Language Arts Charts - 6th - Anstey

Language Arts Charts Grade 6 Stephanie Anstey and Carlishia Elligan

Week 1 Day 1

Day 2

Day 3

Day 4

Day 5

SACE ENG 6.2 Contributing to Groups Orally

SACE ENG 6.2 Contributing to Groups Orally

SACE ENG 6.2 Contributing to Groups Orally

SACE ENG 6.29 Subject-Verb Agreement

T: The teacher will instruct the students on the importance of oral communication, specifically within a group. The teacher will separate the students into appropriate sized groups.

T: The teacher will separate the students into the same groups that they were split into the day before, and explain that each group must make up a problem to be solved – it can be anything, but they do not solve it. They should come up with stipulations involved with the problem, and all of this should be in detail. Collect the problems at the end of the period.

T: The teacher will separate the students into their groups, and then will randomly pass out the problems from the previous day for the groups to solve. No group should solve their own problem.

SACE ENG 6.9 Correct Grammar and Usage T: The teacher will instruct the students on the importance of correct grammar and usage depending on situation. Have scripts for the students depicting different types of talk (ie: informal, academic, etc.). Ask for volunteers. After the script reading, go over the guidelines of grammar that will be upheld in the classroom during the year.

St: The students will introduce themselves to the other students in the group, and each person will have to gather enough information about a different person to be able to introduce them. Then, one student from each group will share the info with the class, and the class will have to guess who that info is about.

St: The students will make up a problem, whether it is the fact that aqua man can’t find the water he needs to survive, or something more realistic.

St: The students in their groups will work together orally to figure out a solution to the problem. There is no one right answer to any problem, the students just must have reasonable steps for their solution.

E, Div, VA

E, Div, VA

DA: For extra credit, the students can draw a picture of their problem that they have created.

DA: For extra credit, students can have a person in their group draw a picture of their solution to go with the picture drawn from the previous day.

E, Col

T: The teacher will instruct the students on what subject verb agreement is, and will give examples on the board. Go over example to see if the students understand. Then, hand out verbs to half of the class, and subjects to the other half and have them line up on opposite ends of the classroom.

St: The students will read the scripts as a fun activity to see the differences in speech. They will learn that dialects are okay, but in the classroom and on assignments, it is important to you academic English.

St: The students will each be assigned a verb or a subject. When the teacher says go, the students but find a verb or a subject that is in agreement with whatever their card says. The teacher will go over the correct combinations once everyone has found a partner. They will also have a worksheet for homework involving subject verb agreement.

E, D

E, Mvmt

Week 2 Day 6

Day 7

Day 8

Day 9

Day 10

SACE ENG 6.11 Vocab

SACE ENG 6.1 Effective Oral Communication

SACE ENG 6.1 Effective Oral Communication

T: The teacher will instruct the student on the Vocabulary lesson. Go over new words, roots, prefixes, meanings, etc. A Beka: Spelling, Vocabulary, and Poetry, pgs 24-26

T: The teacher will introduce oral communication and its importance, and the difference between oral communication and effective oral communication. She will then get them started on their presentations

SACE ENG 6.1 Effective Oral Communication SACE ENG 6.11 T: Open with recitation of vocabulary. Split the students into two teams Monitor the students progress on their group presentations.

SACE ENG 6.1 Effective Oral Communication SACE ENG 6.11 T: Open with recitation of vocabulary. The teacher will lead the discussions on the stories.

St: The students will write each of their vocabulary words two times each, and will choose five to use in sentences

St: The students will find a short story of their choosing, and they will form groups to present the story to the class.

St: The students will begin the class by reciting their vocabulary words. They can play a memory game of their choosing. The students will also finish their group projects for their presentations for Thursday.

St: The students will give their presentations on their short stories, and the audience will take notes on the short stories.

E, VA, Div

E, Col

E, Col

E, Col

T: The teacher will monitor the students presentations.

St: The students will begin the class by reciting their vocabulary words. The students will individually read the stories and compare facts that they took notes on from the presentations to the actual plot and characteristics of the story itself. Decide if the oral communication was effective. E, Col

DA: Gifted students may choose five more words to write sentences for to receive extra credit, while visual students can draw a pictorial representation of five words for extra credit.

Week 3 Day 11

Day 12

Day 13

Day 14

Day 15

SACE ENG 6.5 Opinion and Fact SACE ENG 6.11

SACE ENG 6.3 Oral Participation

SACE ENG 6.11 Vocab

SACE ENG 6.3 Oral Participation

T: Open with recitation of vocabulary. The teacher will initiate group reading. The teacher will give instructions for group activity for the book Hatchet,

T: The teacher will monitor the activity and help direct discussion when needed.

T: The teacher will go over the vocabulary words that the students will be tested on on Friday.

T: The teacher will monitor the activity and help direct discussion when needed. The teacher will also explain the paragraph assignment.

SACE ENG 6.3 Oral Participation SACE ENG 6.11 T: Vocabulary Test. The teacher will monitor the groups’ progress. The teacher will also facilitate the presentations and voting.

St: The students will begin the class by reciting their vocabulary words. Students will be discussing the book as a group. Students will take turns leading discussions, recording important points made, and summarizing.

St: The students will draw numbers for discussion positions. The discussion leader must ask questions from issues from the book to begin a class discussion. Each student must add to the discussion.

St: The students will practice the vocabulary words that they will have to remember for Friday. Each week, the students will have an option of choosing the review game that they would like to use to practice, whether it be Around the World, Vocab Basketball, First to the Board, etc.

St: The group activity will continue. New leaders will be chosen. At the end of this discussion each student will write a paragraph on a topic discussed.

St: Vocabulary Test. The students will work in groups of 4 to develop a predicted ending to the Hatchet. The students will then act the ending out for the rest of the class. The class will then vote on which ending is most likely.

E, Div, Col

E, SS

E, Col

E, Div, Col

E, Mvmt, Div

Week 4 Day 16

Day 17

Day 18

Day 19

Day 20

SACE ENG 6.11 Vocab

SACE ENG 6.4 Oral Expression

SACE ENG 6.4 Oral Expression SACE ENG 6.11

SACE ENG 6.4 Oral Expression

SACE ENG 6.4 Oral Expression SACE ENG 6.11

T: The teacher will instruct the student on the Vocabulary lesson. Go over new words, roots, prefixes, meanings, etc. A Beka: Spelling, Vocabulary, and Poetry, pgs 27-30

T: The teacher will go over selections of poetry with the students, and will have the students explain what the message of each poem is. Separate the students into groups.

T: Open with recitation of vocabulary. The teacher will then let the students group together and play either Catch Phrase or Taboo, two word games that require students to describe something without saying the word or some words that relate to it.

T: The teacher will ask the students if they enjoyed the games the day before, and will ask them questions to make them come to the conclusion that oral expression is incredibly important. Also, express to the students how effective oral expression could be when nothing is said. Is that a form of oral expression?

T: Open with recitation of vocabulary. Discuss with the students the idea of opinions expressed orally, and have them read “I Have a Dream” and appropriate literature relating to movements in history, like Civil Rights, Women’s Rights, Movement for Independence, people against war, etc. Ask the students what kind of opinionated oral expression we would use today, and what some possible topics would be.

St: The students will be separated into groups and each group will be assigned a poem. The students will discuss the poems and the meanings behind the poems. The students will then be given a message that their group must convey through an original poem. They will read them aloud, and the rest of the class will see if they can understand the message.

St: The students will begin the class by reciting their vocabulary words. The students will then play either Taboo or Catch Phrase for the rest of the period.

St: The students will brainstorm about what would happen if oral expression were nonexistent. Students will also do a worksheet on different techniques of oral expression.

E, Col

E, Mvmt

E, Col

St: The students will write each of their vocabulary words two times each, and will choose five to use in sentences

E, VA, Div

DA: Gifted students may choose five more words to write sentences for to receive extra credit, while visual students can draw a pictorial representation of five words for extra credit.

St: The students will begin the class by reciting their vocabulary words. After discussing the lessons with the teacher, the students will write either a poem or a short essay on their opinion about an issue perhaps in the school and will read it to the class. Be sure to have the students check their issues with the teacher first.

E, SS

Week 5 Day 21

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Day 25

SACE ENG 6.5 Opinion and Fact SACE ENG 6.11

SACE ENG 6.5 Opinion and Fact

SACE ENG 6.11 Vocab

SACE ENG 6.5 Opinion and Fact

SACE ENG 6.5 Opinion and Fact SACE ENG 6.11

T: Open with recitation of vocabulary. The teacher will explain the importance of differentiating between opinion and fact in writing and will then facilitate the activity.

T: The teacher will give the students numerous scientific facts and theories, and will have the students tell whether or not it is an opinion or a fact. Why?

T: The teacher will go over the vocabulary words that the students will be tested on on Friday.

T: The teacher will instruct the students to write a quick article that is trying to persuade the other classmates to agree with an opinion by giving facts that support that opinion (ie: the Red Sox are the best baseball team because they won the world series.)

T: Vocabulary Test. Free period

St: The students will begin the class by reciting their vocabulary words. The students will look at political cartoons and discuss the differences between opinion and fact in said cartoons.

St: The students will differentiate between facts and opinions in scientific theories and laws.

St: The students will practice the vocabulary words that they will have to remember for Friday. Each week, the students will have an option of choosing the review game that they would like to use to practice, whether it be Around the World, Vocab Basketball, First to the Board, etc.

St: Students will write their articles and will then present them to the class, and the class will vote on which article convinced them the most.

St: Vocabulary Test. Free Period

E, SS

E, S, VA

E, Mvmt, Div

E, SS

E, Mvmt

DA: Gifted students can make poster depicting one law with information about it for extra credit.

Week 6 Day 26 SACE ENG 6.11 Vocab T: The teacher will instruct the student on the Vocabulary lesson. Go over new words, roots, prefixes, meanings, etc. A Beka: Spelling, Vocabulary, and Poetry, pgs 31-33

St: The students will write each of their vocabulary words two times each, and will choose five to use in sentences

E, VA, Div

DA: Gifted students may choose five more words to write sentences for to receive extra credit, while visual students can draw a pictorial representation of five words for extra credit.

Day 27

Day 28

Day 29

Day 30

SACE ENG 6.6 CompareContrast Viewpoints

SACE ENG 6.6 CompareContrast Viewpoints SACE ENG 6.11 T: Open with recitation of vocabulary. The teacher will officiate the voting and will reward the winning team with candy. She will provide the students with biographies of historical figures of WWII.

SACE ENG 6.6 Compare and Contrast Viewpoints T: She will show the students a model of the assignment that she has created ahead of time and will then give each student poster paper. She will then show the students several famous paintings.

SACE ENG 6.6 CompareContrast Viewpoints SACE ENG 6.11 T: Open with recitation of vocabulary. The teacher will provide the students with Play Dough, and will monitor the students work in groups. She will bring in two objects for the students to compare.

St: The students will begin the class by reciting their vocabulary words. The students will present their campaign posters and the class will vote for the “Greatest Polygon in the World” by raising their hand. The students will compare and contrast biographies of historical figures of WWII.

St: The students will compare and contrast famous paintings using a Venn Diagram.

St: The students will begin the class by reciting their vocabulary words. The students will work in pairs to list figures of speech related to health. They will model one example using Play Dough. The students will compare 2 objects brought in by the teacher.

T: Open with recitation of vocabulary. The teacher will explain the assignment and will divide the class into groups. The teacher will explain the importance of comparing and contrasting. The teacher will provide the students with pictures. St: The students will begin the class by reciting their vocabulary words. The students will work in groups to make a campaign poster for the greatest polygon in the world using figurative language (ex. “Vote for the circle, because it is as smart as Albert Einstein”). The students will take notes on the importance of comparing and contrasting. They will then compare and contrast pictures of celebrities, teachers, etc

DA: Students who have mobility difficulties can vote orally.

Week 7 Day 31 SACE ENG 6.7 Persuasive Presentations SACE ENG 6.11 T: Open with recitation of vocabulary. The teacher will introduce the book Holes and will read chapters 1-3 aloud. The teacher will explain the shifts between the chapters (separate story lines). She will define persuasive writing and will give several examples. Then she will explain that they will be giving persuasive presentations. St: The students will begin the class by reciting their vocabulary words. The students will listen to the teacher read chapters 1-3 and will take notes on persuasive writing. The students will pick a topic for their presentation.

E

Day 32

Day 33

Day 34

Day 35

SACE ENG 6.7 Persuasive Presentations

SACE ENG 6.11 Vocab

SACE ENG 6.7 Persuasive Presentations

T: The class will read chapters 4-5 together. The students will take turns reading aloud. The students will copy the chart the teacher draws on the board into their notes. The students will begin writing their persuasive speeches.

T: The teacher will go over the vocabulary words that the students will be tested on on Friday.

T: The teacher will monitor the students work together in groups to make sure they stay on task. She will quickly edit all letters for glaring errors.

SACE ENG 6.7 Persuasive Presentations SACE ENG 6.11 T: Vocabulary Test. The teacher will oversee the silent reading and will assist students in writing their final drafts of their speeches.

St: The teacher will lead the class in reading aloud. She will continue to explain the story lines to the class. She will make a chart on the board with 3 columns. Each column will be a story line and she will add information to each column as events happen in the book. She will also oversee the students writing their persuasive speech and offer assistance when needed.

St: The students will practice the vocabulary words that they will have to remember for Friday. Each week, the students will have an option of choosing the review game that they would like to use to practice, whether it be Around the World, Vocab Basketball, First to the Board, etc.

St: The students will read chapters 6-7 in groups of 3 or 4. They will add any new information to the chart they started in their notes yesterday. They will then make a prediction for each story line (3 all together). The groups will share their predictions with the class. Each student will peer edit one other student’s letter.

St: Vocabulary Test. The students will read chapters 8-10 silently. They will add any new information to their chart and will evaluate the predictions they made yesterday.

E, VA

E, Mvmt, Div

E, Col

E, Col

Week 8 Day 36

Day 37

Day 38

Day 39

Day 40

SACE ENG 6.11 Vocab

SACE ENG 6.11 Vocab

SACE ENG 6.11 Vocab

SACE ENG 6.11 Vocab

SACE ENG 6.11 Vocab

T: The teacher will instruct the student on the Vocabulary lesson. Go over new words, roots, prefixes, meanings, etc. A Beka: Spelling, Vocabulary, and Poetry, pgs 34-37

T: The teacher will review all of the vocabulary words from the last 8 weeks. Separate the students into 4 separate teams

T: The teacher will go over the vocabulary words that the students will be tested on on Friday.

T: TESTING Vocabulary from the last 8 weeks.

St: The students will write each of their vocabulary words two times each, and will choose five to use in sentences

St: The students in each team will be assigned a certain lesson (from lessons 1-4) and they will create a short play using 10 of the words in that lesson that they will perform for the class. The other groups will try and find each of the ten words used in the play. The group that finds the most words wins a prize. If a group incorporates something they are learning in either math or science into their play, they will receive extra points.

T: The teacher will allow the students to work with partners to make flashcards for their vocabulary words or to come up with ways to remember words that are posing a problem for each student. As the teacher, be sure to make it clear that if certain study strategies are used (ie: music, hand motions, etc.) the students must remember them in their heads during the test, not out loud or through physical action.

St: The students will practice the vocabulary words that they will have to remember for Friday. The students will have an option of choosing the review game that they would like to use to practice, whether it be Around the World, Vocab Basketball, First to the Board, etc, just like the do for their weekly quizzes.

St: TESTING

E, Mvmt, Div

E

E, VA, Div

DA: Gifted students may choose five more words to write sentences for to receive extra credit, while visual students can draw a pictorial representation of five words for extra credit.

E, M, S, Mvmt, D

St: The students will work together in pairs and come up with strategies for each other to remember problem words. Students can also create flash cards to use for a study tool. Other study tools could be rhythm, putting definitions to song, hand motions, etc.

E, Col, Mu, Mvmt

The teacher will bring in snacks for after the vocabulary test for the children to enjoy as a reward for completing the long week of vocabulary.

Week 9 Day 41

Day 42

Day 43

Day 44

Day 45

SACE ENG 6.11 Vocab

SACE ENG 6.8 Oral Summarization

SACE ENG 6.8 Oral Summarization

T: The teacher will instruct the student on the Vocabulary lesson. Go over new words, roots, prefixes, meanings, etc. A Beka: Spelling, Vocabulary, and Poetry, pgs 38-40

T: The teacher will stress the importance of summarizing in the students’ speeches and will offer the opportunity for the students to turn in a copy of their speech so she can check it and correct it in time for their presentations.

SACE ENG 6.8 Oral Summarization SACE ENG 6.11 T: Open with recitation of vocabulary. Presentations

SACE ENG 6.8 Oral Summarization SACE ENG 6.11 T: Open with recitation of vocabulary. Presentations

St: The students will write each of their vocabulary words two times each, and will choose five to use in sentences

St: The students will put the final touches on their speeches and will peer grade with a partner, discussing the important oral aspects of their speeches.

St: The students will begin the class by reciting their vocabulary words. Presentations

St: Presentations

St: The students will begin the class by reciting their vocabulary words. Presentations

E, VA, Div

E, Mvmt, Col

E, Mvmt

E, Mvmt

E, Mvmt

DA: Gifted students may choose five more words to write sentences for to receive extra credit, while visual students can draw a pictorial representation of five words for extra credit.

T: Presentations

Week 10 Day 46 SACE ENG 6.25 Writing Strategies SACE ENG 6.11 T: Open with recitation of vocabulary. The students will begin reading Jacob Have I Loved by Katherine Patterson. The teacher will read chapters 1-2 to the class. The teacher will have every student write one random sentence. She will collect all of the sentences an read them together to make a story. The teacher will explain the importance of planning to the students. St: The students will begin the class by reciting their vocabulary words. The student will listen to the teacher read chapters 1-2 aloud. Each student will list 3-4 characteristics that the reader discovers about Louise, Caroline, and McCall Purnell. The class will come together and make 3 collaborative list of characteristics. Student will write one random sentence. E, Col, Div

Day 47

Day 48

Day 49

Day 50

SACE ENG 6.25 Writing Strategies

SACE ENG 6.11 Vocab

SACE ENG 6.25 Writing Strategies

T: The teacher will find several pictures from 1935-1945 and will cut them into puzzle pieces. She will give each group a set of 5 topic sentences taken from one paper. She will monitor all group work.

T: The teacher will go over the vocabulary words that the students will be tested on on Friday. The students will read chapters 4-5 in small groups. The students will individually organize a set of 5 topic sentences to make a plan for a paper. Students will then plan where they would put 3 spelling words in the paper. The students will share their plan with a partner.

T: The teacher will lead the class in a discussion on why they think Louise has her dream

SACE ENG 6.25 Writing Strategies SACE ENG 6.11 T:Vocab Test. The teacher will monitor the class reading. She will take the students to the computer lab to take a virtual tour. She will instruct the students to plan a biography.

St: The students will practice the vocabulary words that they will have to remember for Friday. The teacher will oversee the reading in small groups. She will provide each student with a set of 5 topic sentences from a paper.

St: The students will read chapter 6 individually. The class will discuss why they think Louise has her dream. They will then plan a story about a dream they have had.

St: The students will read chapter 3 as a class. Each student will get a picture piece. Students will find the other students who make their picture whole. Together they will examine the picture and will describe the setting of the book. The students will be broken up into groups of 5. Each group will receive a set of 5 topic sentences from a paper. They will put the topic sentences in order to form a plan for a paper. They will justify their order to the class.

E, VA, Div, Col

E, Mvmt, Div DA: Students who have difficulties reading in groups can read individually

E

St:Vocab Test. The students will read chapters 7-8 as a class. They will then go to the computer lab and will take a virtual tour of the island Peterson based Rass Island on. In groups they will compare what it is like now to how the book describes it then. The students will work in pairs to make a plan for a biography on a person involved in WWII

E, SS, Tech

Week 11 Day 51

Day 52

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Day 54

Day 55

SACE ENG 6.11 Vocab

SACE ENG 6.25 Writing Strategies

SACE ENG 6.25 Writing Strategies

T: The teacher will instruct the student on the Vocabulary lesson. Go over new words, roots, prefixes, meanings, etc. A Beka: Spelling, Vocabulary, and Poetry, pgs 41-43 The teacher will then read examples of narrative writing to the class. She will explain what narrative writing is. St: The students will write each of their vocabulary words two times each, and will choose five to use in sentences The students will listen to the teacher read chapter 9 and the narrative stories. The students will pick a topic to write a narrative on. They will work on this narrative on and off for the next 6 weeks.

T: The teacher will monitor the students reading to make sure they are staying on task. The teacher will check the student’s topics to make sure that they are narrative topics. The teacher will then monitor the students planning.

SACE ENG 6.25 Writing Strategies SACE ENG 6.11 T: Open with recitation of vocabulary. The teacher will provide the students will comprehension questions for chapter 12. The teacher will assist the students in developing their narrative plan if needed.

SACE ENG 6.25 Writing Strategies SACE ENG 6.11 T: Open with recitation of vocabulary. The teacher will oversee the class reading. She will monitor the students’ revisions and answer any questions the students might have.

T: The teacher will monitor the students work together in groups to make sure they stay on task. She will take home all plans and will offer suggestions for improving errors.

St: The students will read chapters 10-11 in pairs. They will then divide into groups of 4-5 and discuss who showed bravery. Each student will tell the teacher their topic for their narrative. The students will then plan out their narrative, making sure to include characters, main conflict, climax, and solutions.

St: The students will begin the class by reciting their vocabulary words The students will read chapter 12 silently and will answer comprehension questions. The students will continue planning their narrative. By the end of the day they will have a complete plan for their narrative. .

St: The students will set a purpose for reading (something they want to find out). They will then read chapters 1314 in small groups. Each student will peer edit one other student’s plan

E, Col

E

E, Col

St: The students will begin the class by reciting their vocabulary words. The class will read chapter 15 together. The students will take turns reading aloud. The students will revise their narrative plan.

E, Col E, VA, Div DA: Gifted may choose 5 more words to write sentences for to receive extra credit, while visual can draw a pictorial representation of 5

words for extra..

Week 12 Day 56 SACE ENG 6.10 Unfamiliar Words/Phrases SACE ENG 6.11

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SACE ENG 6.10 Unfamiliar Words/Phrases

SACE ENG 6.11 Vocab

SACE ENG 6.10 Unfamiliar Words/Phrases

SACE ENG 6.10 Unfamiliar Words/Phrases SACE ENG 6.11

T: The teacher will read chapter 16 aloud and have the students find unfamiliar words and phrases in the book so far.

T: The teacher will monitor the students during group work to ensure they stay on task.

T: The teacher will go over the vocabulary words that the students will be tested on on Friday. The teacher will monitor the students activities

T: The teacher will monitor the students continued reading of the book.

St: The students will listen to the teacher read chapter 16 aloud. The students will take notes while the teacher is reading on words that they find unfamiliar, and will look in the rest of the book for unfamiliar words as well.

St: The students will read chapter 17 in small groups. Each student will then write a one paragraph summary of what happened in the chapter using one unfamiliar word. They will discuss how they found the definition of this word.

St: The students will continue reading and will play a form of the game Balderdash with some unfamiliar words from the book. Together, they will figure out the correct definitions.

E, Div

E, Col

St: The students will practice the vocabulary words that they will have to remember for Friday. Each week, the students will have an option of choosing the review game that they would like to use to practice, whether it be Around the World, Vocab Basketball, First to the Board, etc. - The class will read chapter 18 together. The students will take turns reading aloud. The students will make a flow chart with all of the events they are going to include in their narrative.

DA: Students who have difficulty writing can orally summarize the chapter to the teacher or teacher’s aid

T: Vocabulary Test, Silent reading

St: Vocabulary Test, Silent reading

E E, Div, Mvmt

E, Mvmt, Div

Week 13 Day 61 SACE ENG 6.11 Vocab

Day 62

Day 63

Day 64

Day 65

SACE ENG 6.12 Figurative Language

SACE ENG 6.12 Figurative Language SACE ENG 6.11

SACE ENG 6.12 Figurative Language

SACE ENG 6.12 Figurative Language SACE ENG 6.11

T: The teacher will instruct the student on the Vocabulary lesson. Go over new words, roots, prefixes, meanings, etc. A Beka: Spelling, Vocabulary, and Poetry, pgs 44-45

St: The students will write each of their vocabulary words two times each, and will choose five to use in sentences E, VA, Div DA: Gifted students may choose five more words to write sentences for to receive extra credit, while visual students can draw a pictorial representation of five words for extra credit.

T: The teacher will give the students notes on the different types of figurative language. She will show the class several examples of figurative writing. She will lead the class in creating an example of simile, metaphor, and hyperbole. The teacher will define and give notes on summarizing and paraphrasing. She will also show examples of summarizing. St: The students will take notes on the different types of figurative language. The class will create an example of simile, metaphor, and hyperbole. The students will then take notes on summarizing.

E

T: Open with recitation of vocabulary. The teacher will review similes and will provide the students with magazines to make their simile collage. The teacher will divide the class into groups and will give each group an article about healthy living. Se will provide each group with a transparency.

T: The teacher will review metaphors. She will check each student metaphor to ensure that it is a correct example of a metaphor. She will then provide the students with paper, paint, and paintbrushes. She will evaluate the students’ summary as the groups present them to the class.

T: Open with recitation of vocabulary. The teacher will provide the students with news-papers and will lead the class in the sorting and displaying. The teacher will provide the students will famous quotes.

St: The students will begin the class by reciting their vocabulary words. in magazines. They will cut them out and make a simile collage. The students will be divided into small groups. Each group will read an article about healthy living, and will then summarize it. The group will write their summary on transparency.

St: The class will review metaphors. The students will write one example of a metaphor and will then illustrate it by painting a picture. The students will present the healthy living transparencies they created yesterday to the class.

E, VA, Col

E, VA

St: The students will begin the class by reciting their vocabulary words. The students will find an example of figurative language in a news-paper. The students will cut out the examples. The class will sort the clippings into 3 categories: similes, metaphors, and hyperboles. They will then display them on the board in the 3 categories. The students will work in pairs to paraphrase the famous quotes. E, VA, SS

Week 14 Day 66 SACE ENG 6.13 Word Reference Material SACE ENG 6.11

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SACE ENG 6.13 Word Reference Material

SACE ENG 6.11 Vocab

SACE ENG 6.13 Word Reference Material

SACE ENG 6.13 Word Reference Material SACE ENG 6.11

T: Open with recitation of vocabulary. The teacher will provide dictionaries and thesauruses. The teacher will direct students to similarities and differences. The teacher will also provide the worksheet for practice. * Scott, Foresman p. 50

T: The teacher will explain and demonstrate how to find words in dictionaries. The teacher will also instruct the students in writing letters.

T: The teacher will go over the vocabulary words that the students will be tested on on Friday.

T: The teacher will facilitate the speed drill. The teacher will also monitor the progress of the partners with the letters.

T: Vocabulary Test. The teacher will provide the practice worksheet

St: The students will begin the class by reciting their vocabulary words. Students will be given dictionaries and thesauruses to compare and contrast. Students will come to the board and write similarities and differences. The students will also review pronoun antecedent agreement with a worksheet

St: The students will discuss how to find words in a dictionary. The class will also write letters to someone that they admire being careful that pronouns and antecedents match.

St: The students will practice the vocabulary words that they will have to remember for Friday. Each week, the students will have an option of choosing the review game that they would like to use to practice, whether it be Around the World, Vocab Basketball, First to the Board, etc.

St: The students will practice looking up words in the dictionary with a speed drill. The students will work in pairs switching letters that they wrote the previous day. Each student will circle the pronouns in the letters and underline the antecedents that they refer to.

St: Vocabulary Test. Students will practice looking up words in the dictionary and thesaurus with a worksheet

E, Mvmt

E

E, Mvmt E, Col E, Mvmt, Div

Week 15 Day 71 SACE ENG 6.11 Vocab

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Day 74

Day 75

SACE ENG 6.26 Revision

SACE ENG 6.26 Revision SACE ENG 6.11

SACE ENG 6.26 Revision

SACE ENG 6.26 Revision SACE ENG 6.11

T: The teacher will instruct the student on the Vocabulary lesson. Go over new words, roots, prefixes, meanings, etc. A Beka: Spelling, Vocabulary, and Poetry, pgs 46-49 The students will begin reading the book Esperanza Rising.

T: The teacher will monitor silent reading. The teacher will provide misleading advertisement for class and will discuss the article with the class.

T: Open with recitation of vocabulary. The teacher will discuss significant event in the book with the students. The teacher will divide the class into groups and will explain the flow chart project. The teacher will monitor the students’ independent writing.

T: The teacher will facilitate the group sharing and ordering the events. The teacher will monitor independent writing.

T: Open with recitation of vocabulary. The teacher will monitor the class as they read in partners and work together in revising each other’s papers.

St: The students will write each of their vocabulary words two times each, and will choose five to use in sentences

St: The class will read a misleading advertisement. The class will identifying phrases that are misleading within the advertisement.

E, VA, Div

E, SS

St: The students will begin the class by reciting their vocabulary words. The class will begin to construct a flow chart for the book. The class will make a list of significant events on the board then the class will divide into groups that will creatively represent the event on a piece of poster board. The class will also work on their short stories.

St: The class will present their groups’ poster and will place the events in order. The class will read chapter 6 with their groups. The class will also continue to work on their stories.

St: The students will begin the class by reciting their vocabulary words. Students will read with a partner. The class will also work with a partner to revise narratives for clarity. Each student will read another student’s paper and write a short summary of the narrative. The students will be able to tell if their papers are clear to the reader through this process.

E, VA

E, VA

DA: Gifted students may choose five more words to write sentences for to receive extra credit, while visual students can draw a pictorial representation of five words for extra credit.

Week 16 Day 76 SACE ENG 6.27 Editing SACE ENG 6.11

E, Col

Day 77

Day 78

Day 79

Day 80

SACE ENG 6.27 Editing

SACE ENG 6.11 Vocab

SACE ENG 6.27 Editing

SACE ENG 6.27 Editing SACE ENG 6.11

T: Open with recitation of vocabulary. The teacher will monitor popcorn reading and lead discussion after the chapter. The teacher will also monitor progress on the students’ narrative revisions.

T: The teacher will monitor group work and help keep students on task. The teacher will also explain grammatical errors and editing. The teacher will provide grammatically incorrect paragraph.

T: The teacher will go over the vocabulary words that the students will be tested on on Friday.

T: The teacher will lead the class in determining significant events. The teacher will meet individually with each students giving input for revisions.

T: Vocabulary Test. The teacher will provide a video on the Great Depression. The teacher will continue to meet with students individually.

St: The students will begin the class by reciting their vocabulary words. The students will popcorn read and discuss significant happenings. The class will also make revisions to their papers to make them clearer.

St:The students will read a chapter with a small group. Each group will act out the events of the chapter. The class will also discuss common grammatical errors in narratives and the process of editing. Students will practice by correcting a grammatically incorrect paragraph.

St: The students will practice the vocabulary words that they will have to remember for Friday. Each week, the students will have an option of choosing the review game that they would like to use to practice, whether it be Around the World, Vocab Basketball, First to the Board, etc.

St: The class will identify more significant events from the previous chapters of the book and with the same groups will construct more posters for the flow chart. The students will begin making necessary revisions for narratives and will meet individually with the teacher to discuss revisions.

St: Vocabulary Test. The class will watch a video on the Great Depression. The students will also continue to meet with the teacher for narrative revisions.

E, Col

E, Mvmt DA: Have LEP students list unfamiliar words from Esperanza Rising , then have students use a dictionary to define words.

Week 17 Day 81 SACE ENG 6.11 Vocab

E E E, Mvmt, Div

Day 82

Day 83

Day 84

Day 85

SACE ENG 6.28 Organizational Methods

SACE ENG 6.28 Organizational Methods SACE ENG 6.11

SACE ENG 6.28 Organizational Methods

SACE ENG 6.28 Organizational Methods SACE ENG 6.11

T: The teacher will instruct the student on the Vocabulary lesson. Go over new words, roots, prefixes, meanings, etc. A Beka: Spelling, Vocabulary, and Poetry, pgs 50-52

T: The teacher will lead discussion with the class. The teacher will also rearrange a story for the students to read.

T: Open with recitation of vocabulary. The teacher will stop the class before “Jeremiah’s Song” ends. The teacher will monitor student’s writing and working on outline

T: The teacher will facilitate group sharing of new endings to the story. The teacher will help students with flow charts.

T: Open with recitation of vocabulary. Free period

St: The students will write each of their vocabulary words two times each, and will choose five to use in sentences

St: The students will read “Obie’s Gift” one time through without the background information. Students will discuss what would be important information to know before reading the story. The students will also make inferences about what they think the provided information is about. The students will also work with a short story that’s been cut and pasted out of order. Students will then discuss the importance of order in a story.

St: The students will begin the class by reciting their vocabulary words. The students will start reading “Jeremiah’s Song.”* The class will stop reading with only two pages left to read. Students will write how they think the story will end. The students will use their outlines to determine areas of the greatest importance in their narratives.

St: The students will discuss the endings they chose and reasoning for their choices. After sharing reasoning the class will finish the story. The students will each create a flow chart for their papers

St: The students will begin the class by reciting their vocabulary words. Free period

E, VA

E, Mvmt

E, VA, Div

DA: Gifted students may choose five more words to write sentences for to receive extra credit, while visual students can draw a pictorial representation of five words for extra credit.

Week 18 Day 86 SACE ENG 6.14 Reading Comprehension SACE ENG 6.11

E, VA

E DA: Have less proficient readers outline important events in “Jeremiah’s Song.” * Prentice Hall Literature p. 38

Day 87

Day 88

Day 89

Day 90

SACE ENG 6.14 Reading Comprehension

SACE ENG 6.14 Reading Comprehension SACE ENG 6.11

SACE ENG 6.11 Vocab

SACE ENG 6.14 Reading Comprehension SACE ENG 6.11

T: The teacher will read several examples of poetry to the class and will lead the students in a discussion on the characteristics of poetry. The teacher will explain that good details are those that paint a clear picture for the reader. The teacher will give several examples of good and bad details. The teacher will assign the spelling words for the week.

T: The teacher will play a song for the class. The teacher will lead the class in a discussion on the similarities and differences of poems and songs. She will tell the students that songs are poems set to music. The teacher will continue to instruct the students to add details to their narrative. She will assist students when needed.

T: The teacher will read several examples of odes to the class. She will then show the class an ode she composed. The teacher will oversee the students writing their narrative. The teacher will administer the prespelling test.

T: The teacher will administer the spelling test. The teacher will monitor the activity of the students during the movie.

T: The teacher will show the students several examples of color poetry and will lead the class in creating a class color poem on the overhead. The teacher will administer the spelling test.

St: The students will read several examples of poetry and will discuss the characteristics of poetry. The students will discuss the importance of good detail.

St: The class will listen to a song played by the teacher. The students will be divides into pairs. The students will make a list of the similarities and differences between poems and songs. The class will come together and discuss the issue. The students will add details to their narrative outline/ plan.

St: The students will read several examples of odes. The students will then compose and illustrate an ode of their own. The students will write their first complete draft of their narrative. The students will take a pre-spelling test on the words assigned Monday. Those who make a 100 will not have to take the test on Friday.

St: The students

St: The students will read several examples of color poetry and will participate in creating a class color poem. The students will then create their own color poem. The students will continue to write their narrative draft. The students will take a spelling test on the words assigned Monday.

LA/ W/ GA/ MU-

LA/ R/ MD/ W/ E-

LA/ R/ CM-

Week 19 Day 91 SACE ENG 6.14 Reading Comprehension SACE ENG 6.11

will take a spelling test on the words assigned Monday. The students will then watch the movie The Mighty. DA- Students who have auditory difficulties can read the captions for the movie. LA/ E-

LA/ R/ W/ A/ E-

Day 92

Day 93

Day 94

Day 95

SACE ENG 6.14 Reading Comprehension

SACE ENG 6.14 Reading Comprehension SACE ENG 6.11

SACE ENG 6.14 Reading Comprehension

SACE ENG 6.11 Vocab

T: The teacher will conduct the Vin Diagram activity and will introduce the story.

T: The teacher will explain fact vs opinion in stories. The teacher will also monitor students’ progress in their narrative outlines.

T: The teacher will monitor students’ time on the computer closely. The teacher will also monitor peer reviews. The class will take their spelling test.

St: The students will compare and contrast fiction and nonfiction using a Vin Diagram on the board. Students will take turns coming to the board. The students will also hear about the personal narrative project they will be beginning.The students will receive their spelling list. LA/MO

St: The students will discuss fact vs opinion in nonfiction. The students will answer the question, “What type of nonfiction would include more opinion than fact?” Students will prepare rough drafts for their narratives using significant events. The students will take a practice spelling test. If the student scores a 100 he doesn’t have to take the test Friday.

St: Students will research Gary Paulsen online to find either a short biography of autobiography. The class will then print the articles and summarize their findings. The class will discuss the differences in autobiography and biography. The students will work with partners to edit important events in their narratives.

T: The teacher will monitor popcorn reading and lead discussion after the chapter. The teacher will also monitor progress on the students’ narrative revisions.

T: The teacher will facilitate the game around the world.

St: The students will popcorn read chapter 8 and discuss significant happenings.

St: The students will participate in a game of around the world with the vocabulary words they have learned for the week.

LA/R/W-

LA/T/W/GA-

DA- For LEP students discuss Americanized English phrases in the story and their meanings. LA-

Week 20 Day 96

Day 97

Day 98

Day 99

Day 100

SACE ENG 6.15 Narrative Structure SACE ENG 6.11

SACE ENG 6.15 Narrative Structure SACE ENG 6.11

SACE ENG 6.11 Vocab

SACE ENG 6.15 Narrative Structure

SACE ENG 6.15 Narrative Structure SACE ENG 6.11

T: The teacher will review the structure of a narrative is what a good consists of.

T: The teacher will help the students determine central idea in several passages. The teacher will provide the students with several different topics and ideas for their “book report.” The teacher will assign the spelling words for the week. The teacher will collect drafts and look over them.

T: The teacher will review the vocabulary of the week with the class. The teacher will split the class into 2 teams.

T: The teacher will oversee the students writing their narrative. The teacher will take home all narratives and will offer suggestions for improving errors.

T: The teacher will oversee the students work in groups to ensure they stay on task. She will observe the acted out paragraph.

St: The students will write a narrative about their favorite summer experience

St: The students will discuss how to find main ideas. They will then determine the central idea of several narrative passages. The students will use highlighters to highlight topic sentences/ main ideas. Students can choose to draw a comic strip, make a poster, write a song, make an oral presentation, etc. The students will continue to work on their narrative.

St: The students as teams will have to send a representative to the front of the classroom, press the buzzer and spell the vocabulary word correctly.

St: Students will continue to work on their narratives.

St: The students will divide into groups and will write an explanatory paragraph (ex. how to make a cake). Students will include 4 spelling words in their paragraph. The students will then act out their paragraph.

DA- Students who have difficulty writing can orally summarize the chapter to the teacher or teacher’s aid.

LA/ W/ GA/ TX/ MO-

LA/ R/ PS/ MA/ A/ OL/ W-

Week 21 Day 101

Day 102

Day 103

Day 104

Day 105

SACE ENG 6.15 Narrative Structure SACE ENG 6.11 T: The teacher will introduce the book Holes and will read chapters 1-3 aloud. The teacher will explain the shifts between the chapters (separate story lines). She will define persuasive writing and will give several examples. She will tell the students that they are going to write a 3 paragraph persuasive paper. She will instruct the students to pick a topic and will review each to ensure it is appropriate. The teacher will assign the spelling words for the week. St: The students will listen to the teacher read chapters 1-3 and will take notes on persuasive writing. The students will pick a topic for their paper. LA/ LI/ W-

SACE ENG 6.15 Narrative Structure T: The teacher will lead the class in reading aloud. She will continue to explain the story lines to the class. She will make a chart on the board with 3 columns. Each column will be a story line and she will add information to each column as events happen in the book. She will also oversee the students writing their persuasive paper and will offer assistance when needed.

St: The class will read chapters 4-5 together. The students will take turns reading aloud. The students will copy the chart the teacher draws on the board into their notes. The students will begin writing their persuasive paper. LA/ R/ OL/ L/ W-

SACE ENG 6.15 Narrative Structure SACE ENG 6.11 T: The teacher will monitor the students work together in groups to make sure they stay on task. She will quickly edit all letters for glaring errors.

SACE ENG 6.15 Narrative Structure

SACE ENG 6.11 Vocab

T: The teacher will oversee the silent reading and will assist students in writing their final drafts.

T: The teacher will monitor the students to make sure they stay on task. She will give the students comprehension questions she prepared ahead of time. The teacher will administer the spelling test.

St: The students will read chapters 6-7 in groups of 3 or 4. They will add any new information to the chart they started in their notes yesterday. They will then make a prediction for each story line (3 all together). The groups will share their predictions with the class. Each student will peer edit one other student’s letter.

St: The students will read chapters 8-10 silently. They will add any new information to their chart and will evaluate the predictions they made yesterday. The students will also write their final draft of their persuasive paper.

DA - Students who have difficulties writing can use Word Processor.

LA/ R/ W/ E-

St: The students will read chapters 11-13 with a partner and will answer comprehension questions about the reading. The students will break up into groups of 3 and will read their persuasive paper to their group. The students will take a spelling test on the words assigned Monday.

LA/ R/ GA/ CM/ L/ W-

Week 22 Day 106

Day 107

Day 108

LA/ R/ GA/ PS/ E-

Day 109

Day 110

SACE ENG 6.16 Prediction of Outcome SACE ENG 6.11 T: The teacher will read Holes with the class. The teacher will then model making inferences and conclusions based on the story. The teacher will explain the history surrounding the book. The teacher will also explain the writing exercise to the students.

St: The students will read Holes. Students will watch as the teacher makes conclusions of the history of the letter. The students will then discuss the actual history surrounding the letter. The students will write a paragraph explaining the important parts of their narrative that they would like to emphasize.

SACE ENG 6.16 Prediction of Outcome T: The teacher will provide a worksheet for the students. The teacher will also explain the importance of writing narratives to support a central idea.

St: The students will complete a worksheet to practice making inferences. The students will also discuss the importance of writing narratives to support a central idea. LA

The students will receive their spelling list.

SACE ENG 6.16 Prediction of Outcome SACE ENG 6.11 T: The teacher will lead discussion with the class. The teacher will also rearrange a story for the students to read

St: The students will read Holes one time through without the background information. Students will discuss what would be important information to know before reading the story. The students will also make inferences about what they think the provided information is about. The students will also work with a short story that’s been cut and pasted out of order. Students will then discuss the importance of order in a story. The students will take a practice spelling test. If the student scores a 100 he doesn’t have to take the test Friday.

SACE ENG 6.16 Prediction of Outcome

SACE ENG 6.11 Vocab

T: The teacher will stop the class before Holes ends. The teacher will monitor student’s writing and working on outline.

T: The teacher will facilitate group sharing of new endings to the story. The teacher will help students with flow charts. The teacher will administer the spelling test.

St: The students will start reading Holes The class will stop reading with only two pages left to read. Students will write how they think the story will end. The students will use their outlines to determine areas of the greatest importance in their narratives.

St: The students will discuss the endings they chose and reasoning for their choices. After sharing reasoning the class will finish the story. The students will each create a flow chart for their papers. The class will take their spelling test. LA/R-

DA-Have less proficient readers outline important events in Holes

LA/R-

LA/R/W-

LA/MD-

Week 23 Day 111

Day 112

Day 113

Day 114

Day 115

SACE ENG 6.30 Grammar

SACE ENG 6.30 Grammar

SACE ENG 6.30 Grammar

SACE ENG 6.30 Grammar

SACE ENG 6.30 Grammar

T: The teacher will facilitate the group reading. The teacher will also provide the newspaper articles and will model how the activity is correctly completed.

T: The teacher will monitor partner reading. The teacher will also write the paragraph on the boards without pronouns.

T: The teacher will explain the writing assignment and will model a letter. The teacher will also explain the differences between adverbs and adjectives.

T: The teacher will read chapters 1314 to the class. The teacher will also facilitate a review game of Jeopardy for reviewing for the test.

T: The teacher will monitor popcorn reading. The teacher will use students in the front of the room to represent singular and plural pronouns.

St: The students will pretend that they were stranded on an island and that they can only write one letter. What would it say? The class will also discuss there difference between adverbs and adjectives.

St: The class will listen as the teacher reads chapters 13-14. The class will play a verb tense and adverbs Jeopardy game as review for their test.

St: The class will popcorn read chapters 27-28. The class will also discuss singular pronouns vs. plural pronouns. Students will volunteer to represent singular and plural pronouns.

St: The class will form a circle and read a paragraph at a time of the book from chapters 1314. The students will each take a newspaper article, circling the subjects , underlining the agreeing verbs, and boxing pronouns. DA- Students that have a hard time with reading will have the option of passing reading to the next reader if they are uncomfortable reading out loud.

St: The class will read chapters 2426 with partners. The students will review pronouns. The students will identify the need for pronouns from a paragraph written on the board without pronouns

LA/LI/MOLA/R/MO-

LA/R/GA-

LA/R-

Week 24 Day 116

Day 117

Day 118

Day 119

Day 120

SACE ENG 6.30 Grammar SACE ENG 6.11

SACE ENG 6.30 Grammar

SACE ENG 6.30 Grammar SACE ENG 6.11

SACE ENG 6.30 Grammar

SACE ENG 6.30 Grammar SACE ENG 6.11

T: The teacher will monitor silent reading. The teacher will also provide index cards and will facilitate the card activity.

T: The teacher will monitor popcorn reading. The teacher will also provide sentences for the board and monitor students’ answers.

T: The teacher will monitor partner reading and will explain “Here” and “There” rules for subject-verb agreement.

T:The teacher will instruct students in each project. The teacher will also provide a model for each project.

T: The teacher will administer the test to the students.

St: The students will write on index cards for an activity. Four subject cards (2 singular, 2 plural), four verbs (2 singular, 2 plural). Students will turn in cards which will be shuffled and randomly redistributed to students. Students will then create sentences using the new words they have. Each sentence must agree.

St: The class will popcorn read chapters 16-18 of their reading book. Volunteers will come to the board and work with sentences on the board. Students will circle the adverbs and underline the verb that it modifies.

St: The class will read chapters 1719 with partners. The class will discuss subjectverb agreement when the sentence begins with “Here” or “There.”

St: The students will draw a map of a significant area from the book. The students will also draw a picture from one of the sentences that they created the day before.

St: The students will take a grammar test.

LA/RDA- students will write sentences using 10 common pronouns.

LA/GA/MO-

LA/A-

LA/R/GA/W-

Week 25 Day 121

Day 122

Day 123

Day 124

Day 125

SACE ENG 6.18 Cause and Effect

SACE ENG 6.18 Cause and Effect

SACE ENG 6.18 Cause and Effect

SACE ENG 6.18 Cause and Effect

SACE ENG 6.18 Cause and Effect

T: The teacher will lead the class in a discussion on cause and effect and what place it has in literature.

T: The teacher will lead in a brief discussion on the synopsis of the book. The teacher will give some definition of what it means to have perseverance.

T: The teacher will assign an essay on how Buddy showed perseverance throughout the story and how that did or did not help him make it.

T: Teacher will direct students in an essay about a situation they had which had a cause and effect. They must write about how they handled the situation and if they would have done anything differently.

T: Teacher will allow students to finish Bud, Not Buddy. Once students are finished they must write a short paper about the plot of the book which includes the main situation and the cause and effect of Buddy’s actions.

St: Students will begin reading Bud, Not Buddy.

St: The student will briefly discuss the synopsis of the book. Students will continue reading Bud, Not Buddy. The student will copy the definitions dictated to them on a piece of paper. The student will assist with coming up with a “guide to survival” given they were put in a situation like Buddy’s. Given the definitions of perseverance, the student will write an essay for homework on how Buddy showed perseverance throughout the story and how that did or did not help him make it.

St: The student’s will continue reading Bud, Not Buddy. The teacher will guide the students with coming up with a class “guide for survival”, given they were put in a situation such as Buddy’s.

St: Students will continue to read Bud, Not Buddy. Students will write an essay about a situation they had which had a cause and effect. They must write about how they handled it, if they thought they handled it well or if they would have done something differently.

St: Students will finish reading Bud, Not Buddy. Students will write a short paper about the plot of the book. They must include the main situation and the cause and effect of it.

Week 26 Day 126

Day 127

DA- Students with difficulty with time restraints can have a workbook type survival to complete.

Day 128

Day 129

Day 130

SACE ENG 6.19 Inferences SACE ENG 6.11

SACE ENG 6.19 Inferences

SACE ENG 6.11 Vocab

SACE ENG 6.19 Inferences

SACE ENG 6.19 Inferences SACE ENG 6.11

T: The teacher will monitor group work. She will explain that some words can have multiple meanings. She will show the class several examples. She will then give the class puzzle pieces. The teacher will assign the spelling words for the week. www.readwritethink. org

T: The teacher will read a passage and will give several possible meanings of an unknown word. She will then call on a team to answer the question. She will keep track of the score.

T: The teacher will divide the class into pairs. She will oversee their group work to ensure that they stay on task. She will remind students that words often have multiple meaning and will show them how to find meaning using context clues. *Treasury of Literature, pT533

T: The teacher will read chapters 22-23 aloud to the class. She will provide each student with a word clues game. The teacher will administer the pre-spelling test.

T: The teacher will lead the class in a discussion about the point of view of the book. She will provide the students a passage to assess their ability to determine meaning using context clues. The teacher will administer the spelling test.

St: The students will read chapter 21 with a partner. As a pair, they will find one example of an unknown word that they used context clues to determine the meaning of the word, and will share their word with the class. The students will create their own crossword puzzles using words with multiple meanings. The students will use the dictionary to develop clues. The students will then exchange their puzzle with a partner and will solve their puzzle.

St: The students will listen to the teacher read chapters 22-23. They will then complete a word clues game (found on website). The students will take a pre-spelling test on the words assigned Monday. Those who make a 100 will not have to take the test on Friday.

St: The students will read chapters 24-25 as a class. Students will take turns reading aloud. The class will then discuss the following question: Who told the story? Why is the story told in 1st person? The students will then work independently to determine the meaning of highlighted words from a passage of Freak the Mighty using context clues. The students will take a spelling test on the words assigned Monday.

St: The students will read chapter 18 aloud as a class and will write down one sentence that sticks out to them. They will share their sentence with a partner. They will justify picking their sentence. The sentence can be puzzling, interesting, important, or something they can relate to. The students will each get a puzzle piece with a word or definition on it. The students must find all of the puzzle pieces that match theirs (the word itself, and all definitions.)

St: The students will read chapter 21 with a partner. As a pair, they will find one example of an unknown word that they used context clues to determine the meaning of the word, and will share their word with the class. The students will create their own crossword puzzles using words with multiple meanings. The students will use the dictionary to develop clues. The students will then exchange their puzzle with a partner and will solve their puzzle.

LA/ R/ MA/ PS-

DA- Students who have auditory difficulties can read the chapter themselves as the teacher reads.

LA/ LI/ W/ PS-

LA/ CM/ R/ W/ ELA/ R/ W-

LA/ R/ GA/ W-

Week 27 Day 131

Day 132

Day 133

Day 134

Day 135

SACE ENG 6.19 Inferences SACE ENG 6.11

SACE ENG 6.19 Inferences

SACE ENG 6.19 Inferences SACE ENG 61

SACE ENG 6.19 Inferences

SACE ENG 6.11 Vocab

T: The teacher will read “Letter to Scottie” with the class. The teacher will then model making inferences and conclusions based on the story. The teacher will explain the history surrounding the letter. The teacher will also explain the writing exercise to the students.

T: The teacher will provide a worksheet for the students. The teacher will also explain the importance of writing narratives to support a central idea.

T: The teacher will lead discussion with the class. The teacher will also rearrange a story for the students to read.

T: The teacher will stop the class before “Jeremiah’s Song” ends. The teacher will monitor student’s writing and working on outline.

T: The teacher will facilitate group sharing of new endings to the story. The teacher will help students with flow charts.

St: The students will read “Letter to Scottie.”* Students will watch as the teacher makes conclusions of the history of the letter. The students will then discuss the actual history surrounding the letter. The students will write a paragraph explaining the important parts of their narrative that they would like to emphasize. The students will receive their spelling list.

St: The students will complete a worksheet to practice making inferences. The students will also discuss the importance of writing narratives to support a central idea.

St: The students will read “Obie’s Gift” one time through without the background information. Students will discuss what would be important information to know before reading the story. The students will also make inferences about what they think the provided information is about. The students will also work with a short story that’s been cut and pasted out of order. Students will then discuss the importance of order in a story. LA/R-

St: The students will start reading “Jeremiah’s Song.”* The class will stop reading with only two pages left to read. Students will write how they think the story will end. The students will use their outlines to determine areas of the greatest importance in their narratives.

St: The students will discuss the endings they chose and reasoning for their choices. After sharing reasoning the class will finish the story. The students will each create a flow chart for their papers.

Day 138

Day 139

LA-

LA/R/W-

Week 28 Day 136

Day 137

The class will take their spelling test. LA/R-

DA-Have less proficient readers outline important events in “Jeremiah’s Song.” LA/R/W-

Day 140

SACE ENG 6.20 Character and Plot SACE ENG 6.11 T: The teacher will explain the literary elements to the class. The teacher will then model the process of making predictions from the title and picture. The teacher will administer the test.

St: Students will discuss literary elements involved in understanding narratives. The class will discuss characters, setting, plot, theme, and climax. The class will then turn to “The All-American Slurp”* in their text books. The students will follow along as the teacher models the process. The students will take a grammar inventory test.

SACE ENG 6.20 Character and Plot T: The teacher will monitor class reading. At the end of the story the teacher will model identifying literary elements. The teacher will give correct answers to test and lead answer discussion

SACE ENG 6.20 Character and Plot SACE ENG 6.11 T: The teacher will give a lesson on leadership defining what it is. The teacher will instruct the students to come to the board teacher will lead students in coming up with a character. Teacher will give students time in class to read and then assign the students reading homework.

St: The students will read “The AllAmerican Slurp” out loud as a class. The students will watch for literary elements. The class will check and discuss the answers to the grammar inventory test. LA/R-.

St: Students will continue reading selections from Harry Potter. Students will decide what character or characters showed leadership and write them down.

Day 142

Day 143

LA/R -

SACE ENG 6.20 Character and Plot

SACE ENG 6.11 Vocab

T: Teacher will monitor students as they read silently. Teacher will assign students to finish the book at home if they were unable to finish in class.

T: Teacher will administer vocabulary exam. After the exam the teacher will monitor and help students as they fill out the plot summary worksheet about Harry Potter which includes main characters, introduction, rising action, climax, falling action and conclusion.

St: Students will read silently making notes about characters and plot as they go.

St: Students will take their vocabulary exam and then fill out a plot summary worksheet.

DA- Students having trouble reading silently may read aloud with the reading specialist

The students will receive their spelling list LA/R-.

Week 29 Day 141

Day 144

Day 145

SACE ENG 6.21 Summarize and Paraphrase

SACE ENG 6.21 Summarize and Paraphrase

SACE ENG 6.21 Summarize and Paraphrase

SACE ENG 6.21 Summarize and Paraphrase

SACE ENG 6.21 Summarize and Paraphrase

T: The teacher will give the students notes on the different types of figurative language. She will show the class several examples of figurative writing. She will lead the class in creating an example of simile, metaphor, and hyperbole. The teacher will define and give notes on summarizing and paraphrasing. She will also show examples of summarizing. The teacher will assign the spelling words for the week.

.T: The teacher will review similes and will provide the students with magazines to make their simile collage. The teacher will divide the class into groups and will give each group an article about healthy living. Se will provide each group with a transparency.

T: The teacher will review metaphors. She will check each student metaphor to ensure that it is a correct example of a metaphor. She will then provide the students with paper, paint, and paintbrushes. She will evaluate the students’ summary as the groups present them to the class.

T: The teacher will review hyperbole with the class. The teacher will lead the class in developing a commentary for a football game using hyperbole. She will read If You Give A Mouse A Cookie to the class

T: The teacher will provide the students with news-papers and will lead the class in the sorting and displaying. The teacher will provide the students will famous quotes. The teacher will administer the spelling test.

St: The class will review similes. The students will find 5 similes in magazines. They will cut them out and make a simile collage. The students will be divided into small groups. Each group will read an article about healthy living, and will then summarize it. The group will write their summary on transparency

St: The class will review metaphors. The students will write one example of a metaphor and will then illustrate it by painting a picture. The students will present the healthy living transparencies they created yesterday to the class.

St: The class will review hyperbole. As a class they will to develop a commentary for a football game using hyperbole. The students will summarize the book If You Give A Mouse A Cookie.

St: The students will find an example of figurative language in a news-paper. The students will cut out the examples. The class will sort the clippings into 3 categories: similes, metaphors, and hyperboles. They will then display them on the board in the 3 categories. The students will work in pairs to paraphrase the famous quotes. The students will take a spelling test on the words assigned Monday.

St: The students will take notes on the different types of figurative language. The class will create an example of simile, metaphor, and hyperbole. The students will then take notes on summarizing. LA/ W-

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DA- Students who have difficulty cutting can tear their pictures out if the magazine. LA/ R/ W/ H/ GA/ A-

Week 30 Day 146

Day 147

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Day 148

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Day 150

SACE ENG 6.22 Identity Questions SACE ENG 6.11 T: The teacher brings in several news paper articles for students to read with comprehension questions prepared for each article. The teacher will give out the vocabulary words for the week.

St: Students will read several news paper articles handed out by the teacher then answer questions about each.

SACE ENG 6.22 Identity Questions T: The teacher brings in several Television commercials for the students to watch along with comprehension questions for students to answer about each.

St: Students are shown several television commercials and then answer identity questions about what the seller was trying to get across to the consumer. DA- Students will difficulty answering questions will receive help from specialists.

Week 31 Day 151

Day 152

SACE ENG 6.22 Identity Questions SACE ENG 6.11 T: Teacher will hand out directions for the criteria for a commercial the student will make up. The teacher will allow students to get into pairs of three or four to write their questions and make their commercial.

St: Students are given direction for a commercial they must make. They must have a product and attempt to see it to their fellow classmates. They must also make questions for the rest of the class to answer about their commercial and the point they were attempting to get across.

Day 153

SACE ENG 6.22 Identity Questions

SACE ENG 6.11 Vocab

T: Teacher watches and monitors students as they share their commercials with the class and helps as they answer their peers question worksheets.

T: Teacher will administer the vocabulary exam and monitor students as they take the exam. After the exam the students will be given free writing time.

St: Students present their commercials to the class and then answer the questions about each of their peers commercials.

St: Students are given their vocabulary exam. After exam the students will have free writing time.

Day 154

Day 155

SACE ENG 6.23 Form, Revision, Orangization T: The teacher will monitor group work and help keep students on task. The teacher will also explain grammatical errors and editing. The teacher will provide grammatically incorrect paragraph.

St: The class will read chapter 9 with a small group. Each group will act out the events of the chapter. The class will also discuss common grammatical errors in narratives and the process of editing. Students will practice by correcting a grammatically incorrect paragraph. LA/R/W/GA/MO-

SACE ENG 6.23 Form, Revision, Orangization T: The teacher will read chapter 10 to the class. The teacher will monitor students as they edit each other’s papers.

St: The class will listen as the teacher reads chapter 10 to the class. The students will also practice peer editing with their narratives. DA- Students having difficulty listening can read to themselves in the hall and write a short summary during this time. LA/R/W/GA-

SACE ENG 6.23 Form, Revision, Orangization T: The teacher will read the paragraph with errors on the board. The teacher will call on the first student standing to correct the error. www.readwritethin k.org

St: The class will read chapters 1314. Each student will write down one sentence that sticks out to them and will share with a partner. They will justify picking their sentence. It can be puzzling, interesting, important, or something they can relate to. The students will listen to the teacher read a paragraph with errors from the board. When the teacher arrives at an error as she is reading, the students will stand up. The first student to stand will go to the board and correct the error.

SACE ENG 6.23 Form, Revision, Orangization T: The teacher will monitor popcorn reading and lead discussion after the chapter. The teacher will also monitor progress on the students’ narrative revisions.

SACE ENG 6.23 Form, Revision, Orangization T: The teacher will oversee the class reading. The teacher will organize the events of chapter 18 in a flow chart. The teacher will instruct the students to create a flow chart for their narrative.

St: The students will popcorn read chapter 8 and discuss significant happenings. The class will also make revisions to their papers to make them clearer.

St: The class will read chapter 18 together. The students will take turns reading aloud. The students will make a flow chart with all of the events they are going to include in their narrative.

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Week 32 Day 156

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SACE ENG 6.23 Form, Revision, Orangization SACE ENG 6.11 T: The teacher will divide the students into pairs and will monitor their reading. She will give the students notes on editing. She will then model proper editing by editing a paragraph with errors on the overhead. The teacher will assign the spelling words for the week. St: The students will quickly skim through chapters 1-10 in their reading book. The students will divide into partners and will re-read their favorite part of the book to their partner to increase reading fluency. The students will then take notes on editing and editing marks and will watch the teacher model editing on the overhead.

SACE ENG 6.23 Form, Revision, Orangization T: The teacher will grade the summaries and also facilitate the classroom.

St: The students will read a short story on the Great Depression silently and will then work in groups to write a short summary of the short story on a transparency. They will present the summary in front of the class.

DA- Students who have difficulty writing will receive the notes in handout form.

SACE ENG 6.23 Form, Revision, Orangization SACE ENG 6.11 T: The teacher will divide the class into two teams to play a game and will ask comprehension questions. The teacher will give each group a paragraph with errors.

St: The students will read chapters 11-13 in their reading book individually. The class will be divided into two teams to play a comprehension game. The first person to raise their hand will get to answer. The team with the most correct answers wins. The students will be divided into groups and given a paragraph with 5 spelling words in it. The students will have to find the errors in the paragraph and correct them.

SACE ENG 6.23 Form, Revision, Orangization

SACE ENG 6.11 Vocab

T: The teacher will read chapter 14 aloud. She will collect the predictions in a box and will read several of the predictions aloud. She will give each student a paragraph to edit. The teacher will administer the spelling test.

T: The teacher will administer the test to the students

St: The students will listen to the teacher read chapter 14 aloud and will make a prediction about what they think will happen in the rest of the book. Each student will write his or her prediction on a piece of paper and will put their prediction into the prediction box. The students will edit paragraphs individually. The students will take a spelling test on the words assigned Monday.

St: The students will take a spelling test.

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Week 33 Day 161

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Day 165

SACE ENG 6.24 Compare and Contrast Ideas, Themes, and Issues

SACE ENG 6.24 Compare and Contrast Ideas, Themes, and Issues

SACE ENG 6.24 Compare and Contrast Ideas, Themes, and Issues

SACE ENG 6.24 Compare and Contrast Ideas, Themes, and Issues

SACE ENG 6.24 Compare and Contrast Ideas, Themes, and Issues

T: The teacher will explain the assignment and will divide the class into groups. The teacher will explain the importance of comparing and contrasting. The teacher will provide the students with pictures. The teacher will assign the spelling words for the week.

T: The teacher will officiate the voting and will reward the winning team with candy. She will provide the students with biographies of historical figures of WWII.

T: The teacher will review figurative language with the class. She will show the students a model of the assignment that she has created ahead of time and will then give each student poster paper. She will then show the students several famous paintings. www.readthinkwrite. org

T: The teacher will provide the students with Play Dough, and will monitor the students work in groups. She will bring in two objects for the students to compare.

T: The teacher will administer a short quiz on figurative language. She will then provide the students with two paragraphs to compare and contrast.

St: The students will work in groups to make a campaign poster for the greatest polygon in the world using figurative language (ex. “Vote for the circle, because it is as smart as Albert Einstein”). The students will take notes on the importance of comparing and contrasting. They will then compare and contrast pictures of celebrities, teachers, etc.

St: The students will present their campaign posters and the class will vote for the “Greatest Polygon in the World” by raising their hand. The students will compare and contrast biographies of historical figures of WWII.

St: The students will create one example of figurative language and will make a funny poster illustrating its literal meaning (ex. a poster of a person with actual bags under their eyes). The students will compare and contrast famous paintings using a Venn Diagram. LA/ W/ A

St: The students will work in pairs to list figures of speech related to health. They will model one example using Play Dough. The students will compare 2 objects brought in by the teacher. The students will take a pre-spelling test on the words assigned Monday.

St: The students will take a short quiz on figurative language. It will assess their ability to distinguish the difference between and create similes, metaphors, and hyperboles. The students will compare and contrast two paragraphs.

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DA- Students who have mobility difficulties can vote orally.

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Week 34 Day 166

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SACE ENG 6.11 Vocab

SACE ENG 6.11 Vocab

SACE ENG 6.11 Vocab

SACE ENG 6.11 Vocab

SACE ENG 6.11 Vocab

T: The teacher will set up all of the stations before class and will oversee the students’ work. She will assist any student that needs help. She will review the correct answers after each group has finished.

T: The teacher will oversee the taking of the practice test. She will assist any student who needs help.

T: The teacher will create and facilitate the Jeopardy game. She will offer further explanations to difficult questions. She will use this time to review important material covered by the Jeopardy questions.

T: The teacher will check to see that the crossword puzzles are acceptable. The teacher will also oversee that the process is being done in an efficient way.

T: The teacher will create a vocabulary sheet.

St: The students will work in groups of 3 or 4. There will be several stations set up around the room. At each station there will be a set of different group vocabulary activities. They will read the passages and then answer questions about the passages. They will rotate stations until each group has answered all of the questions.

St: The students will divide into pairs and will take a practice vocab test. They can use their books, neighbors, or the teacher if they need help.

St: The students will play a Sixth Grade Language Arts Jeopardy game the teacher created.

St: The students will create a crossword puzzle with their vocabulary words. The students will then exchange their crossword puzzles and complete them.

St: Students will complete a vocabulary matching worksheet.

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DA- Students who have difficulty reading test questions can have the questions read to them by a teacher’s aid. LA/ GA/ TX/ CM-

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Reference:

Beech, L., Beers,J., Cramer, R, Feder, C., McCarthy, T., Najimy, N., Triplett, D. (1987). Scott, Foresman Language. Glenview, Illinois: Scott, Foresman and Company. Carroll, J., Feldman, K., Kinsella, K., Stump,C., Wilson, E. (2002). Prentice Hall Literature Timeless Voices, Timeless Themes. Saddle River, New Jersey: Prentice Hall. Cooper, D., Pikulski, J. (2003). Houghton Mifflin Reading: Teacher’s Edition. Boston, MA: Houghton Mifflin. International Reading Association, National Council of Teachers of English. (2006). “Reading and Writing Workshop: Freak the Mighty.” Retrieved November 13, 2006 from http://www.readwritethink.org/lessons/lesson_view.asp?id=41 Paterson, K. (1981). Jacob Have I Loved. New York: Harpercollins Paulsen, G. (2000). Hatchet. London: Pan MacMillan Publishing Sachar, L. (1998). Holes. New York: Dell Yearling. Rand, Phyllis. (1991). A Beka: Spelling, Vocabulary, and Poetry. Pensecola, FL: A Beka Book