Mr. Gass’s 6th Grade Language Arts Plans for Week of December 16th to 19th, 2013
SSR will be the first ten minutes of every class period. Students are expected to write a response to their SSR reading in their journal once per
week.
Our JJIP for December is cause and effect.
Every Tuesday is library day.
1. Common Core Learning Standards Addressed:
L.6.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.6.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
RL.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.6.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing
flexibility from a range of strategies.
SL.6.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6
topics, texts, and issues, building on others’ ideas and expressing their own clearly.
2. Learning Targets: (What will students
know & be able to do as a result of this unit?)
● Students will be able to identify parts of
speech.
● Students will be able to define affixes.
● Students will be able to correct errors in
sentences.
● Students will be able to identify literary
elements based on examples.
● Students will be able to identify a
passage as first- or third-person point of
view.
● Students will be able to identify details,
transitions, and character traits in a text.
● Students will be able to identify cause
and effect relationships in text.
● Students will be able to write greeting
cards in cursive.
Essential Questions:
(What will students
know & be able to do
as a result of this
unit?)
•
How do I show
what I have
learned so far
this year?
2a. I can statements:
● I can demonstrate how to use the
correct punctuation,
capitalization, and spelling when
I write.
● I can demonstrate how to use
common affixes and roots as
clues to the meaning of words.
● I can identify cause/effect
relationships within a text.
● I can demonstrate my learning
from class this year by passing
my semester exam.
● I can write in cursive.
New Bloom’s
3. Formative Assessment Criteria for Success: (List examples in box below)
Summative Assessment for Success: (How will you & your students know if they have successfully met the outcomes?
What specific criteria will be met in a successful product/process? What does success on this lesson’s outcomes look like?)
Monday-Friday
Formative
• Cause-effect Organizers
Comments:
Monday-Friday
Summative
• Semester Exam
Comments:
DIFFERENTIATION
4. Gradual Release of Learning: (What learning experiences will students engage in? How
will you use these learning experiences or their student products as formative assessment
opportunities? How and where will you differentiate?) Focus Lesson, Guided Instruction,
Collaborative Instruction, Independent Tasks
Components of
Gradual
Release:
Focus Lesson
(I do)
Guided
Instruction
(We do)
Day 1
Day 2
Affixes: I will introduce
the affixes and
definitions.
Handwriting: I will
show students how to
write letters in cursive.
Day 3
Affixes: Students and I
will brainstorm words to
include on the list of
examples for each affix
(fore-, photo, -ence).
Reading: We will work
together to read a
paragraph and choose an
appropriate cause-effect
organizer to complete for
the paragraph.
Day 4
Day 5
No School
Collaborative
(We do
together)
Independent
(You do)
Spelling: We will work
together to complete the
word sort for the pattern
of the week (Words
Ending in –ed, -ing).
Reading: Students will
work together to come
up with a definition for
cause and effect.
Spelling: Students will
complete the spelling
activities to be turned in
on Wednesday.
Reading and Writing:
Students will complete
the semester exam for
language arts.
Reading: Students will
work through examples
of causes and effects.
Handwriting: Students
will practice writing
letters in cursive.
Reading: Students will
work to complete the
remaining paragraphs
and organizers.
Handwriting: Students
will practice writing a
paragraph in cursive.
Handwriting: Students
will write holiday
greeting cards in cursive
writing for their families
and/or cards that tell
their families how much
they appreciate them.
5. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)
Day 1
•
•
Spelling Menu 16
Semester Exam
Day 2
● Vocabulary notebook
● Handwriting Papers
● Cause-effect papers
Day 3
Day 4
Day 5
● Handwriting Papers
● Cause-effect papers
● Handwriting Papers
No School
Family Connection (How will you communicate with and extend into the home?)
Students will read silently in class and at home.
Parents should encourage students to practice writing in cursive at home.