LESSON PLAN 4 – Monday Sept. 8
Unit: Key ideas and details/Craft Structure
Daily Topic: Constructed response
6.W.1.2
(DOK
4);
6.RL.1.3
(DOK
2);
6.RL.2.4
(DOK 3); 6.SL.2.4 (DOK 3); 6.L.1.2 (DOK 3); 6.L.3.5 (DOK 3); 6.RL.1.3 &
Common Core
6.RL.2.4 (DOK 2); 6.L.3.5 (DOK 3);
Standard(s):
Learning Goals: Students will be able to describe how events in the story influence the character’s response and how the
Measurable
Objective(s):
Unit 1 Final
Assessment from LCS
Blueprint:
Essential Question(s):
character’s response impacts the plot and moves towards a resolution. Students will be able to summarize how
a plot unfolds in a series of episodes.
SWBAT to create a “Double Bubble Map” and “2 minute planner” for comparing the Florida brochure and Atlas
on pages 135-139. They will then write an “Extended Response” on this topic.
After reading The Lottery, use a Thinking Map to analyze how Tessie Hutchinson’s character evolves throughout
the story. Write a constructed response to explain how her change occurs. Provide 3 to 4 details from the story
to support your response. Constructed Response Rubric (pg.118) AND After reading James and the Giant Peach,
write a three extended response essay in which you analyze how James’ reaction to the insects change from the
beginning to the end of the story. Provide 3-5 supporting details from the text to support your answer.
( ) 1. How do the actions of the characters in the text move the plot towards a resolution?
( ) 2. How does the author’s use of specific types of figurative language and connotation affect the meaning of
the text?
( ) 3. How does word choice impact the tone and mood of the text?
Moderate, fiasco, gritty, contemplate, constructed response
Vocabulary:
Home Learning: Due Fri. Sept. 12 – Pages 13-20 in grammar book on verbs. (Additional work for advanced classes)
AGENDA Synopsis: Practice Extended Response with 2 minute planner
(Brochure/Atlas pages 135-39)
BELLRINGER: “Word-A-Day” book and exercises: “moderate”/”fiasco”
INTRODUCTION: (5-10 minutes)
Brief part of the lesson when students learn the objective/essential question and how mastering the objective leads to achieving the
bigger goal of the course. In addition, they conduct some PREDICTION by developing their own questions.

CBC review

Distribute and discuss pronoun homework for Friday Sept. 5 (pages 7+ in grammar workbook)

Collaborative preview and prediction of lesson (students formulate their own questions)
I DO: INSTRUCTION AND MODELING (10-15 minutes)
Provide explicit information from textbook or other source. Demonstrate the concept and task to be completed.

Introduce and demonstrate the building of extended responses. Define term “Extended Responses” and provide samples.
Differentiate from “Constructed Responses”.
WE DO: GUIDED PRACTICE (15-25 minutes)
Differentiate your instruction to reach the diversity of learners in your classroom.

Read Florida brochure and Atlas on pages 135-139.

Explain how to create double-bubble map to compare Florida brochure and Atlas.

Help students set up double bubble map.

Demonstrate how to complete “2 minute planner"
YOU DO: INDEPENDENT PRACTICE (10-15 minutes)
Component of the lesson when teacher explicitly models to students exactly what they are expected to do during guided practice and
eventually during independent work.

Students create “Double Bubble Maps” as mentioned above. “Table talk” is promoted and facilitated.

The “2 minute planner” on page 139 is completed.

Instruct students to begin extended response base on textbook “Extended Response” prompt on page 139. Show p.22 rubric.
Procedure: evaluate text, judge its effectiveness, include3-5 details from text to support ideas. Students finish at home if extra
time is needed. For advanced students - provide 7th grade passages, then have them create a “Double Bubble Map” and write
extended response.
Question(s) What effect did ______ have on _____ (character, plot, resolution)? 6.RL.2.4 (DOK 3)
Higher Order
Learning Scale
Instructional Strategies
(1 - With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas
and processes.
2 - There are no major errors or omissions regarding the simpler details and processes as the student: recognizes or
recalls specific terminology such as: problem, conflict, climax, uses details from grade-level text to identify the
problem/conflict and climax in both a fiction and nonfiction piece, However, the student exhibits major errors or
omissions regarding the more complex ideas and processes.
3 – Student uses details from grade-level text to identify the problem-solving processes of characters, evaluate the
effectiveness of solutions, and analyze the influence of setting on characters and plot.
4 - In addition to Score 3, in-depth inferences and applications that go beyond what was taught.
Marzano: 9. Chunking Content into “Digestible Bites”; 8. Previewing New Content ; 10. Helping Students Process New
Content; 15. Organizing Students to Practice and Deepen Knowledge
LESSON PLAN 4 – Tuesday Sept. 9
Unit: Key ideas and details/Craft Structure
Daily Topic: Constructed response
6.W.1.2
(DOK
4);
6.RL.1.3
(DOK
2);
6.RL.2.4
(DOK 3); 6.SL.2.4 (DOK 3); 6.L.1.2 (DOK 3); 6.L.3.5 (DOK 3); 6.RL.1.3 &
Common Core
6.RL.2.4 (DOK 2); 6.L.3.5 (DOK 3);
Standard(s):
Learning Goals: Students will be able to describe how events in the story influence the character’s response and how the
Measurable
Objective(s):
Unit 1 Final
Assessment from LCS
Blueprint:
Essential Question(s):
character’s response impacts the plot and moves towards a resolution. Students will be able to summarize how
a plot unfolds in a series of episodes.
SWBAT to create a “Double Bubble Map” and “2 minute planner” for comparing the two characters in “Race” on
pages 334-338. They will then write an “Extended Response” on this topic.
After reading The Lottery, use a Thinking Map to analyze how Tessie Hutchinson’s character evolves throughout
the story. Write a constructed response to explain how her change occurs. Provide 3 to 4 details from the story
to support your response. Constructed Response Rubric (pg.118) AND After reading James and the Giant Peach,
write a three extended response essay in which you analyze how James’ reaction to the insects change from the
beginning to the end of the story. Provide 3-5 supporting details from the text to support your answer.
( ) 1. How do the actions of the characters in the text move the plot towards a resolution?
( ) 2. How does the author’s use of specific types of figurative language and connotation affect the meaning of
the text?
( ) 3. How does word choice impact the tone and mood of the text?
Moderate, fiasco, gritty, contemplate, constructed response
Vocabulary:
Home Learning: Due Fri. Sept. 12 – Pages 13-20 in grammar book on verbs. (Additional work for advanced classes)
AGENDA – Graded Extended Response with 2 minute planner (“Race” p. 334-338)
BELLRINGER: Grammar: : from “English for Everyone.org” page titled “nouns” – Students underline nouns in sentences 1 and 2
INTRODUCTION: (5-10 minutes)
Brief part of the lesson when students learn the objective/essential question and how mastering the objective leads to achieving the
bigger goal of the course. In addition, they conduct some PREDICTION by developing their own questions.

CBC review

Distribute and discuss pronoun homework for Friday Sept. 12 (pages 7-12 in grammar workbook)

Collaborative preview and prediction of lesson (students formulate their own questions)
I DO: INSTRUCTION AND MODELING (10-15 minutes)
Provide explicit information from textbook or other source. Demonstrate the concept and task to be completed.

Review the building of “Extended Responses”. Define term “Extended Responses” and provide samples. Differentiate from
“Constructed Responses”.

Explain that today’s “Extended Response” will be graded.
WE DO: GUIDED PRACTICE (15-25 minutes)
Differentiate your instruction to reach the diversity of learners in your classroom.

Read and listen to “Race to end” starting on page 334 in literature book.

Review how to create “Double-Bubble Map” to compare the two people in the story.

Help students set up “Double-Bubble Map”
YOU DO: INDEPENDENT PRACTICE (10-15 minutes)
Component of the lesson when teacher explicitly models to students exactly what they are expected to do during guided practice and
eventually during independent work.

Students first create “Double-Bubble Map” to use as planner for their extended response (15-18 minutes – 2 paragraphs)
comparing two characters (Scott and Amundsen in “Race” story. Show p.22 rubric.

Student create “2 minute planner” as directed on page 341.

Instruct students to begin extended response base on textbook “Extended Response” question on page 341. Procedure: evaluate
text, judge its effectiveness, include 3-5 details from text to support ideas. Students finish at home if extra time is needed. For
advanced students - provide 7th grade passages, then have them create a “Double Bubble Map” and write extended response.
Question(s) What effect did ______ have on _____ (character, plot, resolution)? 6.RL.2.4 (DOK 3)
Higher Order
Learning Scale
Instructional Strategies
(1 - With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas
and processes.
2 - There are no major errors or omissions regarding the simpler details and processes as the student: recognizes or
recalls specific terminology such as: problem, conflict, climax, uses details from grade-level text to identify the
problem/conflict and climax in both a fiction and nonfiction piece, However, the student exhibits major errors or
omissions regarding the more complex ideas and processes.
3 – Student uses details from grade-level text to identify the problem-solving processes of characters, evaluate the
effectiveness of solutions, and analyze the influence of setting on characters and plot.
4 - In addition to Score 3, in-depth inferences and applications that go beyond what was taught.
Marzano: 9. Chunking Content into “Digestible Bites”; 8. Previewing New Content ; 10. Helping Students Process New
Content; 15. Organizing Students to Practice and Deepen Knowledge
LESSON PLAN 4 – Wednesday Sept. 10
Unit: Key ideas and details/Craft Structure
Daily Topic: Constructed response
6.W.1.2
(DOK
4);
6.RL.1.3
(DOK
2);
6.RL.2.4
(DOK 3); 6.SL.2.4 (DOK 3); 6.L.1.2 (DOK 3); 6.L.3.5 (DOK 3); 6.RL.1.3 &
Common Core
6.RL.2.4 (DOK 2); 6.L.3.5 (DOK 3);
Standard(s):
Learning Goals: Students will be able to describe how events in the story influence the character’s response and how the
Measurable
Objective(s):
Unit 1 Final
Assessment from LCS
Blueprint:
Essential Question(s):
character’s response impacts the plot and moves towards a resolution. Students will be able to summarize how
a plot unfolds in a series of episodes.
SWBAT to “Unpack” the unit 1 final assessment by creating an illustration that displays the lists of “Skills” and
Knowledge” needed to complete the task.
After reading The Lottery, use a Thinking Map to analyze how Tessie Hutchinson’s character evolves throughout
the story. Write a constructed response to explain how her change occurs. Provide 3 to 4 details from the story
to support your response. Constructed Response Rubric (pg.118) AND After reading James and the Giant Peach,
write a three extended response essay in which you analyze how James’ reaction to the insects change from the
beginning to the end of the story. Provide 3-5 supporting details from the text to support your answer.
( ) 1. How do the actions of the characters in the text move the plot towards a resolution?
( ) 2. How does the author’s use of specific types of figurative language and connotation affect the meaning of
the text?
( ) 3. How does word choice impact the tone and mood of the text?
Moderate, fiasco, gritty, contemplate, constructed response
Vocabulary:
Home Learning: Due Fri. Sept. 12 – Pages 13-20 in grammar book on verbs. (Additional work for advanced classes)
AGENDA – Synopsis: “Unpack” unit 1 final assessment (“Skills”/”Knowledge”)
as done with SpringBoard
BELLRINGER: ““Word-A-Day” book and exercises: “gritty”/”contemplate”.
INTRODUCTION: (5-10 minutes)
Brief part of the lesson when students learn the objective/essential question and how mastering the objective leads to achieving the
bigger goal of the course. In addition, they conduct some PREDICTION by developing their own questions.

CBC review

Collaborative preview and prediction of lesson (students formulate their own questions)
I DO: INSTRUCTION AND MODELING (10-15 minutes)
Guide students to independent practice by providing an opportunity to work in small groups and practice what was taught during the
modeled portion of the lesson.

Ask students what they need to pack for a vacation trip – compare this to the “knowledge” they need to complete an assignment.
Then inquire as to what abilities they need to take a vacation trip – compare this to the “skills” required to successfully finish an
assignment. Draw two circles on board labeled “skills” and knowledge”.

Perform checks for understanding.
WE DO: GUIDED PRACTICE (15-25 minutes)
Differentiate your instruction to reach the diversity of learners in your classroom.

Project and read the unit 1 final assessment. Ask … “What does this tell you to do?” Model how to deconstruct the final
assessment into two tasks that they will have to do for a grade for unit 1 – “Constructed” and “Extended” responses. Explain that
the students have already learned the “Skills” and Knowledge” to complete these. Encourage and facilitate accountable student
“table talk”.

Have students draw their own “Skills” and “Knowledge” circles or shapes on their paper. Ask them to fill in the two circles.
Prompt students to create scenes based on the two “Skills” and “Knowledge” circles. For example … Turn the two circles into
lottery ticks to coordinate with the “The Lottery” story … or draw a peach and James from the “James and the Giant Peach” story.
Circulate around the room to provide individual support.

Discuss results of gallery walk activity as listed below.

Pull individuals for more intensive support.
YOU DO: INDEPENDENT PRACTICE (10-15 minutes)
Component of the lesson when teacher explicitly models to students exactly what they are expected to do during guided practice and
eventually during independent work.

Students create their own “Skills” and “Knowledge” illustrations. Encourage and facilitate accountable student “table talk”.

Post illustrations around room. Conduct gallery walk with students making comments on sticky notes and placing them on the
illustrations.

Pull individuals for more intensive support.
Question(s) How did ____ respond to ____? How did this contribute to the resolution? 6.RL.2.4 (DOK 3)
Higher Order
Learning Scale
(1 - With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas
and processes.
2 - There are no major errors or omissions regarding the simpler details and processes as the student: recognizes or
recalls specific terminology such as: problem, conflict, climax, uses details from grade-level text to identify the
problem/conflict and climax in both a fiction and nonfiction piece, However, the student exhibits major errors or
omissions regarding the more complex ideas and processes.
3 – Student uses details from grade-level text to identify the problem-solving processes of characters, evaluate the
effectiveness of solutions, and analyze the influence of setting on characters and plot.
Instructional Strategies
4 - In addition to Score 3, in-depth inferences and applications that go beyond what was taught.
Marzano: 9. Chunking Content into “Digestible Bites”; 8. Previewing New Content ; 10. Helping Students Process New
Content; 15. Organizing Students to Practice and Deepen Knowledge
LESSON PLAN 4– Thursday Sept. 11
Unit: Key ideas and details/Craft Structure
Daily Topic: Constructed response
6.W.1.2
(DOK
4);
6.RL.1.3
(DOK
2);
6.RL.2.4
(DOK 3); 6.SL.2.4 (DOK 3); 6.L.1.2 (DOK 3); 6.L.3.5 (DOK 3); 6.RL.1.3 &
Common Core
6.RL.2.4 (DOK 2); 6.L.3.5 (DOK 3);
Standard(s):
Learning Goals: Students will be able to describe how events in the story influence the character’s response and how the
Measurable
Objective(s):
Unit 1 Final
Assessment from LCS
Blueprint:
Essential Question(s):
Vocabulary:
character’s response impacts the plot and moves towards a resolution. Students will be able to summarize how
a plot unfolds in a series of episodes.
SWBAT to create a “Bubble” Thinking map listing the ways that Tessie’s character changes in “Lottery”. Students
will then begin writing a “constructed response” based on the prompt using their “Bubble Map”.
UNIT 1: After reading The Lottery, use a Thinking Map to analyze how Tessie Hutchinson’s character evolves
throughout the story. Write a constructed response to explain how her change occurs. Provide 3 to 4 details
from the story to support your response. Constructed Response Rubric (pg.118) AND After reading James and
the Giant Peach, write a three extended response essay in which you analyze how James’ reaction to the insects
change from the beginning to the end of the story. Provide 3-5 supporting details from the text to support your
answer.
( ) 1. How do the actions of the characters in the text move the plot towards a resolution?
( ) 2. How does the author’s use of specific types of figurative language and connotation affect the meaning of
the text?
( ) 3. How does word choice impact the tone and mood of the text?
Moderate, fiasco, gritty, contemplate, constructed response
Home Learning: Due Fri. Sept. 12 – Pages 13-20 in grammar book on verbs. (Additional work for advanced classes)
AGENDA – Synopsis: Begin unit 1 final assessment based on “The Lottery”
BELLRINGER: Grammar: from “English for Everyone.org” page titled “nouns” – Students underline nouns in sentences 3 and 4
INTRODUCTION: (5-10 minutes)
Brief part of the lesson when students learn the objective/essential question and how mastering the objective leads to achieving the
bigger goal of the course. In addition, they conduct some PREDICTION by developing their own questions.

Review CBC
I DO: INSTRUCTION AND MODELING (10-15 minutes)
Provide explicit information from textbook or other source. Demonstrate the concept and task to be completed.

Review the final assessment prompt and the previous “Unpacking” illustrations.

Explain that today’s constructed response on “The Lottery” is equivalent to several tests. Be sure to take notes and plan as done
with the practice pieces.

Write constructed response on notebook paper.

Check for comprehension
WE DO: GUIDED PRACTICE (15-25 minutes)
Differentiate your instruction to reach the diversity of learners in your classroom.

Review steps to writing a constructed response.

Distribute “The Lottery” and review the grading rubric

Instruct students to use their “Bubble” map to plan the writing of their constructed response. It must include at least 2
paragraphs and 3 to 4 details.
YOU DO: INDEPENDENT PRACTICE (10-15 minutes)
Component of the lesson when teacher explicitly models to students exactly what they are expected to do during guided practice and
eventually during independent work.

Student begin writing their constructed response on “The Lottery”
Higher Order Question(s)
Learning Scale
Why does the author use the word __ in paragraph __ instead of __? How does the author’s
word choice impact the meaning and tone? 6.RL.2.4 (DOK 3)
1 - With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas
and processes.
2 - There are no major errors or omissions regarding the simpler details and processes as the student: recognizes or
recalls specific terminology such as: problem, conflict, climax, uses details from grade-level text to identify the
problem/conflict and climax in both a fiction and nonfiction piece, However, the student exhibits major errors or
omissions regarding the more complex ideas and processes.
3 – Student uses details from grade-level text to identify the problem-solving processes of characters, evaluate the
effectiveness of solutions, and analyze the influence of setting on characters and plot.
4 - In addition to Score 3, in-depth inferences and applications that go beyond what was taught.
Marzano: 9. Chunking Content into “Digestible Bites”; 8. Previewing New Content ; 10. Helping Students Process New
Content; 15. Organizing Students to Practice and Deepen Knowledge
LESSON PLAN 3 – Friday Sept. 12
Instructional Strategies
Unit: Key ideas and details/Craft Structure
Daily Topic: Constructed response
Common Core 6.W.1.2 (DOK 4); 6.RL.1.3 (DOK 2); 6.RL.2.4 (DOK 3); 6.SL.2.4 (DOK 3); 6.L.1.2 (DOK 3); 6.L.3.5 (DOK 3); 6.RL.1.3 &
6.RL.2.4 (DOK 2); 6.L.3.5 (DOK 3);
Standard(s):
Learning Goals: Students will be able to describe how events in the story influence the character’s response and how the
Measurable
Objective(s):
Unit 1 Final
Assessment from LCS
Blueprint:
Essential Question(s):
character’s response impacts the plot and moves towards a resolution. Students will be able to summarize how
a plot unfolds in a series of episodes.
SWBAT to complete writing a “constructed response” with a score of 3 or more based on the prompt using their
“Bubble Map”.
UNIT 1: After reading The Lottery, use a Thinking Map to analyze how Tessie Hutchinson’s character evolves
throughout the story. Write a constructed response to explain how her change occurs. Provide 3 to 4 details
from the story to support your response. Constructed Response Rubric (pg.118) AND After reading James and
the Giant Peach, write a three extended response essay in which you analyze how James’ reaction to the insects
change from the beginning to the end of the story. Provide 3-5 supporting details from the text to support your
answer.
( ) 1. How do the actions of the characters in the text move the plot towards a resolution?
( ) 2. How does the author’s use of specific types of figurative language and connotation affect the meaning of
the text?
( ) 3. How does word choice impact the tone and mood of the text?
Moderate, fiasco, gritty, contemplate, constructed response
Vocabulary:
Home Learning: Due Fri. Sept. 12 – Pages 13-20 in grammar book on verbs. (Additional work for advanced classes)
AGENDA – Synopsis: Complete unit 1 final assessment based on “The Lottery”. Take
vocabulary quiz on “moderate”, “fiasco”, “gritty”, “contemplate” if time permits.
BELLRINGER: Study for “Word-A-Day” quiz:
INTRODUCTION: (5-10 minutes)
“moderate”, “fiasco”, “gritty”, “contemplate”
Brief part of the lesson when students learn the objective/essential question and how mastering the objective leads to achieving the
bigger goal of the course. In addition, they conduct some PREDICTION by developing their own questions.

Review CBC
I DO: INSTRUCTION AND MODELING (10-15 minutes)
Provide explicit information from textbook or other source. Demonstrate the concept and task to be completed.

Review the final assessment prompt Thursday’s guidelines including the grading rubric.

Check for comprehension
WE DO: GUIDED PRACTICE (15-25 minutes)
Differentiate your instruction to reach the diversity of learners in your classroom.

Instruct students to complete their constructed response from Thursday.

Direct students to complete the 4 word quiz when they are finished with the constructed response.
YOU DO: INDEPENDENT PRACTICE (10-15 minutes)
Component of the lesson when teacher explicitly models to students exactly what they are expected to do during guided practice and
eventually during independent work.

Students FINISH writing their constructed response on “The Lottery”. Submit for grading.
Question(s) How does each main event contribute to the development of plot? 6.RL.2.4 (DOK 3)
Higher Order
Learning Scale
Instructional Strategies
1 - With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas
and processes.
2 - There are no major errors or omissions regarding the simpler details and processes as the student: recognizes or
recalls specific terminology such as: problem, conflict, climax, uses details from grade-level text to identify the
problem/conflict and climax in both a fiction and nonfiction piece, However, the student exhibits major errors or
omissions regarding the more complex ideas and processes.
3 – Student uses details from grade-level text to identify the problem-solving processes of characters, evaluate the
effectiveness of solutions, and analyze the influence of setting on characters and plot.
4 - In addition to Score 3, in-depth inferences and applications that go beyond what was taught.
Marzano: 9. Chunking Content into “Digestible Bites”; 8. Previewing New Content; 10. Helping Students Process New
Content; 15. Organizing Students to Practice and Deepen Knowledge
Accommodations used daily on individual basis in accordance with IEP and 504 plans.
 Read directions for the
student
 Check for understanding
 Allow to leave class for
assistance
 Extra time for exams
 Daily agenda
 Allow student time to step
out to de-escalate
 Testing in small groups
 Use of a planner/binder for
organization
 Extended time on
assignments =1 day
 Preferential seating
 Written direction given
 Break directions into
chunks
 Read Aloud to Students
 Visual manipulatives
 Cooperative Learning,
 Vocabulary, Description,
Introduction,
.