6 th Grade Lessons Week of January 4, 2012 1 Stacey Chavours Wednesday January 4, 2012 Room 212 6 th Grade Language Arts 1 st –4 th Periods Theme Unit Theme Standard 1.8.19:Draw inference, conclusions, or generalizations and support with textual evidence and prior knowledge. Essential Question: Why do readers make inferences to gain a deeper understanding of the text? I Can: I can make an inference. Purpose for learning: Students will understand how to make inferences. Relevancy: To become better readers and writers in life, students must be able to read between the lines. Bell ringer: SSR: 11:3511:45 Read and fill out the summary sheet. Affixes: 11:4511:50 Use the vocabulary web for the following prefixes: il not pre before uni one Fluency Practice: 11:5012:00 “Guilt” Set the stage: Set the purpose for practicing the poem daily by explaining that this is a challenging text that they will be able to read by the end of the week because they are going to practice and help each other. Students should take home the passage before Friday and read it in front of a parent. The parent should sign the bottom as proof their child read it. Build background knowledge by asking, “Have you ever been persuaded to do something that made you uncomfortable? Something everyone did and everyone enjoyed, but you hesitated?” Instruct them to write about this for five minutes. Before they write, do a think aloud using brainstorming and use the strategy of free writing. Write about a time when I followed the crowd and felt bad later like when I didn’t speak up for someone. 12:0012:15 Vocabulary – use the synonym substitution strategy for the words pier, rancid, reluctant, solitary and harness. 12:1512:30 Guided Comprehension model reading the text aloud and periodically stop to think aloud. Provide a model of fluent reading while students follow along with their own copy of the text. (This provides students with the opportunity to see the words as they were pronounced.) Stop periodically to engage the students in a meaningful conversation about the text, keeping in mind that comprehension is the primary focus. The students should read the remainder of the text with the teacher, with a partner or independently. 12:3012:45 Review classroom management procedures using a crossword puzzle. 12:4512:55
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Stacey Chavours Wednesday January 4, 2012 Room 212 6th Grade Language Arts 1st – 4th Periods Theme Unit Theme Standard 1.8.19:Draw inference, conclusions, or generalizations and support with textual evidence and prior knowledge. Essential Question: Why do readers make inferences to gain a deeper understanding of the text? I Can: I can make an inference. Purpose for learning: Students will understand how to make inferences. Relevancy: To become better readers and writers in life, students must be able to read between the lines. Bell ringer: SSR: 11:35-‐11:45 Read and fill out the summary sheet. Affixes: 11:45-‐11:50 Use the vocabulary web for the following prefixes: il- not pre- before uni- one Fluency Practice: 11:50-‐12:00 “Guilt” Set the stage: Set the purpose for practicing the poem daily by explaining that this is a challenging text that they will be able to read by the end of the week because they are going to practice and help each other. Students should take home the passage before Friday and read it in front of a parent. The parent should sign the bottom as proof their child read it. Build background knowledge by asking, “Have you ever been persuaded to do something that made you uncomfortable? Something everyone did and everyone enjoyed, but you hesitated?” Instruct them to write about this for five minutes. Before they write, do a think aloud using brainstorming and use the strategy of free writing. Write about a time when I followed the crowd and felt bad later like when I didn’t speak up for someone. 12:00-‐12:15 Vocabulary – use the synonym substitution strategy for the words pier, rancid, reluctant, solitary and harness. 12:15-‐12:30 Guided Comprehension -‐ model reading the text aloud and periodically stop to think aloud. Provide a model of fluent reading while students follow along with their own copy of the text. (This provides students with the opportunity to see the words as they were pronounced.) Stop periodically to engage the students in a meaningful conversation about the text, keeping in mind that comprehension is the primary focus. The students should read the remainder of the text with the teacher, with a partner or independently. 12:30-‐12:45 Review classroom management procedures using a crossword puzzle. 12:45-‐12:55
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Affixes 12:55-‐1:00 Finish the exit pass.
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Stacey Chavours Thursday January 5, 2012 Room 212 6th Grade Language Arts 1st-4th periods Theme Unit Biography Standard 1.8.19:Draw inference, conclusions, or generalizations and support with textual evidence and prior knowledge. Essential Question: Why do readers make inferences to gain a deeper understanding of the text? I Can: I can make an inference. Purpose for learning: Students will understand how to make inferences. Relevancy: To become better readers and writers in life, students must be able to read between the lines. Bell ringer: SSR: 11:35-‐11:45 Read and fill out the summary sheet. Affixes: 11:45-‐11:50 Use the vocabulary web for the following prefixes: ultra-‐extremely, excessive trans-‐ across ambi -‐ both, around Fluency Practice: 11:50-‐12:00 Echo read the poem “Guilt.” During echo reading, the teacher reads two or three sentences aloud to the students. The students then echo back the same sentences. This encourages the students to pay attention to the words rather than simply memorizing the text. As soon as possible, the teacher will read longer sections, such as a whole paragraph, to be echoed. Note: You may find that some students need less support than others. In this case, you might vary the support by having some students (who are reading close to grade level) partner read while you echo read with a group of students needing more support so all students will be successful. Continue to build comprehension of the text as they echo read, stopping periodically to discuss the text more in depth. Include the study of challenging words taken from yesterday during vocabulary time. For example, students might need instruction on how to take larger words apart (e.g., a…part…ment) or how to use their knowledge of structural analysis to decode and understand words (e.g., pretest). Some students might need extra practice with high frequency words or applying the knowledge of word patterns to reading. Students needing extra practice need to take the text home to read with a family member or a friend. Requiring a number of signatures on the back of who the text has been read to is one way of keeping students accountable.
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Writing 5 minutes: Have students notice the sensory language, specific descriptions and strong verbs. They should go back and find the line they can see, that put them there in the scene and write this line down. Use the line as a catalyst for their writing. Do a think-‐aloud to illustrate this process. 10 minutes Grammar Verb Tense Dropped Inflectional Endings 12:00-‐12:15 Ask students to record the first three lines of whatever book they are reading. Ask them to change the tense. Discuss how it is impossible to change the tense in dialogue and many times they will have to add words to change the tense. Explain that writers don’t want their leads to be confusing so let’s look at leads from the masters that are easy to change tenses. Put up the sentence: I hate my life. I hate my father. I hate being fat. -‐ Paula Danzinger The Cat Ate My Gymsuit “What tense is this in? Present? How do you know?” Start filling in the verb tenses chart and have students copy it in writer’s notebook. Verb Tenses
Verb Tenses
Present – “Right now” Leave verbs as is unless using the he/she/it voice. He/she/it voice and all that would replace it, such as Patrick/Sarah/ computer. I hate school. She hates school. is are sit see run hear
Past-“Already Happened” Add –ed endings Add –ed to all regular verbs. I hated school. She hated school. was were sat saw ran heard
Practice: Students should complete the Tense Cloze Activity. Literacy 12:15-‐1:00
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Powernotes on biography and autobiography. Have students take Cornell Notes on the power point. Discuss. Read biography and autobiography in Elements of Literature book p. 418. Groups-‐ Help students read the selection and answer the questions. Complete exit pass and remind students of fluency homework. Check planners.
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Stacey Chavours Friday January 6, 2012 Room 212 6th Grade Language Arts 1st – 4th Periods Theme Unit Biography Standard: 1.7.23: Explain how the author’s choice of words appeals to the senses, creates imagery, suggests mood, and sets tone. Essential Questions: How does an author’s choice of words create and change meaning? I CAN: understand that an author’s choice of words creates and changes meaning. Bell ringer: SSR: 11:35-‐11:45 Read and fill out the summary sheet. Affixes: 11:45-‐11:50 Use the vocabulary web for the following prefixes: Intra-‐ within syn/sym-‐ together, same inter-‐ among, between Fluency 11:50-‐11:55 Check to see that all students are able to read the text. This might be done through the use of a one-‐minute fluency check. Check the signed paper to make sure students practiced reading at home. Literacy 11:55-‐1:00 10 minute Mini Lesson-‐ Go over vocabulary using the CD map strategy. Discuss making predictions. Introduce the vocabulary map and show students an example. Do one of the vocabulary terms together as another example. Discuss where questions can be found. (QAR) Use story on p. 444 I Know Why the Caged Bird Sings in Elements of Lit book. 15 minutes Word Knowledge-‐Students are going to use the vocab map to map out vocabulary terms. 15 minutes Reading-‐ Students will read p. 444 in Elements of Lit and questions as they are reading. Have students write down what kind of question it is. (Right There, Think and Search, Author and Me, On My Own.) 15 minutes Reading-‐ Students will finish reading the story and answering the questions. As they answer the question the students should determine what kind of question it is and where to find the answer. 20 minutes Wrap Up/Share Out-‐ Student will share out their 3 questions. And we will discuss where most questions come from, or what type of questions we usually see while taking tests.
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Groups-‐ Help students on their QAR and vocab maps. Exit pass
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SYNONYM SUBSTITUTION VOCABULARY STRATEGY WITH YOUR PARTNER DECIDE ON FOUR WORDS. DECIDE ON A DEFINITION, CHECK YOUR DEFINITION IN CONTEXT OR IN A DICTIONARY, SUBSTITUTE A SYNONYM, ILLUSTRATE THE WORD, AND PRESENT THE WORD AS AN ANALOGY.
WORD: DEFINITION: SYNONYM: ILLUSTRATION: ANALOGY: Pier Platform used as
a landing for boats Dictionary
dock
Pier: Boat :: Garage: Car
Rancid
Reluctant
Solitary
Harness
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Guilt by Jed Chambers We would fish, and we would enjoy it. That's what my mother said. I had never fished before, so I called you. At the pier we baited our hooks – slipped barbs into rancid shrimp. The shining silver pierced one side and emerged, glistening, on the other. Then we cast. Yours landed far away near one of the fishing boats, but mine landed close – too close perhaps – to the solitary black cormorant who clumsily flapped away and screamed at me in its foreign tongue. Then came reluctant waiting. Finally, I felt a sharp tug and I saw it – the blue-‐white streak cut through the brine like harnessed lightning. A mackerel. The monofilament stretched taut. Slowly I reeled it in. As it lay there, staining the dock crimson, you killed it. “Just a fish,” you claimed. But when it was cooked for our dinner I tasted guilt. I heard my child read this poem: ________________________________________________
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Tense of Cloze Activity
Walking into my Math class, I _________________________ the girl of my
dreams sitting in the last desk of the first row. Her brown hair,
swept to the right, _____________________ down on her shoulders. She
_______________________ a bag of Doritos. Nacho cheese, my favorite.
Could it get any better, I _____________________ to myself. And then she
________________ at me. She _______________________ to speak to me. Her
lips, outlined in brown, ____________________, “What are you looking at?”
The sound of my dream deflating _______________________ in my ear.
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