Teacher Name: Ms. Boudreaux
Subject: Reading – 6th grade
Appraiser Name: Ms. Bowes
Teacher Name: Ms. Boudreaux
Subject: Reading – 6th grade
Appraiser Name: Ms. Thomas
PL – 3: Designs effective lesson plans, units and assessment
Date: Monday, December 2, 2013
Learning goals (ex: at beginning of unit based on pre-assessment)
PL-1: Read and understand procedural texts and create procedural instructions.
Objective(s):
Explain how differential organizational patterns develop the main idea and the author’s viewpoint, compare and
contrast expository texts to other forms of nonfiction texts.
ELA.6.Fig19D
ELA.6.Fig19
Strategy:
-
Questioning with Wait Time
Collaborative learning activities/Turn and Talks
Anchor Charts
Cold Calls
Warm-Up: How do you make a peanut butter and jelly sandwich?
I do: The teacher will introduce students to procedural texts and will model thinking aloud and
creating a set of procedural directions. Procedural texts include brochures, instruction sheets,
manuals or how-to texts. The teacher will model making a peanut butter and jelly sandwich
using the instructions students gave.
We do: In cooperative groups, students will create a set of procedural instructions for
accomplishing a task, which will then be passed to a different group to be accomplished.
You do: In cooperative groups, students will practice completing a set of procedural
instructions that was given to them by another group.
Homework: Independently, students will create a set of procedural instructions.
Essential Questions
1. How does procedural texts differ from other nonfiction texts?
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. Bowes
Teacher Name: Ms. Boudreaux
Subject: Reading – 6th grade
Appraiser Name: Ms. Thomas
PL – 3: Designs effective lesson plans, units and assessment
Date: Tuesday, December 3, 2013
Learning goals (ex: at beginning of unit based on pre-assessment)
PL-1: Students identify main ideas and supporting details, create summaries, develop
inferences supported by text evidence, and examine organizational patterns and graphical
components analyzing how these relate to author’s style and purpose .
Objective(s):
Explain how differential organizational patterns develop the main idea and the author’s viewpoint, compare and
contrast expository texts to other forms of nonfiction texts.
Strategy:
-
Questioning with Wait Time
Collaborative learning activities/Turn and Talks
Anchor Charts
Cold Calls
Warm-Up: What are some different types of expository organizational patterns and explain
examples for each.
I do: The teacher will review summarization and will model summarizing an informational text
(Time for Kids: The Blame Game).
We do: In groups, students will read informational texts and will complete a graphic organizer
for the main ideas and supporting ideas.
You do: Students will individually complete a Summarizing Informational Texts graphic
organizer.
Homework: Students will complete the Summarizing Informational Texts graphic organizer as
homework.
Essential Questions
1. How does procedural texts differ from other nonfiction texts?
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. Bowes
Teacher Name: Ms. Boudreaux
Subject: Reading – 6th grade
Appraiser Name: Ms. Thomas
PL – 3: Designs effective lesson plans, units and assessment
Date: Wednesday, December 4, 2013
Learning goals (ex: at beginning of unit based on pre-assessment)
PL-1: Students identify main ideas and supporting details, create summaries, develop
inferences supported by text evidence, and examine organizational patterns and graphical
components analyzing how these relate to author’s style and purpose.
Objective(s):
Explain how differential organizational patterns develop the main idea and the author’s viewpoint, compare and
contrast expository texts to other forms of nonfiction texts.
Strategy:
-
Questioning with Wait Time
Collaborative learning activities/Turn and Talks
Anchor Charts
Cold Calls
Warm-Up: Sharpen pencils, get cover sheet and get ready for today’s assessment.
I do: The teacher will administer the formative assessment that will cover expository texts,
main ideas and procedural texts.
You do: Students will complete the formative assessment.
Homework: Independent Reading
Essential Questions
1. How does procedural texts differ from other nonfiction texts?
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. Bowes
Teacher Name: Ms. Boudreaux
Subject: Reading – 6th grade
Appraiser Name: Ms. Thomas
PL – 3: Designs effective lesson plans, units and assessment
Date: Thursday, December 5, 2013
Learning goals (ex: at beginning of unit based on pre-assessment)
PL-1: Review the DLA and make corrections to monitor comprehension.
Objective(s):
Students will review the District Level Assessment and make corrections to monitor comprehension.
Strategy:
-
Questioning with Wait Time
Collaborative learning activities/Turn and Talks
Anchor Charts
Cold Calls
Warm-Up: Create a two column chart labeled My Answers and Group Answers.
I do: The teacher will lead a review session of the texts on the DLA test.
You do: Students will complete the assessment and write their answer choices in the column
labeled my answers.
We do: In groups, students will agree on the correct answers and will write their answers in the
column labeled Group Answers. Then, the teacher will lead a multiple choice review game to
discuss the correct answers and the strategies used to find them.
Homework: Independent Reading
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. Bowes
Teacher Name: Ms. Boudreaux
Subject: Reading – 6th grade
Appraiser Name: Ms. Thomas
PL– 3: Designs effective lesson plans, units and assessments
Date: Friday, December 6, 2013
Learning Goals: Students identify main ideas and supporting details, create summaries, develop inferences
supported by text evidence, and examine organizational patterns and graphical components analyzing how these
relate to author’s style and purpose.
Objective(s): Explain how differential organizational patterns develop the main idea and the author’s viewpoint,
compare and contrast expository texts to other forms of nonfiction texts.
Strategy:
Questioning with Wait Time
Collaborative learning activities
Turn and Talks
STAAR Stem Questions
Activity:
(How will you explain? Differentiate?)
Warm up: All Things Thai handout (#1): Students will complete questions 1 on the All Things Thai
handout, which assesses understanding of context clues.
I Do: The teacher will review the differences between a main idea and a summary and remind
students that main ideas are supported by details. Students must put both main ideas and
supporting details together to create a summary of texts.
We Do: In groups, students will complete a Main Ideas Pyramid graphic organizer for the text titled “The
History of the Telephone.”
You Do: Students will complete the STAAR Stem questions for “The History of the Pyramid.”
Essential Questions
1. What are context clues?
2. How do reference materials assist readers in understanding an unknown word?
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
Teacher Name: Ms. Boudreaux
Subject: Reading – 6th grade
Appraiser Name: Ms. Bowes