LESSON PLAN 14 - Lake · PDF fileExtended Response Rubric (pg.22) ... create a three paragraph extended response highlighting similarities and differences and ... Study for vocab quiz

Unit 3: “Explanatory Writing/Craft and Structure” Daily Topic: Vocabulary and Grammar

Language Arts Florida Standard(s):

6.RI.2.5 (DOK 3) Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas; 6.RI.2.4 (DOK 2) Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; 6.S.L. 1.2 (DOK 3) 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; 6.L.1.1 (DOK 2) Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; 6.L.3.4 (DOK 2) 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; 6.W.1.2 (DOK 4) Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content; RECURSIVE STANDARDS

Today’s Focus Standard 6.L.3.4 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.

Learning Goals: “Students will be able to identify text structures and their relationship between the structure and the overall meaning the author is portraying in the text. Students will analyze specific sentences, paragraphs, and sections and how they contribute to

the development of ideas.

Measurable Objective(s):

SWBAT to 1) Determine the meaning of “erroneous, mesmerize, familiar, jubilant” as seen by completing the exercises. 2) Understand how to identify and fix double negatives by completing ex. 1 on first page.

Unit 3 Final Assessment from LCS

Blueprint:

“PUBLISHED PRODUCT”: After reading ‘Harlem Children’s Zone and School is Just a Dream for Low Pay’, create a Thinking Map to organize the varying author’s views of education from each article. With evidence from the text, create a three paragraph

extended response that highlights the views of each text. Provide 3 to 4 details from the text to support your findings. Extended Response Rubric (pg.22) AND

After reading Seven Wonders of the World and Art, Architecture, and Learning in Egypt, use a Thinking Map /Organizer to identify the similarities and differences between the information provided within the text. Use evidence from the text to create a three paragraph extended response highlighting similarities and differences and explain how the author’s use of text

structure support the overall message within the text. Thinking Map/Organizer Rubric.

Essential Question(s): 1) How do the parts of the text contribute to the overall development of the ideas? 2) How do specific text structure enhance the meaning of an article? 3) How does analyzing text structures deepen understanding of the text?

Vocabulary: Word-A-Day “Week 12” - erroneous, mesmerize, familiar, jubilant

Home Learning: DUE for F. 11/21 1) Study for vocab quiz 2) Grammar book pages 85-88 (Avoiding Double Negatives, Regular Verbs)

AGENDA Synopsis 1) Distribute/explain grammar pages 85-88 (Avoiding Double Negatives, Regular Verbs)

2) Assign new vocab. words – erroneous, mesmerize, familiar, jubilant (Word-A-Day “Week 11”)

BELLRINGER: Circle new vocab. words on dictionary pages: erroneous, mesmerize, familiar, jubilant”. Write Fri. 11/21 quiz date next to them.

INTRODUCTION: (5-10 minutes) Brief part of the lesson when students learn the objective/essential question and how mastering the objective leads to achieving the bigger goal of the course. In addition, they conduct some PREDICTION by developing their own questions.

CBC review

Collaborative preview and prediction of lesson (students formulate their own questions)

I DO: INSTRUCTION AND MODELING (10-15 minutes) Provide explicit information from textbook or other source. Demonstrate the concept and task to be completed.

Distribute and explain grammar workbook pages 85-88 (Avoiding Double Negatives, Regular Verbs)

Assign new vocab. words and review for Friday 11/21 quiz. Word-A-Day “Week 12” - erroneous, mesmerize, familiar, jubilant

WE DO: GUIDED PRACTICE (15-25 minutes) Differentiate instruction to reach the diversity of learners in your classroom.

Review definitions for new vocabulary words.

Discuss double negative and verbs worksheet. Practice a few examples.

YOU DO: INDEPENDENT PRACTICE (10-15 minutes) Component of the lesson when teacher explicitly models to students exactly what they are expected to do during guided practice and eventually during independent work.

Complete assigned grammar book practice assignments in groups and report out to class.

Higher Order Question(s) *How does the author introduce __ (individual, event, idea)? *Analyze how the author introduces and elaborates on __? How does the author’s choice impact the message? *How does the author illustrate __? *How did the author help the reader understand __ (individual, event, idea)? *What central ideas are expressed in the text? *How are the central ideas developed over the course of the text? *How does the author expand on______ in paragraph/section _____? *Summarize the text objectively.

LESSON PLAN 14 – Monday Nov. 17

*How are multiple central ideas related?

Unit 3: “Explanatory Writing/Craft and Structure” Daily Topic: Finish Facebook Practice


6.RI.2.5 (DOK 3) Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas; 6.RI.2.4 (DOK 2) Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; 6.S.L. 1.2 (DOK 3) 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; 6.L.1.1 (DOK 2) Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; 6.L.3.4 (DOK 2) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on


Today’s Focus Standard 6.L.3.4 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.

Learning Goals: “Students will be able to identify text structures and their relationship between the structure and the overall meaning the author is portraying in the text. Students will analyze specific sentences, paragraphs, and sections and how they contribute to

the development of ideas.


SWBAT to read the “Seven Wonders of the World and Art, Architecture, and Learning in Egypt” and begin a Double Bubble Map that compares the differences and similarities and text structures within the text.


Blueprint:








AGENDA Synopsis 1) Make entries on Learning Goals and Scale worksheets including reflection

2) Finish “Facebook” Practice

BELLRINGER: Post practice exercises from Word-A-Day book “Week 12” for erroneous and mesmerize.


CBC review

Collaborative preview and prediction of lesson (students formulate their own questions)


Administer LG sheet and conduct self-evaluation (B, M, E as class proceeds)

Distribute and review “Facebook” practice packets.

Set end of class deadline for completing the 3 paragraph extended response.


Model completion of “Facebook” practice extended response.


Complete and submit “Facebook” practice extended response with Double Bubble Map.

Higher Order Question(s) *How does the author introduce __ (individual, event, idea)? *Analyze how the author introduces and elaborates on __? How does the author’s choice impact the message? *How does the author illustrate __? *How did the author help the reader understand __ (individual, event, idea)? *What central ideas are expressed in the text? *How are the central ideas developed over the course of the text? *How does the author expand on______ in paragraph/section _____?

LESSON PLAN 14 – Tuesday Nov. 18

*Summarize the text objectively. *How are multiple central ideas related?

Unit 3: “Explanatory Writing/Craft and Structure” Daily Topic: Day 1 Final Assessment Unit 3


6.RI.2.5 (DOK 3) Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas; 6.RI.2.4 (DOK 2) Determine the meaning of words and phrases as they

are used in a text, including figurative, connotative, and technical meanings; 6.S.L. 1.2 (DOK 3) 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; 6.L.1.1 (DOK 2) Demonstrate command of the conventions of standard English grammar and

usage when writing or speaking; 6.L.3.4 (DOK 2) 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; 6.W.1.2 (DOK 4) Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the

selection, organization, and analysis of relevant content; RECURSIVE STANDARDS

Learning Goals: “Students will be able to identify text structures and their relationship between the structure and the overall meaning the author is portraying in the text. Students will analyze specific sentences, paragraphs, and sections and how they

contribute to the development of ideas.

Today’s Focus Standard 6.RI.2.5 - Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas;

Measurable Objective(s): SWBAT read “Seven Wonders of the World and Art, Architecture, and Learning in Egypt” and begin the Double Bubble Map comparing content and text structures in the article.

Unit 2 Final Assessment from LCS Blueprint:

“PUBLISHED PRODUCT”: After reading ‘Harlem Children’s Zone and School is Just a Dream for Low Pay’, create a Thinking Map to organize the varying author’s views of education from each article. With evidence from the text, create a three paragraph extended response that highlights the views of each text. Provide 3 to 4 details from the text to support your

findings. Extended Response Rubric (pg.22) AND After reading Seven Wonders of the World and Art, Architecture, and Learning in Egypt, use a Thinking Map /Organizer

to identify the similarities and differences between the information provided within the text. Use evidence from the text to create a three paragraph extended response highlighting similarities and differences and explain how the author’s use of text structure support the overall message within the text. Thinking Map/Organizer Rubric.




AGENDA Synopsis Day 1 Final Assessment Unit3 (Read articles and create Double Bubble Map)

BELLRINGER: Post practice exercises for avoiding double negatives.


Review CBC

Remind students of Friday’s homework assignments



Explain Final Assessment for Unit 3

Distribute Double Bubble Map, extended response prompt, and grading rubric (3 days to complete both elements)

WE DO: GUIDED PRACTICE (15-25 minutes) Differentiate instruction to reach the diversity of learners in your

classroom.

Model procedures for preparing the Final Assessment for Unit 3 (Double Bubble Map and extended response)


Read “Seven Wonders of the World and Art, Architecture, and Learning in Egypt” and annotate.

Begin the Double Bubble Map comparing content and text structures in the article.

Higher Order Question(s) *How does the author introduce __ (individual, event, idea)? *Analyze how the author introduces and elaborates on __? How does the author’s choice impact the message? *How does the author illustrate __? *How did the author help the reader understand __ (individual, event, idea)? *What central ideas are expressed in the text? *How are the central ideas developed over the course of the text?

LESSON PLAN 14 – Wed. Nov. 19

*How does the author expand on______ in paragraph/section _____? *Summarize the text objectively.

Learning Scale 4) In addition to Score 3, students will make in-depth inferences and applications that go beyond what was taught. 3) The student: a) Explains text features in biographies, autobiographies, and other nonfiction text pieces that are written on grade-level. b) Analyzes text features to clarify meaning, emphasizing grade-level appropriate newspapers and magazines. 2) There are no major errors or omissions regarding the simpler details and processes as the student: a) Recognizes or recalls specific terminology such as: Text features, biography, autobiography. b) Recognizes or recalls examples of various text features in autobiographies, biographies, and other nonfiction grade-level text. However, the student exhibits major errors or omissions regarding the more complex ideas and processes. 1) With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.

Unit 3: “Explanatory Writing/Craft and Structure” Daily Topic: Day 2 Final Assessment Unit 3


6.W6.RI.2.5 (DOK 3) Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas; 6.RI.2.4 (DOK 2) Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; 6.S.L. 1.2 (DOK 3) 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; 6.L.1.1 (DOK 2) Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; 6.L.3.4 (DOK 2) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on


Learning Goals: ““Students will be able to identify text structures and their relationship between the structure and the overall meaning the author is portraying in the text. Students will analyze specific sentences, paragraphs, and sections and how they contribute to

the development of ideas.”

Today’s Focus Standard 6.RI.2.5 - Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas; Compare and contrast the overall structure (e.g. chronology, comparison, cause/effect, problem/solution) 6.RI.2.4 (DOK 2) Figurative, connotative, and technical meanings. 6.W.1.2 (DOK 4) Write informative/explanatory texts to examine a topic.


SWBAT to continue writing the 3 paragraph extended response that compares the differences and similarities and text structures within the text “Seven Wonders of the World and Art, Architecture, and Learning in Egypt”.


Blueprint:








AGENDA Synopsis Day 2 Final Assessment Unit3 (Finish Double Bubble Map and Begin Writing 3 Paragraph Essay)

BELLRINGER: Post practice exercises from Word-A-Day book “Week 12” for familiar and jubilant


Review CBC

Remind students of Friday’s homework assignments



Review procedures for preparing Final Assessment Unit 3


Distribute Double Bubble Map, extended response prompt, and grading rubric (3 days to complete both elements)

Model the writing of the 3 paragraph extended response based on the prompt and rubric.


Begin writing the 3 paragraph extended response that compares/contrasts the content and text structures in the article “Seven Wonders of the World and Art, Architecture, and Learning in Egypt”.

LESSON PLAN 14 – Thurs. Nov. 14

Higher Order Question(s)

*How is the __ (sentence, paragraph, chapter, section) structured? *What effect does the structure have on the idea(s) the author develops throughout the text? *How does the way the author structured this __ (sentence, paragraph, chapter, section) contribute to the idea __?

Learning Scale 4) In addition to Score 3, students will make in-depth inferences and applications that go beyond what was taught. 3) The student: a) Explains text features in biographies, autobiographies, and other nonfiction text pieces that are written on grade-level. b) Analyzes text features to clarify meaning, emphasizing grade-level appropriate newspapers and magazines. 2) There are no major errors or omissions regarding the simpler details and processes as the student: a) Recognizes or recalls specific terminology such as: Text features, biography, autobiography. b) Recognizes or recalls examples of various text features in autobiographies, biographies, and other nonfiction grade-level text. However, the student exhibits major errors or omissions regarding the more complex ideas and processes. 1) With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.

Unit 3: “Explanatory Writing/Craft and Structure” Daily Topic: Day 3 – Final Assessment Unit 3 / Vocab. Quiz


6.RI.2.5 (DOK 3) Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas; 6.RI.2.4 (DOK 2) Determine the meaning of words and phrases as they

are used in a text, including figurative, connotative, and technical meanings; 6.S.L. 1.2 (DOK 3) 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; 6.L.1.1 (DOK 2) Demonstrate command of the conventions of standard English grammar and usage

when writing or speaking; 6.L.3.4 (DOK 2) 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; 6.W.1.2 (DOK 4) Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection,

organization, and analysis of relevant content; RECURSIVE STANDARDS

Learning Goals: “Students will be able to identify text structures and their relationship between the structure and the overall meaning the

author is portraying in the text. Students will analyze specific sentences, paragraphs, and sections and how they contribute to the development of ideas.

Today’s Focus Standard 6.RI.2.5 - Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas;


SWBAT to earn an 80% or higher on the vocab. test and FINISH writing the 3 paragraph extended response.

Unit 3 Final Assessment from LCS Blueprint:

“PUBLISHED PRODUCT”: After reading ‘Harlem Children’s Zone and School is Just a Dream for Low Pay’, create a Thinking Map to organize the varying author’s views of education from each article. With evidence from the text, create a three

paragraph extended response that highlights the views of each text. Provide 3 to 4 details from the text to support your findings. Extended Response Rubric (pg.22) AND

After reading Seven Wonders of the World and Art, Architecture, and Learning in Egypt, use a Thinking Map /Organizer to identify the similarities and differences between the information provided within the text. Use evidence from the text to create a three paragraph extended response highlighting similarities and differences and explain how the author’s use of

text structure support the overall message within the text. Thinking Map/Organizer Rubric.




AGENDA Synopsis 1 Vocabulary Quiz 2) Collect Grammar Homework

3) Day 3 Final Assessment Unit 3 (Finish Writing 3 Paragraph Essay)

BELLRINGER: Prepare and study for vocabulary test; Submit grammar homework pages.


Review CBC

Collect Friday’s homework assignments


Review vocabulary words

Review procedures for FINISHING Final Assessment Unit 3

WE DO: GUIDED PRACTICE (15-25 minutes) Differentiate instruction to reach the diversity of learners in your

classroom.

Model the completion of writing of the 3 paragraph extended response based on the prompt and rubric.


Take vocabulary quiz

FINISH writing the 3 paragraph extended response that compares/contrasts the content and text structures in the article “Seven Wonders of the World and Art, Architecture, and Learning in Egypt”. Submit Double Bubble Map and extended response.

Higher Order Question(s)

*How is the __ (sentence, paragraph, chapter, section) structured? *What effect does the structure have on the idea(s) the author develops throughout the text? *How does the way the author structured this __ (sentence, paragraph, chapter, section) contribute to the idea __?

Learning Scale 4) In addition to Score 3, students will make in-depth inferences and applications that go beyond what was taught.

LESSON PLAN 14 – Friday Nov. 21

3) The student: a) Explains text features in biographies, autobiographies, and other nonfiction text pieces that are written on grade-level. b) Analyzes text features to clarify meaning, emphasizing grade-level appropriate newspapers and magazines. 2) There are no major errors or omissions regarding the simpler details and processes as the student: a) Recognizes or recalls specific terminology such as: Text features, biography, autobiography. b) Recognizes or recalls examples of various text features in autobiographies, biographies, and other nonfiction grade-level text. However, the student exhibits major errors or omissions regarding the more complex ideas and processes. 1) With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.

Accommodations used daily on individual basis in accordance with IEP and 504 plans. Read directions for the

student

Check for understanding

Allow to leave class for assistance

Extra time for exams

Daily agenda

Allow student time to step out to de-escalate

Testing in small groups

Use of a planner/binder for organization

Extended time on assignments =1 day

Preferential seating

Written direction given

Break directions into chunks

Read Aloud to Students

Visual manipulatives

Cooperative Learning,

Vocabulary, Description, Introduction,

.

Documents

LESSON PLAN 14 - Lake · PDF fileExtended Response Rubric (pg.22) ... create a three paragraph extended response highlighting similarities and differences and ... Study for vocab quiz