Deming Intermediate: Language Arts Lesson Plan

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6 Grade Team Week of: October 30, 2017, Unit 1B: Lesson 1-7

Literary/Writing Theme: Argument CCSS: Review any low standards from your SCA scores in Small Group (be sure to include the
standards)
Genre: RI6.2: Determine a central idea of a text and how it is conveyed through particular details; provide a
 Reading for Information summary of the text distinct from personal opinions or judgments
Comprehension Skill: RI6.5: Analyze how a particular sentence, paragraph, chapter, or section fits into the overall
 Central Idea structure of a text and contributes to the development of the ideas
 Analyze Key Details W6.1: Write arguments to support claims with clear reasons and relevant evidence
Essential Question:
 How do readers create an objective summary of a text and
determine the theme or central idea of a text?
 How do writers support an argument with clear reasons and
relevant evidence?
Goals:
 Readers will understand that objective summaries should be
distinct from personal opinions or judgments and that every
text has a theme or central idea
Glad/Visual Models/or Other Exit Tickets:
 Writers understand that strong arguments are supported
Technology Resources  10-30-17 Determine the central idea of Ancient Maya
with clear reasons and relevant evidence
 10-31-17 Determine three key details that support the central idea
 GLAD Strategy:
 11-1-17 What did the Mayans offer to the Gods during the religious
 CCD, Inquiry Chart (K-W-L),
rituals
Pictorial, Graphic organizer,
 11-2-17 Which achievements cause scholars to describe the Maya as
T-chart, Venn Diagram
the most advanced civilization?
 11-3-17

Lesson Assessment &

Activities Objectives Intervention/Differentiation
Segment Evaluation
 Teacher and Students will utilize:   Teacher Resource: Write  Monitor and adjust
Bellwork/Word  Daily Language Review Source 2000, “Daily Language
Structure  Data from Exit Ticket Workouts”
 Word Analysis: Greek and Latin Roots, Personification  Teacher Resource: Daily
Language Review
 L6.5a: Figurative Speech

Students will: · Utilize small text “The Ancient Maya” to  By the end of Lesson 9,  Small group:  The student will be
Reading & 10, 11, 12, and 13  TSWBAT to demonstrate able to participate
determine central idea, key details, and theme. · In class
Responding - TSWBAT identify mastery of skills relating to with group
Comprehension read: Lesson 1 p 4-11 · Homework: read Lesson 2 p 12-19, central idea and key CCSS RL6.6: Point of View, discussions and
(Close) Lesson 3 p 20-27, Lesson 4 p28-35, Lesson 5 p36-44 details about the RL6.2: Theme and Central activities.
Higher Order Thinking · What is the author’s central idea discovery of the Inka Idea, and L6.5a: Figurative  See Exit Tickets
 By the end of Lesson Speech above
about the ancient Maya? · Describe the details relating to
13, TSWBAT to cite
items the Maya offered to the gods during religious rituals evidence using key
 and the significance of each. · Which intellectual details to support the  80% or more will be
central idea of a topic. able to master the
achievements cause scholars to describe the Maya as the
daily exit ticket.
most advanced civilization in Mesoamerica?

 Utilize the Daily Language Workouts and Daily Language Review to   Color code the Illuminate open  The student will be
Language Arts: help support low skills ended response rubric for able to participate
Grammar  RWJ Unit 1B, Lesson 1 easier use and understanding in activities and will
 RWJ Unit 1B, Lesson 2 demonstrate use of
 RWJ Unit 1B, Lesson 3 skill
 RWJ Unit 1B, Lesson 4
 TSWBAT develop, research, and draft a critical review with a  By the end of class,  Develop Anchor Chart for
Language Arts: supportive argument or claim based on the chosen topic formulated TSWBAT elements of an Argument
Writing from student generation  Mon: perform research  Refer to ReadyGen rubric for
 Tues: develop an writing an Argument
outline  Small group to develop thesis
 Wed: develop thesis and introduction
 Thurs: write an
introduction

 MUST do:   Scaffolding activities to RL.6.2 Determine a

Other/  TSWBAT complete assigned Grammar lessons with support support ELL, SPEd, and G/T theme or central idea of a
Workstations of classmates in small group students to include
text and how it is
conveyed through
 TSWBAT complete Expert Group: China, Rome, Egypt, India, reinforcement and particular details. #3
and Greece enrichment concepts
 TSWBAT complete Mind Map for their individual Expert  Continued support from RL.6.3 Provide a
Group Resource, SPed, and EA summary of the text
 MAY do: personnel distinct from personal
opinions or judgements. #
 Teacher Generated activity  Expert Group
4, 11,
 MyON/Achieve 3000  India (challenge)
 Egypt (challenge)

 China (medium)
 Rome (medium)
 Greece (low)

IEP/504
Modifications