PCIS 6

th
GRADE INSTRUCTIONAL PLAN
Grade: 6
th
Grade Subject: Wonders Reading Time: 1, 2,3,4,5 periods
Teacher: McElroy, Senn, Williams, Fleming, ittman Wee !": !nit 2 Wee" 5 # Oct!ber $$% Oct!ber $&
DA
'
PROCEDURES
E(UIP)ENT*)ATE
RIALS
INSTRUCTIONAL
)ET+OD
PCIS 6
th
GRADE INSTRUCTIONAL PLAN
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DAIL' LESSON CONCEPT 2O34ECTI5E6: #e$t e%idence& #heme
ESSENTIAL (UESTION: What can the past teach 's(
WIDA) English lang'age learners comm'nicate *or social and instr'ctional p'rposes in the
school setting +S,-./ English lang'age learners comm'nicate in*ormation, ideas and
concepts necessary *or academic s'ccess in the content area o* -ang'age 0rts +-o-0./
COS*CCRS O34ECTI5E2S6: 2SL767$6 interprets in*ormation presented in di%erse media and
*ormats +e/g/ %is'ally, 1'antitati%ely, and orally. and e$plain ho2 it contri3'tes to a topic,
te$t, or iss'e 'nder st'dy/2SL7670b6 Follo2 r'les *or collegial disc'ssions, set speci4c goals
and deadlines, and de4ne indi%id'al roles as needed/
2SL767$6 interprets in*ormation presented in di%erse media and *ormats +e/g/ %is'ally,
1'antitati%ely, and orally. and e$plain ho2 it contri3'tes to a topic, te$t, or iss'e 'nder
st'dy/2RL76786 0naly5e ho2 a partic'lar sentence, chapter, scene, or stan5a 4ts into the
o%erall str'ct're o* a te$t and contri3'tes to the de%elopment o* the theme, setting, or plot/
2L76766 0c1'ire and 'se acc'rately grade6appropriate general academic and domain
speci4c 2ords and phrases& gather %oca3'lary "no2ledge 2hen considering a 2ord or
phrase important to comprehension or e$pression/
+IG+ER ORDER T+IN9ING S9ILLS: St'dents 2ill 3e a3le to cite te$t'al e%idence to
s'pport theme in a passage/
9E' 5OCA3ULAR': commemorate, contemplate, ma7estic, *orlorn, lyric poetry, sonnet,
Rhyme scheme, meter
3E:ORE: 8'ild 8ac"gro'nd) t266, RWW 1466149
Essential :'estion) What can the past teach 's( #262
0s") Why might standing inside the temple ca'se the spea"er to contemplate the past more
than loo"ing at photographs 2o'ld(
-istening ;omprehension) ,nteracti%e Read 0lo'd) My Friend Fred Each New Moment t262
re%ie2 <istorical Fiction
#hin" 0lo'd ;lo'ds) rein*orce ho2 to 'se the %is'al strategy/ =, 2as a3le to pict're in my
mind/>
Graphic ?rgani5er +i* 2ant to 'se. generating additional phrases related to e$amining
o37ects made long ago/
DURING: @oca3'lary) Words in ;onte$t, t29A6t291 RWW 14B C !sing the %oca3'lary
ro'tines, ;omplete ractice) Your Turn 91 (wi not com!ete in cass as whoe"
;lose Reading o* ;omple$ te$t) =?5ymandi's> and =-i*elong Friends> t2926293 RWW615A6
153
Ma"e ;onnections) Enco'rage st'dents to 'se te$t e%idence as they tal" a3o't ho2 the
spea"er in each poem reDects on the past/ 0s" st'dents to disc'ss 2hat they thin" the
poems s'ggest a3o't all h'mans and a3o't present times/
0;#) 'rpose C <elp st'dents 'nderstand ho2 the tra%elerEs descriptions o* the stat'e, the
setting, and the FingEs inscription in =?5ymandias> are connected/
A:TER: ;enters 0cti%ities
+O)EWOR9: @oca3'lary Men' ASSESS)ENT: !2W5 Wee"ly 0ssessment and @oca3'lary
:'i5 on Gay 5, #'esday
S)ALL GROUP READING: SG1 C H honemic 02areness H honics H @oca3'lary H
Fl'ency H ;omprehension
HGry Erase 8oard
I Smart 8oard
HSt'dent
#echnology
H-a3 E1'ipment
I Wor"3oo"
H<ando't
I #e$t Wonders
#WW and $it
%nthoo&y
H0ppro%ed @ideo
HManip'lati%es
I ?ther) Graphic
?rgani5er, Game,
#est,
aint, etc/
I E$plicit ,nstr'ction
I G'ided ractice
H,ndependent
ractice
I ;enters
I -arge Gro'p
,nstr'ction
I Small Gro'p
,nstr'ction
I artner Wor"J#al"
I ;olla3orati%e
Gro'ps
H,nter%ention
I St'dent
Engagement
I0ssessment
PCIS 6
th
GRADE INSTRUCTIONAL PLAN
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DAIL' LESSON CONCEPT 2O34ECTI5E6: #e$t e%idence& #heme
ESSENTIAL (UESTION: What can the past teach 's(
WIDA: English lang'age learners comm'nicate *or social and instr'ctional p'rposes in the
school setting +S,-./ English lang'age learners comm'nicate in*ormation, ideas and
concepts necessary *or academic s'ccess in the content area o* -ang'age 0rts +-o-0./
COS*CCRS O34ECTI5E2S6: 2RL6786 0naly5e ho2 a partic'lar sentence, chapter, scene, or
stan5a 4ts into the o%erall str'ct're o* a te$t and contri3'tes to the de%elopment o* the
theme, setting, or plot/ 2RL7678a6 Gemonstrate 'nderstanding o* 4g'rati%e lang'age, 2ord
relationships, and n'ances in 2ord meaning/ / ,nterpret 4g'res o* speech in conte$t/
2RL76706 ;ite te$t'al e%idence to s'pport analysis o* 2hat the te$t says e$plicitly as 2ell as
in*erences dra2n *rom the te$t/ 2RL767$6 Getermine a theme or central idea o* te$t and
ho2 it is con%eyed thro'gh partic'lar details& pro%ide a s'mmary o* the te$t distinct *rom
personal opinions or 7'dgments/
2RL76716 Getermine the meaning o* 2ords and phrases as they are 'sed in a te$t, incl'ding
4g'rati%e lang'age and connotati%e meanings& and tone/ 2RL7670/6 8y the end o* the year,
read and comprehend literat're, incl'ding stories, dramas, and poems, in the grades 66K
te$t
+IG+ER ORDER T+IN9ING S9ILLS: St'dents 2ill 3e a3le to cite te$t'al e%idence to
s'pport theme 2ithin a passage/
9E' 5OCA3ULAR': commemorate, contemplate, ma7estic, lyric poetry, sonnet, rhyme
scheme, meter
3E:ORE: Essential :'estion) What can the past teach 's'
Re%ie2 @oca3'lary6 commemorate, contemplate, ma7estic, lyric poetry, sonnet, thyme,
scheme, meter
DURING: GELRE)?E#RM) -yric oetry and Sonnet& M'sical :'ality& Spea"erEs #ho'ghts and
Feelings& Str'ct're and Rhyme/
C!m<rehe,-i!, Si==) E$plain to st'dents that the theme o* a poem is an idea or message
a3o't li*e a poet 2ants readers to 'nderstand/ #heme is a complete tho'ght/ #hemes are
o*ten ideas or statements a3o't h'man nat're or li*e that are 'ni%ersally *elt to 3e tr'e/
-iterary Elements) Rhyme Scheme and Meter) E$plain to the st'dents that rhyme scheme is
the pattern o* rhyming 2ords *o'nd at the end o* lines in poetry/ Meter is the pattern o*
stressed and 'nstressed sylla3les that gi%es a line o* poetry a predicta3le rhythm/
Model ;lose Reading) #e$t E%idence6,denti*y the poetEs 'se o* personi4cation in the si$th line
o* =-i*elong Friends/> ?n page 152/ #hen model interpreting the personi4cation to 3etter
'nderstand 2hat the lang'age con%eys/
Guided Practice !" C=!-e Readi,>: ersoni4cation6 4g'rati%e lang'age gi%ing h'man
characteristics to non6h'man characters/ <a%e st'dents 2or" in pairs to 4nd t2o more
e$amples o* personi4cation in =-i*elong Friends/> <a%e them thin" a3o't 2hether the
descriptions o* nonh'man things in the poem co'ld 3e applied to a h'man/ When they ha%e
located e$amples o* personi4cation, ha%e partners disc'ss ho2 the 4g'rati%e lang'age
helps them 'nderstand the poetEs ideas/ <a%e st'dents share their interpretations 2ith the
class/
A,a=.tica= Writi,> C Model *or st'dents ho2 to 'se the graphic organi5er to s'mmari5e
the main ideas in =-i*elong Friends/> ,denti*y "ey details that point to the theme o* the
HGry Erase 8oard
I Smart 8oard
HSt'dent
#echnology
H-a3 E1'ipment
I Wor"3oo"6
H<ando't
I #e$t Wonders
#WW and $it
%nthoo&y
H0ppro%ed @ideo
HManip'lati%es
H?ther) Graphic
?rgani5er, Game,
#est,
aint, etc/
I E$plicit ,nstr'ction
I G'ided ractice
H,ndependent
ractice
I ;enters
I -arge Gro'p
,nstr'ction
I Small Gro'p
,nstr'ction
I artner Wor"J#al"
I ;olla3orati%e
Gro'ps
H,nter%ention
I St'dent
Engagement
H0ssessment
PCIS 6
th
GRADE INSTRUCTIONAL PLAN
:
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DAIL' LESSON CONCEPT 2O34ECTI5E6: #e$t e%idence& #heme
ESSENTIAL (UESTION: What can the past teach 's(
WIDA: English lang'age learners comm'nicate *or social and instr'ctional p'rposes in the
school setting +S,-./ English lang'age learners comm'nicate in*ormation, ideas and
concepts necessary *or academic s'ccess in the content area o* -ang'age 0rts +-o-0./
COS*CCRS O34ECTI5E2S6: ;ite te$t'al e%idence to s'pport analysis o* 2hat the te$t says
e$plicitly as 2ell as in*erences dra2n *rom the te$t/ +R-/6/1. Gescri3e ho2 a partic'lar
storyEs or dramaEs plot 'n*olds in a series o* episodes as 2ell as ho2 the characters respond
or change as the plot mo%es to2ard a resol'tion/ +R-/6/3. E$plain ho2 an a'thor de%elops
the point o* %ie2 o* the narrator or spea"er in a te$t +R-/6/6. 8y the end o* the year, read
and comprehend literat're, incl'ding stories, dramas, and poems, in the grades 66K te$t
comple$ity 3and pro4ciently, 2ith scaNolding as needed at the high end o* the rangeJ
+R-/6/1A. Getermine or clari*y the meaning o* 'n"no2n 2ords/
+IG+ER ORDER T+IN9ING S9ILLS: St'dents 2ill 3e a3le to cite te$t'al e%idence to
s'pport theme 2ithin a passage/
9E' 5OCA3ULAR': commemorate, contemplate, ma7estic, lyric poetry, sonnet, rhyme
scheme, meter
3E:ORE: Essential :'estion) What can the past teach 's(
DURING: ;lose Read) =Ma7estic M'mmy ;lay>
A,a=.tica= Writi,>6!se Graphic ?rgani5er on 8 p/ B2 to record the details that re%eal the
theme/
;omplete 0;#
A,a=.tica= Writi,> C ;omplete Write a3o't Reading6 araphrase Cst'dents 'se their
graphic organi5ers to 1rite an e$planation o* the poem in 2hich they paraphrased in te$t
details/ ;omplete O4 on p/ 1996 Reread (ay !se details *rom the te$t to e$plain the
message the a'thor is trying to comm'nicate 2ith the reader/
;omplete the Ma"e ;onnections/ <a%e partners 2or" together to cite e%idence *orm
Mummy or (ay) #hat sho2s 2hat the m'mmy or the 7ars and clay ta3lets can teach 's
a3o't the past/ 0s" partners to 2rite a3o't and then disc'ss their 4ndings 2ith the class/
A:TER: ;enters 0cti%ities/
+O)EWOR9: @oca3'lary Men' ASSESS)ENT: !2W5 Wee"ly 0ssessment and @oca3'lary
:'i5 on Gay 5, #'esday
S)ALL GROUP READING: SG1 C H honemic 02areness H honics H @oca3'lary H
Fl'ency H ;omprehension
SG2 C H honemic 02areness H honics H @oca3'lary H
Fl'ency H ;omprehension
SG3 C H honemic 02areness H honics H @oca3'lary H
Fl'ency H ;omprehension
HGry Erase 8oard
I Smart 8oard
HSt'dent
#echnology
H-a3 E1'ipment
I Wor"3oo"6
H<ando't
I #e$t Wonders
#WW and $it
%nthoo&y
H0ppro%ed @ideo
HManip'lati%es
H?ther) Graphic
?rgani5er, Game,
#est,
aint, etc/
I E$plicit ,nstr'ction
I G'ided ractice
H,ndependent
ractice
I ;enters
I -arge Gro'p
,nstr'ction
I Small Gro'p
,nstr'ction
I artner Wor"J#al"
I ;olla3orati%e
Gro'ps
H,nter%ention
I St'dent
Engagement
H0ssessment
PCIS 6
th
GRADE INSTRUCTIONAL PLAN
)
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a
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/
0
1
DAIL' LESSON CONCEPT 2O34ECTI5E6: #e$t e%idence& #heme
ESSENTIAL (UESTION: What can the past teach 's(
WIDA: English lang'age learners comm'nicate *or social and instr'ctional p'rposes in the
school setting +S,-./ English lang'age learners comm'nicate in*ormation, ideas and
concepts necessary *or academic s'ccess in the content area o* -ang'age 0rts +-o-0./
COS*CCRS O34ECTI5E2S6: ;ite te$t'al e%idence to s'pport analysis o* 2hat the te$t says
e$plicitly as 2ell as in*erences dra2n *rom the te$t/ +R-/6/1. Gescri3e ho2 a partic'lar
storyEs or dramaEs plot 'n*olds in a series o* episodes as 2ell as ho2 the characters respond
or change as the plot mo%es to2ard a resol'tion/ +R-/6/3. E$plain ho2 an a'thor de%elops
the point o* %ie2 o* the narrator or spea"er in a te$t +R-/6/6. 8y the end o* the year, read
and comprehend literat're, incl'ding stories, dramas, and poems, in the grades 66K te$t
comple$ity 3and pro4ciently, 2ith scaNolding as needed at the high end o* the rangeJ
+R-/6/1A. Getermine or clari*y the meaning o* 'n"no2n and m'ltiple6meaning 2ords and
phrases 3ased on grade 6 reading and content, choosing De$i3ly *rom a range o* strategies/
!se common, grade6appropriate Gree" or -atin aP$es and roots as cl'es to the meaning o*
a 2ord +e/g/, a'dience, a'ditory, a'di3le./ +-/6/43. !se com3ined "no2ledge o* all letter6
so'nd correspondences, sylla3ication patterns, and morphology +e/g/, roots and aP$es. to
read acc'rately 'n*amiliar m'ltisylla3ic 2ords in conte$t and o't o* conte$t/ +RF/5/3a. Read
on6le%el prose and poetry orally 2ith acc'racy, appropriate reate, and e$pression on
s'ccessi%e readings/ +RF/5/43.
+IG+ER ORDER T+IN9ING S9ILLS St'dents 2ill 3e a3le to cite te$t'al e%idence to
s'pport theme 2ithin a passage/
9E' 5OCA3ULAR': commemorate, contemplate, ma7estic, lyric poetry, sonnet, rhyme
scheme/
3E:ORE: Essential :'estion) What can the past teach 's(
Re%ie2 @oca3'lary
DURING: honics and Fl'ency6 ;onsonant Qle sylla3les/ E$plain st'dents that e%ery
sylla3le in a 2ord has one %o2el so'nd/ Some 2ords are made 'p o* a sylla3le that ends
2ith Cle/ Model ho2 to prono'nce/
Fl'ency6 Reading e$pressi%ely and 2ith proper phrasing helps comm'nicate the emotions in
poetry/
;lose Read6 Maestro and Tradition)
A,a=.tica= @riti,>6 <a%e st'dents paraphrase and share ho2 the past is commemorated in
these poems/ <a%e partner report to the class a3o't ho2 these poems ha%e ta'ght them
a3o't the past, as compared to e$pository te$ts *rom the past/
;omplete 0;# 0cti%ities/
A:TER: ;enters) Girections are listed at end o* the lesson plans/
+O)EWOR9: @oca3'lary Men' ASSESS)ENT: !2W5 Wee"ly 0ssessment and @oca3'lary
:'i5 on Gay 5, #'esday
S)ALL GROUP READING: SG1 C H honemic 02areness H honics H @oca3'lary H
Fl'ency H ;omprehension
SG2 C H honemic 02areness H honics H @oca3'lary H
Fl'ency H ;omprehension
SG3 C H honemic 02areness H honics H @oca3'lary H
HGry Erase 8oard
I Smart 8oard
HSt'dent
#echnology
H-a3 E1'ipment
I Wor"3oo"6
H<ando't
I #e$t Wonders
#WW and $it
%nthoo&y
H0ppro%ed @ideo
HManip'lati%es
H?ther) Graphic
?rgani5er, Game,
#est,
aint, etc/
I E$plicit ,nstr'ction
I G'ided ractice
I ,ndependent
ractice
I ;enters
I -arge Gro'p
,nstr'ction
I Small Gro'p
,nstr'ction
I artner Wor"J#al"
I ;olla3orati%e
Gro'ps
H,nter%ention
I St'dent
Engagement
H0ssessment
PCIS 6
th
GRADE INSTRUCTIONAL PLAN
T
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a
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c
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$
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,

$
/
0
1
DAIL' LESSON CONCEPT 2O34ECTI5E6: #e$t e%idence& #heme
ESSENTIAL (UESTION: What can the past teach 's(
WIDA: English lang'age learners comm'nicate *or social and instr'ctional p'rposes in the
school setting +S,-./ English lang'age learners comm'nicate in*ormation, ideas and
concepts necessary *or academic s'ccess in the content area o* -ang'age 0rts +-o-0./
COS*CCRS O34ECTI5E2S6: resent claims and 4ndings, se1'encing ideas logically and
'sing pertinent descriptions, *acts, and detail to accent'ate main ideas or these& 'se
appropriate eye contact, ade1'ate %ol'me, and clear pron'nciation/ +S/-/6/4.
+IG+ER ORDER T+IN9ING S9ILLS: St'dents 2ill 3e a3le to cite te$t'al e%idence to
s'pport theme 2ithin a passage/
9E' 5OCA3ULAR': commemorate, contemplate, ma7estic, lyric poetry, sonnet, thyme
scheme, meter
3E:ORE: Essential :'estion) What can the past teach 's(
:'ic" re%ie2 o* s"ills and %oca3'lary strategies/
DURING: ;omplete !2W5 Wee"ly 0ssessment and Selection 0ssessment
A:TER: Read 0R or 2or" on other home2or"
+O)EWOR9: ASSESS)ENT: !2W5 Wee"ly 0ssessment and @oca3'lary :'i5 #oday
S)ALL GROUP READING: SG1 C H honemic 02areness H honics H @oca3'lary H
Fl'ency H ;omprehension
SG2 C H honemic 02areness H honics H @oca3'lary H
Fl'ency H ;omprehension
SG3 C H honemic 02areness H honics H @oca3'lary H
Fl'ency H ;omprehension
HGry Erase 8oard
HSmart 8oard
HSt'dent
#echnology
H-a3 E1'ipment
HWor"3oo"
H<ando't
H#e$t
H0ppro%ed @ideo
HManip'lati%es
I ?ther) Graphic
?rgani5er, Game,
#est,
aint, etc/
HE$plicit ,nstr'ction
HG'ided ractice
H,ndependent
ractice
H;enters
I -arge Gro'p
,nstr'ction
HSmall Gro'p
,nstr'ction
Hartner Wor"J#al"
H;olla3orati%e
Gro'ps
H,nter%ention
HSt'dent
Engagement
I 0ssessment