Download Lesson Plans 6 th grade reading Teacher: Miller Dates: Oct.27-31

Lesson Plans 6th grade reading
Teacher:
Miller
MONDAY
Standard(s)
Dates: Oct.27-31
TUESDAY
WEDNESDAY
6.SL.1.1- engage in a range of
collaborative discussions. (Bell
work discussion
6.SL.1.1- engage in a range of
collaborative discussions. (Bell
work discussion
6.SL.1.1- engage in a range of
collaborative discussions. (Bell
work discussion
6.R.I.2.5(DOK 3)
6.R.I.2.4 (DOK 2)
6.R.I.2.5(DOK 3)
6.R.I.2.4 (DOK 2)
6.R.I.2.5(DOK 3)
6.R.I.2.4 (DOK 2)
6..W.1.2 (DOK 4)
6..W.1.2 (DOK 4)
6.L.3.4. (DOK 2)
6.L.3.4. (DOK 2)
THURSDAY
6.SL.1.1- engage in a range of
collaborative discussions.
(Bell work discussion
6.R.I.2.5(DOK 3)
6.R.I.2.4 (DOK 2)
6..W.1.2 (DOK 4)
FRIDAY
6.SL.1.1- engage in a range of
collaborative discussions.
(Bell work discussion
6.R.I.2.5(DOK 3)
6.R.I.2.4 (DOK 2)
6..W.1.2 (DOK 4)
6..W.1.2 (DOK 4)
6.L.3.4. (DOK 2)
6.L.3.4. (DOK 2)
6.L.3.4. (DOK 2)
Learning Goal
Students will be able to
identify text structure and
their relationship between
structure and 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.
Essential Question *How do the parts of the text
contribute to the overall
development of the ideas?
* How do specific text structures
enhance the meaning of an
article?
How does analyzing text
structure deepen understanding
of the text?
Students will be able to identify
text structure and
their relationship between
structure and 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.
Students will be able to
identify text structure and
their relationship between
structure and 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.
Students will be able to
identify text structure and
their relationship between
structure and 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.
Students will be able to
identify text structure and
their relationship between
structure and 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.
*How do the parts of the text
contribute to the overall
development of the ideas?
* How do specific text structures
enhance the meaning of an
article?
How does analyzing text structure
deepen understanding of the text?
*How do the parts of the text
contribute to the overall
development of the ideas?
* How do specific text
structures enhance the meaning
of an article?
How does analyzing text
structure deepen understanding
of the text?
*How do the parts of the text
contribute to the overall
development of the ideas?
* How do specific text
structures enhance the
meaning of an article?
How does analyzing text
structure deepen
understanding of the text?
*How do the parts of the text
contribute to the overall
development of the ideas?
* How do specific text
structures enhance the
meaning of an article?
How does analyzing text
structure deepen
understanding of the text?
Bell work
Read the (6th grade) appetizer
passage Attack of the Killer Plants.
Select and write out the best
answers for each question.
Read the (6th grade) appetizer passage
The Game. Select and write out the
best answer to each question.
Agenda/Activities
/Student Product
Bell Work
Bell Work
Bell Work Discussion
Think of your five senses. Create a
chart and list 5 specific, detailed
tasks you can do with each
sense.(e.g. Read my favorite novel
during a storm, or smell the Italian
food in Olive Garden)
Bell Work
Bell Work Discussion
Read the 6th grade appetizer
passage entitled Child Labor.
Select and write out the best
answers to each question.
Write out four specific cause and
effect relationships.
Bell Work
Bell Work Discussion
Bell Work
Bell Work Discussion
Bell Work Discussion
Bell Ringer Discussion
Teacher will review the
organizational patterns with
students. Teacher will introduce to
students the informational texts
Nothing Left to Lose and Frogs at
Risk
Teacher will review the two text
structures the texts Frogs at Risk and
Nothing Left to Lose were written in.
The students will point out how they
determined which text structures the
passages were written in.
Students will construct thinking maps
with the two non-fiction texts
**A.R. Reading
Teacher will introduce to students
how to generate higher order
thinking questions. Teacher and
student will practice creating higher
level questions with a short text.
Teacher and students will glance
over each text to observe the text
features.
Students will label the text features
and number the paragraphs.
organizational patterns, text
structure, compare/contrast, cause
and effect, description, sequencing,
chronological order, problem &
Solution
Informational text, central idea, key
details, elaborated, stated, implied,
inferences, relevant, irrelevant
(details)
main idea (implied and stated) cited
evidence
A.R. Reading
Teacher will discuss with students
the questions that were selected.
Teacher and students will discuss
which questions are higher order
and why they are higher order.
Teacher and students will take turns
reading aloud.
Teacher will assist the students in
figuring out which text structure the
author wrote each passage.
Vocabulary
Students will collaborate in
groups on creating students led
higher order questions for the
two informational texts Frogs at
Risk and Nothing to Left to Lose.
Students will use the text Frogs at
Risk and Nothing Left to Lose to
answer the student generated
questions.
A.R. Reading
organizational patterns, text
structure, compare/contrast, cause
and effect, description, sequencing,
chronological order, problem &
Solution
Informational text, central idea, key
details, elaborated, stated, implied,
inferences, relevant, irrelevant (details)
main idea (implied and stated) cited
evidence
organizational patterns, text
structure, compare/contrast, cause
and effect, description, sequencing,
chronological order, problem &
Solution
Informational text, central idea, key
details, elaborated, stated, implied,
inferences, relevant, irrelevant
(details) main idea (implied and
stated) cited evidence
organizational patterns, text
structure, compare/contrast,
cause and effect, description,
sequencing, chronological order,
problem & Solution
Informational text, central idea,
key details, elaborated, stated,
implied, inferences, relevant,
irrelevant (details) main idea
(implied and stated) cited
evidence
organizational patterns, text
structure, compare/contrast,
cause and effect, description,
sequencing, chronological order,
problem & Solution
Informational text, central idea,
key details, elaborated, stated,
implied, inferences, relevant,
irrelevant (details)
main idea (implied and stated)
cited evidence
Homework
Comments:
Read independently at least 30
minutes, get reading log signed
Read independently at least 30
minutes, get reading log signed
Read independently at least 30
minutes, get reading log signed
Read independently at least 30
minutes, get reading log signed
Read independently at least 30
minutes