Download Teachers: Lord

Teachers: Lord
Subject/Grade: Reading/6th
Semester: Spring
Week of: March 5-9, 2012
Weekly Lesson Plans
Daily Plans and Activities for Monday
Objective/Student Expectation: 10) Reading/Comprehension of Informational
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Text/Expository Text. Students analyze, make inferences and draw conclusions about
expository text and provide evidence from text to support their understanding. Students are
expected to:
(A) summarize the main ideas and supporting details in text, demonstrating an understanding
that a summary does not include opinions;
Procedure: 1. planner 2. review our summary writing from last Friday’s lesson and make
adjustments to the summary 3. Next, students will read “No Thought of Reward” on pg. 962
and discuss the author’s viewpoint. Then students will write a summary for this speech.
Evaluation: check summaries along with Friday’s homework
Daily Plans and Activities for Tuesday
Objective/Student Expectation: (10) Reading/Comprehension of Informational
Adjustments
Text/Expository Text. Students analyze, make inferences and draw conclusions about
expository text and provide evidence from text to support their understanding. Students are
expected to:
(B) explain whether facts included in an argument are used for or against an issue;
(11) Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make
inferences and draw conclusions about persuasive text and provide evidence from text to
support their analysis. Students are expected to:
(A) compare and contrast the structure and viewpoints of two different authors writing for the
same purpose, noting the stated claim and supporting evidence; and
B) identify simply faulty reasoning used in persuasive texts.
C) critique persuasive techniques (e.g., testimonials, bandwagon appeal) used in media
messages;
Procedure: 1.We will use “No Thought of Reward” from yesterday’s lesson as a
springboard into persuasive writing. Review the author’s message and some of the techniques
used by the author to persuade others to give of themselves freely. 2. Next, we will read pages
936 – 940 and discuss the types of persuasive techniques used on people.
Evaluation: Students’ level of discussion.
Daily Plans and Activities for Wednesday
Objective/Student Expectation: (10) Reading/Comprehension of Informational
Text/Expository Text. Students analyze, make inferences and draw conclusions about
expository text and provide evidence from text to support their understanding. Students are
expected to:
Adjustments
(B) explain whether facts included in an argument are used for or against an issue;
(11) Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make
inferences and draw conclusions about persuasive text and provide evidence from text to
support their analysis. Students are expected to:
(A) compare and contrast the structure and viewpoints of two different authors writing for the
same purpose, noting the stated claim and supporting evidence; and
B) identify simply faulty reasoning used in persuasive texts.
C) critique persuasive techniques (e.g., testimonials, bandwagon appeal) used in media
messages;
Procedure: 1. We will start out by analyzing several commercials and print ads looking at
the persuasive technique used, faulty reasoning, word choice and facts. 2. Next, students will
read either “What Video Games Can Teach Us” or “The Violent Side of Video Games”.
Students will create a chart that explains the claim and gives reasons and support. Then
students will share their information with the other groups.
Evaluation: Students should point out the facts used for the argument,
debate what each author was stating and identify the persuasive
techniques.
Daily Plans and Activities for Thursday
Objective/Student Expectation: (10) Reading/Comprehension of Informational
Text/Expository Text. Students analyze, make inferences and draw conclusions about
expository text and provide evidence from text to support their understanding. Students are
expected to:
(B) explain whether facts included in an argument are used for or against an issue;
(11) Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make
inferences and draw conclusions about persuasive text and provide evidence from text to
support their analysis. Students are expected to:
(A) compare and contrast the structure and viewpoints of two different authors writing for the
same purpose, noting the stated claim and supporting evidence; and
B) identify simply faulty reasoning used in persuasive texts.
C) critique persuasive techniques (e.g., testimonials, bandwagon appeal) used in media
messages;
Procedure: 1. Students will complete reading either “What Video Games Can Teach Us” or
“The Violent Side of Video Games”. Students will create a chart that explains the claim and
gives reasons and support. Then students will share their information with the other groups.
Evaluation: Students should point out the facts used for the argument,
debate what each author was stating and identify the persuasive
techniques.
Adjustments
Daily Plans and Activities for Friday
Objective/Student Expectation: Students analyze, make inferences and draw
Adjustments
conclusions about persuasive text and provide evidence from text to support their analysis.
Procedure: 1. Quiz
Evaluation: daily grade
Teachers: Lord
Subject/Grade: English/6th
Semester: Spring
Week of: March 5-9, 2012
Weekly Lesson Plans
Daily Plans and Activities for Monday
Objective/Student Expectation: 19) Oral and Written Conventions/Conventions.
Adjustments
Students understand the function of and use the conventions of academic language when
speaking and writing. Students will continue to apply earlier standards with greater complexity.
Students are expected to: (A) use and understand the function of the following parts of speech
in the context of reading, writing, and speaking:
(i) verbs (irregular verbs
Students understand new vocabulary and use it when reading and writing. Students are expected
to:
(A) determine the meaning of grade-level academic English words derived from Latin, Greek,
or other linguistic roots and affixes;
Procedure: 1. Word Wall 6.15 2. Students will complete the review for irregular verbs on
page 477.
Evaluation: verb review – daily grade
Daily Plans and Activities for Tuesday
Objective/Student Expectation: Students understand new vocabulary and use it when
Adjustments
reading and writing. Students are expected to:
(A) determine the meaning of grade-level academic English words derived from Latin, Greek,
or other linguistic roots and affixes;
Procedure: 1.Library 2. Review Word Wall 6.15
Evaluation: participation
Daily Plans and Activities for Wednesday
Objective/Student Expectation: 19) Oral and Written Conventions/Conventions.
Students understand the function of and use the conventions of academic language when
speaking and writing. Students will continue to apply earlier standards with greater complexity.
Students are expected to: (A) use and understand the function of the following parts of speech
in the context of reading, writing, and speaking:
(i) verbs (irregular verbs and active and passive voice);
Procedure: 1. Students will read page 478 as a class from the Writing Coach and discuss.
Evaluation: Students complete page 481 with a partner.
Adjustments
Daily Plans and Activities for Thursday
Objective/Student Expectation: 19) Oral and Written Conventions/Conventions.
Adjustments
Students understand the function of and use the conventions of academic language when
speaking and writing. Students will continue to apply earlier standards with greater complexity.
Students are expected to: (A) use and understand the function of the following parts of speech
in the context of reading, writing, and speaking:
(i) verbs (irregular verbs and active and passive voice);
Procedure: 1. Students will discuss active and passive voice as a class from
pages 486-488.
Evaluation: Students will complete pg. 489 as a group.
Daily Plans and Activities for Friday
Objective/Student Expectation: 19) Oral and Written Conventions/Conventions.
Students understand the function of and use the conventions of academic language when
speaking and writing. Students will continue to apply earlier standards with greater complexity.
Students are expected to: (A) use and understand the function of the following parts of speech
in the context of reading, writing, and speaking:
(i) verbs (irregular verbs and active and passive voice);
Procedure: 1. Students will take a quiz over Word Wall 6.15 and complete a review over
regular, irregular verbs and active and passive voice.
Evaluation: Word Wall 6.15 quiz – daily grade verb review – daily grade
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