LESSON PLAN 2 – Carver Middle School
Mrs. L. Williams, Mrs. R. Williams, Mr. Sutton · Mon. August 25 to Fri. August 29 · 6th Grade Language Arts
WEEKLY FOUNDATIONS
Unit 1: Key ideas and details/Craft Structure
Duration of Lesson (days): 20
Date: August 25, 2014
Standards: (Can be more than one)
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);
Learning Goal: (Overarching goal, based on the standard(s) listed above and is worded in a way that students can comprehend what is expected.)
Students will be able to describe how events in the story influence the character’s response and how the 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.
Essential Questions
Learning Scale: (Stages that students move through in mastering the Learning Goal. Please highlight where on the scale the class should be at the end of the lesson)
4 - In addition to Score 3, in-depth inferences and applications that go beyond what was taught.
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.
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.
1 - With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
Unit Assessment / Performance Task (Culminating Performance 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.
Instructional Strategies:
Marzano Element
7, 8, 9, 10
Instructional Strategy/Activity
Monitoring/Formative Assessment
Resources
Write a paragraph responding to the story “Eleven”
using the writing process
Final submission developed in response to
literature process (rubric)
Write Source, Prentice Hall literature book
DAILY PLANS
CATEGORY
Bell Ringer
Daily Objectives
DQ Level / Activities
REFERENCES
DQ 2–Introducing New Knowledge
DQ 3–Deepening or Practicing
DQ 4 – Generating and Testing
Hypothesis
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
GROCERY LIST (real world
writing)
Use printed sheet for doc
cam use.
MONDAY
TO DO LIST (real world
writing)
Use printed sheet for doc cam
use.
BEACH LIST (real world
writing)
Use printed sheet for doc cam
use.
NEWSPAPER STOP DELIVERY
(real world writing)
Use printed sheet for doc cam
use.
ABSENT FROM WORK (real
world writing)
Use printed sheet for doc cam
use.
Students will be able to
produce Cornell notes that
summarize the writing
process.
Students will be able to
review the response to
literature process and
complete a quiz on the
writing process.
Students will be able to
understand the pre-write
process and create a circle
map of the events that
happen in the story “Eleven”.
Students will demonstrate
their understanding of the
drafting process by writing a
response to the “Eleven”
story.
Students will demonstrate
their understanding of the
revising, editing, and
publishing process by
completing and submitting a
response to the “Eleven”
story.
DQ LEVELS (check)
DQ Levels (check)
DQ Levels (check)
DQ Levels (check)
DQ Levels (check)
( x ) DQ 2
( x) DQ 3
( ) DQ 4
( x) DQ 2
( ) DQ 3
( ) DQ 4
( x ) DQ 2
( ) DQ 3
( ) DQ 4
( x ) DQ 2
( ) DQ 3
( ) DQ 4
( ) DQ 2
(x ) DQ 3
( ) DQ 4
Related Activities
Related Activities
Related Activities
Related Activities
Related Activities
I DO – Introduce writing process
from Write Source pages 5-11.
I DO – Review writing process.
I DO – Play “Eleven” from lit.
book pages 149-152.
I DO – Address any questions
students may have about the
writing process to this point.
I DO – Address any questions
students may have about the
writing process to this point.
Review noun homework.
WE DO – Guide students to
create Cornell notes for the
writing process.
YOU DO – Construct and
complete Cornell notes.
Investigative Activity
Due Friday - pages 1-6 from
grammar workbook
Exit Strategies
“Focus on the process” – from
Write Source page 10 –
“Imagine that you will be
writing an essay describing a
spring day. On your own paper,
match each activity on the left
to its proper place in the writing
process on the right.
WE DO – Read and discuss
“Response Paragraph” on page
283. – Discuss application of the
“Flow” Thinking Map to this
exercise.
YOU DO – Complete “Response
to reading ” section on pages
282-284. (3 questions bottom of
p.284) – Do “Flow” Thinking Map
Investigative Activity
Due Friday - pages 1-6 from
grammar workbook
Journal about what you’ve
learned about responding to a
paragraph.
WE DO – Discuss the prewrite
stage of the writing process.
YOU DO – Prewrite on the
events that happened in story
“eleven”. Focus on events that
affect the whole story. Create a
circle map or graphic organizer of
the events in your prewrite.
Choose one event for your
paragraph.
WE DO - Discuss the drafting
stage of the writing process.
YOU DO – Write the first draft of
your response to the story
“Eleven” that includes topic
sentence, body, and closing
sentence.
WE DO – Review the revising
and editing steps.
YOU DO – Revise and edit, then
submit the published copy.
Investigative Activity
Investigative Activity
Due Friday - pages 1-6 from
grammar workbook
Due Friday - pages 1-6 from
grammar workbook
Homework pages 1-6 assigned on
Mon. are due. If they are not
turned in today, they will not
receive full credit.
Discuss and reflect on what
was learned.
Discuss and reflect on what
was learned.
Discuss and reflect on what
was learned.
Investigative Activity
AVID STRATEGIES: (WICOR)
Writing, Inquiry, Collaboration , Organization, and Reading to Learn.
VOCABULARY:
Prewriting, Drafting, Revising, Editing, Publishing
ACCOMMODATION OPTIONS – Selection and application depends on the prescriptive education plan for each student.
ESE MODIFICATIONS
ESOL MODIFICATIONS
Cooperative Groups
Cooperative Groups
Peer Tutoring
Peer Tutoring
Extended Time
Extended Time
Preferential Seating
Visual Cues
Verbal and Written Directions
Preferential Seating
Copies of Notes
Verbal and Written Directions
Hands-on Activities
Copies of Notes
Assignment Reduction
Hands-on Activities
Cooperative Consultation Svcs.
Use of Dictionary
Student Translator
Cooperative Services
READING STRATEGIES
Use 7 processes of
literacy: listening,
viewing, thinking,
speaking, reading,
writing, and expressing
through multiple
symbol systems.
Teach, model, and
practice the strategies
of expert readers:
predict, visualize,
connect, question,
clarify and evaluate.
Read to and with
students.
Word Wall Activities
WRITING STRATEGIES
FCAT STRATEGIES
Exit ticket cards
FCIM Problem of the Day
Literacy Log
Hands-on Activities
Writing Frames
Reading Comprehension
Extended Response Practice
FCAT Style Questions