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Lesson Plans Grade-6

Week of: March 15, 2010

Theme: Personal Triumphs

Sec. 6-4

Teacher: SL Johnson

Title: “Wilma Unlimited”

Genre: Biography

ROUTINE MONDAY – FRIDAY 7:30 – 7:40 a.m. (Mon- Fri. Sec. 6-2)  students go their lockers prior to breakfast,  enter lunchroom for breakfast .  teacher escorts students to lavatory, lockers, and classroom F-14. BBC (Mon – Fri.) / 7:50 – 8:00 A.M.  Attendance  Students sharpen pencils, take out pens and prepare to work quietly in their seats. Blackboard Configuration (BBC) Day 1: Why must athletes participate in intense training before a competition, game, or race? Day 2: Have you ever had to overcome an obstacle in order to reach a goal? Explain. (use sensory details) Day 3: Why do you think the tracking of world records is important? Day 4: Other than almanacs, in what types of books might you find information about athletic world records? Day 5: How would math skills help a runner who wanted to improve his or her speed? PREPARING TO READ OBJECTIVES: (Mon – Fri. 8:05 – 9:00 a.m.) SWBAT discuss the story genre: biography and elements of a biography. SWBAT identify text structure: Chronological Order SWBAT learn new vocabulary words. SWBAT learn the features of and discuss biographies MATERIALS: Chalkboard, pens, paper, Story Town Anthologies and practice workbooks READING AND RESPONDING OBJECTIVES: (Mon – Fri. 9:00 am – 9:20 a.m.) SWBAT understand the vocabulary before reading the story. SWBAT use chronological order to understand the story. Language Arts Objectives: (Mon- Fri. 9:20 – 9:40 a.m.) 12:30 – 1:10 (sec 6-3) includes time for writing workshop (Spelling) Introduce new spelling words from the story included in the student workbooks. 1


Lesson Plans Grade-6

Week of: March 15, 2010

Theme: Personal Triumphs

Sec. 6-4

Teacher: SL Johnson

Title: “Wilma Unlimited”

Genre: Biography

Challenge Spelling Words: Paralyzed, preferred, memorizing, quarreled, concentrating (Vocabulary) SWBAT use words from the story to build vocabulary. WRITING PROCESS STRATEGIES SWBAT use various stages of the writing process to write responding according to prompt. Day 1: Often people with special talents or abilities need to be encouraged to believe in themselves. Write a short story that describes such a situation. Day 2: Animals can accomplish amazing feats, such as traveling many miles to find their way back home. Think of how a lost animal might find its way back home and write a short story about the journey. Day 3: Wilma’s mother was an important person in her life because she helped Wilma overcome her disability. Write a short story about someone who has helped you achieve a goal in your life. Day 4: Write a short story using a game or another exciting event as a background for the characters and setting in the story. Day 5: Think of people in your family or extended family. Now pick one family member and write a short story about that person. ENGLISH LANGUAGE CONVENTIONS SWBAT understand simple and compound sentences. Teach/Model examples of simple and compound sentences. PROCEDURES: Day 1: Spelling and reading Assessments for The Wright Bros (from last week) Introduce new spelling words, introduce new punctuation simple and compound sentences. Teacher will introduce new selection and discuss the story genre. Preview, predict, and write two questions. Student led discussion of story elements. HOMEWORK: none Day 2: Analyze spelling words and discuss. Review Punctuation from day 1. Allow students to review stories for understanding, and review and discuss story elements. Activity: Use the glossary to find definitions for Robust Vocabulary.

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Lesson Plans Grade-6

Week of: March 15, 2010

Theme: Personal Triumphs

Sec. 6-4

Teacher: SL Johnson

Title: “Wilma Unlimited”

Genre: Biography

Homework: In cursive write all spelling words an Robust vocabulary in syllables and in ABC-order. Day 3: Review story elements. Create story map. Complete The Think Critically Questions. Students respond to comprehension questions about the story. Study the spelling patterns (words ending in –ed and –ing) of the words, discuss meaning of the words, use words 1-20 in sentences that have details and context clues to explain definitions and prove student knowledge of. Day 4: Review story elements in summary format. Review spelling words discussing the meaning of the words, use words 1-20 in meaningful sentences. Review English skillscompound and simple subjects and predicates. Day 5: Review for final assessment for the story of the week (Weekly Assessment Test and Spelling test given Monday, next.) dictated and written assessment of spelling words to form “study guide” Discuss / review how to apply all elements of the writing process are applied. Methods of Evaluation: Workbook pages from Practice workbooks, observations, homework completion, participation, Writing Process 6+1 traits of writing rubric, Weekly Assessment Test

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Wilma Unlimited 5-Day Plans