Unit Theme: 6.1 Characters Facing ChallengesWeek:# 4

Teacher: Subject: English Grade: 6th Date: From ______to ______20____

Desired Result
EQ3. How do I figure out a word I don’t know?
EU3. Readers use many tools to figure out unknown words.
EQ4. What makes great writing?
EU4. The writing process helps us more effectively communicate our own stories.
Assessment Evidence
SummativeEvaluation (Performance Task):
PTSequencing Picture Books
PT Character Trait Essay
PT Writing My Own Narrative Using Challenge as a Theme
Learning Plan
Suggested Learning Activities:
Day 1 / Day 2 / Day 3 / Day 4 / Day 5
Standards / Reading / Reading / Listening, Speaking / Listening, Speaking / Listening, Reading
Expectations / 6R.3L / 6R.3L / 6L.1, 6S2b / 6L.1, 6S2b / 6 R 3L, 6.L.1d, 6S1
Academic Strategy
Instructional Strategy and Phase
Objective / Through the use of the elements of the plot, the students will assemble the sequence picture book. / Through the use of the elements of the plot, the students will assemble the sequence picture book. / Through an oral presentation, the students will present their sequencing picture book. / Through an oral presentation, the students will present their sequencing picture book. / During a read aloud, about “Gonzalo”, the students will listen and respond to guided questions.
Depth of Knowledge (DOK) / ___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking / ___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking / ___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking / ___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking / ___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking
Initial Activities / Teacher guides the steps of the assembling of the sequencing picture book. / Review the steps of assembling the book. / The teacher discusses the rubric. / The teacher reviews the rubric. / Introduce the story.
Essential Question 1 (EQ1)
Development Activities /
  • Students include the five events using sequencing language.
  • Identify the problem
/
  • Students include the five events using sequencing language.
  • Identify when/how the character solves the problem.
/ Presentations of their sequence picture book. / Presentations of their sequence picture book / Read aloud with guided questions.
Closing Activities / Essential question 4 (EQ 4) / Essential question 4 (EQ4) / Peers feedback. / Self-evaluation of their presentations. / Answer the essential question.
Formative Assessment – Other evidence
Materials
Homework
Differentiated Instruction Strategies
___ Special Education
___ LSP/LEP
___ Section 504
___ Gifted
Teacher Reflection