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PCIS 6th GRADE INSTRUCTIONAL PLAN

Grade: 6th Grade


Subject: Wonders Reading
Teacher: McElroy, Senn, Williams, Fleming, King
DA
PROCEDURES
Y

Time: 1, 2,3,4,5 periods


Week of: Unit 6 Week 4 4/27-5/1
EQUIPMENT/MATE
RIALS

INSTRUCTIONAL
METHOD

4/27

PCIS 6th GRADE INSTRUCTIONAL PLAN


DAILY LESSON CONCEPT (OBJECTIVE): Text Evidence, Sequence, Summarizing
ESSENTIAL QUESTION: What can scientist reveal about ancient civilizations?
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): Integrate information presented in different media or formats as
well as in words to develop a coherent understanding of a topic or issue (RI 6.7) Follow rules
for collegial discussions, set specific goals and deadlines and define individual roles as
needed (SL 6.1b) Determine a 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 (RI6.2) Acquire and use accurately grade appropriate general academic and
domain specific words and phrases; gather vocabulary knowledge when considering a word
or phrase important for comprehension or expression (L.6.6)
HIGHER ORDER THINKING SKILLS: Students will be able to cite textual evidence to
summarize a passage.
KEY VOCABULARY: bedrock, embark, excavation, exquisite, intriguing, intrinsic,
methodical, meticulously
BEFORE: Build Background: Astonishing Discoveries RWW pg 420-421
Essential Question: What can scientists reveal about ancient civilizations?
Ask: Why is it important for scientists to be methodical as they dig? What have scientists
revealed about ancient China from their excavation?
Listening Comprehension: Interactive Read Aloud: Secrets Set in Stone
Preview Genre: Expository Text
Think Aloud Clouds: reinforce how to use the summarize strategy to help understand
content
Graphic Organizer (if want to use) Have students restate the most important information
from Secrets Set in Stone in their own words.
DURING: Vocabulary: Words in Context, t206-t207 RWW 422-423 Using the vocabulary
routines: Define, Example, and Ask.
Close Reading of Complex text: Messages in Stone and Wood RWW p. 424-427
Make Connections: Encourage students to go back into the text for evidence as they talk
about what archaeologists have learned from studying early Native American pictographs.
ACT: Readers might assume from the section We Were Here that the text is historical
fiction. Clarify that the text is expository and that its purpose is to inform.
AFTER: Centers Activities/ Small Group
HOMEWORK: Vocabulary Menu ASSESSMENT: U6W4 Weekly Assessment on Day 5,
Friday
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
X 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
XAssessment

4/28

PCIS 6th GRADE INSTRUCTIONAL PLAN


DAILY LESSON CONCEPT (OBJECTIVE): Text evidence; Sequence; Summarizing
ESSENTIAL QUESTION: What can scientists reveal about ancient civilizations?
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): Integrate information presented in different media or formats as
well as in words to develop a coherent understanding of a topic or issue (RI 6.7) Follow rules
for collegial discussions, set specific goals and deadlines and define individual roles as
needed (SL 6.1b) Determine a 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 (RI6.2) Acquire and use accurately grade appropriate general academic and
domain specific words and phrases; gather vocabulary knowledge when considering a word
or phrase important for comprehension or expression (L.6.6) Cite textual evidence to
support analysis of what the text says explicitly as well as inferences drawn from the text
(RI.6.1)
HIGHER ORDER THINKING SKILLS: Students will be able to cite textual evidence to
summarize a passage.
KEY VOCABULARY: bedrock, embark, excavation, exquisite, intriguing, intrinsic,
methodical, meticulously
BEFORE: Essential Question: What can scientists reveal about ancient civilizations?
DURING : Comprehension Strategy: Summarize: Explain that expository text can present a
great deal of information. Remind students that to keep track of important ideas and to
check their understanding during as well as after reading , they can summarize the authors
key points by briefly restating the main ideas in their own words RWW 428
Comprehension Skill: Sequence: Authors use text structure whens showing ideas or events
in the order in which they occur. Time-order sequence is useful in presenting information
about historical events or steps in a process. RWW 429
Analytical Writing: Using the graphic organizer, model to write a summary of the creation
and later discovery of the Native American pictographs. RWW 429
Analytical Writing: Ask pairs to write a summary of the events in Messages in Stone and
Wood noting which events may overlap or be ongoing. Select pairs to share their
summaries. RWW 429
Genre: Informational Text: Expository Text: Remind students that the purpose of expository
text is to provide information about a topic. The information usually takes the form of facts
and explanations about real people, places, things, and events. RWW 430
Vocabulary Strategy: Greek Roots: Explain that to figure out the meaning of a scientific
word, students can look for familiar Greek root in the word. They can use the meaning of a
Greek root together with the context clues to determine a preliminary meaning for the
unfamiliar word. RWW 431
AFTER: Centers Activities
HOMEWORK: Vocabulary Menu ASSESSMENT: U6W4 Weekly Assessment on Day 5, Friday
SMALL GROUP READING: SG1 Phonemic Awareness Phonics Vocabulary
Fluency Comprehension
SG2 Phonemic Awareness Phonics Vocabulary

Dry Erase Board


X Smart Board
Student
Technology
Lab Equipment
X WorkbookHandout
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

4/29

PCIS 6th GRADE INSTRUCTIONAL PLAN


DAILY LESSON CONCEPT (OBJECTIVE): Text evidence; Sequence; Summarizing
ESSENTIAL QUESTION: What can scientist reveal about ancient civilizations?
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): Integrate information presented in different media or formats as
well as in words to develop a coherent understanding of a topic or issue (RI 6.7) Follow rules
for collegial discussions, set specific goals and deadlines and define individual roles as
needed (SL 6.1b) Determine a 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 (RI6.2) Acquire and use accurately grade appropriate general academic and
domain specific words and phrases; gather vocabulary knowledge when considering a word
or phrase important for comprehension or expression (L.6.6) Acquire and use accurately
grade appropriate general academic and domain specific words and phrases; gather
vocabulary knowledge when considering a word or phrase important for comprehension or
expression (L.6.6) Cite textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text (RI.6.1)
KEY VOCABULARY: bedrock, embark, excavation, exquisite, intriguing, intrinsic,
methodical, meticulously
BEFORE: Essential Question: What can scientists reveal about ancient civilizations?
Review Vocabulary
DURING: Close Read: Pharaohs Boat Literature Anthology 484- 501
Analytical Writing-Use Graphic Organizer on PB p. 282 to record the details the sequence
of events
Complete ACT: Prior knowledge, sentence structure, specific vocabulary, connection of ideas
Analytical Writing- Ask students to write an analysis of how Ahmeds incorrect assumption
about the way ancient Egyptian shipwrights worked hindered his work at first.
Analytical Writing- Write about the steps Ahmed took to prove himself at the Egyptian
Antiquities Service and how this led to his becoming a restoration specialist.
AFTER: Centers Activities
HOMEWORK: Vocabulary Menu ASSESSMENT: U6W4 Weekly Assessment on Day 5, Friday
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 WorkbookHandout
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

4/30

PCIS 6th GRADE INSTRUCTIONAL PLAN


DAILY LESSON CONCEPT (OBJECTIVE): Text Evidence; Sequence; Summarizing
ESSENTIAL QUESTION: What can scientist reveal about ancient civilizations?
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): Integrate information presented in different media or formats as
well as in words to develop a coherent understanding of a topic or issue (RI 6.7) Follow rules
for collegial discussions, set specific goals and deadlines and define individual roles as
needed (SL 6.1b) Determine a 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 (RI6.2) Acquire and use accurately grade appropriate general academic and
domain specific words and phrases; gather vocabulary knowledge when considering a word
or phrase important for comprehension or expression (L.6.6)
HIGHER ORDER THINKING SKILLS Students will be able to cite textual evidence to
summarize a passage..
KEY VOCABULARY: bedrock, embark, excavation, exquisite, intriguing, intrinsic,
methodical, meticulously
BEFORE: Essential Question: What can scientists reveal about ancient civilizations?
Review Vocabulary
DURING: Word Study/ Fluency- Review that a prefix is a word part that is added to the
beginning of a base word or root and changes its meanings. Remind students that
recognizing prefixes and knowing their meanings can often make it easier to figure out the
meaning of unfamiliar words. Complete the Model and Guided Practice on T218 with
whole group.
Read The Mystery of the Missing Sandals. Complete ACT.
Complete Analytical Writing- Ask students to do a close reading of the text, using the
summarize strategy or other strategies they know the help them. Students will take notes
as they read to compare this text with Pharaohs Boat.
Also, Complete WRITE ABOUT READING on p. t217U. Take notes on what boats symbolized
in ancient Egypt
AFTER: Centers/ Small group
HOMEWORK: Vocabulary Menu ASSESSMENT: U6W4 Weekly on Day 5, Friday
SMALL GROUP READING: SG1 Phonemic Awareness Phonics Vocabulary
Fluency Comprehension
SG2 Phonemic Awareness Phonics Vocabulary
Fluency Comprehension
SG3 Phonemic Awareness Phonics Vocabulary
Fluency Comprehension

5/1

PCIS 6th GRADE INSTRUCTIONAL PLAN


DAILY LESSON CONCEPT (OBJECTIVE): Text evidence; Sequencing; Summarizing
ESSENTIAL QUESTION: What can scientist reveal about ancient civilizations?
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): Integrate information presented in different media or formats as
well as in words to develop a coherent understanding of a topic or issue (RI 6.7) Follow rules
for collegial discussions, set specific goals and deadlines and define individual roles as
needed (SL 6.1b) Determine a 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 (RI6.2) Acquire and use accurately grade appropriate general academic and
domain specific words and phrases; gather vocabulary knowledge when considering a word
or phrase important for comprehension or expression (L.6.6)
HIGHER ORDER THINKING SKILLS: Students will be able to cite textual evidence to
summarize a passage.
KEY VOCABULARY: bedrock, embark, excavation, exquisite, intriguing, intrinsic,
methodical, meticulously
BEFORE: Essential Question: What can scientists reveal about ancient civilizations?
Review Vocabulary
DURING: Complete U6W4 Weekly Assessment and Selection Assessment
AFTER: Read AR or work on other homework
HOMEWORK: ASSESSMENT: U6W4 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