Lincoln Week At A Glance

Week of: April 24-28

Mr. Brogan will be out April 24-25

Monday Tuesday Wednesday Thursday Friday

4/24 4/25 4/26 4/27 4/28

Topic Spring Break Recap Natural Disasters Natural Disasters Natural Disasters Natural Disasters
(The overall unit
topic)

DIN (Do It Now) What was one cool Cause and Effect Free write (5 min) KWL- Hurricanes One comprehension
5-10 mins. thing you did over Matching - Earth Day Describe a problem question from
spring break? you have had and a yesterdays reading
solution you came up
with to solve it.

Spiral Review/ Agenda: Agenda: Agenda: Agenda: Agenda:

Learning Objective 1. DIN 1. DIN 1. DIN 1. DIN 1. DIN
-Make the 2. Pre-writing stage 2. Cause/Effect 2. Problem/solution 2. Start reading and 2. Start reading and
connection. This is 3. Writing Prompt Recap text introduction questions about questions about
when you explain the 4. TOD 3. Earth Day Story 3. Problem/ solution Fleeing Katrina (will Fleeing Katrina (will
purpose of the (TOD) text example finish tomorrow). finish tomorrow).
learning. Connecting SWBAT plan and 4. Comprehension
the standard to the draft a short narrative SWBAT define cause questions (TOD)
purpose. Introduce piece. and effect. SWBAT- read an SWBAT- read an
your plan for the SWBAT answer text- SWBAT - understand informational text and informational text and
lesson. (5 mins.) CCSS.ELA- based and inferential the elements of a analyze it for theme, analyze it for theme,
LITERACY.W.6.3 questions after problem/solution text tone, POV, and text tone, POV, and text
Write narratives to reading an by demonstrating structure using text structure using text
develop real or informational text. understanding on evidence. evidence.
imagined experiences comprehension
or events using CCSS.ELA- questions. CCSS.ELA- CCSS.ELA-
effective technique, LITERACY.RI.6.1 LITERACY.RI.6.4 LITERACY.RI.6.4
relevant descriptive Cite textual evidence
details, and well- to support analysis of CCSS.ELA- Determine the Determine the
structured event what the text says LITERACY.RI.6.4 meaning of words meaning of words
sequences. explicitly as well as and phrases as they and phrases as they
inferences drawn Determine the are used in a text, are used in a text,
 CCSS.ELA- from the text. meaning of words including figurative, including figurative,
LITERACY.W.6.3.C and phrases as they connotative, and connotative, and
Use a variety of CCSS.ELA- are used in a text, technical meanings. technical meanings.
transition words, LITERACY.RI.6.5 including figurative,
phrases, and clauses Analyze how a connotative, and CCSS.ELA- CCSS.ELA-
to convey sequence particular sentence, technical meanings. LITERACY.RI.6.5 LITERACY.RI.6.5
and signal shifts from paragraph, chapter,
one time frame or or section fits into the CCSS.ELA- Analyze how a Analyze how a
setting to another. overall structure of a LITERACY.RI.6.5 particular sentence, particular sentence,
text and contributes paragraph, chapter, paragraph, chapter,
CCSS.ELA- to the development of Analyze how a or section fits into the or section fits into the
LITERACY.W.6.3.E the ideas. particular sentence, overall structure of a overall structure of a
Provide a conclusion paragraph, chapter, text and contributes text and contributes
that follows from the CCSS.ELA- or section fits into the to the development of to the development of
narrated experiences LITERACY.RI.6.6 overall structure of a the ideas. the ideas.
or events. Determine an text and contributes
author's point of view to the development of CCSS.ELA- CCSS.ELA-
or purpose in a text the ideas. LITERACY.RI.6.6 LITERACY.RI.6.6
and explain how it is
conveyed in the text. Determine an Determine an author's
author's point of view point of view or
or purpose in a text purpose in a text and
and explain how it is explain how it is
conveyed in the text. conveyed in the text.

CCSS.ELA- CCSS.ELA-
LITERACY.RI.6.1 LITERACY.RI.6.1
Cite textual evidence Cite textual evidence
to support analysis of to support analysis of
what the text says what the text says
explicitly as well as explicitly as well as
inferences drawn inferences drawn
from the text. from the text.

Mini Lesson- This is Teacher presents the Recap - What is Introduction to Begin reading as a Finish the reading
where the teaching writing template. cause and effect? problem/solution text whole group. and comprehension
happens. You model Give one example of structure. questions from
your expectations. Prompt: Describe a cause and one Text will be broken up yesterday.
You allow them time three exciting things example of an effect. PowerPoint into manageable
to practice how to you did over spring presentation on eno sections with Same lesson format,
apply the learning break. Instruct students to board comprehension just with the rest of
(10-15 mins.) What was your remember this questions that relate the reading.
favorite thing and structure when Checks for to the section just
why? reading the story. understanding built read.
into the PPT
Teacher presents Teacher asks for
anchor chart of student volunteers to
writing: read.

T - Topic Sentence When the section is

over, teacher goes
D - detail through
comprehension
D - detail questions with the
students.
D - detail
Teacher scribes the
S - Summary students answers on
Sentence the eno board for
those who have
trouble with written
Teacher asks expression.
students what each
letter represents. Teacher models how
Students answer and to cite and quote text
teacher explain with evidence (highlighting
further detail. passages in the
reading.)
Ms. Poland provides
an example to answer Teacher has students
the prompt on the come up to the board
ENO Board. to write answers, and
Highlights each highlight text
component, transition evidence.
words, and
punctuation.
Guided Practice- You Pass out writing Students will be Whole group reading
practice with the template to draft reading an of the text Shasta
students and helps (graphic organizer) informational text Dam by James Folta
with any and sentence starters related to Earth Day a problem/solution
misconceptions they for students who the focuses on text from
have. 5-10 mins. need them (non- cause/effect. Readworks.org
readers and
struggling writers) P. 2 - whole group Teacher reads aloud
Sentence Starters will read with students
be listed on the board http://www.abcteach.c following along on
for all to see. om/free/723.pdf their own readings.
P. 4 - small group
As a whole class, read based on levels After the reading
students list their 3 http://www.readworks. teacher goes through
activities over break. org/get/275626 problems with the
Picture slot provided http://www.abcteach.c students.
for struggling writers. om/free/723.pdf
This part should take Teacher guides
no more than 5-7 Prior to reading, students to page
minutes. Quick pre- frontload the students numbers and
write. with the questions paragraphs where the
that will be asked in text evidence is in the
Ms. Poland rereads the end so students story.
prompt to students have a purpose for
whole class. Provides reading. Teacher scribes
directions. students ideas on the
- Stud Both classes, call on eno board for those
ents have students to read. who have trouble with
option to Annotate text while written expression.
work with a reading.
partner or Clipboard to chart
independentl When finished, which students
y answer question 1 as participated.
- Partn a whole class with the
ers = non- teacher modeling how Teacher models how
readers may to go back into the to cite and quote text
need support text to highlight/cite evidence (highlighting
evidence. passages in the
Students begin reading.)
 drafting/writing. Tell students they will
only get full points if Teacher has students
they cite/highlight come up to the board
their evidence with a to write answers, and
number written by it. highlight text

Independent/ Partner With partner or Ms. Poland gives

Practice- Give a independently, directions:
variety of examples to students write their - Stud
the students can response. ents will
practice low level to answer the
high level application During this time Ms. questions
of what you taught Poland, Suitrs, and with a partner
during the mini TA, will be circling the - Must
lesson. 5-10 mins. room to ensure highlight the
students are on task part of your
and clarifying text that
questions. supports your
answer by
Students can use putting a #
available technology next to the
to aid spelling. evidence that
supports your
answer.
If students do not
finish, they will have During this time Ms.
time in AIS. If not Poland, Suitrs, and
finished in AIS, it is TA, will be circling the
homework to room to ensure
complete students are on task
and clarifying
questions.
Use this time to read
questions to
struggling readers.

Exit Ticket- Check for Written Assignment Reading TOD- comprehension Students hand Hand teacher the
Understanding before comprehension questions at the end teacher the semi- completed reading
they leave the room. TOD - Assess your packet of the story. completed packet, at packet.
 writing abilities. a designated stopping
point.

Assessment Written Narrative Cause- Effect Comprehension Finished

aligned to rubric analysis; questions comprehension
Reading Packet question and reading
packet.

Teacher makes sure

that evidence is
properly quoted, and
appropriate page
numbers are put in
where applicable, as
well as correct
answers to the
questions.

Homework Any unfinished writing Unfinished work Unfinished work Unfinished work Unfinished work

Differentiation:
Added visuals/auditory videos W lessons
Key terms defined and placed on word wall M- F lessons
Anchor charts to aid understanding T, F lesson
Teacher-created, ability-leveled small groups to aid non-readers Th - F lessons
Added themes handout for students struggling to identify common themes F lesson
Indiv. Notes at desk for students to copy from due to delayed copying speed = Ina, Thomas, Isael W and F lesson
Writing on board for non-readers/non-writers (as well as adults circling to struggling spellers for assistance) T, W, and F lesson
Kinesthetic learning involved in lesson W lesson
Teacher reading instead of independent reading P. 2 - T, Th - F lesson
Behavior charts - Thomas, Isael, KaSean, Nahari, Mya M- F lessons
DOJO incentives M- F lessons
Scheduled breaks to keep students on task (Only if good behavior warrants a break) M- F lessons
Thomas = 10 min. Computers (marked by behavior charts - earned throughout day)
Rodney, Isael, KaSean = movement breaks to the restroom with an adult escort
Non-readers can draw pictures instead of written responses (Must be neat) M- F lessons
Adult assistance with reading and writing (all reading materials read aloud) = Thomas, Isael, Carmello, Nahari, KaSean M- F
lessons