PCIS 6th GRADE INSTRUCTIONAL PLAN

Grade: 6th Grade

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

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

Week of: Unit 4 Week 3 ---1/21-1/27
EQUIPMENT/MATE
INSTRUCTIONAL
RIALS
METHOD

1/21

PCIS 6th GRADE INSTRUCTIONAL PLAN

DAILY LESSON CONCEPT (OBJECTIVE): Text evidence; Theme; Summarize
ESSENTIAL QUESTION: When are decisions hard to make?
WIDA: Standard 1 and Standard 2
COS/CCRS OBJECTIVE(S): Interpret information presented in diverse media and formats
and explain how it contributes to a topic, text, or issue under study. (SL.6.2) Engage
effectively in a range of collaborative discussion with diverse partners on grade 6 topics,
texts, and issues, building on others ideas and expressing their own clearly. Review the key
ideas expressed and demonstrate understanding of multiple perspectives through reflection
and paraphrasing. (SL.6.1d) Describe how a particular storys or dramas plot unfolds in a
series of episodes as well as how the characters respond or change as the plot moves
toward a resolution. (RL6.3) 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)
HIGHER ORDER THINKING SKILLS: Students will be able to cite textual evidence to
support theme in a passage.
KEY VOCABULARY: indecision, benefactor, empathy, endeavor, entail, extension,
multitude, tentatively
BEFORE: Build Background: Making the Right Choice p T138-139, Discuss the photograph
focusing on how he must choose a topic for his project. Read about his decision making
process.
Essential Question: When are decisions hard to make?
Ask: How might the boys empathy for an interview subject make the project easier for him?
What might a challenging project entail for him?
Listening Comprehension: Interactive Read Aloud: Stage Fright
Preview Genre: Realistic Fiction
Think Aloud Clouds: reinforce how to use the summarizing strategy This was mostly
about
DURING: Vocabulary: Words in Context, t142-143 RWW 264-265 Using the vocabulary
routines, Complete Practice: Your Turn 171 (will not complete in class as whole)
Close Reading of Complex text: Treasure in the Attic RWW p. 266-269
Make Connections: The story shares how standing tall and making hard decisions can be
rewarding. Encourage students to go back into the text for evidence as they talk about the
decisions the characters face. Ask students to explain how characters make choices that are
difficult.
ACT: Prior Knowledge: Provide information about the Great Depression as you closely read
the journal entry.
AFTER: Centers Activities
HOMEWORK: Vocabulary Menu ASSESSMENT: U4W3 Weekly Assessment on Day 5,
Tuesday
SMALL GROUP READING: SG1 Phonemic Awareness Phonics Vocabulary
Fluency Comprehension
SG2 Phonemic Awareness Phonics Vocabulary
Fluency Comprehension
SG3 Phonemic Awareness Phonics Vocabulary

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
X Assessment

1/22

PCIS 6th GRADE INSTRUCTIONAL PLAN

DAILY LESSON CONCEPT (OBJECTIVE): Text evidence; Theme; Summarizing
ESSENTIAL QUESTION: When are decisions hard to make?
COS/CCRS OBJECTIVE(S): (RL6.5) Analyze how a particular sentence, chapter, scene, or
stanza fits into the overall structure of a text and contributes to the development of the
theme, setting, or plot. (RL.6.3) Explain how an author develops the point of view of the
narrator or speaker in a text (RL.6.1) Cite textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text. (RL.6.2) Determine a theme
or central idea of text and how it is conveyed through particular details; provide a summary
of the text distinct from personal opinions or judgments. (RL.6.10) 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.
HIGHER ORDER THINKING SKILLS: Students will be able to cite textual evidence to
support theme within a passage.
KEY VOCABULARY: indecision, benefactor, empathy, endeavor, entail, extension,
multitude, tentatively
BEFORE: Essential Question: When are decisions hard to make?
Review Vocabulary- indecision, benefactor, empathy, endeavor, entail, extension, multitude,
tentatively
DURING : Comprehension Strategy: Summarize: Summarizing means restating briefly, and
in your own words, the most important ideas or events in a selection. Pause and check
whether you are understanding as you read. A good summary can be understood by
someone who has not read the story.
Comprehension Skill: Theme: Explain to students that authors of realistic fiction often write
to convey an idea or message about life they want reader to understand. To determine the
message, or theme, students should read to describe what characters think, say, or do.
Think about what causes they character to say or do something. Also consider how the
characters have changed throughout the story. RWW 271
Analytical Writing: Using the graphic organizer, model to write a summary of the beginning
of the story. RWW 266
Analytical Writing: As pairs to work together to summarize the entire story and then to
convey the theme.
Genre: Drama: A drama, or play, is written to be performed by actors. It includes a cast of
characters. A drama can be divided into acts or sections. In the script there is dialogue
(talking between characters) Focusing on the speech and actions of characters in a play can
help reveal the theme of the work. RWW 272
Vocabulary Strategy: Homophones: Words that sound alike when spoken but have different
meanings and often different spellings. To determine meanings: 1) Use context clues 2)Make
sure the meaning makes sense in the sentence 3) Verify the meaning in a print or online
dictionary
HOMEWORK: Vocabulary Menu ASSESSMENT: U4W3 Weekly Assessment on Day 5,
Tuesday
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

1/23

PCIS 6th GRADE INSTRUCTIONAL PLAN

DAILY LESSON CONCEPT (OBJECTIVE): Text evidence; Theme; Summarizing
ESSENTIAL QUESTION: When are decisions hard to make?
COS/CCRS OBJECTIVE(S): Interpret information presented in diverse media and formats
and explain how it contributes to a topic, text, or issue under study. (SL.6.2) Engage
effectively in a range of collaborative discussion with diverse partners on grade 6 topics,
texts, and issues, building on others ideas and expressing their own clearly. Review the key
ideas expressed and demonstrate understanding of multiple perspectives through reflection
and paraphrasing. (SL.6.1d) Describe how a particular storys or dramas plot unfolds in a
series of episodes as well as how the characters respond or change as the plot moves
toward a resolution. (RL6.3) 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)
KEY VOCABULARY: indecision, benefactor, empathy, endeavor, entail, extension,
multitude, tentatively
BEFORE: Essential Question: When are decisions hard to make?
Review Vocabulary- indecision, benefactor, empathy, endeavor, entail, extension, multitude,
tentatively
DURING: Close Read: The Case of the Magic Marker Mischief Maker Literature Anthology p.
294-305
Analytical Writing-Use Graphic Organizer on PB p. 172 to record the details that reveal the
theme.
Complete ACT
Analytical Writing Complete Write about Reading- Alternate Plot: Write about how the
story would have been different if Mickey and Principal Abrego had acted on their first
suspicions.
Complete the Make Connections. Have partners work together to list evidence from the text
to tell what philosophy or character trait Mickey used to guide the decisions he had to make.
Ask pairs to discuss with the class.
AFTER: Centers Activities
HOMEWORK: Vocabulary Menu ASSESSMENT: U4W3Weekly Assessment on Day 5,
Tuesday
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

1/26

PCIS 6th GRADE INSTRUCTIONAL PLAN

DAILY LESSON CONCEPT (OBJECTIVE): Small Group instruction
ESSENTIAL QUESTION: When are decisions hard to make?
COS/CCRS OBJECTIVE(S): (RL6.5) Analyze how a particular sentence, chapter, scene, or
stanza fits into the overall structure of a text and contributes to the development of the
theme, setting, or plot. (RL.6.5a) Demonstrate understanding of figurative language, word
relationships, and nuances in word meaning. . Interpret figures of speech in context.
(RL.6.4a)Use context clues as a clue to the meaning of a word or phrase. (RL.6.1) Cite
textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text. (RL.6.2) Determine a theme or central idea of text and how it is
conveyed through particular details; provide a summary of the text distinct from personal
opinions or judgments. (RL.6.4) Determine the meaning of words and phrases as they are
used in a text, including figurative language and connotative meanings; and tone.
(RL.6.10) By the end of the year, read and comprehend literature, including stories,
dramas, and poems, in the grades 6-8 text 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 onlevel prose and poetry orally with accuracy, appropriate relate, 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: indecision, benefactor, empathy, endeavor, entail, extension,
multitude, tentatively
BEFORE: Essential Question: When are decisions hard to make?
Review Vocabulary- indecision, benefactor, empathy, endeavor, entail, extension, multitude,
tentatively
DURING: Phonics/ Fluency: Prefixes and Suffixes: Remind students what a prefix and suffix
are. Write the word success on the board. Explain that if you add the suffix ful you form
successful. Write it then add the prefix un to the beginning and point out that you have
formed a third word: unsuccessful. Model and Guide. Read Multisyllabic words.
Read Dramatic Decisisons: Theater Through the Ages. Complete ACT.
Complete Analytical Writing- Ask students to do a close reading of the text, taking notes on
important points. Encourage them to summarize each section as they read. Then students
will use the text evidence they gathered to compare this text with the Case of the Magic
Marker Mischief Maker.
Also, Complete WRITE ABOUT READING on p. t153N. Discuss your thinking with your
partner about the purposes Sophocles have in writing Antigone and then write your
explanation
AFTER: Centers
HOMEWORK: Vocabulary Menu ASSESSMENT: U4W3 Weekly on Day 5, Tuesday
SMALL GROUP READING: SG1 Phonemic Awareness Phonics Vocabulary
Fluency Comprehension
SG2 Phonemic Awareness Phonics Vocabulary
Fluency Comprehension
SG3 Phonemic Awareness Phonics Vocabulary

1/27

PCIS 6th GRADE INSTRUCTIONAL PLAN

DAILY LESSON CONCEPT (OBJECTIVE): Text evidence; Theme; Summarize
ESSENTIAL QUESTION: When are decisions hard to make?
COS/CCRS OBJECTIVE(S): RL.6.2) Determine a theme or central idea of text and how it is
conveyed through particular details; provide a summary of the text distinct from personal
opinions or judgments. (RL.6.10) 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.
HIGHER ORDER THINKING SKILLS: Students will be able to cite textual evidence to
support theme within a passage.
KEY VOCABULARY: indecision, benefactor, empathy, endeavor, entail, extension,
multitude, tentatively
BEFORE: Essential Question: When are decisions hard to make?
Review Vocabulary- indecision, benefactor, empathy, endeavor, entail, extension, multitude,
tentatively
DURING: Complete U4W3 Weekly Assessment and Selection Assessment
AFTER: Read AR or work on other homework
HOMEWORK: ASSESSMENT: U4W3 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