Cooperative Services / ESOL Modifications:
Cooperative Groups
Peer Tutoring
Extended Time
Visual Cues
Preferential Seating
Verbal & Written Directions
Copies of Notes
Hands-on Activities
Use of Dictionary
Student Translator
Cooperative Services / ESOL Modifications:
Cooperative Groups
Peer Tutoring
Extended Time
Visual Cues
Preferential Seating
Verbal & Written Directions
Copies of Notes
Hands-on Activities
Use of Dictionary
Student Translator
Cooperative Services
Reading Strategies:
  1. Use 7 processes of literacy: listening, viewing, thinking, speaking, reading, writing, and expressing through multiple symbol systems.
  2. Teach, model, and practice the strategies of expert readers: predict, visualize, connect, question, clarify, and evaluate.
  3. Read to and with students.
/ Reading Strategies:
  1. Use 7 processes of literacy: listening, viewing, thinking, speaking, reading, writing, and expressing through multiple symbol systems.
  2. Teach, model, and practice the strategies of expert readers: predict, visualize, connect, question, clarify, and evaluate.
3. Read to and with students. / Reading Strategies:
  1. Use 7 processes of literacy: listening, viewing, thinking, speaking, reading, writing, and expressing through multiple symbol systems.
  2. Teach, model, and practice the strategies of expert readers: predict, visualize, connect, question, clarify, and evaluate.
3. Read to and with students. / Reading Strategies:
  1. Use 7 processes of literacy: listening, viewing, thinking, speaking, reading, writing, and expressing through multiple symbol systems.
  2. Teach, model, and practice the strategies of expert readers: predict, visualize, connect, question, clarify, and evaluate.
3. Read to and with students. / Reading Strategies:
  1. Use 7 processes of literacy: listening, viewing, thinking, speaking, reading, writing, and expressing through multiple symbol systems.
  2. Teach, model, and practice the strategies of expert readers: predict, visualize, connect, question, clarify, and evaluate.
3. Read to and with students.
AIP Strategies:
Extended Time
Verbal & Written Directions
Hands-on Activities/Body math
Peer Tutoring / AIP Strategies:
Extended Time
Verbal & Written Directions
Hands-on Activities/Body math
Peer Tutoring / AIP Strategies:
Extended Time
Verbal & Written Directions
Hands-on Activities/Body math
Peer Tutoring / AIP Strategies:
Extended Time
Verbal & Written Directions
Hands-on Activities/Body math
Peer Tutoring / AIP Strategies:
Extended Time
Verbal & Written Directions
Hands-on Activities/Body math
Peer Tutoring
FCAT Strategies:
FCIM Problem of the Day
Hands-on Activities
Reading Comprehension
Extended Response Practice
FCAT Style Questions / FCAT Strategies:
FCIM Problem of the Day
Hands-on Activities
Reading Comprehension
Extended Response Practice
FCAT Style Questions / FCAT Strategies:
FCAT Problem of the Day
Hands-on Activities
Reading Comprehension
Extended Response Practice
FCAT Style Questions / FCAT Strategies:
FCAT Problem of the Day
Hands-on Activities
Reading Comprehension
Extended Response Practice
FCAT Style Questions / FCAT Strategies:
FCAT Problem of the Day
Hands-on Activities
Reading Comprehension
Extended Response Practice
FCAT Style Questions
Costa’s Levels:
Level One
Level Two
Level Three / Costa’s Levels:
Level One
Level Two
Level Three / Costa’s Levels:
Level One
Level Two
Level Three / Costa’s Levels:
Level One
Level Two
Level Three / Costa’s Levels:
Level One
Level Two
Level Three