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! 4 $ Oct"ber 1%& '1
DA( PROCEDURES
E)UIP*ENT+*ATERI
ALS
INSTRUCTIONAL
*ET,OD

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DAIL( LESSON CONCEPT 2O34ECTI5E6: "e#t e$idence% Point o& 'ie(
ESSENTIAL )UESTION: What in)*ences the de$elopment o& a c*lt*re+
IDA: English lang*age learners comm*nicate &or social and instr*ctional p*rposes in the school setting ,S-./0
English lang*age learners comm*nicate in&ormation, ideas and concepts necessary &or academic s*ccess in the
content area o& .ang*age 1rts ,.o.1/0
COS+CCRS O34ECTI5E2S6: -ntegrate $is*al in&ormation ,e0g0, in charts, graphs, photographs, $ideos, or maps/ (ith
other in&ormation in print and digital te#ts0 ,R20603/ Re$ie( the !ey ideas e#pressed and demonstrate
*nderstanding o& m*ltiple perspecti$es thro*gh re)ection and paraphrasing0 ,S.0604d/ -nterpret in&ormation
presented in di$ers media and &ormats ,e0g0, $is*ally, 5*antitati$ely, orally/ and e#plain ho( it contri6*tes to a
topic, te#t, or iss*e *nder st*dy0 ,S.0602/ 7ite 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#t0 ,R.0604/ 1c5*ire and *se acc*rately grade8appropriate general academic
and domain8speci9c (ords and phrases: gather $oca6*lary !no(ledge (hen considering a (ord or phrase
important to comprehension or e#pression0 ,.0606/
,IG,ER ORDER T,IN7ING S7ILLS: St*dents (ill 6e a6le to cite te#t*al e$idence to s*pport point o& $ie( (ithin
a passage0
7E( 5OCA3ULAR(: 6ene9t, de&tly, derision, e#pertise, imp*dence, legacy, symmetry, ea$es
3E8ORE: ;*ild ;ac!gro*nd< t2=2, RWW 4328433
Essential >*estion< : What in)*ences the de$elopment o& a c*lt*re+ T138
1s!< Why did the ?ao people de$elop an e#pertise in terrace &arming+ 2as the legacy o& terrace &arming a@ected
the &ood s*pply in the region+
.istening 7omprehension< -nteracti$e Read 1lo*d< Aban and the Physician t205
Pre$ie( 2istorical Fiction
"hin! 1lo*d 7lo*ds< When I read I had to reread to rein&orce contentA
Graphic BrganiCer ,i& (ant to *se/ t8 chart< Genre and &eat*res
DURING: 'oca6*lary< Words in 7onte#t, t2=68t2=3% RWW p04348435 D sing the $oca6*lary ro*tines, 7omplete
Practice< Your Turn 81 (will not comlete in class as whole!
7lose Reading o& 7omple# te#t< E7*si:s SecretF p0 436843G in RWW0 "E p0 t2=H8t2=G
Ma!e 7onnections< Enco*rage st*dents to go 6ac! into the te#t &or e$idence as they tal! a6o*t the in)*ence o&
(ool and (ea$ing on -nca c*lt*re0 1s! st*dents to *se details &rom the te#t to e#plain ho( these in)*ences, in t*rn,
in)*ence 7*si
17"< P*rpose D St*dents may ha$e tro*6le recogniCing the di@erence 6et(een the story:s &act*al in&ormation and
its p*rpose, to entertain0 Read EM*ch to .earn,F on pages 43H843G0
A8TER: 7enters< Iirections are listed at end o& the lesson plans0
,O*EOR7: 'oca6*lary Men* ASSESS*ENT: 2W4 Wee!ly 1ssessment and 'oca6*lary test on Iay 5, Friday
S*ALL GROUP READING: SG4 D J Phonemic 1(areness J Phonics J 'oca6*lary J Fl*ency J
7omprehension
SG2 D J Phonemic 1(areness J Phonics J 'oca6*lary J Fl*ency J
7omprehension
SG3 D J Phonemic 1(areness J Phonics J 'oca6*lary J Fl*ency J
7omprehension
JIry Erase ;oard
K Smart ;oard
JSt*dent "echnology
J.a6 E5*ipment
K Wor!6oo!
J2ando*t
K "e#t Wonders "WW
and #it Antholo$y
J1ppro$ed 'ideo
JManip*lati$es
JBther< Graphic
BrganiCer, Game,
"est,
Paint, etc0
K E#plicit -nstr*ction
K G*ided Practice
J-ndependent Practice
K 7enters
K .arge Gro*p
-nstr*ction
K Small Gro*p
-nstr*ction
K Partner Wor!L"al!
K 7olla6orati$e Gro*ps
J-nter$ention
K St*dent Engagement
J1ssessment
PCIS 6
th
GRADE INSTRUCTIONAL PLAN
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DAIL( LESSON CONCEPT 2O34ECTI5E6: "e#t e$idence% Point o& 'ie(
ESSENTIAL )UESTION: What in)*ences the de$elopment o& a c*lt*re+
IDA: English lang*age learners comm*nicate &or social and instr*ctional p*rposes in the school setting ,S-./0
English lang*age learners comm*nicate in&ormation, ideas and concepts necessary &or academic s*ccess in the
content area o& .ang*age 1rts ,.o.1/0
COS+CCRS O34ECTI5E2S6: 7ite te#t*al e$idence to s*pport analysis o& (hat the te#t says e#plicitly as (ell as
in&erences dra(n &rom the te#t0 ,R.0604/ Iescri6e ho( a partic*lar story:s or drama:s plot *n&olds in a series o&
episodes as (ell as ho( the characters respond or change as the plot mo$es to(ard a resol*tion0 ,R.0603/ E#plain
ho( an a*thor de$elops the point o& $ie( o& the narrator or spea!er in a te#t ,R.0606/ ;y the end o& the year, read
and comprehend literat*re, incl*ding stories, dramas, and poems, in the grades 68H te#t comple#ity 6and
pro9ciently, (ith sca@olding as needed at the high end o& the rangeL ,R.0604=/ Ietermine or clari&y the meaning o&
*n!no(n and m*ltiple8meaning (ords and phrases 6ased on grade 6 reading and content, choosing )e#i6ly &rom a
range o& strategies0 se common, grade8appropriate Gree! or .atin aM#es and roots as cl*es to the meaning o& a
(ord ,e0g0, a*dience, a*ditory, a*di6le/0 ,.06046/
,IG,ER ORDER T,IN7ING S7ILLS: St*dents (ill 6e a6le to cite te#t*al e$idence to s*pport point o& $ie( (ithin
a passage0
7E( 5OCA3ULAR(: 6ene9t, de&tly, derision, e#pertise, imp*dence, legacy, symmetry, ea$es
3E8ORE: Essential >*estion< What in)*ences the de$elopment o& a c*lt*re%
Re$ie( 'oca6*lary8 6ene9t, de&tly, derision, e#pertise, imp*dence, legacy, symmetry, ea$es
DURING: 7omprehension Strategy< Ma!e Predictions% model D te#t e$idence D model *sing te#t cl*es in the
introd*ction o& E7*si:s SecretF to ma!e a prediction a6o*t 7*si:s &*t*re0 "hen reread E1 Special -n$itationF on pages
433843H and model ho( to con9rm or re$ise the prediction0
G*ided Practice D 2a$e st*dents reread EM*ch to .earnF on pages 43H843G0 1s! them to identi&y details they *sed
to ma!e a prediction0 "hen ha$e pairs reread the last section E1 Secret to "reas*reF on page 43G and disc*ss (hat
te#t e$idence allo(ed them to con9rm (hether their prediction matched story e$ents0
7omprehension S!ill< third8person point o& $ie(% e#plain to st*dents that (hen a narrator stands o*tside a story
and descri6es the characters and action, the story has a third8person point o& $ie(0
Model8 7lose reading and te#t e$idence D point o*t details in the section E1 Family "raditionF that indicate point o&
$ie(0 "hen model *sing the details in the graphic organiCer to determine the story:s point o& $ie(0
A-a9/tica9 riti-: D Model &or st*dents ho( to *se the graphic organiCer to (rite a 6rie& analysis disc*ssing ho(
the story:s point o& $ie( allo(ed yo* to *nderstand the tho*ghts o& 6oth 7*si and her mother0 2a$e st*dents
complete a graphic organiCer &or the other sections o& E7*si:s Secret,: pro$iding te#t details that sho( ho( readers
9nd o*t characters actions, tho*ghts, and &eelings0 2a$e them (rite a 6rie& analysis o& the third8person point o&
$ie( in E7*si:s SecretF
Genre< 2istorical Fiction8 Ney characteristics o& historical 9ction8 story is made *p, 6*t it happens in a time and
place that e#isted in history, can re&er to or incl*de real characters &rom history, incl*des many details ,&oreign
(ords, descriptions o& clothing, and (ays o& spea!ing/ that re)ect the historical time and place0
Model< Point o*t in the introd*ction that the story ta!es place in the year 443= in (hat is no( Per*0 "hen model
identi&ying the &eat*res o& historical 9ction &o*nd in the te#t on page 43H0 Foc*s on Dia9":ue and 89a.hbac!
G*ided Practice8 2a$e st*dents 9nd t(o e#amples in E7*si:s SecretF that re)ect &acts &rom history0 "hen ha$e them
9nd another e#ample o& )ash6ac! that helps readers *nderstand a character:s actions0
'oca6*lary Strategy< Gree! and .atin s*M#es D Remind st*dents that s*M#es are (ord parts attached to the ends
o& 6ase (ords and that they o&ten change the (ord:s meaning0
Model< Model *sing the .atin s*M# Dion to 9g*re o*t the meaning o& concentration on page 4330
G*ided Practice8 2a$e st*dents *se (hat they !no( a6o*t Gree! and .atin s*M#es to 9g*re o*t the meanings o&
optimism, ner$o*s, and memoriCe in E7*si:s SecretF Remind them to *se the chart o& Gree! and .atin s*M#es on
page 443 to help them as they (or!0
A8TER: 7enters< Iirections are listed at end o& the lesson plans0
,O*EOR7: 'oca6*lary Men* ASSESS*ENT: 2W4 Wee!ly 1ssessment and 'oca6*lary test on Iay 5, Friday
S*ALL GROUP READING: SG4 D J Phonemic 1(areness J Phonics J 'oca6*lary J Fl*ency J
7omprehension
SG2 D J Phonemic 1(areness J Phonics J 'oca6*lary J Fl*ency J
7omprehension
SG3 D J Phonemic 1(areness J Phonics J 'oca6*lary J Fl*ency J
7omprehension
JIry Erase ;oard
K Smart ;oard
JSt*dent "echnology
J.a6 E5*ipment
K Wor!6oo!8
J2ando*t
K "e#t Wonders "WW
and #it Antholo$y
J1ppro$ed 'ideo
JManip*lati$es
JBther< Graphic
BrganiCer, Game,
"est,
Paint, etc0
K E#plicit -nstr*ction
K G*ided Practice
J-ndependent Practice
K 7enters
K .arge Gro*p
-nstr*ction
K Small Gro*p
-nstr*ction
K Partner Wor!L"al!
K 7olla6orati$e Gro*ps
J-nter$ention
K St*dent Engagement
J1ssessment
PCIS 6
th
GRADE INSTRUCTIONAL PLAN
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DAIL( LESSON CONCEPT 2O34ECTI5E6: "e#t e$idence% Point o& 'ie(
ESSENTIAL )UESTION: What in)*ences the de$elopment o& a c*lt*re+
IDA: English lang*age learners comm*nicate &or social and instr*ctional p*rposes in the school setting ,S-./0
English lang*age learners comm*nicate in&ormation, ideas and concepts necessary &or academic s*ccess in the
content area o& .ang*age 1rts ,.o.1/0
COS+CCRS O34ECTI5E2S6: 7ite te#t*al e$idence to s*pport analysis o& (hat the te#t says e#plicitly as (ell as
in&erences dra(n &rom the te#t0 ,R.0604/ Iescri6e ho( a partic*lar story:s or drama:s plot *n&olds in a series o&
episodes as (ell as ho( the characters respond or change as the plot mo$es to(ard a resol*tion0 ,R.0603/ E#plain
ho( an a*thor de$elops the point o& $ie( o& the narrator or spea!er in a te#t ,R.0606/ ;y the end o& the year, read
and comprehend literat*re, incl*ding stories, dramas, and poems, in the grades 68H te#t comple#ity 6and
pro9ciently, (ith sca@olding as needed at the high end o& the rangeL ,R.0604=/ Ietermine or clari&y the meaning o&
*n!no(n and m*ltiple8meaning (ords and phrases 6ased on grade 6 reading and content, choosing )e#i6ly &rom a
range o& strategies0 se common, grade8appropriate Gree! or .atin aM#es and roots as cl*es to the meaning o& a
(ord ,e0g0, a*dience, a*ditory, a*di6le/0 ,.06046/
,IG,ER ORDER T,IN7ING S7ILLS: St*dents (ill 6e a6le to cite te#t*al e$idence to s*pport point o& $ie(
(ithin a passage0
7E( 5OCA3ULAR(: 6ene9t, de&tly, derision, e#pertise, imp*dence, legacy, symmetry, ea$es
3E8ORE: Essential >*estion< What in)*ences the de$elopment o& a c*lt*re+
DURING: 7lose Read< E1 Single ShardF
A-a9/tica9 riti-:8se Graphic BrganiCer on P; p0 H2 to record the point o& $ie( o& the story and the
s*pporting details0
7omplete 17"8 Prior Nno(ledge< Point o*t the sentence E"he potters (ere considered to 6e artists0F
E#plain that in some c*lt*res, pottery is simply &*nctional0 "he people (ho ma!e pottery are not
considered artists0
7omplete Respond to Reading A-a9/tica9 riti-: D 2a$e st*dents (rite a response to the a*thor:s
decision to tell the story &rom a third8person point o& $ie(0 Iid it (or!+ Why or (hy not+ Remind them
to *se the details in their organiCers as s*pport0
A8TER: 7enters< Iirections are listed at end o& the lesson plans0
,O*EOR7: 'oca6*lary Men* ASSESS*ENT: 2W4 Wee!ly 1ssessment and 'oca6*lary test on
Iay 5, Friday
S*ALL GROUP READING: SG4 D J Phonemic 1(areness J Phonics J 'oca6*lary J Fl*ency
J 7omprehension
SG2 D J Phonemic 1(areness J Phonics J 'oca6*lary J Fl*ency
J 7omprehension
SG3 D J Phonemic 1(areness J Phonics J 'oca6*lary J Fl*ency
J 7omprehension
JIry Erase ;oard
K Smart ;oard
JSt*dent "echnology
J.a6 E5*ipment
K Wor!6oo!8
J2ando*t
K "e#t Wonders "WW
and #it Antholo$y
J1ppro$ed 'ideo
JManip*lati$es
JBther< Graphic
BrganiCer, Game,
"est,
Paint, etc0
K E#plicit -nstr*ction
K G*ided Practice
J-ndependent Practice
K 7enters
K .arge Gro*p
-nstr*ction
K Small Gro*p
-nstr*ction
K Partner Wor!L"al!
K 7olla6orati$e Gro*ps
J-nter$ention
K St*dent Engagement
J1ssessment
PCIS 6
th
GRADE INSTRUCTIONAL PLAN
*
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DAIL( LESSON CONCEPT 2O34ECTI5E6: "e#t e$idence% point o& $ie(
ESSENTIAL )UESTION: What in)*ences the de$elopment o& a c*lt*re+
IDA: English lang*age learners comm*nicate &or social and instr*ctional p*rposes in the school setting ,S-./0
English lang*age learners comm*nicate in&ormation, ideas and concepts necessary &or academic s*ccess in the
content area o& .ang*age 1rts ,.o.1/0
COS+CCRS O34ECTI5E2S6: 7ite te#t*al e$idence to s*pport analysis o& (hat the te#t says e#plicitly as (ell as
in&erences dra(n &rom the te#t0 ,R.0604/ Iescri6e ho( a partic*lar story:s or drama:s plot *n&olds in a series o&
episodes as (ell as ho( the characters respond or change as the plot mo$es to(ard a resol*tion0 ,R.0603/ E#plain
ho( an a*thor de$elops the point o& $ie( o& the narrator or spea!er in a te#t ,R.0606/ ;y the end o& the year, read
and comprehend literat*re, incl*ding stories, dramas, and poems, in the grades 68H te#t comple#ity 6and
pro9ciently, (ith sca@olding as needed at the high end o& the rangeL ,R.0604=/ Ietermine or clari&y the meaning o&
*n!no(n and m*ltiple8meaning (ords and phrases 6ased on grade 6 reading and content, choosing )e#i6ly &rom a
range o& strategies0 se common, grade8appropriate Gree! or .atin aM#es and roots as cl*es to the meaning o& a
(ord ,e0g0, a*dience, a*ditory, a*di6le/0 ,.06046/ se com6ined !no(ledge o& all letter8so*nd correspondences,
sylla6ication patterns, and morphology ,e0g0, roots and aM#es/ to read acc*rately *n&amiliar m*ltisylla6ic (ords in
conte#t and o*t o& conte#t0 ,RF0503a/ Read on8le$el prose and poetry orally (ith acc*racy, appropriate reate, and
e#pression on s*ccessi$e readings0 ,RF05046/
,IG,ER ORDER T,IN7ING S7ILLS St*dents (ill 6e a6le to cite te#t*al e$idence to s*pport point o& $ie(
(ithin a passage0
7E( 5OCA3ULAR(: 6ene9t, de&tly, derision, e#pertise, imp*dence, legacy, symmetry, ea$es
3E8ORE: Essential >*estion< What in)*ences the de$elopment o& a c*lt*re+
Re$ie( 'oca6*lary
DURING: Word St*dy and Fl*ency8 open sylla6les D Remind st*dents that e$ery sylla6le in a (ord has
one $o(el so*nd0 E#plain that (hen a sylla6le ends in a $o(el, it is called an open sylla6le0 Bpen
sylla6les *s*ally ha$e long8$o(el so*nds0 Remind st*dents that (hen a $o(el is long, the $o(el says
its name0
Model D (rite the (ord 6on*s on the 6oard0 nderline the letters 6o0 Model ho( to prono*nce the 9rst
sylla6le and then ho( to read the &*ll (ord0 Write the &ollo(ing (ords on the 6oard and repeat a6o$e
strategy0 ;acon, coCy, min*s, pre9#, s*per, 6e&ore
G*ided practice D Write the &ollo(ing (ords on the 6oard0 2elp st*dents prono*nce each open sylla6le
and then read each &*ll (ord0 Silent, local, &*t*re, 6eside, &amo*s, d*ple#, ret*rn, 6a6y, h*man, tiger
7omplete Fl*ency on "24G
7lose Read< E1 Scholar in the FamilyF .iterat*re 1nthology 43=8433
7omplete 17"8 connection o& ideas
A-a9/tica9 <riti-:8 7ompare te#ts D St*dents (ill read a play 6ased on historical &act that sho(s ho(
a change in go$ernment practices in)*enced the c*lt*re o& 1ncient 7hina0 2a$e st*dents *se the
ma!e, con9rm, and re$ise predictions strategy to acti$ely engage (ith the te#t0 1s st*dents reread,
as! them to (rite s*mmaries o& the plot and dialog*e0 St*dents (ill *se this te#t e$idence to compare
this play (ith E1 Single ShardF
A8TER: 7enters< Iirections are listed at end o& the lesson plans0
,O*EOR7: 'oca6*lary Men* ASSESS*ENT: 2W4 Wee!ly 1ssessment and 'oca6*lary test on
Iay 5, Friday
S*ALL GROUP READING: SG4 D J Phonemic 1(areness J Phonics J 'oca6*lary J Fl*ency
J 7omprehension
SG2 D J Phonemic 1(areness J Phonics J 'oca6*lary J Fl*ency
J 7omprehension
SG3 D J Phonemic 1(areness J Phonics J 'oca6*lary J Fl*ency
J 7omprehension
JIry Erase ;oard
K Smart ;oard
JSt*dent "echnology
J.a6 E5*ipment
K Wor!6oo!8
J2ando*t
K "e#t Wonders "WW
and #it Antholo$y
J1ppro$ed 'ideo
JManip*lati$es
JBther< Graphic
BrganiCer, Game,
"est,
Paint, etc0
K E#plicit -nstr*ction
K G*ided Practice
K -ndependent Practice
K 7enters
K .arge Gro*p
-nstr*ction
K Small Gro*p
-nstr*ction
K Partner Wor!L"al!
K 7olla6orati$e Gro*ps
J-nter$ention
K St*dent Engagement
J1ssessment
PCIS 6
th
GRADE INSTRUCTIONAL PLAN
T
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DAIL( LESSON CONCEPT 2O34ECTI5E6: "e#t e$idence% point o& $ie(
ESSENTIAL )UESTION: What in)*ences the de$elopment o& a c*lt*re+
IDA: English lang*age learners comm*nicate &or social and instr*ctional p*rposes in the school setting ,S-./0
English lang*age learners comm*nicate in&ormation, ideas and concepts necessary &or academic s*ccess in the
content area o& .ang*age 1rts ,.o.1/0
COS+CCRS O34ECTI5E2S6: Present claims and 9ndings, se5*encing ideas logically and *sing
pertinent descriptions, &acts, and detail to accent*ate main ideas or these% *se appropriate eye
contact, ade5*ate $ol*me, and clear pron*nciation0 ,S0.0604/
,IG,ER ORDER T,IN7ING S7ILLS: St*dents (ill 6e a6le to cite te#t*al e$idence to s*pport point o& $ie(
(ithin a passage0
7E( 5OCA3ULAR(: 6ene9t, de&tly, derision, e#pertise, imp*dence, legacy, symmetry, ea$es
3E8ORE: Essential >*estion< What in)*ences the de$elopment o& a c*lt*re+
>*ic! re$ie( o& s!ills and $oca6*lary strategies0
DURING: 7omplete 2W4 Wee!ly 1ssessment and Selection 1ssessment
A8TER: Read 1R or (or! on other home(or!
,O*EOR7: ASSESS*ENT: 2W4 Wee!ly 1ssessment and 'oca6*lary "est "oday
S*ALL GROUP READING: SG4 D J Phonemic 1(areness J Phonics J 'oca6*lary J Fl*ency
J 7omprehension
SG2 D J Phonemic 1(areness J Phonics J 'oca6*lary J Fl*ency
J 7omprehension
SG3 D J Phonemic 1(areness J Phonics J 'oca6*lary J Fl*ency
J 7omprehension
JIry Erase ;oard
JSmart ;oard
JSt*dent "echnology
J.a6 E5*ipment
JWor!6oo!
J2ando*t
J"e#t
J1ppro$ed 'ideo
JManip*lati$es
K Bther< Graphic
BrganiCer, Game,
"est,
Paint, etc0
JE#plicit -nstr*ction
JG*ided Practice
J-ndependent Practice
J7enters
K .arge Gro*p
-nstr*ction
JSmall Gro*p
-nstr*ction
JPartner Wor!L"al!
J7olla6orati$e Gro*ps
J-nter$ention
JSt*dent Engagement
K 1ssessment