PCIS 6th GRADE INSTRUCTIONAL PLAN

Grade: 6th Grade

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

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

Week of: Unit 4 Week 4 1/28/15-2/3/15
EQUIPMENT/MATE
INSTRUCTIONAL
RIALS
METHOD

1/28/15

PCIS 6th GRADE INSTRUCTIONAL PLAN

DAILY LESSON CONCEPT (OBJECTIVE): Text evidence;
ESSENTIAL QUESTION: How do people uncover what they have in common?
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): (SL.6.2) interprets information presented in diverse media and
formats (e.g. visually, quantitatively, and orally) and explain how it contributes to a topic,
text, or issue under study.(SL.6.1d) Engage effectively in a range of collaborative
discussions with diverse partners on topics, texts, and issues, building on others ideas and
expressing their own clearly. Review the key ideas expressed and demonstrate
understanding of multiple perspectives through reflection and paraphrasing. (RL.6.1) Cite
textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.
L.6.6) 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.
HIGHER ORDER THINKING SKILLS: Students will be able to cite textual evidence to
support theme in a passage.
KEY VOCABULARY: nomadic, adjustment, chattering, ember, mentor, rapport, reunites,
sturdy
BEFORE: Build Background: A Lot in Common p. T202-203, Discuss the photograph of the
listeners gathered around the storyteller. The story becomes something they have in
common.
Essential Question: How do people uncover what they have in common?
Ask: How is a story a shared experience? How can a sharing a story build a rapport between
people?
Listening Comprehension: Interactive Read Aloud: Humor in Humiliation
Preview Genre: Free-Verse Fiction
Think Aloud Clouds: reinforce how to use the summarizing strategy This was mostly
about
Graphic Organizer (if want to use) Have students restate the most important events in their
own words.
DURING: Vocabulary: Words in Context, t206-t207 RWW 278-279 Using the vocabulary
routines, Complete Practice: Your Turn 181 (will not complete in class as whole)
Close Reading of Complex text: My Visit to Arizona RWW p. 280-283
Make Connections: The story explores how strangers discover they have experiences in
common. Ecourage studetns to reread for text evidence as they talk about how Silvina
uncovers what she has in common with the Gomez family.
ACT: Connection of Ideas- Explain how the dialogue is formatted on p 280
AFTER: Centers Activities
HOMEWORK: Vocabulary Menu ASSESSMENT: U4W4 Weekly Assessment on Day 5,
Tuesday
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
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
XAssessment

1/29/15

PCIS 6th GRADE INSTRUCTIONAL PLAN

DAILY LESSON CONCEPT (OBJECTIVE): Text evidence; Theme
ESSENTIAL QUESTION: How do people uncover what they have in common?
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): (RL6.5) Analyze how a particular sentence, chapter, scene, or
stanza fits into the overall structure of a text and contributes to the development of the
theme, setting, or plot. (RL.6.1) Cite textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text. (RL.6.2) Determine a theme or
central idea of text and how it is conveyed through particular details; provide a summary of
the text distinct from personal opinions or judgments. (L.6.4c) Consult reference materials
both print and digital to find the pronunciation of a word or determine or clarify its precise
meaning or its part of speech.
HIGHER ORDER THINKING SKILLS: Students will be able to cite textual evidence to
support theme within a passage.
KEY VOCABULARY: nomadic, adjustment, chattering, ember, mentor, rapport, reunites,
sturdy
BEFORE: Essential Question: How do people uncover what they have in common?
Review Vocabulary- nomadic, adjustment, chattering, ember, mentor, rapport, reunites,
sturdy
DURING: Comprehension Strategy: Summarize: Students can check their understanding of
free-verse fiction by summarizing the most important plot events. By using their own words
to briefly state main ideas, students rethink what they have read and determine what is
important to remember.
Comprehension Skill: Theme: Explain to students that authors occasionally state the theme
directly but readers need to use details in the text to figure out a message the author is
suggesting. To determine the message, or theme, students should read to describe what
characters think, say, or do. RWW 285
Analytical Writing: Using the graphic organizer, model to write a summary how Silvina feels
RWW 280
Analytical Writing: As pairs to work together to summarize the entire story and then to
convey the theme.
Genre: Free-Verse Fiction: A story told in verse form. It includes characters, setting, and a
plot. It has no rhyme or meter. It can include monologues, characters inner conversations,
thoughts, or emotions.
Vocabulary Strategy: Homographs: Two words that are spelled alike but have different
meanings, and pronunciations. Students need to remember to use context clues and a
reference source to figure out the meaning. RWW 287
AFTER: Centers Activities
HOMEWORK: Vocabulary Menu ASSESSMENT: U4W4 Weekly Assessment on Day 5,
Tuesday
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 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

1/30/15

PCIS 6th GRADE INSTRUCTIONAL PLAN

DAILY LESSON CONCEPT (OBJECTIVE): Text evidence; Theme
ESSENTIAL QUESTION: How do people uncover what they have in common?
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): (SL.6.2) interprets information presented in diverse media and
formats (e.g. visually, quantitatively, and orally) and explain how it contributes to a topic,
text, or issue under study.(SL.6.1d) Engage effectively in a range of collaborative
discussions with diverse partners on topics, texts, and issues, building on others ideas and
expressing their own clearly. Review the key ideas expressed and demonstrate
understanding of multiple perspectives through reflection and paraphrasing. (RL.6.1) Cite
textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.
L.6.6) 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.
KEY VOCABULARY: nomadic, adjustment, chattering, ember, mentor, rapport, reunites,
sturdy
BEFORE: Essential Question: How do people uncover what they have in common?
Review Vocabulary- nomadic, adjustment, chattering, ember, mentor, rapport, reunites,
sturdy
DURING: Close Read: Home of the Brave Literature Anthology p. 310-321
Analytical Writing-Use Graphic Organizer on PB p. 182 to record the details that reveal the
theme.
Complete ACT
Analytical Writing Complete Write about Reading- Write about how Dave and Kek see
fear differently, and how these feelings help reveal the theme of the selection.
Complete the Make Connections. Have partners work together to take notes on examples of
how Kek and his friends discovered what they had in common. Ask partners to discuss with
the class.
AFTER: Centers Activities
HOMEWORK: Vocabulary Menu ASSESSMENT: U4W4 Weekly Assessment on Day 5,
Tuesday
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

2/2/15

PCIS 6th GRADE INSTRUCTIONAL PLAN

DAILY LESSON CONCEPT (OBJECTIVE): Text evidence; theme; summarize
ESSENTIAL QUESTION: How do people uncover what they have in common?
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): (SL.6.2) interprets information presented in diverse media and
formats (e.g. visually, quantitatively, and orally) and explain how it contributes to a topic,
text, or issue under study.(SL.6.1d) Engage effectively in a range of collaborative
discussions with diverse partners on topics, texts, and issues, building on others ideas and
expressing their own clearly. Review the key ideas expressed and demonstrate
understanding of multiple perspectives through reflection and paraphrasing. (RL.6.1) Cite
textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.
L.6.6) 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.
HIGHER ORDER THINKING SKILLS Students will be able to cite textual evidence to
support theme within a passage.
KEY VOCABULARY: nomadic, adjustment, chattering, ember, mentor, rapport, reunites,
sturdy
BEFORE: Essential Question: How do people uncover what they have in common?
Review Vocabulary- nomadic, adjustment, chattering, ember, mentor, rapport, reunites,
sturdy
DURING: Phonics/ Fluency: Greek and Latin Prefixes: Many words in English are a
combination of a Greek or Latin prefix added to a base or root word. Model and Guide. Read
Multisyllabic words.
Read Aminatas Tale Complete ACT.
Complete Analytical Writing- Students will use the summarizing strategy taking notes as
they read. Students will use the text evidence they gathered to compare this text to Home
of the Brave
Also, Complete WRITE ABOUT READING on p. t 217o Take notes about the movements
Animata makes and write what she shares through them.
AFTER: Centers
HOMEWORK: Vocabulary Menu ASSESSMENT: U4W4 Weekly on Day 5, Tuesday
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

2/3/15

PCIS 6th GRADE INSTRUCTIONAL PLAN

DAILY LESSON CONCEPT (OBJECTIVE): Text evidence; Theme
ESSENTIAL QUESTION: How do people uncover what they have in common?
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): (SL.6.2) interprets information presented in diverse media and
formats (e.g. visually, quantitatively, and orally) and explain how it contributes to a topic,
text, or issue under study (RL.6.1) Cite textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
HIGHER ORDER THINKING SKILLS: Students will be able to cite textual evidence to
support theme within a passage.
KEY VOCABULARY: nomadic, adjustment, chattering, ember, mentor, rapport, reunites,
sturdy
BEFORE: Essential Question: How do people uncover what they have in common?
Review Vocabulary- nomadic, adjustment, chattering, ember, mentor, rapport, reunites,
sturdy
DURING: Complete U4W4 Weekly Assessment and Selection Assessment
AFTER: Read AR or work on other homework
HOMEWORK: ASSESSMENT: U4W4 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