PCIS 6th GRADE INSTRUCTIONAL PLAN

Grade: 6th Grade

Subject: Wonders Reading
Teacher: McElroy, Senn, Williams, Fleming, Pittman
DA
PROCEDURES
Y

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

Week of: Unit 4 Week 1- January 6-12
EQUIPMENT/MATE
INSTRUCTIONAL
RIALS
METHOD

1/16/15

PCIS 6th GRADE INSTRUCTIONAL PLAN

DAILY LESSON CONCEPT (OBJECTIVE): Text evidence; Reread; Authors Point of View
ESSENTIAL QUESTION: How do people meet environmental challenges?
COS/CCRS OBJECTIVE(S): Interpret information presented in diverse media and formats
and explain how it contributes to a topic or issue under study (SL 6.2) Engage effectively in
a range of collaborative discussions with diverse partners on grade 6 topics, texts, and
issues, building on others ideas and expressing their own clearly. (SL 6.1c) 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) Determine an authors point of
view or purpose in a text and explain how it is conveyed in the text (RI.6.6) Analyze in
detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text
(RI.6.3)
HIGHER ORDER THINKING SKILLS: Students will be able to cite textual evidence to
support the authors point of view.
KEY VOCABULARY: alignment, calamity, eclipse, generated, inconvenience, periodic,
prolonged, tenacity
BEFORE: Build Background: Responding to Disaster p. T10-T11, Discuss the photograph of
the baby tern. Focus on the challenges that rescuers face when saving baby terns from the
calamity.
Essential Question: How do people meet environmental challenges? pT10
Ask: What environmental calamity can put baby terns in danger? How can the tenacity of
rescue crews help baby terns survive and oil spill?
Listening Comprehension: Interactive Read Aloud: Accessing the Great Lakes
Preview Genre: Expository Text
Think Aloud Clouds: reinforce how to use the reread strategy to understand content
When I read ___, I had to reread
Graphic Organizer (if want to use) Have students restate the most important information in
their own words.
DURING: Vocabulary: Words in Context, t14-t15 RWW 149 Using the vocabulary routines,
Complete Practice: Your Turn 151 (will not complete in class as whole)
Close Reading of Complex text: The Day the Dam Broke RWW p. 238-241
Make Connections: Encourage students to go back into the text for evidence as they talk
about how the people of Johnstown responded to the challenges of flooding. Ask students to
explain how environmental changes increased the challenges.
ACT: Connection of Ideas- As students read they should connect new facts to information
they already read to better understand the environmental changes described in They Day
the Dam Broke.
AFTER: Centers Activities
HOMEWORK: Vocabulary Menu ASSESSMENT: U4W1 Weekly Assessment on Day 5,
MOnday
SMALL GROUP READING: SG1 Phonemic Awareness Phonics Vocabulary
Fluency Comprehension
SG2 Phonemic Awareness Phonics Vocabulary

Dry Erase Board

X Smart Board
Student
Technology
Lab Equipment
X Workbook
Handout
X Text Wonders
RWW and Lit
Anthology
Approved Video
Manipulatives
X 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
X Assessment

1/7/15

PCIS 6th GRADE INSTRUCTIONAL PLAN

DAILY LESSON CONCEPT (OBJECTIVE): Text evidence; Reread; Authors Point of View
ESSENTIAL QUESTION: How do people meet environmental challenges?
COS/CCRS OBJECTIVE(S): Interpret information presented in diverse media and formats
and explain how it contributes to a topic or issue under study (SL 6.2) Engage effectively in
a range of collaborative discussions with diverse partners on grade 6 topics, texts, and
issues, building on others ideas and expressing their own clearly. (SL 6.1c) 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) Determine an authors point of
view or purpose in a text and explain how it is conveyed in the text (RI.6.6) Analyze in
detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text
(RI.6.3) Cite specific textual evidence to support analysis of primary and secondary
sources. (RH.6.1) Cite textual evidence to support analysis of what they text says explicitly
as well as inferences drawn from the text. (RI.6.1) Describe how a text presents
information (RH6.5)
HIGHER ORDER THINKING SKILLS: Students will be able to cite textual evidence to
support the authors point of view.
KEY VOCABULARY: alignment, calamity, eclipse, generated, inconvenience, periodic,
prolonged, tenacity
BEFORE: Essential Question: How do people meet environmental challenges?
Review Vocabulary- alignment, calamity, eclipse, generated, inconvenience, periodic,
prolonged, tenacity
DURING: Comprehension Strategy: Reread: Explain that when students read material
about a historical account, they may come across information about unfamiliar events.
Remind students to reread to clarify what caused certain events and why other events or
actions happened as a result.
Comprehension Skill: Authors Point of View: Explain that in informational text, authors
sometimes reveal a perspective about the topic or events they write about. Authors of
historical accounts adopt a neutral or objective point of view; sometimes a clear positive or
negative attitude emerges. RWW 242-243
Analytical Writing: Using the graphic organizer, write an analysis of how the authors details
suggest a point of view.
Analytical Writing: As pairs to work together to write an analysis of the authors point of
view in The Day the Dam Broke. Call on pairs to share with the class. RWW 241
Genre: Informational text: Expository texts about history provide information about
important events from the past. These texts include details about real people and real
places. RWW 244
Vocabulary Strategy: Context Clues: rereading for context clues throughout the whole
paragraph and not just one sentence. The overall meaning of a paragraph can help point
students to the meaning of a word or phrase. RWW 245
AFTER: Centers Activities
HOMEWORK: Vocabulary Menu ASSESSMENT: U4W1 Weekly Assessment on Day 5,
Monday

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

1/8/15

PCIS 6th GRADE INSTRUCTIONAL PLAN

DAILY LESSON CONCEPT (OBJECTIVE): Text evidence; Reread: Authors Point of View
ESSENTIAL QUESTION: How do people meet environmental challenges?
COS/CCRS OBJECTIVE(S): Interpret information presented in diverse media and formats
and explain how it contributes to a topic or issue under study (SL 6.2) Engage effectively in
a range of collaborative discussions with diverse partners on grade 6 topics, texts, and
issues, building on others ideas and expressing their own clearly. (SL 6.1c) 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) Determine an authors point of
view or purpose in a text and explain how it is conveyed in the text (RI.6.6) Analyze in
detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text
(RI.6.3)
KEY VOCABULARY: alignment, calamity, eclipse, generated, inconvenience, periodic,
prolonged, tenacity
BEFORE: Essential Question: How do people meet environmental challenges?
Review Vocabulary- alignment, calamity, eclipse, generated, inconvenience, periodic,
prolonged, tenacity
DURING: Close Read: Years of Dust: The Story of the Dust Bowl Literature Anthology p 256273
Analytical Writing-Use Graphic Organizer on WB p. 152 to record the authors point of
view for each section
Complete ACT
Analytical Writing Complete Write about Reading- Analyze: Ask students to use details
from their organizers to write an analysis of the way that the author stays relatively
objective, even when presenting information about a tragic time. Complete #4 on p. 273
Write about how the author uses eyewitness accounts to convince readers that the Dust
Bowl was an ecological catastrophe.
Complete the Make Connections. Have partners work together to write about text evidence
that tells how people of the 1930s viewed the environmental challenge of the Dust Bowl.
Have partners discuss their findings with the class.
AFTER: Centers Activities
HOMEWORK: Vocabulary Menu ASSESSMENT: U4W1 Weekly Assessment on Day 5,
Monday
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

1/9/15

PCIS 6th GRADE INSTRUCTIONAL PLAN

DAILY LESSON CONCEPT (OBJECTIVE): Small Group instruction
ESSENTIAL QUESTION: How do people meet environmental challenges?
COS/CCRS OBJECTIVE(S): Use combined knowledge of all letter-sound correspondences,
syllabication patterns, and morphology to read accurately unfamiliar multisyllabic words in
context and out of context. (RF.5.3a) Use context to confirm or self-correct word
recognition and understanding rereading as necessary (RF.5.4.c) Interpret information
presented in diverse media and formats and explain how it contributes to a topic or issue
under study (SL 6.2) Engage effectively in a range of collaborative discussions with diverse
partners on grade 6 topics, texts, and issues, building on others ideas and expressing their
own clearly. (SL 6.1c) 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) Determine an authors point of view or purpose in a text and explain how
it is conveyed in the text (RI.6.6) Analyze in detail how a key individual, event, or idea is
introduced, illustrated, and elaborated in a text (RI.6.3)
HIGHER ORDER THINKING SKILLS Students will be able to cite textual evidence to
support theme within a passage.
KEY VOCABULARY: alignment, calamity, eclipse, generated, inconvenience, periodic,
prolonged, tenacity
BEFORE: Essential Question: How do people meet environmental challenges?
Review Vocabulary- alignment, calamity, eclipse, generated, inconvenience, periodic,
prolonged, tenacity
DURING: Word Study/Fluency: Suffix-ion: Suffixes come at the end of the word and change
the words meaning and part of speech. Write ion on the board. Point out that it means the
act, state, or result of. When added to a verb, the suffix changes the word to a noun.
Sometimes adding ion changes the spelling of a base word. Write the words explode and
explosion on the board. Point out that to form the word explosion, the silent e in explode is
dropped the d is changed to s, and the suffix ion is added. Complete the Model and Guided
Practice sections on T26.
Read Erica Fernandez: Environmental Activist. Complete ACT.
Complete Analytical Writing- Ask students to read closely, using the reread strategy, and
write about text evidence they gathered to compare this text to Years of Dust
Also, Complete WRITE ABOUT READING on p. t25t.
Analytical Writing: Have students paraphrase, write, and share information about why it is
useful for people to work together when meeting a challenge.
AFTER: Centers
HOMEWORK: Vocabulary Menu ASSESSMENT: U4W1 Weekly on Day 5, Monday
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

1/12/15

PCIS 6th GRADE INSTRUCTIONAL PLAN

DAILY LESSON CONCEPT (OBJECTIVE): Text evidence; Reread; Authors point of view
ESSENTIAL QUESTION: How do people meet environmental challenges?
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)
HIGHER ORDER THINKING SKILLS: Students will be able to cite textual evidence to
support the authors point of view.
KEY VOCABULARY: alignment, calamity, eclipse, generated, inconvenience, periodic,
prolonged, tenacity
BEFORE: Essential Question: How do people meet environmental challenges?
Review Vocabulary- alignment, calamity, eclipse, generated, inconvenience, periodic,
prolonged, tenacity
DURING: Complete U4W1 Weekly Assessment and Selection Assessment
AFTER: Read AR or work on other homework
HOMEWORK: ASSESSMENT: U4W1 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