PCIS 6

th
GRADE INSTRUCTIONAL PLAN
Grade: 6
th
Grade Subject: Wonders Reading Time: 1, 2,3,4,5 periods
Teacher: McElroy, Senn, Williams, Fleming, Pittman ee! "#: nit 2 Wee! 3 $ Oct"ber 6%1&
DA' PROCEDURES
E(UIP)ENT*)ATERI
ALS
INSTRUCTIONAL
)ET+OD
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DAIL' LESSON CONCEPT 0O12ECTI3E4: "e#t e$idence% Point o& 'ie(
ESSENTIAL (UESTION: What (as li&e li!e &or people in ancient c)lt)res*
COS*CCRS O12ECTI3E0S4: +ntegrate $is)al in&ormation ,e-g-, in charts, graphs, photographs, $ideos, or maps. (ith
other in&ormation in print and digital te#ts- ,R/-6-0. Re$ie( the !ey ideas e#pressed and demonstrate
)nderstanding o& m)ltiple perspecti$es thro)gh re1ection and paraphrasing ,S2-6-3d. +nterpret in&ormation
presented in di$erse media and &ormats ,e-g-, $is)ally, 4)antitati$ely, orally. and e#plain ho( it contri5)tes to a
topic, te#t, or iss)e )nder st)dy- ,S2-6-2. 6ite te#t)al e$idence to s)pport analysis o& (hat the te#t says e#plicitly as
(ell as in&erences dra(n &rom the te#t- ,R2-6-3. 7c4)ire and )se acc)rately grade8appropriate general and
academic and domain8speci9c (ords and phrases% gather $oca5)lary !no(ledge (hen considering a (ord or
phrase important to comprehension or e#pression ,2-6-6.
+IG+ER ORDER T+IN5ING S5ILLS: St)dents (ill 5e a5le to cite te#t)al e$idence to compare and contrast (ithin
a passage-
5E' 3OCA1ULAR': alco$e, commerce, domestic, 1)ent, sti1ing, )phea$al, )tmost, e#otic
1E6ORE: :)ild :ac!gro)nd; t33<, RWW 33<833=
Essential >)estion; What (as li&e li!e &or people in ancient c)lt)res* T138
7s!; +& yo) (ere in this domestic scene, (hat (o)ld yo) 5e doing* What signs o& commerce (o)ld yo) see aro)nd
yo)*
2istening 6omprehension; +nteracti$e Read 7lo)d; The Special Guest t343
Pre$ie( /istorical Fiction
"hin! 7lo)d 6lo)ds; When I read I had to reread to rein&orce content?
Graphic @rganiAer ,i& (ant to )se. t8 chart; Genre and &eat)res
DURING: 'oca5)lary; Words in 6onte#t, t3428t343% RWW p-32B8323 C sing the $oca5)lary ro)tines, 6omplete
Practice; Your Turn 71 (will not complete in class as whole)
6lose Reading o& 6omple# te#t; Das!)lEs Mighty "rade p- 3228323 in RWW- "E p- t3448t345
Ma!e 6onnections; Enco)rage st)dents to go 5ac! into the te#t &or e$idence as they tal! a5o)t the ancient society
in 7&ghanistan, (here Das!)l li$es- 7s! st)dents to )se details &rom the te#t to e#plain ho( commerce aFects the
charactersE li$es-
76"; Speci9c 'oca5)lary; Remind st)dents to 9g)re o)t the meaning o& important $oca5)lary 5y )sing conte#t
cl)es- /a$e st)dents reread the section G+ Ma!e PlansH on page 323-
A6TER: 6enters; Iirections are listed at end o& the lesson plans-
+O)EOR5: 'oca5)lary Men) ASSESS)ENT: 2W3 Wee!ly 7ssessment and 'oca5)lary >)iA on Iay 5, Friday
S)ALL GROUP READING: SG3 C J Phonemic 7(areness J Phonics J 'oca5)lary J Fl)ency J
6omprehension
SG2 C J Phonemic 7(areness J Phonics J 'oca5)lary J Fl)ency J
6omprehension
SG3 C J Phonemic 7(areness J Phonics J 'oca5)lary J Fl)ency J
6omprehension
JIry Erase :oard
K Smart :oard
JSt)dent "echnology
J2a5 E4)ipment
K Wor!5oo!
J/ando)t
K "e#t Wonders RWW
and Lit ntholo!"
J7ppro$ed 'ideo
JManip)lati$es
J@ther; Graphic
@rganiAer, Game,
"est,
Paint, etc-
K E#plicit +nstr)ction
K G)ided Practice
J+ndependent Practice
K 6enters
K 2arge Gro)p
+nstr)ction
K Small Gro)p
+nstr)ction
K Partner Wor!L"al!
K 6olla5orati$e Gro)ps
J+nter$ention
K St)dent Engagement
J7ssessment
PCIS 6
th
GRADE INSTRUCTIONAL PLAN
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DAIL' LESSON CONCEPT 0O12ECTI3E4: "e#t e$idence% Point o& 'ie(
ESSENTIAL (UESTION: What (as li&e li!e &or people in ancient c)lt)res*
COS*CCRS O12ECTI3E0S4: 6ite te#t)al e$idence to s)pport analysis o& (hat the te#t says e#plicitly as (ell as
in&erences dra(n &rom the te#t- ,R2-6-3. Iescri5e ho( a partic)lar storyEs or dramaEs plot )n&olds in a series o&
episodes as (ell as hos the characters respond or change as the plot mo$es to(ard a resol)tion- ,R2-6-3. E#plain
ho( an a)thor de$elops the point o& $ie( o& the narrator or spea!er in a te#t- ,R2-6-6. 7nalyAe ho( a partic)lar
sentence or scene 9ts into the o$erall str)ct)re o& a te#t and contri5)tes to the de$elopment o& the theme, setting,
or plot- ,R2-6-5. :y the end o& the year, read and comprehend literat)re, incl)ding stories, dramas, and poems, in
the grades 68< te#t comple#ity 5and pro9ciently, (ith scaFolding as needed at the high end o& the range- ,R2-6-3B.
'eri&y the preliminary determination o& the meaning o& a (ord or phrase ,e-g-, 5y chec!ing the in&erred meaning in
conte#t or in dictionary. ,2-6-4d. Iisting)ish among the connotations ,associations. o& (ords (ith similar
denotations ,de9nitions.- ,2-6-5c.
+IG+ER ORDER T+IN5ING S5ILLS: St)dents (ill 5e a5le to cite te#t)al e$idence to compare and contrast (ithin
a passage-
5E' 3OCA1ULAR': alco$e, commerce, domestic, 1)ent, sti1ing, )phea$al, )tmost, e#otic
1E6ORE: Essential >)estion; What was li#e li$e #or people in ancient cultures%
Re$ie( 'oca5)lary8 alco$e, commerce, domestic, 1)ent, sti1ing, )phea$al, )tmost, e#otic
DURING: 6omprehension Strategy; Ma!e Predictions% model C te#t e$idence C model ma!ing predictions a5o)t
(hat (ill happen in GDas!)lEs Mighty "rade-H Reread the section entitled G"hie$esH on pages 3238324, identi&y cl)es
that helped yo) predict e$ents yo) tho)ght (o)ld happen as the story (ent on-
G)ided Practice C /a$e st)dents (or! in pairs to reread G+ Ma!e a FriendH on pages 3248325- Iirect them to &oc)s
on (hat Mhang says a&ter he introd)ces himsel& to Das!)l- 7s! them to thin! a5o)t (hat MhangEs (ords sho( a5o)t
his interest in the ne#t dayEs trade- 7&ter partners tal! a5o)t predictions they made, ha$e them read on to note
(hat details either con9rmed their predictions or re4)ired them to re$ise them-
6omprehension S!ill; Point o& $ie( C e#plain to st)dents that, in 9ction, a narrator tells the story- Who the narrator
is determines the storyEs point o& $ie(-
Model8 6lose reading and te#t e$idence C +denti&y the prono)ns that indicate point o& $ie( in the section G+ Ma!e
PlansH on page 323- "hen model )sing the details (ritten on the graphic organiAer to determine the storyEs point o&
$ie(-
A,a9-tica9 riti,: C Model &or st)dents ho( to )se the notes &rom the graphic organiAer and other te#t e$idence
to (rite an analysis o& (hat readers learn in this section 5eca)se the main character is also the narrator- /a$e
st)dents analyAe ho( the 9rst8person point o& $ie( aFects readersE )nderstanding o& the society in (hich GDas!)lEs
Mighty "radeH ta!es place-
Genre; /istorical Fiction8 Ney characteristics o& historical 9ction8 story is made )p, 5)t it happens in a time and
place that e#isted in history, can re&er to or incl)de real characters &rom history, incl)des many details ,&oreign
(ords, descriptions o& clothing, and (ays o& spea!ing. that re1ect the historical time and place-
Model; Model identi&ying te#t e$idence that classi9es GDas!)lEs Mighty "radeH as historical 9ction-
G)ided Practice8 ha$e st)dents (or! (ith partners to identi&y t(o passages in the story, other than the introd)ctory
paragraph, that pro$ide e$idence that the story is historical 9ction-
'oca5)lary Strategy; connotations and denotations C point o)t that (ords can carry positi$e or negati$e emotional
meanings along (ith their dictionary meanings- 6onnotations are s)ggested or implied meanings associated (ith
(ords- Ienotations are the dictionary meanings o& (ords-
Model; model thin!ing a5o)t the connotation and denotation o& t(o (ords )sed on page 323; ca)tio)s and timid-
G)ided Practice8 ha$e st)dents decide (hether the connotations o& the (ords tossed, common, and shre(d in
GDas!)lEs Mighty "radeH are negati$e or positi$e-
Practice8 )sing RWW page 32= can help st)dents-
A6TER: 6enters; Iirections are listed at end o& the lesson plans-
+O)EOR5: 'oca5)lary Men) ASSESS)ENT: 2W3 Wee!ly 7ssessment and 'oca5)lary >)iA on Iay 5, Friday
S)ALL GROUP READING: SG3 C J Phonemic 7(areness J Phonics J 'oca5)lary J Fl)ency J
6omprehension
SG2 C J Phonemic 7(areness J Phonics J 'oca5)lary J Fl)ency J
6omprehension
SG3 C J Phonemic 7(areness J Phonics J 'oca5)lary J Fl)ency J
6omprehension
JIry Erase :oard
K Smart :oard
JSt)dent "echnology
J2a5 E4)ipment
K Wor!5oo!8
J/ando)t
K "e#t Wonders RWW
and Lit ntholo!"
J7ppro$ed 'ideo
JManip)lati$es
J@ther; Graphic
@rganiAer, Game,
"est,
Paint, etc-
K E#plicit +nstr)ction
K G)ided Practice
J+ndependent Practice
K 6enters
K 2arge Gro)p
+nstr)ction
K Small Gro)p
+nstr)ction
K Partner Wor!L"al!
K 6olla5orati$e Gro)ps
J+nter$ention
K St)dent Engagement
J7ssessment
PCIS 6
th
GRADE INSTRUCTIONAL PLAN

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DAIL' LESSON CONCEPT 0O12ECTI3E4: "e#t e$idence% Point o& 'ie(
ESSENTIAL (UESTION: What (as li&e li!e &or people in ancient c)lt)res*
COS*CCRS O12ECTI3E0S4: +ntegrate $is)al in&ormation ,e-g-, in charts, graphs, photographs, $ideos,
or maps. (ith other in&ormation in print and digital te#ts- ,R/-6-0. Re$ie( the !ey ideas e#pressed and
demonstrate )nderstanding o& m)ltiple perspecti$es thro)gh re1ection and paraphrasing ,S2-6-3d.
+nterpret in&ormation presented in di$erse media and &ormats ,e-g-, $is)ally, 4)antitati$ely, orally. and
e#plain ho( it contri5)tes to a topic, te#t, or iss)e )nder st)dy- ,S2-6-2. 6ite te#t)al e$idence to
s)pport analysis o& (hat the te#t says e#plicitly as (ell as in&erences dra(n &rom the te#t- ,R2-6-3.
7c4)ire and )se acc)rately grade8appropriate general and academic and domain8speci9c (ords and
phrases% gather $oca5)lary !no(ledge (hen considering a (ord or phrase important to
comprehension or e#pression ,2-6-6.
+IG+ER ORDER T+IN5ING S5ILLS: St)dents (ill 5e a5le to cite te#t)al e$idence to compare and contrast
(ithin a passage-
5E' 3OCA1ULAR': alco$e, commerce, domestic, 1)ent, sti1ing, )phea$al, )tmost, e#otic
1E6ORE: Essential >)estion; What (as li&e li!e &or people + ancient c)lt)res*
DURING: 6lose Read; GRoman IiaryH
A,a9-tica9 riti,:8se Graphic @rganiAer on P: p- 02 (hile reading the story to record ho( details
re$eal the storyEs 9rst8person point o& $ie(
6omplete 76"8Genre C Remind st)dents that Roman Iiary is an e#ample o& historical 9ction, (hich
tells a story that is set in the past- "he setting is )s)ally real and dra(n &rom history, and sometimes
contains act)al historical 9g)res, 5)t the main characters tend to 5e 9ctional-
6omplete Respond to Reading A,a9-tica9 riti,: C ha$e st)dents )se their organiAers to (rite an
analysis o& ho( +lionaEs point o& $ie( helps them )nderstand ancient Rome-
A6TER: 6enters; Iirections are listed at end o& the lesson plans-
+O)EOR5: 'oca5)lary Men) ASSESS)ENT: 2W3 Wee!ly 7ssessment and 'oca5)lary >)iA on
Iay 5, Friday
S)ALL GROUP READING: SG3 C J Phonemic 7(areness J Phonics J 'oca5)lary J Fl)ency
J 6omprehension
SG2 C J Phonemic 7(areness J Phonics J 'oca5)lary J Fl)ency
J 6omprehension
SG3 C J Phonemic 7(areness J Phonics J 'oca5)lary J Fl)ency
J 6omprehension
JIry Erase :oard
K Smart :oard
JSt)dent "echnology
J2a5 E4)ipment
K Wor!5oo!8
J/ando)t
K "e#t Wonders RWW
and Lit ntholo!"
J7ppro$ed 'ideo
JManip)lati$es
J@ther; Graphic
@rganiAer, Game,
"est,
Paint, etc-
K E#plicit +nstr)ction
K G)ided Practice
J+ndependent Practice
K 6enters
K 2arge Gro)p
+nstr)ction
K Small Gro)p
+nstr)ction
K Partner Wor!L"al!
K 6olla5orati$e Gro)ps
J+nter$ention
K St)dent Engagement
J7ssessment
PCIS 6
th
GRADE INSTRUCTIONAL PLAN
T
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DAIL' LESSON CONCEPT 0O12ECTI3E4: "e#t e$idence% point o& $ie(
ESSENTIAL (UESTION: What (as li&e li!e &or people in ancient c)lt)res*
COS*CCRS O12ECTI3E0S4: se com5ined !no(ledge o& all letter8so)nd correspondences,
sylla5ication patterns, and morphology ,e-g-, roots and aO#es. to read acc)rately )n&amiliar
m)ltisylla5ic (ords + conte#t and o)t o& conte#t ,RF-5-3a. Read on8le$el prose and poetry orally (ith
acc)racy, appropriate rate, and e#pression on s)ccessi$e readings- ,RF-5-45.
+IG+ER ORDER T+IN5ING S5ILLS: St)dents (ill 5e a5le to cite te#t)al e$idence to compare and contrast
(ithin a passage-
5E' 3OCA1ULAR': alco$e, commerce, domestic, 1)ent, sti1ing, )phea$al, )tmost, e#otic
1E6ORE: Essential >)estion; What (as li&e li!e &or people in ancient c)lt)res*
Re$ie( 'oca5)lary
DURING: Word St)dy and Fl)ency8 closed sylla5les
E#plain C remind st)dents that e$ery sylla5le in a (ord has one $o(el so)nd- Write the (ord 5as!et on
the 5oard- E#plain that this (ord can 5e di$ided into t(o sylla5les, 5et(een the letters s and !- Point
o)t that (hen a sylla5le ends in a consonant, it is called a closed sylla5le- E#plain that most closed
sylla5les ha$e a short8$o(el so)nd-
Model8 ho( to prono)nce the sylla5le )sing a short8$o(el so)nd-
G)ided practice C Write these closed sylla5les and &)ll (ords on the 5oard- /elp st)dents prono)nce
each closed sylla5le and then read each &)ll (ord- 7s! st)dents to loo! &or other closed sylla5les in
(ords and share them (ith the class- 6omLcomic, magLmagnet, conLcond)ct, &ragL&ragment,
$icL$ictim, s)5Ls)5mit, letLletter, camLcamp)s, disLdisg)st
6omplete Fl)ency on "355
6lose Read; G"he Geni)s o& Roman 74)ed)ctsH 2iterat)re 7nthology 34<8353
6omplete 76"8organiAation
A,a9-tica9 =riti,:8 compare te#ts C St)dents (ill read an in&ormational te#t a5o)t the a4)ed)cts o&
ancient Rome- 7s! st)dents to do a close reading o& the te#t to )nderstand the content, ta!ing notes
as they read- "hen st)dents (ill )se the te#t e$idence that they gathered to compare the in&ormation
&rom this te#t to (hat they learned a5o)t ancient Rome in Roman Iiary-
A6TER: 6enters; Iirections are listed at end o& the lesson plans-
+O)EOR5: 'oca5)lary Men) ASSESS)ENT: 2W3 Wee!ly 7ssessment and 'oca5)lary >)iA on
Iay 5, Friday
S)ALL GROUP READING: SG3 C J Phonemic 7(areness J Phonics J 'oca5)lary J Fl)ency
J 6omprehension
SG2 C J Phonemic 7(areness J Phonics J 'oca5)lary J Fl)ency
J 6omprehension
SG3 C J Phonemic 7(areness J Phonics J 'oca5)lary J Fl)ency
J 6omprehension
JIry Erase :oard
K Smart :oard
JSt)dent "echnology
J2a5 E4)ipment
K Wor!5oo!8
J/ando)t
K "e#t Wonders RWW
and Lit ntholo!"
J7ppro$ed 'ideo
JManip)lati$es
J@ther; Graphic
@rganiAer, Game,
"est,
Paint, etc-
K E#plicit +nstr)ction
K G)ided Practice
K +ndependent Practice
K 6enters
K 2arge Gro)p
+nstr)ction
K Small Gro)p
+nstr)ction
K Partner Wor!L"al!
K 6olla5orati$e Gro)ps
J+nter$ention
K St)dent Engagement
J7ssessment
PCIS 6
th
GRADE INSTRUCTIONAL PLAN
6
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DAIL' LESSON CONCEPT 0O12ECTI3E4: "e#t e$idence% point o& $ie(
ESSENTIAL (UESTION: What (as li&e li!e &or people in ancient c)lt)res*
COS*CCRS O12ECTI3E0S4: Present claims and 9ndings, se4)encing ideas logically and )sing
pertinent descriptions, &acts, and detail to accent)ate main ideas or these% )se appropriate eye
contact, ade4)ate $ol)me, and clear pron)nciation- ,S-2-6-4.
+IG+ER ORDER T+IN5ING S5ILLS: St)dents (ill 5e a5le to cite te#t)al e$idence to compare and contrast
(ithin a passage
5E' 3OCA1ULAR': alco$e, commerce, domestic, 1)ent, sti1ing, )phea$al, )tmost, e#otic
1E6ORE: Essential >)estion; What (as li&e li!e &or people in ancient c)lt)res*
>)ic! re$ie( o& s!ills and $oca5)lary strategies-
DURING: 6omplete 2W3 Wee!ly 7ssessment and Selection 7ssessment
A6TER: Read 7R or (or! on other home(or!
+O)EOR5: ASSESS)ENT: 2W3 Wee!ly 7ssessment and 'oca5)lary >)iA "oday
S)ALL GROUP READING: SG3 C J Phonemic 7(areness J Phonics J 'oca5)lary J Fl)ency
J 6omprehension
SG2 C J Phonemic 7(areness J Phonics J 'oca5)lary J Fl)ency
J 6omprehension
SG3 C J Phonemic 7(areness J Phonics J 'oca5)lary J Fl)ency
J 6omprehension
JIry Erase :oard
JSmart :oard
JSt)dent "echnology
J2a5 E4)ipment
JWor!5oo!
J/ando)t
J"e#t
J7ppro$ed 'ideo
JManip)lati$es
K @ther; Graphic
@rganiAer, Game,
"est,
Paint, etc-
JE#plicit +nstr)ction
JG)ided Practice
J+ndependent Practice
J6enters
K 2arge Gro)p
+nstr)ction
JSmall Gro)p
+nstr)ction
JPartner Wor!L"al!
J6olla5orati$e Gro)ps
J+nter$ention
JSt)dent Engagement
K 7ssessment