DCSD Instructional Planning InstrumentFocus on Teaching and Learning

Weekly Lesson Plan

Section A: Strategies & TasksCheck the appropriate box to indicate the inclusion of the task and/or strategies for the weekly lesson plan.

STRATEGIES/TASKS YES NO STRATEGIES/TASKS YES NO STRATEGIES/TASKS YES NODCSD Unit Task Interdisciplinary Integration Differentiated InstructionGADOE Task/Activity/Resource Intervention Strategies 21st Century Learning SkillsSTEM/STEAM Integration Gifted-Extensions for Learning Research-Based Instructional Strategies

Section B: Unit & Standards AlignmentProvide information that gives an overview of the weekly focus.

School Name Peachtree Charter Middle School Teacher/Co-Teacher/Para Name(s) Anna Price Grade/Subject/Course 6th Grade English Language Arts Week of: 9/16-9/20 Unit #, Name, and Pacing Unit One, Coming of Age

FOR

THE

WEE

K

Priority Standard(s)(Content specific) ELAGSE6RL1, ELAGSE6RL9, ELAGSE6RI9, ELAGSE6W3

Supporting Standard(s)(Content specific) ELAGSE6RL2, ELAGSE6RL3, ELAGSE6SL1, ELAGSE6SL6, ELAGSE6L4

Non-Content Standard(s)(WIDA, Interdisciplinary, Literacy)

Essential Question(s)(Address philosophical foundations; contain multiple answers; provoke inquiry)

What are the elements of plot? What is the purpose of examining story elements in a text? How do readers determine the theme of a text? What techniques do writers use to produce well-written narratives? Why do we compare and contrast ideas presented by different authors? What are some presentation techniques that we can use to make presentations engaging and effective for the audience?

Big Ideas(Concepts or principles central to the lesson that anchor all of the smaller ideas in a lesson)

Point of View, Elements of Plot, Using textual evidence to support ideas, compare/contrast, Narrative writing, Characterization (Direct and Indirect), Identify, Analyze

Section C: Instructional FrameworkIdentify the strategies from Section A that will be implemented within the daily instructional framework. List the specific strategies as provided on the strategy chart found at the end of the DCSD Instructional Planning Instrument.

Daily Lesson Plan for Monday Assessment Evidence Note: A variety of formative

assessments should be used at

DCSD Instructional Planning InstrumentFocus on Teaching and Learning

Weekly Lesson Plan

key points throughout the lesson.Learning Target/Success Criteria

(What will students know and be able to do by the end of the lesson?)

Students will have an understanding of the five elements of plot, point of view, and dialogue. Students will practice their knowledge of them by creating a story board (TASK 2) and an original narrative (TASK 3). Informal question/answer

throughout the lesson.

Pre-Instructional Activity(Sponge; bell-ringer; journal; allows

attendance to be taken)Daily Grammar Practice: Parts of Speech Informal question/answer

throughout the lesson.

Opening(ENGAGE)

(Introduce the lesson; summarizes previous lesson; clarifies

misconceptions)

Have you created a theme for your personal narrative yet? Discuss ideas for doing so and have some students share out their own examples. Participation and Engagement

Work Period(EXPLORE/EXPLAIN

EXTEND/ELABORATE)(Allows students to practice concept;

assesses student learning)

Cont. to work on plot diagram and narrative brainstorm packet from Friday. Handout responses and participation.

Closing(EVALUATE)

(Summarizes lesson; ensures understanding; clarifies

misconceptions)

Turn and Talk: Explain your plot diagram with a neighbor and have them double check your work. Is your partner’s plot climax engaging and exciting for the reader? Provide honest feedback.

Informal question/answer throughout the lesson.

Resources/Instructional Materials(What do I need in order to teach the

lesson?)Promethium board, internet access, whiteboard

Daily Lesson Plan for Tuesday Assessment Evidence Learning Target/Success Criteria Students will have an understanding of the five elements of plot, point of view, and dialogue. Students will

practice their knowledge of them by creating a story board (TASK 2) and an original narrative (TASK 3). Informal question/answer throughout the lesson.

Pre-Instructional Activity Daily Grammar Practice: Sentence Parts Informal question/answer throughout the lesson.

Opening(ENGAGE) Intro TASK 2. Discuss how the storyboard leads into TASK 3 (The Personal Narrative) Participation and Engagement

Work Period(EXPLORE/EXPLAIN

EXTEND/ELABORATE)

Begin to work on TASK 2. Discuss guidelines for each storyboard frame. (In an eight-frame storyboard, the first frame is the exposition, followed by frames with the conflict and rising action. The climax is in the fifth frame, followed by the falling action and resolution.)

Handout responses and participation.

Closing(EVALUATE) Create and answer (on a post-it note) one challenging test question on a writing topic that we have recently

discussed. Ideas: POV, characterization, sensory details, imagery, elements of plot, etc. Place on appropriate chart paper when you have completed your test question.

Informal question/answer throughout the lesson.

DCSD Instructional Planning InstrumentFocus on Teaching and Learning

Weekly Lesson Plan

*I will choose the best questions for your writing skills test!

Resources/Instructional Materials Promethium board, internet access, whiteboard

Daily Lesson Plan for Wednesday Assessment Evidence Learning Target/Success Criteria Students will have an understanding of the five elements of plot, point of view, and dialogue. Students will

practice their knowledge of them by creating a story board (TASK 2) and an original narrative (TASK 3). Informal question/answer throughout the lesson.

Pre-Instructional Activity Daily Grammar Practice: Clauses/Type and PurposeInformal question/answer throughout the lesson.

Opening(ENGAGE)

How can the writer create imagery for the reader? Sensory details! Think about how you can use them in your own narrative. Participation and Engagement

Work Period(EXPLORE/EXPLAIN

EXTEND/ELABORATE)Cont. to work on TASK 2 independently. (DUE TOMORROW!)Early finishers: read a Lexile level book

Handout responses and participation.

Closing(EVALUATE)

Cloudy or Clear: on a piece of paper write one thing you are clear on and one thing that is cloudy to you about any of the writing skills we have reviewed. Informal question/answer

throughout the lesson.

Resources/Instructional Materials Promethium board, internet access, whiteboard

Daily Lesson Plan for Thursday Assessment Evidence Learning Target/Success Criteria

Students will have an understanding of the five elements of plot, point of view, and dialogue. Students will practice their knowledge of them by creating a story board (TASK 2) and an original narrative (TASK 3).

Informal question/answer throughout the lesson.

Pre-Instructional Activity Daily Grammar Practice: Capitalization and Punctuation Informal question/answer throughout the lesson.

Opening(ENGAGE)

Hook mini-lesson; discuss various strategies and provide examples (from website handout) Participation and Engagement

Work Period(EXPLORE/EXPLAIN

EXTEND/ELABORATE)

Begin to work on TASK 3; hook and body paragraph one handout *Students may be at various stages of their narratives. Teacher will circulate and hold individual writing conferences during the work period to ensure understanding.

Handout responses and participation.

Closing(EVALUATE) Share and Show several students’ hook sentence(s) with the class. Are they engaging? Informal question/answer

throughout the lesson.

Resources/Instructional MaterialsPromethium board, internet access, whiteboard

DCSD Instructional Planning InstrumentFocus on Teaching and Learning

Weekly Lesson Plan

Daily Lesson Plan for Friday Assessment Evidence

Learning Target/Success Criteria Students will have an understanding of the five elements of plot, point of view, and dialogue. Students will practice their knowledge of them by creating a story board (TASK 2) and an original narrative (TASK 3).

Informal question/answer throughout the lesson.

Pre-Instructional Activity Daily Grammar Practice: Diagram Informal question/answer throughout the lesson.

Opening(ENGAGE)

Dialogue mini-lesson (with bookmark handout for reference) How can we effectively use dialogue in our narratives? Participation and Engagement

Work Period(EXPLORE/EXPLAIN

EXTEND/ELABORATE)

Cont. working on TASK 3 independently. *Students may be at various stages of their narratives. Teacher will circulate and hold individual writing conferences during the work period to ensure understanding.

Handout responses and participation.

Closing(EVALUATE)

Turn and talk with a neighbor about the dialogue that you have in your narrative so far. Does it meet the bookmark requirements? Is it done correctly? Check each others work and offer feedback.

Informal question/answer throughout the lesson.

Resources/Instructional Materials Promethium board, internet access, whiteboard

DCSD Instructional Planning InstrumentFocus on Teaching and Learning

Weekly Lesson Plan

Following week plan:

Cont. Narrative and writer’s workshop (TASK 3) October 1: Lexile lesson day at library with Simony