Language Arts Charts - 6th - Anstey

Language Arts Charts Grade 6
Stephanie Anstey and Carlishia Elligan

Week 1
Day 1 Day 2 Day 3 Day 4 Day 5
SACE ENG 6.2 SACE ENG 6.2 SACE ENG 6.2 SACE ENG 6.9 SACE ENG 6.29
Contributing to Contributing to Contributing to Correct Subject-Verb
Groups Orally Groups Orally Groups Orally Grammar and Agreement
Usage
T: The teacher will T: The teacher will T: The teacher will T: The teacher will T: The teacher will
instruct the separate the separate the instruct the instruct the
students on the students into the students into their students on the students on what
importance of oral same groups that groups, and then importance of subject verb
communication, they were split into will randomly pass correct grammar agreement is, and
specifically within the day before, and out the problems and usage will give examples
a group. The explain that each from the previous depending on on the board. Go
teacher will group must make day for the groups situation. Have over example to
separate the up a problem to be to solve. No group scripts for the see if the students
students into solved – it can be should solve their students depicting understand. Then,
appropriate sized anything, but they own problem. different types of hand out verbs to
groups. do not solve it. talk (ie: informal, half of the class,
They should come academic, etc.). and subjects to the
up with Ask for volunteers. other half and have
stipulations After the script them line up on
involved with the reading, go over opposite ends of
problem, and all of the guidelines of the classroom.
this should be in grammar that will
detail. Collect the be upheld in the
problems at the classroom during
end of the period. the year.
St: The students St: The students St: The students in St: The students St: The students
will introduce will make up a their groups will will read the will each be
themselves to the problem, whether work together scripts as a fun assigned a verb or
other students in it is the fact that orally to figure out activity to see the a subject. When
the group, and aqua man can’t a solution to the differences in the teacher says
each person will find the water he problem. There is speech. They will go, the students but
have to gather needs to survive, no one right learn that dialects find a verb or a
enough or something more answer to any are okay, but in the subject that is in
information about realistic. problem, the classroom and on agreement with
a different person students just must assignments, it is whatever their card
to be able to have reasonable important to you says. The teacher
introduce them. steps for their academic English. will go over the
Then, one student solution. correct
from each group combinations once
will share the info E, Div, VA E, Div, VA everyone has
with the class, and found a partner.
the class will have They will also
to guess who that DA: For extra DA: For extra have a worksheet
info is about. credit, the students credit, students for homework
can draw a picture can have a person involving subject
of their problem in their group verb agreement.
that they have draw a picture of
E, Col created. their solution to go E, D E, Mvmt
with the picture
drawn from the
previous day.
Week 2
Vocab Effective Oral Effective Oral Effective Oral Effective Oral
Communication Communication Communication Communication
SACE ENG 6.11 SACE ENG 6.11
T: The teacher will T: The teacher will T: Open with T: The teacher will T: Open with
instruct the student introduce oral recitation of monitor the recitation of
on the Vocabulary communication vocabulary. Split students vocabulary. The
lesson. Go over and its importance, the students into presentations. teacher will lead
new words, roots, and the difference two teams the discussions on
prefixes, between oral Monitor the the stories.
meanings, etc. communication students progress
A Beka: Spelling, and effective oral on their group
Vocabulary, and communication. presentations.
Poetry, pgs 24-26 She will then get
them started on
their presentations
St: The students St: The students St: The students St: The students St: The students
will write each of will find a short will begin the class will give their will begin the class
their vocabulary story of their by reciting their presentations on by reciting their
words two times choosing, and they vocabulary words. their short stories, vocabulary words.
each, and will will form groups to They can play a and the audience The students will
choose five to use present the story to memory game of will take notes on individually read
in sentences the class. their choosing. The the short stories. the stories and
students will also compare facts that
finish their group they took notes on
projects for their from the
presentations for presentations to the
Thursday. actual plot and
characteristics of
E, VA, Div E, Col E, Col E, Col the story itself.
Decide if the oral
communication
was effective.
E, Col
DA: Gifted
students may
choose five more
words to write
sentences for to
receive extra
credit, while visual
students can draw
a pictorial
representation of
five words for
extra credit.
Week 3
Opinion and Fact Oral Vocab Oral Oral
SACE ENG 6.11 Participation Participation Participation
SACE ENG 6.11
T: Open with T: The teacher will T: The teacher will T: The teacher will T: Vocabulary Test.
recitation of monitor the go over the monitor the The teacher will
vocabulary. The activity and help vocabulary words activity and help monitor the
teacher will initiate direct discussion that the students direct discussion groups’ progress.
group reading. The when needed. will be tested on when needed. The The teacher will
teacher will give on Friday. teacher will also also facilitate the
instructions for explain the presentations and
group activity for paragraph voting.
the book Hatchet, assignment.
St: The students St: The students St: The students St: The group St: Vocabulary
will begin the class will draw numbers will practice the activity will Test. The students
by reciting their for discussion vocabulary words continue. New will work in
vocabulary words. positions. The that they will have leaders will be groups of 4 to
Students will be discussion leader to remember for chosen. At the end develop a
discussing the must ask questions Friday. Each week, of this discussion predicted ending to
book as a group. from issues from the students will each student will the Hatchet. The
Students will take the book to begin a have an option of write a paragraph students will then
turns leading class discussion. choosing the on a topic act the ending out
discussions, Each student must review game that discussed. for the rest of the
recording add to the they would like to class. The class
important points discussion. use to practice, will then vote on
made, and whether it be which ending is
summarizing. Around the World, most likely.
Vocab Basketball,
First to the Board,
etc. E, Div, Col E, SS
E, Col E, Div, Col
E, Mvmt, Div
Week 4
Vocab Oral Expression Oral Expression Oral Expression Oral Expression
instruct the student go over selections recitation of ask the students if recitation of
on the Vocabulary of poetry with the vocabulary. The they enjoyed the vocabulary.
lesson. Go over students, and will teacher will then games the day Discuss with the
new words, roots, have the students let the students before, and will students the idea of
prefixes, explain what the group together and ask them questions opinions expressed
meanings, etc. message of each play either Catch to make them orally, and have
A Beka: Spelling, poem is. Separate Phrase or Taboo, come to the them read “I Have
Vocabulary, and the students into two word games conclusion that a Dream” and
Poetry, pgs 27-30 groups. that require oral expression is appropriate
students to incredibly literature relating
describe something important. Also, to movements in
without saying the express to the history, like Civil
word or some students how Rights, Women’s
words that relate to effective oral Rights, Movement
it. expression could for Independence,
be when nothing is people against war,
said. Is that a form etc. Ask the
of oral expression? students what kind
St: The students of opinionated oral
will write each of expression we
their vocabulary would use today,
words two times and what some
each, and will possible topics
choose five to use would be.
in sentences St: The students St: The students St: The students
will be separated will begin the class will brainstorm St: The students
into groups and by reciting their about what would will begin the class
each group will be vocabulary words. happen if oral by reciting their
E, VA, Div assigned a poem. The students will expression were vocabulary words.
The students will then play either nonexistent. After discussing
discuss the poems Taboo or Catch Students will also the lessons with
and the meanings Phrase for the rest do a worksheet on the teacher, the
behind the poems. of the period. different students will write
The students will techniques of oral either a poem or a
then be given a expression. short essay on their
DA: Gifted message that their opinion about an
students may group must convey issue perhaps in
choose five more through an original the school and will
words to write poem. They will read it to the class.
sentences for to read them aloud, Be sure to have the
receive extra and the rest of the students check
credit, while visual class will see if their issues with
students can draw they can the teacher first.
a pictorial understand the
representation of message.
five words for
extra credit. E, Col E, Mvmt E, Col E, SS
Week 5
Opinion and Fact Opinion and Fact Vocab Opinion and Fact Opinion and Fact
T: Open with T: The teacher will T: The teacher will T: The teacher will T: Vocabulary Test.
recitation of give the students go over the instruct the Free period
vocabulary. The numerous vocabulary words students to write a
teacher will scientific facts and that the students quick article that is
explain the theories, and will will be tested on trying to persuade
importance of have the students on Friday. the other
differentiating tell whether or not classmates to agree
between opinion it is an opinion or a with an opinion by
and fact in writing fact. Why? giving facts that
and will then support that
facilitate the opinion (ie: the
activity. Red Sox are the
best baseball team
because they won
the world series.)
St: The students St: The students St: The students St: Students will St: Vocabulary
will begin the class will differentiate will practice the write their articles Test. Free Period
by reciting their between facts and vocabulary words and will then
vocabulary words. opinions in that they will have present them to the
The students will scientific theories to remember for class, and the class
look at political and laws. Friday. Each week, will vote on which
cartoons and the students will article convinced
discuss the have an option of them the most.
differences choosing the
between opinion review game that
and fact in said they would like to
cartoons. use to practice,
whether it be
Around the World,
Vocab Basketball,
First to the Board,
etc.
E, SS E, S, VA E, Mvmt, Div E, SS E, Mvmt
DA: Gifted
students can make
poster depicting
one law with
information about
it for extra credit.
Week 6
Vocab CompareContrast CompareContrast Compare and CompareContrast
Viewpoints Viewpoints Contrast Viewpoints
SACE ENG 6.11 Viewpoints SACE ENG 6.11
T: The teacher will T: Open with T: Open with T: She will show T: Open with
instruct the student recitation of recitation of the students a recitation of
on the Vocabulary vocabulary. The vocabulary. The model of the vocabulary. The
lesson. Go over teacher will teacher will assignment that teacher will
new words, roots, explain the officiate the voting she has created provide the
prefixes, assignment and and will reward the ahead of time and students with Play
meanings, etc. will divide the winning team with will then give each Dough, and will
A Beka: Spelling, class into groups. candy. She will student poster monitor the
Vocabulary, and The teacher will provide the paper. She will students work in
Poetry, pgs 31-33 explain the students with then show the groups. She will
importance of biographies of students several bring in two
comparing and historical figures famous paintings. objects for the
contrasting. The of WWII. students to
teacher will compare.
provide the
students with
pictures.
St: The students St: The students St: The students St: The students
will write each of St: The students will begin the class will compare and will begin the class
their vocabulary will begin the class by reciting their contrast famous by reciting their
words two times by reciting their vocabulary words. paintings using a vocabulary words.
each, and will vocabulary words. The students will Venn Diagram. The students will
choose five to use The students will present their work in pairs to list
in sentences work in groups to campaign posters figures of speech
make a campaign and the class will related to health.
poster for the vote for the They will model
greatest polygon in “Greatest Polygon one example using
the world using in the World” by Play Dough. The
figurative language raising their hand. students will
(ex. “Vote for the The students will compare 2 objects
E, VA, Div circle, because it is compare and brought in by the
as smart as Albert contrast teacher.
Einstein”). The biographies of
students will take historical figures
notes on the of WWII.
importance of
comparing and
DA: Gifted contrasting. They
students may will then compare
choose five more and contrast
words to write pictures of
sentences for to celebrities,
receive extra teachers, etc
credit, while visual DA: Students who
students can draw have mobility
a pictorial difficulties can
representation of vote orally.
five words for
extra credit.
Week 7
Persuasive Persuasive Vocab Persuasive Persuasive
Presentations Presentations Presentations Presentations
T: Open with T: The class will T: The teacher will T: The teacher will T: Vocabulary
recitation of read chapters 4-5 go over the monitor the Test. The teacher
vocabulary. The together. The vocabulary words students work will oversee the
teacher will students will take that the students together in groups silent reading and
introduce the book turns reading will be tested on to make sure they will assist students
Holes and will aloud. The on Friday. stay on task. She in writing their
read chapters 1-3 students will copy will quickly edit final drafts of their
aloud. The teacher the chart the all letters for speeches.
will explain the teacher draws on glaring errors.
shifts between the the board into their
chapters (separate notes. The students
story lines). She will begin writing
will define their persuasive
persuasive writing speeches.
and will give
several examples. St: The teacher St: The students St: The students St: Vocabulary
Then she will will lead the class will practice the will read chapters Test. The students
explain that they in reading aloud. vocabulary words 6-7 in groups of 3 will read chapters
will be giving She will continue that they will have or 4. They will add 8-10 silently. They
persuasive to explain the story to remember for any new will add any new
presentations. lines to the class. Friday. Each week, information to the information to
She will make a the students will chart they started their chart and will
St: The students chart on the board have an option of in their notes evaluate the
will begin the class with 3 columns. choosing the yesterday. They predictions they
by reciting their Each column will review game that will then make a made yesterday.
vocabulary words. be a story line and they would like to prediction for each
The students will she will add use to practice, story line (3 all
listen to the information to whether it be together). The
teacher read each column as Around the World, groups will share
chapters 1-3 and events happen in Vocab Basketball, their predictions
will take notes on the book. She will First to the Board, with the class.
persuasive writing. also oversee the etc. Each student will
The students will students writing peer edit one other
pick a topic for their persuasive student’s letter.
their presentation. speech and offer
assistance when
needed.
E E, VA E, Mvmt, Div E, Col E, Col

Week 8
Vocab Vocab Vocab Vocab Vocab
T: The teacher will T: The teacher will T: The teacher will T: The teacher will T: TESTING
instruct the student review all of the allow the students go over the Vocabulary from
on the Vocabulary vocabulary words to work with vocabulary words the last 8 weeks.
lesson. Go over from the last 8 partners to make that the students
new words, roots, weeks. Separate flashcards for their will be tested on
prefixes, the students into 4 vocabulary words on Friday.
meanings, etc. separate teams or to come up with
A Beka: Spelling, ways to remember
Vocabulary, and words that are
Poetry, pgs 34-37 posing a problem
for each student.
As the teacher, be
sure to make it
clear that if certain
study strategies are
used (ie: music,
hand motions, etc.)
St: The students St: The students in the students must St: The students St: TESTING
will write each of each team will be remember them in will practice the
their vocabulary assigned a certain their heads during vocabulary words
words two times lesson (from the test, not out that they will have
each, and will lessons 1-4) and loud or through to remember for
choose five to use they will create a physical action. Friday. The
in sentences short play using 10 students will have
of the words in St: The students an option of
that lesson that will work together choosing the
they will perform in pairs and come review game that The teacher will
for the class. The up with strategies they would like to bring in snacks for
other groups will for each other to use to practice, after the
try and find each remember problem whether it be vocabulary test for
E, VA, Div of the ten words words. Students Around the World, the children to
used in the play. can also create Vocab Basketball, enjoy as a reward
The group that flash cards to use First to the Board, for completing the
finds the most for a study tool. etc, just like the do long week of
words wins a Other study tools for their weekly vocabulary.
prize. If a group could be rhythm, quizzes.
incorporates putting definitions
DA: Gifted something they are to song, hand
students may learning in either motions, etc.
choose five more math or science
words to write into their play, they
sentences for to will receive extra
receive extra points.
students can draw E, M, S, Mvmt, D E, Col, Mu, E, Mvmt, Div E
a pictorial Mvmt
representation of
five words for
extra credit.
Week 9
Vocab Oral Oral Oral Oral
Summarization Summarization Summarization Summarization
T: The teacher will T: The teacher will T: Open with T: Presentations T: Open with
instruct the student stress the recitation of recitation of
on the Vocabulary importance of vocabulary. vocabulary.
lesson. Go over summarizing in the Presentations Presentations
new words, roots, students’ speeches
prefixes, and will offer the
meanings, etc. opportunity for the
A Beka: Spelling, students to turn in
Vocabulary, and a copy of their
Poetry, pgs 38-40 speech so she can
check it and
correct it in time
for their
presentations.
St: The students St: The students St: The students St: Presentations St: The students
will write each of will put the final will begin the class will begin the class
their vocabulary touches on their by reciting their by reciting their
words two times speeches and will vocabulary words. vocabulary words.
each, and will peer grade with a Presentations Presentations
choose five to use partner, discussing
in sentences the important oral
aspects of their
speeches.
E, VA, Div E, Mvmt, Col E, Mvmt E, Mvmt E, Mvmt
DA: Gifted
students may
choose five more
words to write
sentences for to
receive extra
students can draw
a pictorial
representation of
five words for
extra credit.
Week 10
Writing Writing Vocab Writing Writing
Strategies Strategies Strategies Strategies
T: Open with T: The teacher will T: The teacher will T: The teacher will T:Vocab Test. The
recitation of find several go over the lead the class in a teacher will
vocabulary. The pictures from vocabulary words discussion on why monitor the class
students will begin 1935-1945 and that the students they think Louise reading. She will
reading Jacob will cut them into will be tested on has her dream take the students to
Have I Loved by puzzle pieces. She on Friday. The the computer lab to
Katherine will give each students will read take a virtual tour.
Patterson. The group a set of 5 chapters 4-5 in She will instruct
teacher will read topic sentences small groups. The the students to plan
chapters 1-2 to the taken from one students will a biography.
class. The teacher paper. She will individually
will have every monitor all group organize a set of 5
student write one work. topic sentences to
random sentence. make a plan for a
She will collect all paper. Students
of the sentences an will then plan
read them together where they would
to make a story. St: The students put 3 spelling
The teacher will will read chapter 3 words in the paper.
explain the as a class. Each The students will
importance of student will get a share their plan
planning to the picture piece. with a partner.
students. Students will find
the other students St: The students St: The students St:Vocab Test. The
St: The students who make their will practice the will read chapter 6 students will read
will begin the class picture whole. vocabulary words individually. The chapters 7-8 as a
by reciting their Together they will that they will have class will discuss class. They will
vocabulary words. examine the to remember for why they think then go to the
The student will picture and will Friday. The teacher Louise has her computer lab and
listen to the describe the setting will oversee the dream. They will will take a virtual
teacher read of the book. The reading in small then plan a story tour of the island
chapters 1-2 aloud. students will be groups. She will about a dream they Peterson based
Each student will broken up into provide each have had. Rass Island on. In
list 3-4 groups of 5. Each student with a set groups they will
characteristics that group will receive of 5 topic compare what it is
the reader a set of 5 topic sentences from a like now to how
discovers about sentences from a paper. the book describes
Louise, Caroline, paper. They will it then. The
and McCall put the topic E, Mvmt, Div students will work
Purnell. The class sentences in order in pairs to make a
will come together to form a plan for a DA: Students who plan for a
and make 3 paper. They will have difficulties biography on a
collaborative list justify their order reading in groups person involved in
of characteristics. to the class. can read WWII
Student will write individually
one random
sentence.
E, Col, Div E, VA, Div, Col E, SS, Tech

E
Week 11
Vocab Writing Writing Writing Writing
Strategies Strategies Strategies Strategies
instruct the student monitor the recitation of monitor the recitation of
on the Vocabulary students reading to vocabulary. The students work vocabulary. The
lesson. Go over make sure they are teacher will together in groups teacher will
new words, roots, staying on task. provide the to make sure they oversee the class
prefixes, The teacher will students will stay on task. She reading. She will
meanings, etc. check the student’s comprehension will take home all monitor the
A Beka: Spelling, topics to make sure questions for plans and will students’ revisions
Vocabulary, and that they are chapter 12. The offer suggestions and answer any
Poetry, pgs 41-43 narrative topics. teacher will assist for improving questions the
The teacher will The teacher will the students in errors. students might
then read examples then monitor the developing their have.
of narrative students planning. narrative plan if
writing to the needed.
class. She will
explain what
narrative writing
is. St: The students St: The students St: The students St: The students
St: The students will read chapters will begin the class will set a purpose will begin the class
will write each of 10-11 in pairs. by reciting their for reading by reciting their
their vocabulary They will then vocabulary words (something they vocabulary words.
words two times divide into groups The students will want to find out). The class will read
each, and will of 4-5 and discuss read chapter 12 They will then chapter 15
choose five to use who showed silently and will read chapters 13- together. The
in sentences The bravery. Each answer 14 in small groups. students will take
students will listen student will tell the comprehension Each student will turns reading
to the teacher read teacher their topic questions. The peer edit one other aloud. The students
chapter 9 and the for their narrative. students will student’s plan will revise their
narrative stories. The students will continue planning narrative plan.
The students will then plan out their their narrative. By
pick a topic to narrative, making the end of the day
write a narrative sure to include they will have a
on. They will work characters, main complete plan for
on this narrative on conflict, climax, their narrative.
and off for the next and solutions. .
6 weeks.
E, Col
E, Col E E, Col
E, VA, Div
DA: Gifted may

choose 5 more
words to write
sentences for to
receive extra
can draw a
pictorial
representation of 5
words for extra..
Week 12
Unfamiliar Unfamiliar Vocab Unfamiliar Unfamiliar
Words/Phrases Words/Phrases Words/Phrases Words/Phrases
T: The teacher will T: The teacher will T: The teacher will T: The teacher will T: Vocabulary
read chapter 16 monitor the go over the monitor the Test, Silent reading
aloud and have the students during vocabulary words students continued
students find group work to that the students reading of the
unfamiliar words ensure they stay on will be tested on book.
and phrases in the task. on Friday. The
book so far. teacher will
monitor the
students activities
St: Vocabulary
St: The students St: The students St: The students St: The students Test, Silent reading
will listen to the will read chapter will practice the will continue
teacher read 17 in small groups. vocabulary words reading and will
chapter 16 aloud. Each student will that they will have play a form of the
The students will then write a one to remember for game Balderdash
take notes while paragraph Friday. Each week, with some
the teacher is summary of what the students will unfamiliar words
reading on words happened in the have an option of from the book.
that they find chapter using one choosing the Together, they will
unfamiliar, and unfamiliar word. review game that figure out the
will look in the They will discuss they would like to correct definitions.
rest of the book for how they found the use to practice,
unfamiliar words definition of this whether it be
as well. word. Around the World, E
Vocab Basketball,
E, Div E, Col First to the Board, E, Div, Mvmt
etc. - The class
DA: Students who will read chapter
have difficulty 18 together. The
writing can orally students will take
summarize the turns reading
chapter to the aloud. The
teacher or students will make
teacher’s aid a flow chart with
all of the events
they are going to
include in their
narrative.
E, Mvmt, Div
Week 13
Vocab Figurative Figurative Figurative Figurative
Language Language Language Language
instruct the student give the students recitation of review metaphors. recitation of
on the Vocabulary notes on the vocabulary. The She will check vocabulary. The
lesson. Go over different types of teacher will review each student teacher will
new words, roots, figurative similes and will metaphor to ensure provide the
prefixes, language. She will provide the that it is a correct students with
meanings, etc. show the class students with example of a news-papers and
A Beka: Spelling, several examples magazines to make metaphor. She will will lead the class
Vocabulary, and of figurative their simile then provide the in the sorting and
Poetry, pgs 44-45 writing. She will collage. The students with displaying. The
lead the class in teacher will divide paper, paint, and teacher will
creating an the class into paintbrushes. She provide the
example of simile, groups and will will evaluate the students will
metaphor, and give each group an students’ summary famous quotes.
hyperbole. The article about as the groups
teacher will define healthy living. Se present them to the
and give notes on will provide each class.
summarizing and group with a
paraphrasing. She transparency.
will also show
St: The students examples of St: The students St: The class will St: The students
will write each of summarizing. will begin the class review metaphors. will begin the class
their vocabulary by reciting their The students will by reciting their
words two times St: The students vocabulary words. write one example vocabulary words.
each, and will will take notes on in magazines. of a metaphor and The students will
choose five to use the different types They will cut them will then illustrate find an example of
in sentences of figurative out and make a it by painting a figurative language
language. The simile collage. The picture. The in a news-paper.
class will create an students will be students will The students will
E, VA, Div example of simile, divided into small present the healthy cut out the
metaphor, and groups. Each living examples. The
hyperbole. The group will read an transparencies they class will sort the
DA: Gifted students will then article about created yesterday clippings into 3
students may take notes on healthy living, and to the class. categories: similes,
choose five more summarizing. will then metaphors, and
words to write summarize it. The hyperboles. They
sentences for to group will write will then display
receive extra their summary on them on the board
credit, while visual transparency. in the 3 categories.
students can draw The students will
a pictorial work in pairs to
representation of E E, VA, Col E, VA paraphrase the
five words for famous quotes.
extra credit.
E, VA, SS
Week 14
Word Reference Word Reference Vocab Word Reference Word Reference
Material Material Material Material
T: Open with T: The teacher will T: The teacher will T: The teacher will T: Vocabulary
recitation of explain and go over the facilitate the speed Test. The teacher
vocabulary. The demonstrate how vocabulary words drill. The teacher will provide the
teacher will to find words in that the students will also monitor practice worksheet
provide dictionaries. The will be tested on the progress of the
dictionaries and teacher will also on Friday. partners with the
thesauruses. The instruct the letters.
teacher will direct students in writing
students to letters.
similarities and
differences. The
teacher will also
provide the
worksheet for
practice.
* Scott, Foresman
p. 50
St: The students St: The students St: The students St: The students St: Vocabulary
will begin the class will discuss how to will practice the will practice Test. Students will
by reciting their find words in a vocabulary words looking up words practice looking up
vocabulary words. dictionary. The that they will have in the dictionary words in the
Students will be class will also to remember for with a speed drill. dictionary and
given dictionaries write letters to Friday. Each week, The students will thesaurus with a
and thesauruses to someone that they the students will work in pairs worksheet
compare and admire being have an option of switching letters
contrast. Students careful that choosing the that they wrote the
will come to the pronouns and review game that previous day. Each
board and write antecedents match. they would like to student will circle
similarities and use to practice, the pronouns in the
differences. The whether it be letters and
students will also Around the World, underline the
review pronoun Vocab Basketball, antecedents that
antecedent First to the Board, they refer to.
agreement with a etc.
worksheet
E, Mvmt E E, Mvmt
E, Col
E, Mvmt, Div
Week 15
Vocab Revision Revision Revision Revision
instruct the student monitor silent recitation of facilitate the group recitation of
on the Vocabulary reading. The vocabulary. The sharing and vocabulary. The
lesson. Go over teacher will teacher will ordering the teacher will
new words, roots, provide misleading discuss significant events. The teacher monitor the class
prefixes, advertisement for event in the book will monitor as they read in
meanings, etc. class and will with the students. independent partners and work
A Beka: Spelling, discuss the article The teacher will writing. together in revising
Vocabulary, and with the class. divide the class each other’s
Poetry, pgs 46-49 into groups and papers.
The students will will explain the
begin reading the flow chart project.
book Esperanza The teacher will
Rising. monitor the
students’
independent
writing.
St: The students St: The class will St: The students St: The class will St: The students
will write each of read a misleading will begin the class present their will begin the class
their vocabulary advertisement. The by reciting their groups’ poster and by reciting their
words two times class will vocabulary words. will place the vocabulary words.
each, and will identifying phrases The class will events in order. Students will read
choose five to use that are misleading begin to construct The class will read with a partner. The
in sentences within the a flow chart for the chapter 6 with class will also
advertisement. book. The class their groups. The work with a
will make a list of class will also partner to revise
significant events continue to work narratives for
E, VA, Div E, SS on the board then on their stories. clarity. Each
the class will student will read
divide into groups another student’s
that will creatively paper and write a
DA: Gifted represent the event short summary of
students may on a piece of the narrative. The
choose five more poster board. The students will be
words to write class will also able to tell if their
sentences for to work on their short papers are clear to
receive extra stories. the reader through
credit, while visual this process.
students can draw E, VA E, VA
a pictorial E, Col
representation of
five words for
extra credit.
Week 16
Editing Editing Vocab Editing Editing
T: Open with T: The teacher will T: The teacher will T: The teacher will T: Vocabulary
recitation of monitor group go over the lead the class in Test. The teacher
vocabulary. The work and help vocabulary words determining will provide a
teacher will keep students on that the students significant events. video on the Great
monitor popcorn task. The teacher will be tested on The teacher will Depression. The
reading and lead will also explain on Friday. meet individually teacher will
discussion after the grammatical errors with each students continue to meet
chapter. The and editing. The giving input for with students
teacher will also teacher will revisions. individually.
monitor progress provide
on the students’ grammatically
narrative revisions. incorrect
paragraph.
St: The students St:The students St: The students St: The class will St: Vocabulary
will begin the class will read a chapter will practice the identify more Test. The class will
by reciting their with a small group. vocabulary words significant events watch a video on
vocabulary words. Each group will that they will have from the previous the Great
The students will act out the events to remember for chapters of the Depression. The
popcorn read and of the chapter. The Friday. Each week, book and with the students will also
discuss significant class will also the students will same groups will continue to meet
happenings. The discuss common have an option of construct more with the teacher for
class will also grammatical errors choosing the posters for the narrative revisions.
make revisions to in narratives and review game that flow chart. The
their papers to the process of they would like to students will begin
make them clearer. editing. Students use to practice, making necessary
will practice by whether it be revisions for
correcting a Around the World, narratives and will
grammatically Vocab Basketball, meet individually
incorrect First to the Board, with the teacher to
E, Col paragraph. etc. discuss revisions.
E, Mvmt
DA: Have LEP E

students list E
unfamiliar words E, Mvmt, Div
from Esperanza
Rising , then have
students use a
dictionary to
define words.
Week 17
Vocab Organizational Organizational Organizational Organizational
Methods Methods Methods Methods
instruct the student lead discussion recitation of facilitate group recitation of
on the Vocabulary with the class. The vocabulary. The sharing of new vocabulary. Free
lesson. Go over teacher will also teacher will stop endings to the period
new words, roots, rearrange a story the class before story. The teacher
prefixes, for the students to “Jeremiah’s Song” will help students
meanings, etc. read. ends. The teacher with flow charts.
A Beka: Spelling, will monitor
Vocabulary, and student’s writing
Poetry, pgs 50-52 and working on
outline
will write each of will read “Obie’s will begin the class will discuss the will begin the class
their vocabulary Gift” one time by reciting their endings they chose by reciting their
words two times through without vocabulary words. and reasoning for vocabulary words.
each, and will the background The students will their choices. After Free period
choose five to use information. start reading sharing reasoning
in sentences Students will “Jeremiah’s the class will finish
discuss what Song.”* The class the story. The
would be will stop reading students will each
important with only two create a flow chart
information to pages left to read. for their papers
know before Students will write
reading the story. how they think the
E, VA, Div The students will story will end. The
also make students will use
inferences about their outlines to
what they think the determine areas of E, VA E, Mvmt
provided the greatest
information is importance in their
about. The narratives.
DA: Gifted students will also
students may work with a short E
choose five more story that’s been
words to write cut and pasted out DA: Have less
sentences for to of order. Students proficient readers
receive extra will then discuss outline important
credit, while visual the importance of events in
students can draw order in a story. “Jeremiah’s
a pictorial Song.”
representation of E, VA * Prentice Hall
five words for Literature
extra credit. p. 38
Week 18
Reading Reading Reading Vocab Reading
Comprehension Comprehension Comprehension Comprehension
SACE ENG 6.11 SACE ENG 6.11 SACE ENG 6.11
T: The teacher will T: The teacher will T: The teacher will T: The teacher T: The teacher will
read several play a song for the read several will administer show the students
examples of poetry class. The teacher examples of odes several examples
to the class and will lead the class to the class. She
the spelling of color poetry and
will lead the in a discussion on will then show the test. The will lead the class
students in a the similarities and class an ode she teacher will in creating a class
discussion on the differences of composed. The monitor the color poem on the
characteristics of poems and songs. teacher will activity of the overhead. The
poetry. The teacher She will tell the oversee the teacher will
will explain that students that songs students writing
students during administer the
good details are are poems set to their narrative. The the movie. spelling test.
those that paint a music. The teacher teacher will
clear picture for will continue to administer the pre-
the reader. The instruct the spelling test.
teacher will give students to add
several examples details to their
of good and bad narrative. She will
details. The assist students
teacher will assign when needed.
the spelling words
for the week.
St: The students St: The class will St: The students St: The students St: The students
will read several listen to a song will read several will take a spelling will read several
examples of poetry played by the examples of odes. test on the words examples of color
and will discuss teacher. The The students will assigned Monday. poetry and will
the characteristics students will be then compose and The students will participate in
of poetry. The divides into pairs. illustrate an ode of then watch the creating a class
students will The students will their own. The movie The Mighty. color poem. The
discuss the make a list of the students will write students will then
importance of similarities and their first complete DA- Students who create their own
good detail. differences draft of their have auditory color poem. The
between poems narrative. The difficulties can students will
LA/ R/ CM- and songs. The students will take a read the captions continue to write
class will come pre-spelling test on for the movie. their narrative
together and the words assigned draft. The students
discuss the issue. Monday. Those LA/ E- will take a spelling
The students will who make a 100 test on the words
add details to their will not have to assigned Monday.
narrative outline/ take the test on
plan. Friday. LA/ R/ W/ A/ E-
LA/ W/ GA/ MU- LA/ R/ MD/ W/
E-
Week 19
Reading Reading Reading Reading Vocab
Comprehension Comprehension Comprehension Comprehension
T: The teacher T: The teacher will T: The teacher will T: The teacher will T: The teacher will
will conduct the explain fact vs monitor students’ monitor popcorn facilitate the game
Vin Diagram opinion in stories. time on the reading and lead around the world.
activity and will The teacher will computer closely. discussion after the
introduce the story. also monitor The teacher will chapter. The
students’ progress also monitor peer teacher will also
in their narrative reviews. monitor progress
outlines. on the students’
The class will take narrative revisions.
their spelling test.
St: The students St: The students St: Students will St: The students St: The students
will compare and will discuss fact vs research Gary will popcorn read will participate in a
contrast fiction and opinion in Paulsen online to chapter 8 and game of around the
nonfiction using a nonfiction. The find either a short discuss significant world with the
Vin Diagram on students will biography of happenings. vocabulary words
the board. Students answer the autobiography. The they have learned
will take turns question, “What class will then for the week.
coming to the type of nonfiction print the articles
board. The would include and summarize LA/R/W-
students will also more opinion than their findings. The
hear about the fact?” Students class will discuss
personal narrative will prepare rough the differences in
project they will be drafts for their autobiography and
beginning.The narratives using biography. The
students will significant events. students will work
receive their The students will with partners to
spelling list. take a practice edit important
spelling test. If the events in their
student scores a narratives.
LA/MO 100 he doesn’t
have to take the
test Friday. LA/T/W/GA-
DA- For LEP

students discuss
Americanized
English phrases in
the story and their
meanings.
LA-
Week 20
SACE ENG SACE ENG SACE ENG 6.11 SACE ENG SACE ENG 6.15
6.15 6.15 Vocab 6.15 Narrative
Narrative Narrative Narrative Structure SACE
Structure SACE Structure SACE Structure ENG 6.11
ENG 6.11 ENG 6.11
review the help the students review the oversee the oversee the
structure of a determine central vocabulary of the students writing students work in
narrative is what a idea in several week with the their narrative. The groups to ensure
good consists of. passages. The class. The teacher teacher will take they stay on task.
teacher will will split the class home all narratives She will observe
provide the into 2 teams. and will offer the acted out
students with suggestions for paragraph.
several different improving errors.
topics and ideas
for their “book
report.” The
teacher will assign
the spelling words
for the week. The
teacher will collect
drafts and look
over them.
St: The students St: The students St: The students as St: Students will St: The students
will write a will discuss how to teams will have to continue to work will divide into
narrative about find main ideas. send a on their narratives. groups and will
their favorite They will then representative to write an
summer determine the the front of the explanatory
experience central idea of classroom, press paragraph (ex. how
several narrative the buzzer and to make a cake).
passages. The spell the Students will
students will use vocabulary word include 4 spelling
highlighters to correctly. words in their
highlight topic paragraph. The
DA- Students who sentences/ main students will then
have difficulty ideas. Students can act out their
writing can orally choose to draw a paragraph.
summarize the comic strip, make
chapter to the a poster, write a
teacher or song, make an oral LA/ W/ GA/ TX/
teacher’s aid. presentation, etc. MO-
The students will
continue to work
on their narrative.
LA/ R/ PS/ MA/

A/ OL/ W-
Week 21
Narrative Narrative Narrative Narrative Vocab
Structure SACE Structure Structure SACE Structure
ENG 6.11 ENG 6.11
introduce the book lead the class in monitor the oversee the silent monitor the
Holes and will reading aloud. She students work reading and will students to make
read chapters 1-3 will continue to together in groups assist students in sure they stay on
aloud. The teacher explain the story to make sure they writing their final task. She will give
will explain the lines to the class. stay on task. She drafts. the students
shifts between the She will make a will quickly edit comprehension
chapters (separate chart on the board all letters for questions she
story lines). She with 3 columns. glaring errors. prepared ahead of
will define Each column will time. The teacher
persuasive writing be a story line and will administer the
and will give she will add spelling test.
several examples. information to
She will tell the each column as
students that they events happen in
are going to write the book. She will
a 3 paragraph also oversee the
persuasive paper. students writing
She will instruct their persuasive
the students to pick paper and will
a topic and will offer assistance
review each to when needed.
ensure it is
appropriate. The
teacher will assign
the spelling words
for the week.
St: The students St: The class will St: The students will St: The students St: The students
read chapters 6-7 in
will listen to the read chapters 4-5 will read chapters will read chapters
groups of 3 or 4. They
teacher read together. The will add any new 8-10 silently. They 11-13 with a
chapters 1-3 and students will take information to the chart will add any new partner and will
will take notes on turns reading they started in their information to answer
notes yesterday. They
persuasive writing. aloud. The will then make a
their chart and will comprehension
The students will students will copy prediction for each evaluate the questions about the
pick a topic for the chart the story line (3 all predictions they reading. The
their paper. teacher draws on together). The groups made yesterday. students will break
will share their
the board into their predictions with the
The students will up into groups of 3
LA/ LI/ W- notes. The students class. Each student will also write their and will read their
will begin writing peer edit one other final draft of their persuasive paper to
their persuasive student’s letter. persuasive paper. their group. The
paper. students will take a
DA - Students who have LA/ R/ W/ E- spelling test on the
difficulties writing can words assigned
LA/ R/ OL/ L/ W- use Word Processor. Monday.
LA/ R/ GA/ CM/ L/ W-

LA/ R/ GA/ PS/ E-
Week 22
Prediction of Prediction of Prediction of Prediction of Vocab
Outcome Outcome Outcome Outcome
T: The teacher will T: The teacher will T: The teacher will T: The teacher T: The teacher will
read Holes with provide a lead discussion will stop the class facilitate group
the class. The worksheet for the with the class. The before Holes ends. sharing of new
teacher will then students. The teacher will also The teacher will endings to the
model making teacher will also rearrange a story monitor student’s story. The teacher
inferences and explain the for the students to writing and will help students
conclusions based importance of read working on with flow charts.
on the story. The writing narratives outline. The teacher will
teacher will to support a central administer the
explain the history idea. spelling test.
surrounding the
book. The teacher
will also explain
the writing
exercise to the
students.
St: The students St: The students will St: The students St: The students
St: The students
read Holes one time
will read Holes. will complete a will start reading will discuss the
through without the
Students will worksheet to background Holes The class endings they chose
watch as the practice making information. Students will stop reading and reasoning for
inferences. The will discuss what would with only two their choices. After
teacher makes be important
conclusions of the students will also information to know
pages left to read. sharing reasoning
history of the discuss the before reading the story. Students will write the class will finish
letter. The students importance of The students will also how they think the the story. The
writing narratives make inferences about story will end. The students will each
will then discuss what they think the
the actual history to support a central provided information is
students will use create a flow chart
surrounding the idea. about. The students will their outlines to for their papers.
letter. The students also work with a short determine areas of The class will take
story that’s been cut the greatest their spelling test.
will write a and pasted out of order.
paragraph LA Students will then
importance in their
explaining the discuss the importance narratives. LA/R-
important parts of of order in a story.
The students will take a DA-Have less
their narrative that practice spelling test. If
they would like to the student scores a 100
proficient readers
emphasize. he doesn’t have to take outline important
the test Friday. events in Holes
The students will LA/R-
receive their
spelling list. LA/R/W-
LA/MD-
Week 23
Grammar Grammar Grammar Grammar Grammar
facilitate the group monitor partner explain the writing read chapters 13- monitor popcorn
reading. The reading. The assignment and 14 to the class. The reading. The
teacher will also teacher will also will model a letter. teacher will also teacher will use
provide the write the The teacher will facilitate a review students in the
newspaper articles paragraph on the also explain the game of Jeopardy front of the room
and will model boards without differences for reviewing for to represent
how the activity is pronouns. between adverbs the test. singular and plural
correctly and adjectives. pronouns.
completed.
St: The class will St: The students St: The class will St: The class will
form a circle and St: The class will will pretend that listen as the popcorn read
read a paragraph at read chapters 24- they were stranded teacher reads chapters 27-28.
a time of the book 26 with partners. on an island and chapters 13-14. The class will also
from chapters 13- The students will that they can only The class will play discuss singular
14. The students review pronouns. write one letter. a verb tense and pronouns vs. plural
will each take a The students will What would it say? adverbs Jeopardy pronouns. Students
newspaper article, identify the need The class will also game as review for will volunteer to
circling the for pronouns from discuss there their test. represent singular
subjects , a paragraph difference between and plural
underlining the written on the adverbs and pronouns.
agreeing verbs, board without adjectives. LA/LI/MO-
and boxing pronouns
pronouns. LA/R/MO-
DA- Students that LA/R/GA-

have a hard time
with reading will
have the option of
passing reading to
the next reader if
they are
uncomfortable
reading out loud.
LA/R-
Week 24
Grammar Grammar Grammar Grammar Grammar
SACE ENG 6.11 SACE ENG 6.11 SACE ENG 6.11
T: The teacher will T: The teacher will T: The teacher will T:The teacher will T: The teacher will
monitor silent monitor popcorn monitor partner instruct students in administer the test
reading. The reading. The reading and will each project. The to the students.
teacher will also teacher will also explain “Here” and teacher will also
provide index provide sentences “There” rules for provide a model
cards and will for the board and subject-verb for each project.
facilitate the card monitor students’ agreement.
activity. answers.
St: The students St: The class will St: The class will St: The students St: The students
will write on index popcorn read read chapters 17- will draw a map of will take a
cards for an chapters 19 with partners. a significant area grammar test.
activity. Four 16-18 of their The class will from the book. The
subject cards (2 reading book. discuss subject- students will also
singular, 2 plural), Volunteers will verb agreement draw a picture
four verbs (2 come to the board when the sentence from one of the
singular, 2 plural). and work with begins with “Here” sentences that they
Students will turn sentences on the or “There.” created the day
in cards which will board. Students before.
be shuffled and will circle the LA/R-
randomly adverbs and DA- students will
redistributed to underline write sentences
students. Students the verb that it using 10 common
will then create modifies. pronouns.
sentences using the
new words they LA/GA/MO- LA/A-
have. Each
sentence must
agree.
LA/R/GA/W-
Week 25
Cause and Effect Cause and Effect Cause and Effect Cause and Effect Cause and Effect
T: The teacher will T: The teacher will T: The teacher will T: Teacher will T: Teacher will
lead the class in a lead in a brief assign an essay on direct students in allow students to
discussion on discussion on the how Buddy an essay about a finish Bud, Not
cause and effect synopsis of the showed situation they had Buddy. Once
and what place it book. The teacher perseverance which had a cause students are
has in literature. will give some throughout the and effect. They finished they must
definition of what story and how that must write about write a short paper
it means to have did or did not help how they handled about the plot of
perseverance. him make it. the situation and if the book which
they would have includes the main
done anything situation and the
differently. cause and effect of
Buddy’s actions.
St: Students will St: The student St: The student’s St: Students will St: Students will
begin reading Bud, will briefly discuss will continue continue to read finish reading Bud,
Not Buddy. the synopsis of the reading Bud, Not Bud, Not Buddy. Not Buddy.
book. Students will Buddy. Students will write Students will write
continue reading The teacher will an essay about a a short paper about
Bud, Not Buddy. guide the students situation they had the plot of the
The student will with coming up which had a cause book. They must
copy the with a class “guide and effect. They include the main
definitions dictated for survival”, must write about situation and the
to them on a piece given they were how they handled cause and effect of
of paper. The put in a situation it, if they thought it.
student will assist such as Buddy’s. they handled it
with coming up well or if they
with a “guide to DA- Students with would have done
survival” given difficulty with time something
they were put in a restraints can have differently.
situation like a workbook type
Buddy’s. Given the survival to
definitions of complete.
perseverance, the
student will write
an essay for
homework on how
Buddy showed
perseverance
throughout the
story and how that
did or did not help
him make it.
Week 26
SACE ENG 6.19 SACE ENG SACE ENG 6.11 SACE ENG 6.19 SACE ENG 6.19
Inferences 6.19 Vocab Inferences Inferences
SACE ENG 6.11 Inferences SACE ENG 6.11
T: The teacher will T: The teacher T: The teacher will T: The teacher T: The teacher will
monitor group work. will read a divide the class into will read chapters lead the class in a
She will explain that passage and will pairs. She will 22-23 aloud to the discussion about the
some words can give several oversee their group class. She will point of view of the
have multiple possible work to ensure that provide each book. She will
meanings. She will meanings of an they stay on task. student with a provide the students a
show the class unknown word. She will remind word clues game. passage to assess
several examples. She will then call students that words The teacher will their ability to
She will then give on a team to often have multiple administer the determine meaning
the class puzzle answer the meaning and will pre-spelling test. using context clues.
pieces. The teacher question. She show them how to The teacher will
will assign the will keep track find meaning using administer the
spelling words for of the score. context clues. spelling test.
the week. *Treasury of
www.readwritethink. Literature, pT533
org
St: The students

St: The students will will read chapter St: The students will St: The students St: The students will
21 with a partner. will listen to the
read chapter 18 read chapter 21 with read chapters 24-25
As a pair, they will teacher read
aloud as a class and find one example
a partner. As a pair, as a class. Students
chapters 22-23.
will write down one of an unknown they will find one will take turns
They will then
sentence that sticks word that they example of an complete a word
reading aloud. The
out to them. They used context clues unknown word that clues game (found class will then discuss
will share their to determine the they used context on website). The the following
sentence with a meaning of the clues to determine students will take a question: Who told
partner. They will word, and will the meaning of the pre-spelling test on the story? Why is the
justify picking their share their word word, and will share the words assigned story told in 1st
with the class. The Monday. Those who
sentence. The their word with the person? The students
students will create make a 100 will not
sentence can be their own class. The students will then work
have to take the test
puzzling, interesting, crossword puzzles will create their own independently to
on Friday.
important, or using words with crossword puzzles determine the
something they can multiple meanings. using words with DA- Students who meaning of
relate to. The The students will multiple meanings. have auditory highlighted words
students will each use the dictionary The students will difficulties can read from a passage of
get a puzzle piece to develop clues. use the dictionary to the chapter Freak the Mighty
with a word or The students will develop clues. The themselves as the using context clues.
then exchange teacher reads.
definition on it. The their puzzle with a
students will then The students will take
students must find partner and will exchange their a spelling test on the
all of the puzzle solve their puzzle. puzzle with a words assigned
pieces that match partner and will LA/ LI/ W/ PS- Monday.
theirs (the word solve their puzzle.
itself, and all LA/ CM/ R/ W/ E-
definitions.) LA/ R/ MA/ PS- LA/ R/ W-
LA/ R/ GA/ W-
Week 27
Inferences Inferences Inferences Inferences Vocab
SACE ENG 6.11 SACE ENG 61
T: The teacher will T: The teacher will T: The teacher T: The teacher will T: The teacher will
read “Letter to provide a will lead stop the class facilitate group
Scottie” with the worksheet for the discussion with the before “Jeremiah’s sharing of new
class. The teacher students. The class. The teacher Song” ends. The endings to the
will then model teacher will also will also rearrange teacher will story. The teacher
making inferences explain the a story for the monitor student’s will help students
and conclusions importance of students to read. writing and with flow charts.
based on the story. writing narratives working on
The teacher will to support a central outline.
explain the history idea.
surrounding the
letter. The teacher
will also explain
the writing
exercise to the
students.
will read “Letter to will complete a will read “Obie’s will start reading will discuss the
Scottie.”* Students worksheet to Gift” one time “Jeremiah’s endings they chose
will watch as the practice making through without Song.”* The class and reasoning for
teacher makes inferences. The the background will stop reading their choices. After
conclusions of the students will also information. with only two sharing reasoning
history of the discuss the Students will pages left to read. the class will finish
letter. The students importance of discuss what Students will write the story. The
will then discuss writing narratives would be how they think the students will each
the actual history to support a central important story will end. The create a flow chart
surrounding the idea. information to students will use for their papers.
letter. The students know before their outlines to
will write a reading the story. determine areas of The class will take
paragraph LA- The students will the greatest their spelling test.
explaining the also make importance in their
important parts of inferences about narratives.
their narrative that what they think the LA/R-
they would like to provided DA-Have less
emphasize. information is proficient readers
The students will about. The outline important
receive their students will also events in
spelling list. work with a short “Jeremiah’s
story that’s been Song.”
LA/R/W- cut and pasted out
of order. Students
will then discuss LA/R/W-
the importance of
order in a story.
LA/R-
Week 28
Character and Character and Character and Character and Vocab
Plot Plot Plot Plot
T: The teacher T: The teacher T: The teacher will T: Teacher will T: Teacher will
will explain the will monitor class give a lesson on monitor students administer
literary elements to reading. At the end leadership defining as they read vocabulary exam.
the class. The of the story the what it is. The silently. Teacher After the exam the
teacher will then teacher will model teacher will will assign teacher will
model the process identifying literary instruct the students to finish monitor and help
of making elements. The students to come to the book at home students as they fill
predictions from teacher will give the board teacher if they were unable out the plot
the title and correct answers to will lead students to finish in class. summary
picture. The test and lead in coming up with worksheet about
teacher will answer discussion a character. Harry Potter which
administer the test. Teacher will give includes main
students time in characters,
class to read and introduction, rising
then assign the action, climax,
students reading falling action and
homework. conclusion.
St: Students will St: The students St: Students will St: Students will St: Students will
discuss literary will read “The All- continue reading read silently take their
elements involved American Slurp” selections from making notes vocabulary exam
in understanding out loud as a class. Harry Potter. about characters and then fill out a
narratives. The The students will Students will and plot as they plot summary
class will discuss watch for literary decide what go. worksheet.
characters, setting, elements. The character or
plot, theme, and class will check characters showed
climax. The class and discuss the leadership and
will then turn to answers to the write them down.
“The All-American grammar inventory DA- Students
Slurp”* in their test. having trouble
text books. The LA/R-. LA/R - reading silently
students will may read aloud
follow along as the with the reading
teacher models the specialist
process. The
students will take a
grammar inventory
test.
The students will

receive their
spelling list
LA/R-.
Week 29
Summarize and Summarize and Summarize and Summarize and Summarize and
Paraphrase Paraphrase Paraphrase Paraphrase Paraphrase
T: The teacher will .T: The teacher T: The teacher will T: The teacher will T: The teacher will
give the students will review similes review metaphors. review hyperbole provide the
notes on the and will provide She will check with the class. The students with
different types of the students with each student teacher will lead news-papers and
figurative magazines to make metaphor to ensure the class in will lead the class
language. She will their simile that it is a correct developing a in the sorting and
show the class collage. The example of a commentary for a displaying. The
several examples teacher will divide metaphor. She will football game teacher will
of figurative the class into then provide the using hyperbole. provide the
writing. She will groups and will students with She will read If students will
lead the class in give each group an paper, paint, and You Give A Mouse famous quotes.
creating an article about paintbrushes. She A Cookie to the The teacher will
example of simile, healthy living. Se will evaluate the class administer the
metaphor, and will provide each students’ summary spelling test.
hyperbole. The group with a as the groups
teacher will define transparency. present them to the
and give notes on class.
summarizing and
paraphrasing. She
will also show
examples of
summarizing. The
teacher will assign
the spelling words
for the week. St: The class will St: The class will St: The students will
St: The class will find an example of
review similes. The review metaphors. review hyperbole.
figurative language
St: The students students will find 5 The students will As a class they in a news-paper. The
will take notes on similes in magazines. write one example will to develop a students will cut out
the different types They will cut them of a metaphor and commentary for a the examples. The
of figurative out and make a will then illustrate football game class will sort the
language. The simile collage. The it by painting a using hyperbole. clippings into 3
students will be categories: similes,
class will create an picture. The The students will
divided into small metaphors, and
example of simile, groups. Each group students will summarize the
metaphor, and present the healthy book If You Give hyperboles. They
will read an article will then display
hyperbole. The about healthy living, living A Mouse A
them on the board in
students will then and will then transparencies they Cookie. the 3 categories. The
take notes on summarize it. The created yesterday students will work in
summarizing. group will write their to the class. LA/ R/ W/ MO/ pairs to paraphrase
summary on CM/ E- the famous quotes.
LA/ W- transparency The students will
take a spelling test on
the words assigned
DA- Students who Monday.
have difficulty
cutting can tear their LA/ R/ W/ S/ GA/
pictures out if the E-
magazine.
LA/ R/ W/ H/ GA/ LA/ R/ W/ H/ OL/

A-
GA/ A-
Week 30
Identity Identity Identity Identity Vocab
Questions Questions Questions Questions
T: The teacher T: The teacher T: Teacher will T: Teacher T: Teacher will
brings in several brings in several hand out directions watches and administer the
news paper articles Television for the criteria for monitors students vocabulary exam
for students to read commercials for a commercial the as they share their and monitor
with the students to student will make commercials with students as they
comprehension watch along with up. The teacher the class and helps take the exam.
questions prepared comprehension will allow students as they answer After the exam the
for each article. questions for to get into pairs of their peers students will be
The teacher will students to answer three or four to question given free writing
give out the about each. write their worksheets. time.
vocabulary words questions and
for the week. make their
commercial.
St: Students will St: Students are St: Students are St: Students St: Students are
read several news shown several given direction for present their given their
paper articles television a commercial they commercials to the vocabulary exam.
handed out by the commercials and must make. They class and then After exam the
teacher then then answer must have a answer the students will have
answer questions identity questions product and questions about free writing time.
about each. about what the attempt to see it to each of their peers
seller was trying to their fellow commercials.
get across to the classmates. They
consumer. must also make
questions for the
rest of the class to
DA- Students will answer about their
difficulty commercial and
answering the point they were
questions will attempting to get
receive help from across.
specialists.
Week 31
SACE ENG 6.23 SACE ENG SACE ENG 6.23 SACE ENG SACE ENG 6.23
Form, Revision, 6.23 Form, Revision, 6.23 Form, Revision,
Orangization Form, Revision, Orangization Form, Revision, Orangization
Orangization Orangization
T: The teacher will T: The teacher T: The teacher will T: The teacher T: The teacher
monitor group work will read chapter read the paragraph will monitor will oversee the
and help keep students 10 to the class. with errors on the popcorn reading class reading. The
on task. The teacher The teacher will board. The teacher and lead teacher will
will also explain monitor students will call on the first discussion after organize the
grammatical errors and as they edit each student standing to the chapter. The events of chapter
editing. The teacher other’s papers. correct the error. teacher will also 18 in a flow chart.
will provide www.readwritethin monitor progress The teacher will
grammatically k.org on the students’ instruct the
incorrect paragraph. narrative students to create
revisions. a flow chart for
their narrative.
St: The class will read St: The class St: The class will St: The students St: The class will
chapter 9 with a small will listen as the read chapters 13- will popcorn read chapter 18
group. Each group will teacher reads 14. Each student read chapter 8 together. The
act out the events of chapter 10 to the will write down one and discuss students will take
the chapter. The class class. The sentence that sticks significant turns reading
will also discuss students will out to them and happenings. The aloud. The
common grammatical also practice will share with a class will also students will make
errors in narratives and peer editing with partner. They will make revisions a flow chart with
the process of editing. their narratives. justify picking their to their papers to all of the events
Students will practice sentence. It can be make them they are going to
by correcting a DA- Students puzzling, clearer. include in their
grammatically having difficulty interesting, narrative.
incorrect paragraph. listening can important, or
read to something they can LA/R/W- LA/ OL/ LI/ R/
LA/R/W/GA/MO- themselves in the relate to. The W/ MA-
hall and write a students will listen
short summary to the teacher read
during this time. a paragraph with
errors from the
board. When the
LA/R/W/GA- teacher arrives at an
error as she is
reading, the
students will stand
up. The first student
to stand will go to
the board and
correct the error.
LA/ R/ GA/ OL/

LI/ MO/ W-
Week 32
Form, Revision, Form, Revision, Form, Revision, Form, Revision, Vocab
Orangization Orangization Orangization Orangization
divide the students grade the divide the class read chapter 14 administer the test
into pairs and will summaries and into two teams to aloud. She will to the students
monitor their also facilitate the play a game and collect the
reading. She will classroom. will ask predictions in a
give the students comprehension box and will read
notes on editing. questions. The several of the
She will then teacher will give predictions aloud.
model proper each group a She will give each
editing by editing a paragraph with student a
paragraph with errors. paragraph to edit.
errors on the The teacher will
overhead. The administer the
teacher will assign spelling test.
the spelling words
for the week.
will quickly skim will read a short will read chapters will listen to the will take a spelling
through chapters story on the Great 11-13 in their teacher read test.
1-10 in their Depression silently reading book chapter 14 aloud
reading book. The and will then work individually. The and will make a
students will in groups to write class will be prediction about
divide into a short summary of divided into two what they think
partners and will the short story on a teams to play a will happen in the
re-read their transparency. They comprehension rest of the book.
favorite part of the will present the game. The first Each student will
book to their summary in front person to raise write his or her
partner to increase of the class. their hand will get prediction on a
reading fluency. to answer. The piece of paper and
The students will team with the most will put their
then take notes on correct answers prediction into the
editing and editing wins. The students prediction box.
marks and will will be divided The students will
watch the teacher into groups and edit paragraphs
model editing on given a paragraph individually. The
the overhead. with 5 spelling students will take a
words in it. The spelling test on the
DA- Students who students will have words assigned
have difficulty to find the errors in Monday.
writing will the paragraph and
receive the notes correct them. LA/ PS/ LI/ W/ E-
in handout form.
LA/ R/ GA/ MO/
W-
LA/ R/ GA/ L/ LI/
W-
Week 33
Compare and Compare and Compare and Compare and Compare and
Contrast Ideas, Contrast Ideas, Contrast Ideas, Contrast Ideas, Contrast Ideas,
Themes, and Issues Themes, and Themes, and Issues Themes, and Issues Themes, and Issues
Issues
T: The teacher T: The teacher T: The teacher will T: The teacher will T: The teacher will
will explain the will officiate review figurative provide the students administer a short
assignment and the voting and language with the with Play Dough, and quiz on figurative
will divide the will reward the class. She will show will monitor the language. She will
class into groups. winning team the students a model students work in then provide the
The teacher will with candy. She of the assignment that groups. She will students with two
explain the will provide the she has created ahead bring in two objects paragraphs to
importance of students with of time and will then for the students to compare and
comparing and biographies of give each student compare. contrast.
contrasting. The historical poster paper. She will
teacher will figures of then show the
provide the WWII. students several
students with famous paintings.
pictures. The www.readthinkwrite.
teacher will assign org
the spelling words
for the week.
St: The students St: The students St: The students will St: The students will St: The students
will work in will present create one example of work in pairs to list will take a short
groups to make a their campaign figurative language figures of speech quiz on figurative
campaign poster posters and the and will make a related to health. language. It will
for the greatest class will vote funny poster They will model one assess their ability
polygon in the for the illustrating its literal example using Play to distinguish the
world using “Greatest meaning (ex. a poster Dough. The students difference between
figurative Polygon in the of a person with will compare 2 and create similes,
language (ex. World” by actual bags under objects brought in by metaphors, and
“Vote for the raising their their eyes). The the teacher. The hyperboles. The
circle, because it hand. The students will compare students will take a students will
is as smart as students will and contrast famous pre-spelling test on compare and
Albert Einstein”). compare and paintings using a the words assigned contrast two
The students will contrast Venn Diagram. Monday. paragraphs.
take notes on the biographies of LA/ W/ A
importance of historical
comparing and figures of LA/ GA/ H/ W/ A/ LA/ W/ R/ E-
contrasting. They WWII. E-
will then compare
and contrast DA- Students
pictures of who have
celebrities, mobility
teachers, etc. difficulties can
vote orally.
LA/ W/ M/ GA/
A/ CC/ CI-
LA/ W/ R/ M/
GA/ A/ OL/ H-
Week 34
Vocab Vocab Vocab Vocab Vocab
T: The teacher will T: The teacher T: The teacher will T: The teacher will T: The teacher will
set up all of the will oversee the create and check to see that create a vocabulary
stations before taking of the facilitate the the crossword sheet.
class and will practice test. She Jeopardy game. puzzles are
oversee the will assist any She will offer acceptable. The
students’ work. student who needs further teacher will also
She will assist any help. explanations to oversee that the
student that needs difficult questions. process is being
help. She will She will use this done in an efficient
review the correct time to review way.
answers after each important material
group has finished. covered by the
Jeopardy
questions.
St: The students St: The students St: The students St: The students St: Students will
will work in will divide into will play a Sixth will create a complete a
groups of 3 or 4. pairs and will take Grade Language crossword puzzle vocabulary
There will be a practice vocab Arts Jeopardy with their matching
several stations set test. They can use game the teacher vocabulary words. worksheet.
up around the their books, created. The students will
room. At each neighbors, or the then exchange
station there will teacher if they their crossword
be a set of different need help. LA/ GA/ PS/ OL/ puzzles and
group vocabulary E- complete them.
activities. They DA- Students who
will read the have difficulty
passages and then reading test
answer questions questions can have
about the passages. the questions read
They will rotate to them by a
stations until each teacher’s aid.
group has
answered all of the
questions. LA/ GA/ TX/
CM-
LA/ GA/ PS/ MO/
E-
Reference:
Beech, L., Beers,J., Cramer, R, Feder, C., McCarthy, T., Najimy, N., Triplett, D. (1987).
Scott, Foresman Language. Glenview, Illinois: Scott, Foresman and Company.
Carroll, J., Feldman, K., Kinsella, K., Stump,C., Wilson, E. (2002). Prentice Hall
Literature Timeless Voices, Timeless Themes. Saddle River, New Jersey: Prentice
Hall.
Cooper, D., Pikulski, J. (2003). Houghton Mifflin Reading: Teacher’s Edition. Boston,
MA: Houghton Mifflin.
International Reading Association, National Council of Teachers of English. (2006).
“Reading and Writing Workshop: Freak the Mighty.” Retrieved November 13,
2006 from http://www.readwritethink.org/lessons/lesson_view.asp?id=41
Paterson, K. (1981). Jacob Have I Loved. New York: Harpercollins
Paulsen, G. (2000). Hatchet. London: Pan MacMillan Publishing
Sachar, L. (1998). Holes. New York: Dell Yearling.
Rand, Phyllis. (1991). A Beka: Spelling, Vocabulary, and Poetry. Pensecola, FL: A Beka
Book

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Language Arts Charts Grade 6

Stephanie Anstey and Carlishia Elligan

E, SS E, S, VA E, Mvmt, Div E, SS E, Mvmt

E E, VA E, Mvmt, Div E, Col E, Col

E, VA, Div E, Mvmt, Col E, Mvmt E, Mvmt E, Mvmt

E, Col, Div E, VA, Div, Col E, SS, Tech

DA: Gifted may

DA: Have LEP E

DA- For LEP

LA/ R/ PS/ MA/

LA/ R/ GA/ CM/ L/ W-

DA- Students that LA/R/GA-

St: The students

The students will

LA/ R/ W/ H/ GA/ LA/ R/ W/ H/ OL/

LA/ R/ GA/ OL/

Scott, Foresman Language. Glenview, Illinois: Scott, Foresman and Company.

MA: Houghton Mifflin.

International Reading Association, National Council of Teachers of English. (2006).

2006 from http://www.readwritethink.org/lessons/lesson_view.asp?id=41

Paterson, K. (1981). Jacob Have I Loved. New York: Harpercollins

Paulsen, G. (2000). Hatchet. London: Pan MacMillan Publishing

Sachar, L. (1998). Holes. New York: Dell Yearling.

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