PCIS 6th GRADE INSTRUCTIONAL PLAN

Grade: 6th Grade
Subject: Wonders Reading
Teacher: McElroy, Senn, Williams, Fleming, Pittman
DAY

PROCEDURES

Time: 1, 2,3,4,5 periods
Week of: Unit 3 Week 2 November 12-18
EQUIPMENT/MATERI
ALS

INSTRUCTIONAL
METHOD

PCIS 6th GRADE INSTRUCTIONAL PLAN
DAILY LESSON CONCEPT (OBJECTIVE): Text evidence; Theme; Making Predictions; Context Clues
ESSENTIAL QUESTION: What kinds of challenges transform people?

411/12/1

WIDA: English language learners communicate for social and instructional purposes in the
school setting (SIL). English language learners communicate information, ideas and
concepts necessary for academic success in the content area of Language Arts (LoLA).

COS/CCRS OBJECTIVE(S): Interpret information presented in divers media and formats (e.g.,
visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
(SL.6.2) Engage effectively in a range of collaborative discussion (one-on-one, in groups, and teacher –
led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and
expressing their own clearly. Pose and respond to specific questions with elaboration and detail by
making comments that contribute to the topic, text, or issue under discussion. (SL.6.1c) Interpret
information presented in diverse media and formats (E.G. visually, quantitatively, orally) and explain
how it contributes to a topic text, or issue under study.(SL.6.2) Cite textual evidence to support
analysis to support analysis of what the text says explicitly as well as inferences drawn from the text.
(RL.6.1.) ) Acquire and use accurately grade-appropriate general academic and domain-specific words
and phrases’ gather vocabulary knowledge when considering a word or phrase important to
comprehension or expression. (L.6.6)
HER ORDER THINKING SKILLS: Students will be able to cite textual evidence to support the theme
within a passage.
KEY VOCABULARY: dilemma, feebly, persistent, recoiled, roused, skewed, summon, vastness
BEFORE: Build Background: Transformations t74-t75, RWW 176-177.
Essential Question: What kinds of challenges transform people? t74
Ask: Why is meeting a challenge often a transforming experience? Why does it take motivation to
meet challenges?
Listening Comprehension: Interactive Read Aloud: “On The Mountain” T76-T77
Preview Realistic Fiction
Think Aloud Clouds: I predicted______because…..
Graphic Organizer (if want to use) t- chart: Genre and features. Graphic Organizer 65 Then ask
partners to discuss a time when they were motivated to meet a challenge.
DURING: Vocabulary: Words in Context, t78-t79; RWW p.178-179 – Using the vocabulary routines,
Complete Practice: Your Turn page 111 (will not complete in class as whole)
Close Reading of Complex text: “Facing The Storm” p.180-183 in RWW. TE p. t181-182.
Make Connections: Encourage students to go back into the text for evidence about Isabel’s experience
as they talk about how challenges can present opportunities that transform people.
ACT: Purpose – Students may have trouble recognizing the difference between the story’s factual
information and its purpose, to entertain. Read “Much to Learn,” on pages 138-139.
AFTER: Centers: Directions are listed at end of the lesson plans.
HOMEWORK: Vocabulary Menu ASSESSMENT: U3W2 Weekly Assessment on Day 5
SMALL GROUP READING: SG1 – □ Phonemic Awareness □ Phonics □ Vocabulary □ Fluency □
Comprehension
SG2 – □ Phonemic Awareness □ Phonics □ Vocabulary □ Fluency □
Comprehension
SG3 – □ Phonemic Awareness □ Pho nics □ Vocabulary □ Fluency □
Comprehension

□Dry Erase Board
X Smart Board
□Student Technology
□Lab Equipment
X Workbook
□Handout
X Text Wonders RWW
and Lit Anthology
□Approved Video
□Manipulatives
□Other: Graphic
Organizer, Game,
Test,
Paint, etc.

X Explicit Instruction
X Guided Practice
□Independent Practice
X Centers
X Large Group

Instruction
X Small Group
Instruction
X Partner Work/Talk
X Collaborative Groups
□Intervention
X Student Engagement
□Assessment

PCIS 6th GRADE INSTRUCTIONAL PLAN

411/13/1

DAILY LESSON CONCEPT (OBJECTIVE): Text evidence; theme; Making predictions; context clues
ESSENTIAL QUESTION: What influences the development of a culture?
WIDA: English language learners communicate for social and instructional purposes in the school setting (SIL). English language learners
communicate information, ideas and concepts necessary for academic success in the content area of Language Arts (LoLA).
COS/CCRS OBJECTIVE(S): Cite textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text. (RL.6.1) Describe how a particular story’s or drama’s plot unfolds in a series of
episodes as well as how the characters respond or change as the plot moves toward a resolution. (RL.6.3)
Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary
of the text distinct from personal opinions or judgments. (RL.6.2.) Describe how a particular story’s or drama’s plot
unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a
resolution. ( RL.6.3) By the end of the year, read and comprehend literature, including stories, dramas, and poems,
in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
(RL.6.10) Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from
the text.(RL.6.1) Explain how an author develops the point of view of the narrator or speaker in a text (RL.6.6) Use
context (e.g. the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue
to the meaning of a word or phrase. (L.6.4a)
HIGHER ORDER THINKING SKILLS: Students will be able to cite textual evidence to support the theme within a
passage.
KEY VOCABULARY: dilemma, feebly, persistent, recoiled, roused, skewed, summon, vastness
BEFORE: Essential Question: What kinds of challenges transform people?
Review Vocabulary- dilemma, feebly, persistent, recoiled, roused, skewed, summon, vastness
DURING: Comprehension Strategy: Make Predictions; model – text evidence – model how using information in the
text helped you revise a prediction. Reread paragraph four on page 182 of “Facing the Storm” and identify the
details about Amy’s reaction to Mrs. Moreno’s absence that helped you revise an earlier prediction.
Guided Practice – Have students work in pairs to find text evidence they used to make and then confirm or revise
predictions about what happens after Amy panics. Have partners discuss other predictions they confirmed or
revised as they read “Facing the Storm.”
Comprehension Skill: Theme; explain to students that the theme of a story is a message about life the author wants
readers to understand. Some stories, such as fables, state the theme directly. Most stories, however, require
readers to use what the author suggests through story details and character development to infer the theme,
Discovering the theme of a story helps readers understand what ideas about life an author values.
Model- Close reading and text evidence – Identify key details about Amy and Isabel in “Facing the Storm.” Then
model using details on the graphic organizer to help determine how the characters react and change. Ask students
to think about what theme the author may be suggesting.
Analytical Writing –Write about reading; Summary: Model for students how to use the notes from the graphic
organizer to write a summary of how the characters’ behavior changes when they are faced with the challenge of
the hurricane.
Genre: Literature; Realistic Fiction: Explain to share with students the following key characteristics of realistic
fiction.
Model: I identifying the following characteristics of realistic fiction on page 182 of “Facing the Storm.” Third-Person Limited
Point of View; Point out the second paragraph on page 182. Explain that readers experience events from Isabel’s
perspective. Ask: What information does the narrator share about Isabel’s inner thoughts and feelings? Strong,
Vivid Verbs; Point out the verbs, shattered, bursting, and strutted in the third paragraph on page 181 and strode in
the fourth paragraph on page 182. Explain that strode in the fourth vivid word choice than walked. The vivid verb
conveys Isabel’s confidence. Remind students that authors use strong verbs to help readers visualize events and
understand characters’ feelings about them.
Guided Practice- Have partners identify two sentences from “Facing the Storm” that show the story is told
mainly from Isabel’s point of view. Then have partners find three sentences that contain vivid verbs and discuss
how the sentences help readers visualize the action. Invite partners to share their findings with the class.
Vocabulary Strategy: Context Clues: Tell students that when they come across a word that has more than one
possible meaning, they can often figure out the intended meaning of the word by using context clues within the
paragraph.
Model: Model using paragraph clues in the first paragraph on page 181 of “Facing the Storm” to find the meaning of
filing.
Guided Practice- Have students work in pairs to figure out the meanings of bursting, batter, instructed, and tone as

□Dry Erase Board
X Smart Board
□Student Technology
□Lab Equipment
X Workbook□Handout
X Text Wonders RWW
and Lit Anthology
□Approved Video
□Manipulatives
□Other: Graphic
Organizer, Game,
Test,
Paint, etc.

X Explicit Instruction
X Guided Practice
□Independent Practice
X Centers
X Large Group

Instruction
X Small Group
Instruction
X Partner Work/Talk
X Collaborative Groups
□Intervention
X Student Engagement
□Assessment

PCIS 6th GRADE INSTRUCTIONAL PLAN
DAILY LESSON CONCEPT (OBJECTIVE): Text evidence; Theme; making predictions; context clues
ESSENTIAL QUESTION: What kinds of challenges transform people?

411/14/1

WIDA: English language learners communicate for social and instructional purposes in the
school setting (SIL). English language learners communicate information, ideas and
concepts necessary for academic success in the content area of Language Arts (LoLA).

COS/CCRS OBJECTIVE(S): Cite textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text. (RL.6.1) Describe how a particular story’s or drama’s plot
unfolds in a series of episodes as well as how the characters respond or change as the plot moves
toward a resolution. (RL.6.3) Explain how an author develops the point of view of the narrator or
speaker in a text (RL.6.6) By the end of the year, read and comprehend literature, including stories,
dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at
the high end of the range/ (RL.6.10) Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of
strategies. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of
a word (e.g., audience, auditory, audible). (L.6.4b)
HIGHER ORDER THINKING SKILLS: Students will be able to cite textual evidence to support the
theme within a passage.
KEY VOCABULARY: - dilemma, feebly, persistent, recoiled, roused, skewed, summon, vastness
BEFORE: Essential Question: What kinds of challenges transform people?
DURING: Close Read: “Lizzie Bright and the Buckminster Boy” Literature Anthology book pages 196207
Complete ACT and Analytical Writing
Analytical Writing: Make Connections; Essential Questions; Have partners use text evidence to write
about how Turner felt when he first got into the boat and how he felt after seeing the whale. Ask
partners to share their ideas with the class. Text to World; After students name a way that reading
about Turner’s experience might help them face a challenge, discuss challenges people face at home,
school, or other places.
Analytical Writing-Note Taking; Use the graphic organizer. As students read the selection, ask them
to take notes by filling in the graphic organizer on your turn practice book page 112 to record details
that will help them identify the theme of the story.
Respond to Reading: Analytical Writing: Write About Reading Analyze: Remind students that an
analysis is a thoughtful exploration of some aspect of a text, such as the plot or a character. Ask
students to write an analysis of how details about how the way Turner’s arms felt as he rowed helped
them identify the story’s theme. Have students share their analysis with a partner. Analytical
Writing: Write About Reading; Theme: Experiences that are larger than life can transform people.
After Turner’s amazing experience with the whale, he is calm and gains the inner strength to row the
boat to shore.
AFTER: Centers: Directions are listed at end of the lesson plans.
HOMEWORK: Vocabulary Menu ASSESSMENT: U3W2 Weekly Assessment on Day 5
SMALL GROUP READING: SG1 – □ Phonemic Awareness □ Phonics □ Vocabulary □ Fluency □
Comprehension
SG2 – □ Phonemic Awareness □ Phonics □ Vocabulary □ Fluency □
Comprehension
SG3 – □ Phonemic Awareness □ Phonics □ Vocabulary □ Fluency □
Comprehension

□Dry Erase Board
X Smart Board
□Student Technology
□Lab Equipment
X Workbook□Handout
X Text Wonders RWW
and Lit Anthology
□Approved Video
□Manipulatives
□Other: Graphic
Organizer, Game,
Test,
Paint, etc.

X Explicit Instruction
X Guided Practice
□Independent Practice
X Centers
X Large Group

Instruction
X Small Group
Instruction
X Partner Work/Talk
X Collaborative Groups
□Intervention
X Student Engagement
□Assessment

PCIS 6th GRADE INSTRUCTIONAL PLAN
DAILY LESSON CONCEPT (OBJECTIVE): Text evidence; Theme; making predictions; context clues
ESSENTIAL QUESTION: What influences the development of a culture?

411/17/1

WIDA: English language learners communicate for social and instructional purposes in the
school setting (SIL). English language learners communicate information, ideas and
concepts necessary for academic success in the content area of Language Arts (LoLA).

COS/CCRS OBJECTIVE(S): Use combined knowledge of all letter-sound correspondences,
syllabication patterns, and morphology (e,g,roots and affixes to read accurately unfamiliar
multisyllabic words in context and out of context.(RF.5.3a)
Read on-level prose and poetry orally with accuracy, appropriate reate, and expression on successive
readings. (RF.5.4b)
HIGHER ORDER THINKING SKILLS Students will be able to cite textual evidence to support Theme
within a passage.
KEY VOCABULARY: : dilemma, feebly, persistent, recoiled, roused, skewed, summon, vastness
BEFORE: Essential Question: What kind of challenges transform people?
Review Vocabulary : dilemma, feebly, persistent, recoiled, roused, skewed, summon, vastness
DURING: Phonics/Fluency; r-controlled Vowel Syllables-Remind students that every syllable in a word
has one vowel sound. Write the word market on the board. Point out that when a vowel is followed by
the letter r, both letters must remain in the same syllable because they act as a team to form a special
vowel sound. This type of syllable is known as an r-controlled vowel syllable. Underline the syllable
mar on the board. Model how to pronounce the syllable and use it to read aloud the whole word..
Model: Write the following r-controlled vowel syllables and sample words on the board. Model how to
pronounce each r-controlled vowel syllable. Then model how to read each sample word. per as in
perfect, mer as in mermaid, por as in porthole, mar as in marvelous, ger as in danger, ter as in mister,
der as in wonder, ber as in remember.
Guided practice – On the board randomly point to each r-controlled vowel syllable. Have students
chorally read the r-controlled vowel syllable and the corresponding sample word.
Complete on p T91
Close Read: “Confronting a Challenge” Literature Anthology 210-211
Complete ACT- Genre; Explain that this is a personal narrative about a real person. Re-read the first
paragraph on page 210. What point of view is used? 1st person. How do you know? The essay uses my
and I)Explain that the use of the first-person point of view can be a clue that a text is a personal
narrative.
Analytical writing- Write About Reading; Write a response telling how overcoming the challenge
transformed Greg. Turn to a partner and compare responses. Analytical Writing: Make Connections;
Have students write paraphrase, and share ideas about how a role model can inspire someone.
AFTER: Centers: Directions are listed at end of the lesson plans.
HOMEWORK: Vocabulary Menu ASSESSMENT: U3W2 Weekly Assessment on Day 5
SMALL GROUP READING: SG1 – □ Phonemic Awareness □ Phonics □ Vocabulary □ Fluency □
Comprehension
SG2 – □ Phonemic Awareness □ Phonics □ Vocabulary □ Fluency □
Comprehension
SG3 – □ Phonemic Awareness □ Phonics □ Vocabulary □ Fluency □
Comprehension

□Dry Erase Board
X Smart Board
□Student Technology
□Lab Equipment
X Workbook□Handout
X Text Wonders RWW
and Lit Anthology
□Approved Video
□Manipulatives
□Other: Graphic
Organizer, Game,
Test,
Paint, etc.

X
X
X
X
X

Explicit Instruction
Guided Practice
Independent Practice
Centers
Large Group
Instruction
X Small Group
Instruction
X Partner Work/Talk
X Collaborative Groups
□Intervention
X Student Engagement
□Assessment

PCIS 6th GRADE INSTRUCTIONAL PLAN
DAILY LESSON CONCEPT (OBJECTIVE): Text evidence; Theme
ESSENTIAL QUESTION: What influences the development of a culture?

411/18/1

WIDA: English language learners communicate for social and instructional purposes in the
school setting (SIL). English language learners communicate information, ideas and
concepts necessary for academic success in the content area of Language Arts (LoLA).

COS/CCRS OBJECTIVE(S): Present claims and findings, sequencing ideas logically and using
pertinent descriptions, facts, and detail to accentuate main ideas or these; use appropriate eye
contact, adequate volume, and clear pronunciation. (S.L.6.4)
HIGHER ORDER THINKING SKILLS: Students will be able to cite textual evidence to support Theme
within a passage.
KEY VOCABULARY: : dilemma, feebly, persistent, recoiled, roused, skewed, summon, vastness
BEFORE: Essential Question: What kind of challenges transform people? Quick review of skills and
vocabulary strategies.
DURING: Complete U3W2 Weekly Assessment and Selection Assessment
AFTER: Read AR or work on other homework
HOMEWORK: ASSESSMENT: U3W2 Weekly Assessment Today
SMALL GROUP READING: SG1 – □ Phonemic Awareness □ Phonics □ Vocabulary □ Fluency □
Comprehension
SG2 – □ Phonemic Awareness □ Phonics □ Vocabulary □ Fluency □
Comprehension
SG3 – □ Phonemic Awareness □ Phonics □ Vocabulary □ Fluency □
Comprehension

□Dry Erase Board
□Smart Board
□Student Technology
□Lab Equipment
□Workbook
□Handout
□Text
□Approved Video
□Manipulatives
X Other: Graphic
Organizer, Game,
Test,
Paint, etc.

□Explicit Instruction
□Guided Practice
□Independent Practice
□Centers
X Large Group
Instruction
□Small Group
Instruction
□Partner Work/Talk
□Collaborative Groups
□Intervention
□Student Engagement
X Assessment