Lincoln Week At A Glance

Week of: 4/10/17

Monday Tuesday Wednesday Thursday Friday

Topic Natural Disasters Natural Disasters Natural Disasters Incentive Day No School
(The overall unit
topic)

DIN (Do It Now. This Students come in and Fill in KWL chart Review of what claim Make a volcano in SPRING BREAK!!!!
is introducing the grab sheet with students made class if students have
lesson to the students questions earned it by
with a quick activity, completing objectives
question, reading) for the week.
5-10 mins.

Spiral Review/ Agenda: Agenda: Agenda: HAVE A GREAT

Learning Objective 1. DIN 1. DIN 1. DIN BREAK!
-Make the 2. Reading of 2. Graphic organizer 2. Writing Day
connection. This is Volcano! Whole group review 3. Exit ticket
when you explain the 3. Comprehension 3. Graphic organizer
purpose of the questions whole whole group
learning. Connecting group 4. TEES paragraph SWBAT- use a
the standard to the 4. Exit ticket review, note sheet graphic organizer to
purpose. Introduce make a claim whether
your plan for the SWBAT- Closely read SWBAT- identify it is a good idea to
lesson. (5 mins.) Volcano! And answer positive and negative live near a volcano,
comprehension effects of volcanoes using examples from
questions citing text using a graphic the story. Writing in
evidence organizer. Pointing proper TEES format.
out where they got
them from the text.

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

Write arguments to
CSS.ELA- support claims with
LITERACY.W.6.2.B clear reasons and
relevant evidence.
Develop the topic with
relevant facts,
definitions, concrete
details, quotations, or
other information and
examples.

Mini Lesson- This is N/A Teacher goes over Students will be

where the teaching what a graphic writing a TEES
happens. You model organizer is. paragraph today
your expectations. using their graphic
You allow them time - Different types of organizer from the
to practice how to organizers day before (Pre-
apply the learning - uses of them in writing support).
(10-15 mins.) writing
Explain to students
that their paragraphs
need to follow TEES
format.

TEES anchor chart

and checklist for
students to follow.
- Anch
or chart
posted in the
room
 - Each
student gets
their own
checklist

Ms. Poland will get

the students started
with the topic
sentence.

Guided Practice- You Teacher reads Students create a Students write their
practice with the through Volcano with graphic organizer with own paragraph with
students and helps designated stopping the help of the support from teacher
with any points and students teacher on the eno on spelling,
misconceptions they will answer questions board, scribing their punctuation, citing
have. 5-10 mins. with the help of the ideas. evidence, etc.
teacher - Grap
hic organizer Students will be
- Reading shown on highlights the writing on computers
eno board positive and to aid with spelling
- questions shown on negative errors.
eno board and effects of
answered verbally by volcanoes Many students are
students and written - Teac going to need help
by the teacher for her assists in with writing.
students to scribe for citing the text Encourage them to
those who need help in the try their best.
with spelling organizer Teachers will circle to
(paragrpah #) students and provide
Students fill out one-on-one checkins.
personal graphic
organizer Students will be
provided with
TEES paragraph sentence starters in
review order to include a
- Stud topic sentence and a
ents make a conclusion sentence.
claim about
favorite
 hobby
outside of
school.
- Creat
e a TEES
organizer
around
favorite
hobby with
assistance
from teacher

Independent/ Partner Make a claim about Writing the paragraph

Practice- Give a volcanoes. is independent
variety of examples to practice.
the students can Is it a good idea to
practice low level to live near a volcano?
high level application Yes or no
of what you taught
during the mini
lesson. 5-10 mins.

Exit Ticket- Check for What is one thing you Students claim about Completed paragraph
Understanding before learned about volcanoes. Typed into with checklist
they leave the room. volcanoes from the Google slides for
reading. tomorrow
- Written by students
on the KWL chart

Assessment Comprehension Graphic organizer Completed paragraph

questions and TEES paragraph with checklist
example

Homework Makeup work Makeup work Makeup work

Differentiation:
Added visuals/auditory videos M lessons
Key terms defined and placed on word wall M- F lessons
Anchor charts to aid understanding T, W lesson
 Sentence starters - W lesson
Word processor for writing and spelling - W lesson
Teacher-created, ability-leveled small groups to aid non-readers M lessons
Front load rubric - T and W lesson
Indiv. Notes at desk for students to copy from due to delayed copying speed = Ina, Thomas, Isael M lesson
Writing on board for non-readers/non-writers (as well as adults circling to struggling spellers for assistance) M, T lesson
Teacher reading - M 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
Adult assistance with reading and writing (all reading materials read aloud) = Thomas, Isael, Carmello, Nahari, KaSean M- F
lessons