Lesson Plan
Unit 4 Week 1 Day 1
6th Grade
Duration: 1 hour
Focus: Vocabulary and Comprehension
Objective: To build background knowledge and explicitly teach vocabulary words
Materials: Unit 4 Teacher’s Edition
Read Aloud Anthology p. 76-79
Picture under document camera (366-367) or student edition
Vocabulary words
Paper or Journal to illustrate vocabulary words
Transparency #61
I Do: Build Background Knowledge-Look at picture on page 364-365
Talk about the title. Start discussion.
Read No Barriers from the Read Aloud Anthology p. 76-79
*Have students listen for content and fluency, specifically phrasing, expression, and tone of voice.
Vocabulary – Teach words in context using the routine provided on p. 366 of TE. For each word you will define, provide an example, and ask for student response.
specialists, peripheral, guidance, deteriorated, maturity, summit, awesome
We Do: Together write a student friendly definition.
You Do: Have the students draw a picture to represent the vocabulary words.
Assessment: Walk around the room and observe students as the draw pictures for the vocabulary words. Stop and re-teach a word as necessary.
Follow-up Activities: Everyone is proud of something. What are you proud of? Expository Writing *This will carry on throughout the week* Students will learn how to conduct an interview. TE p. 386-387. As a class, make a list of questions that could be used to give an interview. Use Transparency 61 as an example of questions and answers for an interview. Transparency 61 is a great graphic organizer to use for the pre-write. The students interviewing one another would discuss what they are proud of and describe their accomplishments.
Unit 4 Week 1 Day 2
6th Grade
Duration: 1 hour
Focus: Vocabulary and Comprehension
Objective: To review vocabulary words by reading them in context and using synonyms. To determine author’s purpose while reading.
Materials: Unit 4 Teacher’s Edition
Student editions
Transparency #32 and #16
Graphic Organizer/Transparency #16 for each student
I Do: Review vocabulary by teaching them in context.
specialists, peripheral, guidance, deteriorated, maturity, summit, awesome
Use Transparency #32 and the strategy provided on p. 387 D of the TE
Read Bethany Hamilton’s Comeback p. 366-367. Focus on the
vocabulary and synonyms.
Define Author’s purpose (367A)
We Do: Re-read Bethany Hamilton’s Comeback to identify the author’s
purpose. Remind students they need clues/evidence of the author’s purpose. Together write one or two clues to the author’s purpose on Transparency 16.
You Do: Ask students to complete the graphic organizer in small groups.
Assessment: Collect the author’s purpose graphic organizer
Follow-up Activities: In small groups, revisit synonyms for the vocabulary words.
Writing as outlined in Day 1
Unit 4 Week 1 Day 3-4
6th Grade
Duration: 1 hour
Focus: Fluency and comprehension
Objective: Students will read story and determine importance by using Stephanie Harvey’s strategies.
Materials:Student editions
post-it notes
paper/journal to take notes
I Do: Model Fluent Reading
Teacher will read and model own thinking for the first two pages.
We Do: Use post-it notes to jot down their own thinking. Give students time to turn and talk after the next two pages.
You Do: Students will work in discussion groups to discuss the author’s purpose. The students will take notes of the clues that led them to determining the author’s purpose.
Assessment: Students will turn in notes from discussion groups.
Follow-up Activities:
Writing as outlined in Day 1
Unit 4 Week 1 Day 5
6th Grade
Duration: 1 hour
Focus: Fluency
Objective: To model and practice fluent reading using intonation and pausing as you read.
Materials: Unit 4 Teacher’s Edition
Fluency Transparency #16
I Do: Fluency mini lesson on p. 381 A
Read the paragraph on Fluency Transparency #16 aloud. Ask students
to listen to your intonation and pauses as you read.
We Do: Read the paragraph together as a class twice.
You Do: Have students take turns in small groups reading the paragraph.
Assessment: Only use the vocabulary and author’s purpose portion of the weekly assessment.
Follow-up Activities:
Finish up writing as outlined in Day 1