Teacher Name: Ms. Boudreaux
Subject: Reading – 6th grade
Appraiser Name: Ms. Thomas
PL – 3: Designs effective lesson plans, units and assessment
Date: Monday, January 13, 2014
Learning goals
PL-1: Students will analyze fact and opinion used in text and will review inferences.
ELA.6.Fig19F, 10(D)
Objective(s):
I will analyze and explain fact and opinion used in texts. I will summarize text clues and recall
background knowledge in order to create inferences
Strategy:
-
Questioning with Wait Time
Collaborative learning activities/Turn and Talks
Anchor Charts
Cold Calls
Warm-Up: Respond in Edmodo: What is an example of a fact? An opinion?
I do: The teacher will introduce students to analyzing fact and opinion in a text. The teacher will explain
that the reason an author uses a fact or an opinion is to further support his/her claim or assertion. The
teacher will model reading and analyzing a text for fact and opinion and will model completing a
Fact/Opinion/Effect on the reader chart.
We do: In small groups, students will practice analyzing a text for fact and opinion and completing a
Fact/Opinion/Effect On The Reader chart for the article entitled “Boss Hog.”
You do: Exit Ticket: Why do you believe the author chose to include an introduction at the
beginning of the article? How did this introduction support the author’s claim?
Homework: Making Connections- Robots as Helping Hands handout
Essential Questions
1. How does the author use facts or opinions to explain his/her thinking?
2. What are these facts and opinions supposed to make the reader think?
3. How effective were the facts and opinions in supporting the main topic?
Formative Assessment (Result Indicator):
1. Warm Up
2. Exit Ticket
Intervention for those that did not meet mastery: Side by side instruction, partner work, scaffolding with graphic
organizers.
Enrichment for those that met mastery: Creating and answering Bloom’s questions
PL – 3: Designs effective lesson plans, units and assessment
Teacher Name: Ms. Boudreaux
Subject: Reading – 6th grade
Appraiser Name: Ms. Thomas
Date: Tuesday, January 14, 2014
Learning goals (ex: at beginning of unit based on pre-assessment)
PL-1: Students will summarize the elements of plot development (e.g., rising action, turning point, climax,
falling action, and denouement) in various works of fiction
ELA.6.6A
Objective(s):
I will understand and analyze the elements of plot development in a story. I will demonstrate
understanding by completing a graphic organizer.
Strategy:
-
Questioning with Wait Time
Collaborative learning activities/Turn and Talks
Anchor Charts
Cold Calls
Warm-Up: Chalk Talk: What is your background knowledge about the story Little Red Riding
Hood?
I do: The teacher will explain to students that even though traditional stories have certain stylistic
elements that differ from other fictional literature, their plot structure is the same as other fictional
texts. The teacher will model reading aloud the short story Lon Po Po and completing a plot map.
We do: In small groups, students will complete an additional plot map for The Other Side.
You do: 3-2-1 Exit Ticket
Homework: Complete a Plot Diagram Map for your favorite story.
Essential Questions
1. How do authors create believable plots?
2. How do motivations affect characters?
3. Where do authors get their ideas for characters and conflicts?
Formative Assessment (Result Indicator):
1. Warm Up
2. Exit Ticket
Intervention for those that did not meet mastery: Side by side instruction, partner work, scaffolding with graphic
organizers.
Enrichment for those that met mastery: Creating and answering Bloom’s questions
Teacher Name: Ms. Boudreaux
Subject: Reading – 6th grade
Appraiser Name: Ms. Thomas
Teacher Name: Ms. Boudreaux
Subject: Reading – 6th grade
Appraiser Name: Ms. Thomas
PL – 3: Designs effective lesson plans, units and assessment
Date: Wednesday, January 15, 2013
Learning goals (ex: at beginning of unit based on pre-assessment)
PL-1: Determine the meaning of unknown words (ELA.6.2B)
Objective(s):
I will use context (cause-and-effect or compare-and-contrast organizational text structures) to
determine or clarify the meaning of unfamiliar or multiple meaning words.
Strategy:
-
Questioning with Wait Time
Collaborative learning activities/Turn and Talks
Anchor Charts
Cold Calls
Warm-Up: Based on what you know, briefly describe the setting, characters and plot of “Lon Po Po.”
I do: The teacher will model the process of using context clues to discover the meanings of words.
We do: Students will play a Context Clues Trivia game and will analyze key words in sentences
that allow students to figure out the meaning of unknown words.
You do: Students will use context clues in their independent reading book to determine the
meaning of unknown words.
Homework: Inference Jigsaw Puzzle
Essential Questions
1. How do reading strategies assist readers in monitoring their comprehension?
Formative Assessment (Result Indicator):
1. Warm Up
2. Exit Ticket
Intervention for those that did not meet mastery: After school and lunch tutorials
Enrichment for those that met mastery: Creating and answering Bloom’s questions
Teacher Name: Ms. Boudreaux
Subject: Reading – 6th grade
Appraiser Name: Ms. Thomas
PL – 3: Designs effective lesson plans, units and assessment
Date: Thursday, January 14, 2014
Learning goals (ex: at beginning of unit based on pre-assessment)
PL-1: Students will summarize the elements of plot development (e.g., rising action, turning point, climax,
falling action, and denouement) in various works of fiction
Objective(s):
I will understand and analyze the elements of plot development in a story. I will demonstrate
understanding by completing a graphic organizer.
Strategy:
-
Questioning with Wait Time
Collaborative learning activities/Turn and Talks
Anchor Charts
Cold Calls
Warm-Up:
I do: The teacher will review story plot and explain that stories usually have small climaxes
throughout the plot to create a sense of suspense.
We do: Turn and Talk:
You do: Students will review plot elements on the interactive Web site Annenberg Media.
While reviewing the Web site, students will independently complete a Plots Notes graphic
organizer.
Homework: Final Exam Review due in class Friday
Essential Questions
1. How was the assessment review game beneficial to you?
Formative Assessment (Result Indicator):
1. Warm Up
2. Exit Ticket
Intervention for those that did not meet mastery: After school and lunch tutorials
Enrichment for those that met mastery: Creating and answering Bloom’s questions
Teacher Name: Ms. Boudreaux
Subject: Reading – 6th grade
Appraiser Name: Ms. Thomas
PL– 3: Designs effective lesson plans, units and assessments
Date: Friday, January 17, 2014
Learning Goals:
PL-1: Students will summarize the elements of plot development (e.g., rising action, turning point, climax,
falling action, and denouement) in various works of fiction
Objective(s):
I will analyze and complete the midterm review.
Strategy:
Questioning with Wait Time
Collaborative learning activities
Turn and Talks
STAAR Stem Questions
Activity:
I do: The teacher will review the midterm review and will answer any questions students have.
We do: Students will review the midterm review in a whole class review game.
Essential Questions
1. How do reading strategies such as predicting and questioning texts assist readers in monitoring their
comprehension?
2. What is visualizing and how can it help a reader improve comprehension?
3. How does connecting to a text help a reader?
Formative Assessment (Result Indicator):
1. Exit Tickets
2. Smart Board
3. Warm Up
4. Graphic Organizers
Intervention for those that did not meet mastery: Side by side instruction, partner work, scaffolding with graphic
organizers.
Enrichment for those that met mastery: Creating and answering Bloom’s questions