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PCIS 6th GRADE INSTRUCTIONAL PLAN

Grade: 6th Grade


Subject: Wonders Reading
Teacher: McElroy, Senn, Williams, Pittman, Fleming
DAY

PROCEDURES

Time: 1, 2,3,4,5 periods


Week of: Unit 3 Week 5
EQUIPMENT/MATERI
ALS

INSTRUCTIONAL
METHOD

12/8

PCIS 6th GRADE INSTRUCTIONAL PLAN


DAILY LESSON CONCEPT (OBJECTIVE): Text Evidence; Main Idea and Key Details, Ask and Answer
Questions, Suffixes
ESSENTIAL QUESTION: What steps can people take to promote a healthier environment?
WIDA: English language learners communicate for social and instructional purposes in the school setting (SIL). English
language learners communicate information, ideas and concepts necessary for academic success in the content area of Language
Arts (LoLA).
COS/CCRS OBJECTIVE(S): Interpret information presented in diverse media and formats (e.g.,
visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
SL.6.2
Pose and respond to specific questions with elaboration and detail by making comments that
contribute to the topic, text, or issue under discussion. SL.6.1.c
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn
from the text. RI.6.1
Acquire and use accurately grade appropriate general academic and domain specific words and
phrases; gather vocabulary knowledge when considering a word or phrase important to
comprehension or expression. L.6.6
HIGHER ORDER THINKING SKILLS: Students will be able to cite textual evidence to support the
main idea of the passage.
KEY VOCABULARY: invasive, advocates, commonplace, designate, initial, insulation, irrational,
optimal
BEFORE: Build Background: A Greener Future: Using the photograph on p. 218 in RWW, students will
discuss the solar panels and wind turbines. The focus will be on the clean and natural setting for
energy-producing devices.
Essential Question: What steps can people take to promote a healthier environment?
Ask: Why do advocates of solar and wind farms promote their use? What are the optimal conditions
in which to build a solar farm or wind farm? Why?
Connect to Concept: A Greener Future- Discuss ways to recycle a variety of materials, including
electronics.
Preview Genre: Expository Text- Read aloud story is expository- provides facts and reasons why people
have made certain choices. Uses flow charts, side bars, and other illustrations to give facts.
Strategy: Ask and Answer Questions- Active readers often pause to ask themselves questions about
information that was unclear. Readers can look for answers to their questions in their readings.
Listening Comprehension: Interactive Read Aloud: Away with E-Waste! T269
Think Aloud Clouds: I read about.. I ask myself and I will read on to find my answer.
Graphic Organizer (if want to use) t- chart: Genre and features. Graphic Organizer 65 Then ask
partners to discuss a time when they were motivated to meet a challenge.
DURING: Vocabulary: Words in Context, t270; RWW p.220-221 Using the vocabulary routines (DEADefine, example, ask), Complete Practice: Your Turn page 141 (will not complete in class as wholewill complete in centers if time allows )
Close Reading of Complex text: Is Your City Green? p.222-225 in RWW. TE p. t272-t273
Make Connections: Students will refer to text evidence as they talk about available ways for creating
healthier environments in green cities. Students will discuss characteristics of a greener, healthier
lifestyle.
ACT: Purpose Expository Text gives information but also conveys a view on future cities and their use
of technology. What verb tense does the author mainly use? What view might the verb tense convey?
AFTER: Centers and small group instruction
HOMEWORK: Vocabulary Menu ASSESSMENT: U3W5 Weekly Assessment on Day 5
SMALL GROUP READING: SG1 Phonemic Awareness Phonics Vocabulary Fluency
Comprehension

Dry Erase Board


X Smart Board
Student Technology
Lab Equipment
X Workbook
Handout
X Text Wonders RWW
and Lit Anthology
Approved Video
Manipulative
Other: Graphic
Organizer, Game,
Test,
Paint, etc.

X Explicit Instruction
X Guided Practice
Independent Practice
X Centers
X Large Group

Instruction
X Small Group
Instruction
X Partner Work/Talk
X Collaborative Groups
Intervention
X Student Engagement
Assessment

12/9

PCIS 6th GRADE INSTRUCTIONAL PLAN


DAILY LESSON CONCEPT (OBJECTIVE): Text Evidence; Main Idea and Key Details, Ask and Answer
Questions, Suffixes
ESSENTIAL QUESTION: What steps can people take to promote a healthier environment?
WIDA: English language learners communicate for social and instructional purposes in the school setting (SIL). English
language learners communicate information, ideas and concepts necessary for academic success in the content area of Language
Arts (LoLA).
COS/CCRS OBJECTIVE(S): Cite textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text. RI.6.1
Cite specific textual evidence to support analysis of science and technical texts. RST.6.1
Ask and answer questions to increase understanding. Cite textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text. RI.6.1
By the end of the year, read and comprehend literary nonfiction in the grades 68 text complexity
band proficiently, with scaffolding as needed at the high end of the range. RI.6.10
By end of grade 8, read and comprehend history/social studies texts in the grades 68 text complexity
band independently and proficiently. RH.6.10
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on
grade 6 reading and content, choosing flexibly from a range of strategies. Use context (e.g., the
overall meaning of a sentence or paragraph; a words position or function in a sentence) as a clue to
the meaning of a word or phrase. L.6.4a
Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as
in words to develop a coherent understanding of a topic or issue. RI.6.7
HIGHER ORDER THINKING SKILLS: Students will be able to cite textual evidence to support the
main idea of the passage.
KEY VOCABULARY: invasive, advocates, commonplace, designate, initial, insulation, irrational,
optimal
BEFORE: Essential Question: What steps can people take to promote a healthier environment?
Review Vocabulary- invasive, advocates, commonplace, designate, initial, insulation, irrational,
optimal
DURING: Comprehension Strategy: Ask and Answer Questions: RWW p. 226 students will read an
expository text on p. 222. This is going to be a close read as they have already read the story
yesterday in class.
Comprehension Skill: Sequence: RWW p. 213 . Cause- and-effect text structure to show how or why
something happened. Model Close Reading: Main Idea and Key Details. Students should review the
information the author presents. Students should consider what details are in common. Then ask
What do all these details tell about? What larger thought connects these pieces of information?
Analytical Writing- Use notes from the graphic organizer to write a summary of a section.
Analytical Writing- Have pairs work together to write a summary of Open Spaces have students
share with the clas.
Genre: Information Article: Expository Text: These provide factual information and usually focuses on
People, places, things, or events. They include: text headings, captions, maps, diagrams, and visual
representation.
Model Close Reading: Using Is your City Green? Using the flowcharts point out there are two
sections of the flowchart connected by arrows. Ask: How do the steps represented in the text boxes
explain the process of composting?
Sidebars- Read the sidebar beneath the flowchart: Ask Why do you think the author included this
information?
Guided Practice: have students work to identify the two text features in Is Your City Green? Discuss
how the information added to their understanding of the topic.
Vocabulary Strategy: Synonyms and Antonyms: Synonyms are words that mean the same. Antonyms

Dry Erase Board


X Smart Board
Student Technology
Lab Equipment
X WorkbookHandout
X Text Wonders RWW
and Lit Anthology
Approved Video
Manipulatives
Other: Graphic
Organizer, Game,
Test,
Paint, etc.

X Explicit Instruction
X Guided Practice
Independent Practice
X Centers
X Large Group

Instruction
X Small Group
Instruction
X Partner Work/Talk
X Collaborative Groups
Intervention
X Student Engagement
Assessment

12/10

PCIS 6th GRADE INSTRUCTIONAL PLAN


DAILY LESSON CONCEPT (OBJECTIVE): Text Evidence; Main Idea and Key Details, Ask and Answer
Questions, Suffixes
ESSENTIAL QUESTION: What steps can people take to promote a healthier environment?
WIDA: English language learners communicate for social and instructional purposes in the school setting (SIL). English
language learners communicate information, ideas and concepts necessary for academic success in the content area of Language
Arts (LoLA).
COS/CCRS OBJECTIVE(S): Use combined knowledge of all letter-sound correspondences,
syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar
multisyllabic words in context and out of context. RF.5.3.a
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn
from the text. RI.6.1
HIGHER ORDER THINKING SKILLS: Students will be able to cite textual evidence to support
summarizing the passage.
KEY VOCABULARY: invasive, advocates, commonplace, designate, initial, insulation, irrational,
optimal
BEFORE: Essential Question: How can one person affect the opinions of others?
Review Vocabulary: invasive, advocates, commonplace, designate, initial, insulation, irrational, optimal
DURING: Close Read: Major Taylor: Stewards of the Environment Literature Anthology book pages
250-253
Complete ACT: Specific Vocabulary- using context clues, students will be asked to define specific
words.
Complete Analytical Writing: Complete Practice workbook p. 142 with students (Main Ideas and Key
Details)
Complete Write about Reading: Cause and Effect p. t281d Ask students to write answer to the
Essential Question of the week.
AFTER: Centers and small group instruction
HOMEWORK: Vocabulary Menu ASSESSMENT: U3W5 Weekly Assessment on Day 5
SMALL GROUP READING: SG1 Phonemic Awareness Phonics Vocabulary Fluency
Comprehension
SG2 Phonemic Awareness Phonics Vocabulary Fluency
Comprehension
SG3 Phonemic Awareness Phonics Vocabulary Fluency
Comprehension

Dry Erase Board


X Smart Board
Student Technology
Lab Equipment
X WorkbookHandout
X Text Wonders RWW
and Lit Anthology
Approved Video
Manipulatives
Other: Graphic
Organizer, Game,
Test,
Paint, etc.

X Explicit Instruction
X Guided Practice
Independent Practice
X Centers
X Large Group

Instruction
X Small Group
Instruction
X Partner Work/Talk
X Collaborative Groups
Intervention
X Student Engagement
Assessment

12/11

PCIS 6th GRADE INSTRUCTIONAL PLAN


DAILY LESSON CONCEPT (OBJECTIVE): Text Evidence; Main Idea and Key Details, Ask and Answer
Questions, Suffixes
ESSENTIAL QUESTION: What steps can people take to promote a healthier environment?
WIDA: English language learners communicate for social and instructional purposes in the school setting (SIL). English
language learners communicate information, ideas and concepts necessary for academic success in the content area of Language
Arts (LoLA).
COS/CCRS OBJECTIVE(S): Use context to confirm or self-correct word recognition and understanding,
rereading as necessary. RF.5.4.c Cite textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text. RI.6.1
HIGHER ORDER THINKING SKILLS: Students will be able to cite textual evidence to support the
main idea the passage.
KEY VOCABULARY: invasive, advocates, commonplace, designate, initial, insulation, irrational,
optimal
BEFORE: Essential Question: What steps can people take to promote a healthier environment?
Review Vocabulary: invasive, advocates, commonplace, designate, initial, insulation, irrational, optimal
DURING: Phonics/Fluency: Suffixes: -ion and -tion- Words p. T282-t283: Explain to students that a
suffix Is a word part that can be added to the end of a base word, changing the words meaning and
part of speech. Common suffixes include: -able, -ful, -ism, -ly
Model: Write Connection on the board. Underline the Suffix: -ION Model the Word Blending. Complete
this with the following (complete all if time allows) illustration, decoration, expression, separation,
action, representation, relation, mobilization, organization, inspiration, confusion, vegetation
Guided Practice: Have student read the list above. Discuss spelling changes that occur when the
suffix is added. Have them sort the words listed about by tion and ion
Read: Modern transit for an Ancient City Literature Anthology p. 254-255. T281e-y281f.
Complete ACT- Connection of Ideas
Analytical Writing: Compare texts. Students will read an expository text about accomplishments that
have helped the environment. Ask students to do a close reading, taking notes on key details that
help them determine the main idea. Compare this with the text evidence of Stewards of the
Environment
Analytical Writing: How has the city of Athens changed because of new laws and mass transit system
that was built for the Olympics?
Analytical Writing: Make Connections: Have students write about how mass transit promotes a
healthier environment. Discuss the steps that students have been reading about work together to
help the environment.
AFTER: Centers and small group instruction
HOMEWORK: Vocabulary Menu ASSESSMENT: U3W5 Weekly Assessment on Day 5
SMALL GROUP READING: SG1 Phonemic Awareness Phonics Vocabulary Fluency
Comprehension
SG2 Phonemic Awareness Phonics Vocabulary Fluency
Comprehension
SG3 Phonemic Awareness Phonics Vocabulary Fluency
Comprehension

Dry Erase Board


X Smart Board
Student Technology
Lab Equipment
X WorkbookHandout
X Text Wonders RWW
and Lit Anthology
Approved Video
Manipulatives
Other: Graphic
Organizer, Game,
Test,
Paint, etc.

X
X
X
X
X

Explicit Instruction
Guided Practice
Independent Practice
Centers
Large Group
Instruction
X Small Group
Instruction
X Partner Work/Talk
X Collaborative Groups
Intervention
X Student Engagement
Assessment

12/12

PCIS 6th GRADE INSTRUCTIONAL PLAN


DAILY LESSON CONCEPT (OBJECTIVE): Text Evidence; Main Idea and Key Details, Ask and Answer
Questions, Suffixes
ESSENTIAL QUESTION: What steps can people take to promote a healthier environment?
WIDA: English language learners communicate for social and instructional purposes in the school setting (SIL). English
language learners communicate information, ideas and concepts necessary for academic success in the content area of Language
Arts (LoLA).
COS/CCRS OBJECTIVE(S): Present claims and findings, sequencing ideas logically and using
pertinent descriptions, facts, and detail to accentuate main ideas or these; use appropriate eye
contact, adequate volume, and clear pronunciation. (S.L.6.4)
HIGHER ORDER THINKING SKILLS: Students will be able to cite textual evidence to support the
main idea in the passage.
KEY VOCABULARY: invasive, advocates, commonplace, designate, initial, insulation, irrational,
optimal
BEFORE: Essential Question: How can one person affect the opinions of others? Quick review of skills
and vocabulary strategies.
DURING: Complete U3W5 Weekly Assessment and Selection Assessment
AFTER: Read AR or work on other homework
HOMEWORK: ASSESSMENT: U3W5 Weekly Assessment Today
SMALL GROUP READING: SG1 Phonemic Awareness Phonics Vocabulary Fluency
Comprehension
SG2 Phonemic Awareness Phonics Vocabulary Fluency
Comprehension
SG3 Phonemic Awareness Phonics Vocabulary Fluency
Comprehension

Dry Erase Board


Smart Board
Student Technology
Lab Equipment
Workbook
Handout
Text
Approved Video
Manipulatives
X Other: Graphic
Organizer, Game,
Test,
Paint, etc.

Explicit Instruction
Guided Practice
Independent Practice
Centers
X Large Group
Instruction
Small Group
Instruction
Partner Work/Talk
Collaborative Groups
Intervention
Student Engagement
X Assessment

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