English Worksheet
SHORTENED LESSON PLAN FORMAT
NAME: Angela Francis GRADE: 6th SUBJECT: English Language Arts WEEK OF: October 22-26
MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | TEK: TEKS 6.8A: Explain how authors create meaning through stylistic elements and figurative language emphasizing the use of personification, hyperbole, and refrains; TEKS 6.2B: Use context (e.g., cause and effect or compare and contrast organizational text structures) to determine or clarify the meaning of unfamiliar or multiple meaning words. Writing-TEKS 6.17A : Create multi-paragraph essays to convey information about the topic that: present effective introductions and concluding paragraphs; guide and inform the reader’s understanding of key ideas and evidence; …show more content…
include specific facts, details, and examples in an appropriately organized structure; and use a variety of sentence structures and transitions to link paragraphs.Objective: Students will identify and analyze the elements of sensory language, imagery, and style and read to make Inferences and draw conclusionsRationale: Students will create habits of reading and analyzing text which they will utilize throughout their lives as readers.Prerequisite Skills: Students must be able to read and analyze a variety of text and utilize and have an accurate understanding of what is happening in a story. | TEK: TEKS 6.8A: Explain how authors create meaning through stylistic elements and figurative language emphasizing the use of personification, hyperbole, and refrains; TEKS 6.2B: Use context (e.g., cause and effect or compare and contrast organizational text structures) to determine or clarify the meaning of unfamiliar or multiple meaning words. Writing-TEKS 6.17A : Create multi-paragraph essays to convey information about the topic that: present effective introductions and concluding paragraphs; guide and inform the reader’s understanding of key ideas and evidence; include specific facts, details, and examples in an appropriately organized structure; and use a variety of sentence structures and transitions to link paragraphs.Objective: Students will identify and analyze the elements of sensory language, imagery, and style and record examples of tone and imagery on graphic organizerRationale: Students will create habits of reading and analyzing text which they will utilize throughout their lives as readers. Prerequisite Skills: Students must be able to read and analyze a variety of text and utilize and have an accurate understanding of what is happening in a story. | TEK: TEKS 6.8A: Explain how authors create meaning through stylistic elements and figurative language emphasizing the use of personification, hyperbole, and refrains; TEKS 6.2B: Use context (e.g., cause and effect or compare and contrast organizational text structures) to determine or clarify the meaning of unfamiliar or multiple meaning words. Writing-TEKS 6.17A : Create multi-paragraph essays to convey information about the topic that: present effective introductions and concluding paragraphs; guide and inform the reader’s understanding of key ideas and evidence; include specific facts, details, and examples in an appropriately organized structure; and use a variety of sentence structures and transitions to link paragraphs.Objective: Students will identify and analyze the elements of sensory language, imagery, and style and continue to record examples of tone and imagery on graphic organizer. Students will identify how word is used in text and discuss and record possible meaning of unknown words.Rationale: Students will create habits of reading and analyzing text which they will utilize as readers.Prerequisite Skills: Students must be able to read and analyze a variety of text and utilize and have an accurate understanding of what is happening in a story. | TEK: TEKS 6.8A: Explain how authors create meaning through stylistic elements and figurative language emphasizing the use of personification, hyperbole, and refrains; TEKS 6.2B: Use context (e.g., cause and effect or compare and contrast organizational text structures) to determine or clarify the meaning of unfamiliar or multiple meaning words.Writing-TEKS 6.17A : Create multi-paragraph essays to convey information about the topic that: present effective introductions and concluding paragraphs; guide and inform the reader’s understanding of key ideas and evidence; include specific facts, details, and examples in an appropriately organized structure; and use a variety of sentence structures and transitions to link paragraphs.Objective: Students will connect and infer two reading selections and complete tiered discussion prompts to understand reading for information and responding to literature.Rationale: Students will create habits of reading and analyzing text which they will utilize as readers. Prerequisite Skills: Students must be able to read and analyze a variety of text and utilize and have an accurate understanding of what is happening in a story. | TEK: TEKS 6.8A: Explain how authors create meaning through stylistic elements and figurative language emphasizing the use of personification, hyperbole, and refrains; TEKS 6.2B: Use context (e.g., cause and effect or compare and contrast organizational text structures) to determine or clarify the meaning of unfamiliar or multiple meaning words. Writing-TEKS 6.17A : Create multi-paragraph essays to convey information about the topic that: present effective introductions and concluding paragraphs; guide and inform the reader’s understanding of key ideas and evidence; include specific facts, details, and examples in an appropriately organized structure; and use a variety of sentence structures and transitions to link paragraphs.Objective: Students will complete a diagnostic selections test. Rationale: Students will create habits of reading and analyzing text which they will utilize as readers.Prerequisite Skills: Students must be able to read and analyze a variety of text and utilize and have an accurate understanding of what is happening in a story. | Assessment: Literary ResponsesMaterials: Literature Book, Reader’s Notebook, Write Source Book and workbookFocus: Group response question | Assessment: Visualization GraphicMaterials: Literature Book, Reader’s Notebook, Write Source Book and workbookFocus: Group response question | Assessment: How can I process word meaning by identifying similes?Materials: Literature Book, Reader’s Notebook, Write Source Book and workbookFocus: Group response question | Assessment: Recorded examples and interpretation in Reader’s NotebookMaterials: Literature Book, Reader’s Notebook, Write Source Book and workbookFocus: Group response question | Assessment: Diagnostic and Selection test.Materials: Literature Book, Reader’s Notebook, Writing workbookFocus: Review | Writing WS- Focus-Responding to texts-Response paragraph-pp.296-298Grammar- Editing for Conventions –Parts of Speech (Action verbs and linking verbs p.526)Activity 1: - Read Aloud-descriptive passage (lines 1-19 “The All-American Slurp” p.444).
Students describe the pictures and senses that are simulated. Record on a Cluster Diagram. Discuss the power of the author’s imagery. Read aloud passage (lines 18-34 Tuesday of the Other June p.472.) Identify imagery which uses sensory language.Activity 2-Guided Practice-Model and practice-Imagery through close reading a memoir; sensory language-identify sensory details that describe setting by reading Dragon Wings, and analyze style with graphic organizer to identify word choice, sentence structure, literary devices, and other elements in close reading-“Treasure Island” and “Duffy’s Jacket.”Activity 3-. Students will work in groups to analyze literature and answer close read questions. (Exert from Tuck Everlasting and Block Party). | Writing WS- Focus-Responding to Text-Response paragraph -Prewriting(Selecting a topic p.299Grammar- Editing for Conventions –Parts of Speech –Irregular verbs p.527Activity 1- Introduce literary skill-tone and imagery model and practice skill.Activity 2-Set up graphic to record details form the story and what I visualize. Introduce vocabulary in context by using words in sentences to assess prior knowledge of word meaning.Activity 3-Guided Practice-Read “The All -American Slurp”-Complete graphic organizer-Visualization during reading (2 class periods)Activity 4-Pairs will begin to record examples of tone and imagery on graphic-p.21 Resource Manager | Writing WS- Response paragraph- drafting paragraph to include topic sentence, the body, and closing sentenceGrammar - Editing for Conventions –Parts of Speech –How can I Use More Effective Verbs p.528Activity 1- Guided Reading- Continue reading “The All -American Slurp”-Complete graphic organizer-Visualization during reading Activity 2- Pairs
will continue completing- tone and imagery graphic-p.21 Resource ManagerActivity 3-Vocabulary Study-context Clues-cooperative groups identify how word is used in text and discuss and record possible meaning of unknown words. Resource manager p.25Activity 4-Pairs will complete Literary Analysis-analyze imagery and evaluate tone. IP- practice vocabulary strategy using similes as context clues. | Writing WS- Responding to texts-Writing a Book Review- pp301-304 Grammar- Editing for Conventions –Parts of Speech –Verbs-Show when something happens(present , past, future)p-529; p.754.Introduction-Focus- Review Academic Vocabulary. Clarify any misunderstandings.Activity 1- Read online article “American Lifestyles and Habits”Activity 2-CG- groups choose two points from the article and relate them to examples from “The All-American Slurp”Activity 3-Connect and Infer-IP- students complete tiered discussion prompts to understand reading for information and responding to literature. | -------------------------------------------------
Writing WS- Keys to Effective Prewriting-Writing a Book Review pp.305-308-Grammar- Verbs Review verbs pp.151-152 Skills book- Check Up pp.153-154 Skills book-------------------------------------------------
Activity 1-Complete selection test A and written response with textual evidence-------------------------------------------------
Activity 2-Reteach- thinkcentral.com Level Up Online Tutorials Tone-Lesson 37, Imagery -Lesson 26 ------------------------------------------------- | Closure: “ThinkPairShare”Accommodation: Student will receive hand written notes from the teacher and additional time to submit assignments. Follow accommodations on individual students IEP. | Closure: “ThinkPairShare”Accommodation: Student will receive hand written notes from the teacher and additional time to submit assignments. Follow accommodations on individual students IEP. | Closure: “ThinkPairShare”Accommodation: Student will receive hand written notes from the teacher and additional time to submit assignments. Follow accommodations on individual students IEP. | Closure: “ThinkPairShare”Accommodation: Student will receive hand written notes from the teacher and additional time to submit assignments. Follow accommodations on individual students IEP. | Closure: “ThinkPairShare” Accommodation: Student will receive hand written notes from the teacher and additional time to take quiz. Follow accommodations on individual students IEP. | Notes: | Notes: | Notes | Notes | Notes |
NAME: Angela Francis GRADE: 6th SUBJECT: English Language Arts WEEK OF: October 22-26
MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | TEK: TEKS 6.8A: Explain how authors create meaning through stylistic elements and figurative language emphasizing the use of personification, hyperbole, and refrains; TEKS 6.2B: Use context (e.g., cause and effect or compare and contrast organizational text structures) to determine or clarify the meaning of unfamiliar or multiple meaning words. Writing-TEKS 6.17A : Create multi-paragraph essays to convey information about the topic that: present effective introductions and concluding paragraphs; guide and inform the reader’s understanding of key ideas and evidence; …show more content…
include specific facts, details, and examples in an appropriately organized structure; and use a variety of sentence structures and transitions to link paragraphs.Objective: Students will identify and analyze the elements of sensory language, imagery, and style and read to make Inferences and draw conclusionsRationale: Students will create habits of reading and analyzing text which they will utilize throughout their lives as readers.Prerequisite Skills: Students must be able to read and analyze a variety of text and utilize and have an accurate understanding of what is happening in a story. | TEK: TEKS 6.8A: Explain how authors create meaning through stylistic elements and figurative language emphasizing the use of personification, hyperbole, and refrains; TEKS 6.2B: Use context (e.g., cause and effect or compare and contrast organizational text structures) to determine or clarify the meaning of unfamiliar or multiple meaning words. Writing-TEKS 6.17A : Create multi-paragraph essays to convey information about the topic that: present effective introductions and concluding paragraphs; guide and inform the reader’s understanding of key ideas and evidence; include specific facts, details, and examples in an appropriately organized structure; and use a variety of sentence structures and transitions to link paragraphs.Objective: Students will identify and analyze the elements of sensory language, imagery, and style and record examples of tone and imagery on graphic organizerRationale: Students will create habits of reading and analyzing text which they will utilize throughout their lives as readers. Prerequisite Skills: Students must be able to read and analyze a variety of text and utilize and have an accurate understanding of what is happening in a story. | TEK: TEKS 6.8A: Explain how authors create meaning through stylistic elements and figurative language emphasizing the use of personification, hyperbole, and refrains; TEKS 6.2B: Use context (e.g., cause and effect or compare and contrast organizational text structures) to determine or clarify the meaning of unfamiliar or multiple meaning words. Writing-TEKS 6.17A : Create multi-paragraph essays to convey information about the topic that: present effective introductions and concluding paragraphs; guide and inform the reader’s understanding of key ideas and evidence; include specific facts, details, and examples in an appropriately organized structure; and use a variety of sentence structures and transitions to link paragraphs.Objective: Students will identify and analyze the elements of sensory language, imagery, and style and continue to record examples of tone and imagery on graphic organizer. Students will identify how word is used in text and discuss and record possible meaning of unknown words.Rationale: Students will create habits of reading and analyzing text which they will utilize as readers.Prerequisite Skills: Students must be able to read and analyze a variety of text and utilize and have an accurate understanding of what is happening in a story. | TEK: TEKS 6.8A: Explain how authors create meaning through stylistic elements and figurative language emphasizing the use of personification, hyperbole, and refrains; TEKS 6.2B: Use context (e.g., cause and effect or compare and contrast organizational text structures) to determine or clarify the meaning of unfamiliar or multiple meaning words.Writing-TEKS 6.17A : Create multi-paragraph essays to convey information about the topic that: present effective introductions and concluding paragraphs; guide and inform the reader’s understanding of key ideas and evidence; include specific facts, details, and examples in an appropriately organized structure; and use a variety of sentence structures and transitions to link paragraphs.Objective: Students will connect and infer two reading selections and complete tiered discussion prompts to understand reading for information and responding to literature.Rationale: Students will create habits of reading and analyzing text which they will utilize as readers. Prerequisite Skills: Students must be able to read and analyze a variety of text and utilize and have an accurate understanding of what is happening in a story. | TEK: TEKS 6.8A: Explain how authors create meaning through stylistic elements and figurative language emphasizing the use of personification, hyperbole, and refrains; TEKS 6.2B: Use context (e.g., cause and effect or compare and contrast organizational text structures) to determine or clarify the meaning of unfamiliar or multiple meaning words. Writing-TEKS 6.17A : Create multi-paragraph essays to convey information about the topic that: present effective introductions and concluding paragraphs; guide and inform the reader’s understanding of key ideas and evidence; include specific facts, details, and examples in an appropriately organized structure; and use a variety of sentence structures and transitions to link paragraphs.Objective: Students will complete a diagnostic selections test. Rationale: Students will create habits of reading and analyzing text which they will utilize as readers.Prerequisite Skills: Students must be able to read and analyze a variety of text and utilize and have an accurate understanding of what is happening in a story. | Assessment: Literary ResponsesMaterials: Literature Book, Reader’s Notebook, Write Source Book and workbookFocus: Group response question | Assessment: Visualization GraphicMaterials: Literature Book, Reader’s Notebook, Write Source Book and workbookFocus: Group response question | Assessment: How can I process word meaning by identifying similes?Materials: Literature Book, Reader’s Notebook, Write Source Book and workbookFocus: Group response question | Assessment: Recorded examples and interpretation in Reader’s NotebookMaterials: Literature Book, Reader’s Notebook, Write Source Book and workbookFocus: Group response question | Assessment: Diagnostic and Selection test.Materials: Literature Book, Reader’s Notebook, Writing workbookFocus: Review | Writing WS- Focus-Responding to texts-Response paragraph-pp.296-298Grammar- Editing for Conventions –Parts of Speech (Action verbs and linking verbs p.526)Activity 1: - Read Aloud-descriptive passage (lines 1-19 “The All-American Slurp” p.444).
Students describe the pictures and senses that are simulated. Record on a Cluster Diagram. Discuss the power of the author’s imagery. Read aloud passage (lines 18-34 Tuesday of the Other June p.472.) Identify imagery which uses sensory language.Activity 2-Guided Practice-Model and practice-Imagery through close reading a memoir; sensory language-identify sensory details that describe setting by reading Dragon Wings, and analyze style with graphic organizer to identify word choice, sentence structure, literary devices, and other elements in close reading-“Treasure Island” and “Duffy’s Jacket.”Activity 3-. Students will work in groups to analyze literature and answer close read questions. (Exert from Tuck Everlasting and Block Party). | Writing WS- Focus-Responding to Text-Response paragraph -Prewriting(Selecting a topic p.299Grammar- Editing for Conventions –Parts of Speech –Irregular verbs p.527Activity 1- Introduce literary skill-tone and imagery model and practice skill.Activity 2-Set up graphic to record details form the story and what I visualize. Introduce vocabulary in context by using words in sentences to assess prior knowledge of word meaning.Activity 3-Guided Practice-Read “The All -American Slurp”-Complete graphic organizer-Visualization during reading (2 class periods)Activity 4-Pairs will begin to record examples of tone and imagery on graphic-p.21 Resource Manager | Writing WS- Response paragraph- drafting paragraph to include topic sentence, the body, and closing sentenceGrammar - Editing for Conventions –Parts of Speech –How can I Use More Effective Verbs p.528Activity 1- Guided Reading- Continue reading “The All -American Slurp”-Complete graphic organizer-Visualization during reading Activity 2- Pairs
will continue completing- tone and imagery graphic-p.21 Resource ManagerActivity 3-Vocabulary Study-context Clues-cooperative groups identify how word is used in text and discuss and record possible meaning of unknown words. Resource manager p.25Activity 4-Pairs will complete Literary Analysis-analyze imagery and evaluate tone. IP- practice vocabulary strategy using similes as context clues. | Writing WS- Responding to texts-Writing a Book Review- pp301-304 Grammar- Editing for Conventions –Parts of Speech –Verbs-Show when something happens(present , past, future)p-529; p.754.Introduction-Focus- Review Academic Vocabulary. Clarify any misunderstandings.Activity 1- Read online article “American Lifestyles and Habits”Activity 2-CG- groups choose two points from the article and relate them to examples from “The All-American Slurp”Activity 3-Connect and Infer-IP- students complete tiered discussion prompts to understand reading for information and responding to literature. | -------------------------------------------------
Writing WS- Keys to Effective Prewriting-Writing a Book Review pp.305-308-Grammar- Verbs Review verbs pp.151-152 Skills book- Check Up pp.153-154 Skills book-------------------------------------------------
Activity 1-Complete selection test A and written response with textual evidence-------------------------------------------------
Activity 2-Reteach- thinkcentral.com Level Up Online Tutorials Tone-Lesson 37, Imagery -Lesson 26 ------------------------------------------------- | Closure: “ThinkPairShare”Accommodation: Student will receive hand written notes from the teacher and additional time to submit assignments. Follow accommodations on individual students IEP. | Closure: “ThinkPairShare”Accommodation: Student will receive hand written notes from the teacher and additional time to submit assignments. Follow accommodations on individual students IEP. | Closure: “ThinkPairShare”Accommodation: Student will receive hand written notes from the teacher and additional time to submit assignments. Follow accommodations on individual students IEP. | Closure: “ThinkPairShare”Accommodation: Student will receive hand written notes from the teacher and additional time to submit assignments. Follow accommodations on individual students IEP. | Closure: “ThinkPairShare” Accommodation: Student will receive hand written notes from the teacher and additional time to take quiz. Follow accommodations on individual students IEP. | Notes: | Notes: | Notes | Notes | Notes |