LESSON PLANS
SUBJECT TO CHANGE
Peggy Brennan
English Language Arts- 6th Grade
Week 33: May 11 – 15, 2015
2nd, 3rd, and 4th Periods
MONDAY 5/11
TUESDAY 5/12
6. L.1.1. (D0K2) Caught ‘Ya
RL.1.1
RL.1.2
RL.1.3
RL.2.4
LAFS.6.RL.1.3 (DOK 2)
LAFS.6.RL.1.2 (DOK 2)
LAFS.6.SL.1.1 (DOK 3)
LAFS.6.L.3.4 (DOK 2)
LAFS.6.RL.1.1
LAFS.6.RL.2.6
LAFS.6.W.2.4, 2.5
THURSDAY 5/14
Learning Goal:
Unit 7: Students will be able to: Describe how a particular grade-appropriate story’s or drama’s plot unfolds in a series of episodes as well as how the
characters respond or change as the plot moves toward a resolution. Determine the central idea of a text and analyze how it is conveyed through key
details, and cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Essential
Question
How can I prove what I have learned from the text?
How can I use details from the text related to theme to determine the author’s message?
How do the actions of the characters in the text move the plot to a resolution?
Objective(s):
Students will be able to cite textual
evidence to support analysis of
what the text says explicitly as well
as inferences drawn from the text
Students will be able to cite textual
evidence to support analysis of
what the text says explicitly as well
as inferences drawn from the text
Students will be able to cite textual
evidence to support analysis of
what the text says explicitly as well
as inferences drawn from the text
Students will be able to cite textual
evidence to support analysis of
what the text says explicitly as well
as inferences drawn from the text
Students will be able to cite textual
evidence to support analysis of what
the text says explicitly as well as
inferences drawn from the text
Bell work
Agenda
Caught Ya’, Vocab, Journal
Caught Ya’, Vocab, Journal
Caught Ya’, Vocab, Journal
Caught Ya’, Vocab, Journal
Journal
Teacher review scale,
learning goal, and
objectives for Unit 7.
Teacher review scale,
learning goal, and
objectives for Unit 7.
Teacher review scale,
learning goal, and
objectives for Unit 7.
Teacher review scale,
learning goal, and
objectives for Unit 7.
Teacher review scale,
learning goal, and
objectives for Unit 7.
Teacher/Student will
preview vocabulary for
“The Phantom Tollbooth”
(phantom, tollbooth,
lethargic, doldrums,
ignorance, precautionary,
unethical, ferocious,
misapprehension,
unabridged)
Teacher/Student will
preview vocabulary for
“The Phantom Tollbooth”
(phantom, tollbooth,
lethargic, doldrums,
ignorance, precautionary,
unethical, ferocious,
misapprehension,
unabridged)
Teacher/Student will
review vocabulary from
“The Phantom Tollbooth”
(phantom, tollbooth,
lethargic, doldrums,
ignorance, precautionary,
unethical, ferocious,
misapprehension,
unabridged)
Teacher/Student will
continue reading the
drama “The Phantom
Tollbooth”
Teacher/Student will
continue reading the
drama “The Phantom
Tollbooth”
6. L.1.1. (D0K2) Caught ‘Ya
RL.1.1
RL.1.2
RL.1.3
RL.2.4
LAFS.6.RL.1.3 (DOK 2)
LAFS.6.RL.1.2 (DOK 2)
LAFS.6.SL.1.1 (DOK 3)
LAFS.6.L.3.4 (DOK 2)
LAFS.6.RL.1.1
LAFS.6.RL.2.6
LAFS.6.W.2.4, 2.5
FRIDAY 5/15
Standard(s)
Unit 7 Literary
Analysis
6. L.1.1. (D0K2) Caught ‘Ya
RL.1.1
RL.1.2
RL.1.3
RL.2.4
LAFS.6.RL.1.3 (DOK 2)
LAFS.6.RL.1.2 (DOK 2)
LAFS.6.SL.1.1 (DOK 3)
LAFS.6.L.3.4 (DOK 2)
LAFS.6.RL.1.1
LAFS.6.RL.2.6
LAFS.6.W.2.4, 2.5
WEDNESDAY 5/13
6. L.1.1. (D0K2) Caught ‘Ya
RL.1.1
RL.1.2
RL.1.3
RL.2.4
LAFS.6.RL.1.3 (DOK 2)
LAFS.6.RL.1.2 (DOK 2)
LAFS.6.SL.1.1 (DOK 3)
LAFS.6.L.3.4 (DOK 2)
LAFS.6.RL.1.1
LAFS.6.RL.2.6
LAFS.6.W.2.4, 2.5
6. L.1.1. (D0K2) Caught ‘Ya
RL.1.1
RL.1.2
RL.1.3
RL.2.4
LAFS.6.RL.1.3 (DOK 2)
LAFS.6.RL.1.2 (DOK 2)
LAFS.6.SL.1.1 (DOK 3)
LAFS.6.L.3.4 (DOK 2)
LAFS.6.RL.1.1
LAFS.6.RL.2.6
LAFS.6.W.2.4, 2.5
Students will work with a
shoulder buddy to
complete the definitions,
parts of speech,
synonyms, and meaningful
sentences for the
vocabulary for Act I
Students will work with a
shoulder buddy to
complete the definitions,
parts of speech,
synonyms, and meaningful
sentences for the
vocabulary for Act I
Students will work with a
shoulder buddy to
complete analysis of “the
Phantom Tollbooth”,
especially the figurative
language and the use of
puns.
Students will follow along
write a story using the
vocabulary words from Act
I of “The Phantom
Tollbooth”
Students will work with a
shoulder buddy to
complete analysis of “the
Phantom Tollbooth”
especially the figurative
language and the use of
puns.
Vocabulary
analysis, cite, explicit,
inference, logical, support,
text, textual evidence,
series, story, trait, central
idea, convey, detail,
distinct, judgment, opinion,
personal, summarize,
summary, theme
analysis, cite, explicit,
inference, logical, support,
text, textual evidence,
series, story, trait, central
idea, convey, detail,
distinct, judgment, opinion,
personal, summarize,
summary, theme
analysis, cite, explicit,
inference, logical, support,
text, textual evidence,
series, story, trait, central
idea, convey, detail,
distinct, judgment, opinion,
personal, summarize,
summary, theme
analysis, cite, explicit,
inference, logical, support,
text, textual evidence,
series, story, trait, central
idea, convey, detail,
distinct, judgment, opinion,
personal, summarize,
summary, theme
analysis, cite, explicit,
inference, logical, support,
text, textual evidence,
series, story, trait, central
idea, convey, detail,
distinct, judgment, opinion,
personal, summarize,
summary, theme
Homework
Ticket Out
Read AR book
Read AR book
Read AR book
Read AR book
Read AR book
Accommodatio
ns
DOK H.O.T
Questions
What did you learn today?
What did you learn today?
What did you learn today?
What did you learn today?
What did you learn today?
Any questions or concerns?
Any questions or concerns?
Any questions or concerns?
Any questions or concerns?
Any questions or concerns?
Where do you think you are on Where do you think you are on Where do you think you are on Where do you think you are on Where do you think you are on
our scale and why?
our scale and why?
our scale and why?
our scale and why?
our scale and why?
ESOL/ESE MODIFICATIONS: Multiple learning styles; Provide contextual support through models and demonstrations; Reinforce key ideas repeatedly; making use of
contextual clues; multiple media; hands-on experiences; defining content area terms, thinking maps, classroom routines; use visuals and models, monitor students’
comprehension, give wait time, introduce new vocabulary, write directions on board; use document camera and projector with speakers when necessary.
Accommodations: Extended time; test in small group; test in alternative setting; clarify assignments and directions; check for understanding; Inclusion Teacher assist
Unit 7
LAFS.6.RL.1.3
How does the main character’s experience of ____ affect his or her actions within the story?
The student must recognize the relationship between the main character’s actions and
previous events.
Which sentences from the passage best show how the main character feels regarding the
events of the plot?
The student must determine a character’s feelings from the character’s actions. The student
must provide evidence.
LAFS.6.RL.1.2
What is the central idea of theme of the passage?
The student must analyze the text to identify the implicit central idea or theme of the
passage. Identify the parts of the passage that convey the theme or central idea.
The student must be able to select the evidence in the text that supports the inference
made about theme.
Agenda for
Advanced 1st
and 6th periods
Teacher review scale,
learning goal, and
objectives for Unit 7.
Teacher review scale,
learning goal, and
objectives for Unit 7.
Unit 7 Literary
Analysis
Teacher/Student will
preview vocabulary for
“The Phantom Tollbooth”
(phantom, tollbooth,
lethargic, doldrums,
ignorance, precautionary,
unethical, ferocious,
misapprehension,
unabridged)
Teacher/Student will
preview vocabulary for
“The Phantom Tollbooth”
(phantom, tollbooth,
lethargic, doldrums,
ignorance, precautionary,
unethical, ferocious,
misapprehension,
unabridged)
Students will work with a
shoulder buddy to
complete the definitions,
parts of speech,
synonyms, and meaningful
sentences for the
vocabulary for Act I
Caught Ya’, Vocab,
Journal
Students will work with a
shoulder buddy to
complete the definitions,
parts of speech,
synonyms, and meaningful
sentences for the
vocabulary for Act I
Students will work with a
shoulder buddy to
complete analysis of “the
Phantom Tollbooth”,
especially the figurative
language and the use of
puns.
Students will follow along
write a story using the
vocabulary words from
Act I of “The Phantom
Tollbooth”
Students will work with a
shoulder buddy to
complete analysis of “the
Phantom Tollbooth”
especially the figurative
language and the use of
puns.
Caught Ya’, Vocab, Journal
Caught Ya’, Vocab, Journal
Caught Ya’, Vocab, Journal
Caught Ya’, Vocab, Journal
Read AR Book
Read AR Book
Read AR Book
Read AR Book
Read AR Book
Bell work
Homework
Accommodatio
ns
DOK H.O.T
Questions
Teacher review scale,
learning goal, and
objectives for Unit 7.
Teacher/Student will
continue reading the
drama “The Phantom
Tollbooth”
Teacher review scale,
learning goal, and
objectives for Unit 7.
Teacher review scale,
learning goal, and
objectives for Unit 7.
Teacher/Student will
review vocabulary from
“The Phantom Tollbooth”
(phantom, tollbooth,
lethargic, doldrums,
ignorance, precautionary,
unethical, ferocious,
misapprehension,
unabridged)
Teacher/Student will
continue reading the
drama “The Phantom
Tollbooth”
ESOL/ESE MODIFICATIONS: Multiple learning styles; Provide contextual support through models and demonstrations; Reinforce key ideas repeatedly; making use of
contextual clues; multiple media; hands-on experiences; defining content area terms, thinking maps, classroom routines; use visuals and models, monitor students’
comprehension, give wait time, introduce new vocabulary, write directions on board; use document camera and projector with speakers when necessary.
Accommodations: Extended time; test in small group; test in alternative setting; clarify assignments and directions; check for understanding; Inclusion Teacher assist
LAFS.6.RL.1.3
How does the main character’s experience of ____ affect his or her actions within the story?
The student must recognize the relationship between the main character’s actions and
previous events.
Which sentences from the passage best show how the main character feels regarding the
events of the plot?
The student must determine a character’s feelings from the character’s actions. The student
must provide evidence.
What is the central idea of theme of the passage?
The student must analyze the text to identify the implicit central idea or theme of the
passage. Identify the parts of the passage that convey the theme or central idea.
The student must be able to select the evidence in the text that supports the inference
made about theme.