Elacc6L4 a, b, d



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Dates


Monday

2/2/15


2/3/15

Tuesday


2/4/15

Wednesday



2/5/15

Thursday


2/6/15

Friday


Standard

ELACC6L4 a, b, d

ELACC6L6


ELACC6RL3

ELACC6SL1

ELACC6L6


ELACC6RL1, 2, 3, 4, 5, 9

ELACC6W9, 10



ELACC6RL1, 2, 3, 4, 5, 9

ELACC6W9, 10



ELACC6RL1, 2, 3, 4, 5, 9

ELACC6W9, 10



Essential Question/

Key Question




How does my knowledge of the synonyms and antonyms of the word help my understanding of the meaning?

How can I use visual history to make better connections between the setting and the text?

How does making inferences and predictions help us to understand subject, meaning and context when reading?

How does the setting contribute to the tone of the story?

Why is it important to be able to write for different purposes?

Lesson Opener





Literary Element Notes– setting


Teacher will read the first paragraph of a nonfiction account such as a letter or other document, to students and ask them to redict what the text is going to be about. Discuss the importance of using inference to understand subject , meaning and context.

KWL – Jackie Robinson

Review lesson 9 vocabulary and reading from previous day

Procedures/Strategies


  • Working with words - students will wwork in groups (arranged through flexible grouping) to complete a vocabulary tic tac toe actvity

Students will construct “snapping back the setting” foldable into their interactive notebooks.

They will label and describe each



  1. Students will be using their reading skills to analyze a historical document (Jackie Robinson’s “This I believe” speech. They will be working in small groups and will receive index cards with key phrases taken from its text

  2. Give each group of students a set of index cards

  3. They will have 20 minutes to assemble the phrases in a way that they think recreates the document and will write a “we think” statement describing what the document is about. Encourage students to think about the document, its author, and its hiostorical context.

  4. Display or distribute copies of Jackie Robinson’s “This I Believe” speech. Discuss Robinson’s historical role and this speech’s context with students, as needed, before reading aloud the document’s complete text.

  5. Ask students to compare how Robinson assembled the phrases with how the groups assembled the phrases. Discuss how phrasing and ordering of words can be used to effectively express subject and meaning. Encourage students to identify and discuss examples of effective writing in the speech that communicate Robinson’s beliefs.

We will begin reading “Who Was Jackie Robinson” – Whole Group

Take notes of setting

Discussions


  • Lesson 9 Vocab TEST

  • Continue Reading “Who Was Jackie Robinson”

  • - Take notes of setting changes

  • discussions

Lesson Summary


Review of lesson 9 words using Kahoot

Ticket out the door – write a brief description of the setting of your favorite book or story

Share personal experiences from the selection with a partner.

Chapter summaries

Chapter Summary

Assessment/

Evaluation




observation

Ticket out the door to show understanding of setting

Observation

Writing samples

Student writing sample

Materials Needed


Kahoot, student ipads, tic tac toe printout, crayons

Interactive notebook materials

GA treasures Text


Copy of “who was Jackie Robinson” Text

Copy of “who was Jackie Robinson” Text


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