Trousdale County Schools Weekly Lesson Plan
Teacher: Mrs. Scalera / Pacing Guide Week #: 12Dates: October 28-November 1 (Monday – Friday)
Subject: E/LA 6th grade
Reading Literature CCSS.ELA-Literacy.RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.CCSS.ELA-Literacy.RI.6.10 By the end of the year, read and comprehends literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Reading Informational Text - CCSS.ELA-Literacy.RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.CCSS.ELA-Literacy.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.CCSS.ELA-Literacy.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).CCSS.ELA-Literacy.RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.CCSS.ELA-Literacy.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.CCSS.ELA-Literacy.RI.6.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.CCSS.ELA-Literacy.RI.6.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.CCSS.ELA-Literacy.RI.6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
WRITINGCCSS.ELA-Literacy.W.6.6 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.CCSS.ELA-Literacy.W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.CCSS.ELA-Literacy.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.
Speaking and ListeningCCSS.ELA-Literacy.SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a t CCSS.ELA-Literacy.SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.opic, text, or issue under study.
Language - CCSS.ELA-Literacy.L.6.2b Spell correctly (EVERYDAY ALL YEAR)CCSS.ELA-Literacy.L.6.3a Vary sentence patterns for meaning, reader/listener interest, and style.*CCSS.ELA-Literacy.L.6.4a 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. CCSS.ELA-Literacy.L.6.4c 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.CCSS.ELA-Literacy.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.
SPI(s) to be taught: (Write the entire SPI)
Literature
SPI 0601.8.10 Determine the author’s purpose for writing.
SPI 0601.5.7 Make inferences and draw conclusions based on evidence in text.
Language SPI 0601.1.15 Use context clues and prior knowledge of roots and affixes to determine the meaning of multi-meaning words.
SPI 0601.1.16 Use context clues and prior knowledge of roots and affixes to determine the meaning of unfamiliar words.
SPI 0601.1.19 Recognize and use grade-appropriate and content specific vocabulary within context.
Speaking and Listening - SPI 0601.2.4 Select the most appropriate behaviors for participating productively in a team (e.g., contribute appropriate and useful information and ideas, understand the purpose for working as a team, and understand the responsibilities of various roles within the team).
Writing and Research - SPI 0601.4.3 Determine the most appropriate research source for a given research topic.
SPI 0601.3.5 Select illustrations, descriptions, and/or facts to support key ideas.
SPI 0601.3.9 Select an appropriate concluding sentence for a well-developed paragraph.
SPI 0601.3.10 Select an appropriate title that reflects the topic of a written selection.
Daily practice activity for citing text based evidence in conversation and/or writing:
· Bell ringers, worksheet/writing, exit slips
I Can Statements :
· Read and comprehend a biography and reader’s theater
· Support answers with cite based evidence
· Research and summarize a career in the arts
· Select appropriate behaviors for participating productively in a group / Student Agenda:
· Posted daily but NOT included in Lesson Plan
Assessment Strategies (for Stage 1 teachers ONLY): Assessment used to determine mastery daily: If a quiz or test is given, include in the Teacher’s Lesson Plan Notebook.
Bell Ringers, Exit Slips, Q&A, Show of hands, competency worksheets, tests
Instructional Materials (for Stage 1 teachers ONLY): All instructional materials are to be included in the Teacher’s Lesson Plan Notebook.
Teacher text, students’ text and workbooks, notebooks, pen (blue or black ink ONLY), projector/computer, teacher generated flash cards, teacher generated worksheet.
Instruction: In outline form, describe each day of instruction. / Formative Assessment:
Day 1 B (10-28-13) Monday
· Students will finish copying new target vocabulary, challenge words and specified spelling words for Lesson 5, also notes about biography, fact and opinion
· I’ll Do the Read Aloud “Book..Camera..Action” teacher text T312-T313. Students will be chosen to answer questions (summarize, how info. Organized, author’s tone) to check for comprehension
· 3rd block = two 45 minute classes / Q & A
Day 2 A (10-29-13) Tuesday
· Vocabulary game – Students will be given a card with either a word or definition. They then find their “match”. Together those two students will write a sentence using that word. (10 minutes)
· We’ll read together pages 134-135, then “The Myers Family” pgs. 137-145 I’ll be asking questions as we read for comprehension and understanding
· Students will then complete workbook pages 49-50 (HW) / Vocabulary game
Workbook pages 49-50
(citing evidence to create an introduction)
Day 3 B (10-30-13) Wednesday
· First we review the biography by discussing page 148 from text (classroom conversation, FATHER, SON)
· We’ll then read pages 150-152 “Sound Check”
· 3rd block = two 45 minute classes
· HW – Wkbk. Pgs. 51-52 / Q&A
Workbook pages pgs.51-52
(reference sources/homophones)
Day 4 A (10-31-13) Thursday
· HALLOWEEN COSTUME CONTEST (usually 2nd block)
· First we’ll discuss page 153 TEXT TO TEXT
· Going to the lab to research an “arts” career This will take a few of days.
· Library for 1st and 3rd Blocks / Q&A
TEXT TO SELF – draw a picture of a food and write an imaginary story that explains what it “really” is.
Day 5 B (11-1-13) Friday
· Going to the lab to research an “arts” career This will take a few of days.
· Library for 2nd and 4th Blocks / Finish drawing and story of food.
Alternate Instructional Interventions: Provide a specific plan for alternate instructional interventions, or re-teaching.
· I will call on students to paraphrase a skill, lesson, topic, or word.
· I will use a supplemental material to re-teach a given skill
· I use notes, lecture, and hands on to target all learning styles
· Small groups may be utilized for a more ” individual” lesson, skill or concept
Instructional technologies to enhance learning: List how each will enhance the effectiveness of the lesson.
· We will be going to the computer lab to research a career in the ARTS. Students will be partnered up and researching the training and education needed to work in said career. They will then give a brief explanation that summarizes what they learned.
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