HowardGrade:

Middle
Benita Hughes/
6th School Lesson Plan
Andrea Gaffney
(Darien Woods)
Subject: ELA/Writing
Week
September 21-25, 2015
Friday
of:
Monday
Tuesday
Wednesday
Thursday
9/25
Compone
Assessment
Standar Principles of Reading --Standard 1: Demonstrate understanding of the organization and basic features of print.
nt
Day
Standard
Know and apply grade9/212: Demonstrate understanding
9/22 of spoken words, syllables,
9/23 and sounds. Standard 3:
9/24
ds:
&
Name:

level phonics and word analysis skills in decoding words. Standard 4: Read with sufficient accuracy and fluency to
A-Wing LAB DAY
Media Center
support comprehension. Language
Craft and StructureStandard 8: Interpret and analyze the authors use of words,
phrases, text features, conventions, and structures, and how their relationships shape meaning and tone in print and
Check
out and
AR books
multimedia texts. Meaning
Context
Craft (Writing) -- Standard 2: Write informative/explanatory texts to examine
and convey complex ideas and information clearly and accurately through the effective selection, organization, and
analysis of content.

Homework
Review/
Daily Orals
Review the previous
days homework and
provide a warm-up
activity for students.

1.

2.

3.

i always watch the

world series the
Olympics and the
Indianapolis 500 on
television

my brother on asia
rights a letter every
week to mom and
dad

4.

i have just finished

reading who has seen
the wind? In interesting
poem

5.

the class has chose

emma and I as guides

6.

yesterday the sun

shined all day but it was
still cold

7.

8.

there taking mrs Jackson

theyre friend to yosemite
national park

theres three frogs in this

here pond

9.

dear mr billings

Cursive Writing Assessment

DOL Assessment

call of the wild a novel

has been sent to you it is
a complimentary copy
sincerely
j n harris

that there store is

the olfer building in
town

Anticipatory Set Language

Flocabulary:
This designed to
The Parts of
engage the students
Speech
attention at the
beginning of class.
Writing
Called the hook or the

Language
Flocabulary:
Prefixes
Writing
Flocabulary:

Language
Flocabulary:
Roots
Writing
Flocabulary:

Language
Flocabulary:
Suffixes
Writing
Flocabulary: The

QUICK CHECK
REVIEW of this
weeks standards.
QUESTION/ANSWER
SESSION

bell ringer, it serves

as a focus for the days
lesson activities.

Flocabulary:
The Writing
Process

Persuasive
Language

Descriptive
Language

Five Paragraph
Essay

State Objective
and Purpose

TSWBAT

Identify point
of view as
various
pronouns are
used through
a text

Compose a
narrative
using the
writing
process
(I can identify point
of view based on
pronouns used
within a text. I can
compose a narrative
by using the writing
process.)
Purpose: The
purpose of these
objectives are to
produce students
who are capable of
using standard
grammar, produce
narrative writing, as
well as, able to
identify point of
view.

TSWBAT

Identify point of
view as various
pronouns are
used through a
text

Compose a
narrative using
the writing
process
(I can identify point of
view based on
pronouns used within
a text. I can compose a
narrative by using the
writing process.)
Purpose: The purpose
of these objectives are
to produce students
who are capable of
using standard
grammar, produce
narrative writing, as
well as, able to
identify point of view.

TSWBAT

Identify point of
view as various
pronouns are
used through a
text

Compose a
narrative using
the writing
process
(I can identify point of
view based on pronouns
used within a text. I can
compose a narrative by
using the writing
process.)
Purpose: The purpose
of these objectives are
to produce students
who are capable of
using standard
grammar, produce
narrative writing, as
well as, able to identify
point of view.

TSWBAT

Identify point of
view as various
pronouns are
used through a
text

Compose a
narrative using
the writing
process
(I can identify point of
view based on
pronouns used within
a text. I can compose a
narrative by using the
writing process.)
Purpose: The purpose
of these objectives are
to produce students
who are capable of
using standard
grammar, produce
narrative writing, as
well as, able to
identify point of view.

The objective should state

what the student will learn.
The purpose will state why
the student needs to learn
the content.
Example: Today we are
going to learn calculate
percentages so
that we will know how to
calculate sale tax, grade
averages, etc.

TSWBAT

Identify point of
view as various
pronouns are
used through a
text

Compose a
narrative using
the writing
process
(I can identify point of
view based on
pronouns used within a
text. I can compose a
narrative by using the
writing process.)
Purpose: The purpose
of these objectives are
to produce students
who are capable of
using standard
grammar, produce
narrative writing, as
well as, able to identify
point of view.

Introduction of
New Content

Reading: The teacher will

introduce point of view using
Flocabulary.
Language/
Writing:
The
teacher will review parts of
speech
using
JOT
THOUGHTS.

Reading: The teacher will review

literary devices using jeopardy.
The teacher will review point of
view
and
pronouns
using
Flocabulary.
Language/Writing: The teacher
will review figurative language
and point of view within text using
readworks.org.

Reading: The teacher will review

literary devices and point of view
using the poem Mother to Son by
Langston Hughes.
Language/Writing: The teacher will
review identifying adjectives in
reading and writing.

Reading/Language/Writing: The
teacher will review literary
devices, pronouns, and parts of
speech using WORDO.

Language/Writing: The teacher

will administer an assessment.
Reading: The teacher will
administer assessment.

Instructional
Input/Direct
Instruction
I Will

Language: The teacher will

review parts of speech with the
Flocabulary video entitled The
Parts of Speech. The teacher
will play a song for students to
chant to remember the parts
of speech.
Writing: The teacher will
review the writing process
with
Flocabulary
video
entitled The Writing Process.
The teacher will assign pairs
to complete a sequence activity
for the writing process.
Reading: The teacher will
introduce points of view using
Flocabulary. The teacher will
show the quick review after
students view the video

Language:
The teacher will
display
an
article
from
readworks.org and identify all
verbs within the text.
Writing: The teacher will review
the writing process. Students will
refer to anchor chart as a point of
reference.
Reading: The teacher will
review point of view and
pronouns used for each

Reading: The teacher will read

aloud the poem Mother to Son. As
the teacher reads she will ask
students which literary device they
recognize, as well as, what point of
view is the author expressing.

Language: The teacher will read

aloud a short story, as she read she
will point out the adverbs within
the text.
Writing: The teacher will review
the writing process and the
writing trait Ideas. Students will
refer to anchor chart as a point of
reference.
Reading: The teacher will read the
definition or give an example of a
literary device for the class to
identify. Each team will have one
player to SWAT the device that
belongs to the statement that was
read aloud.

Language: Test
Writing: The teacher will introduce
writing prompt.
Reading: Test

Reading: We will
complete JOT thoughts
about what the
students already know
about point of view,
questions they may
have, and what they
like about it.

Language: Using the DOL

students will generate a list of
verbs.
Writing: We will begin drafting a
narrative from the topic that they
chose on Friday.
Reading: We will complete a blank
PowerPoint together as guide for
Independent Practice .

Language: Using the DOL students

will generate a list of adjectives.
Writing: We will revise and edit their
draft.
Reading: We will reread a
pre-selected poem.

Language: Using the DOL we will

generate a list of adverbs.
Writing: We will write their final
draft.
Reading: We will create a board
game for literary devices.

Language: Test
Writing: Response
Prompt
Reading: Test

This is the section

where you explicitly
delineate how you will
present the lesson's
concepts to your
students.

Guided Practice
We Will
Under your supervision,
the students are given a
chance to practice and
apply the skills you
taught them through
direct instruction.

Monitor and
Adjust
Accommodations for
IEP students and/or
strugglers with
concepts.

**Accommodations
include but are not
limited to oral
administration of
assessments, cueing
signals, extra time
for completion of
assignments,
special
seating/grouping,

type of point of view.

Teacher will demonstrate
how to create a
PowerPoint for Figurative
Language.

**Accommodations
include but are not
limited to oral
administration of
assessments, cueing
signals, extra time for
completion of
assignments, special
seating/grouping, use

**Accommodations
include but are not
limited to oral
administration of
assessments, cueing
signals, extra time for
completion of
assignments, special
seating/grouping, use
of graphic organizers,
and class notes.

**Accommodations
include but are not
limited to oral
administration of
assessments, cueing
signals, extra time for
completion of
assignments, special
seating/grouping, use
of graphic organizers,
and class notes.

to

Writing

**Accommodations
include but are not
limited to oral
administration of
assessments, cueing
signals, extra time for
completion of
assignments, special
seating/grouping, use
of graphic organizers,
and class notes.

Independent
Practice
Students Will
Through independent
assignments, your
students will
demonstrates whether
or not they absorbed
the lessons learning
goals.

use of graphic
organizers, and
class notes.

of graphic organizers,
and class notes.

Word Work:

Word Work: Create

Word Work: Create

Word Work: Create a

Spelling City Games

(online)

Frayer Models with

Spelling Words

KIM Vocabulary Chart

Work on
Writing: I woke
one morning and I
was a plant
(Science)
Read to
Self/Partner:

Work on Writing: I
woke up one morning
and I King Tut
(Social Studies)
Read to
Self/Partner:

foldable for point of

view and/or figurative
language

Students will read a

chapter of their
assigned novel.
They will choose 3
reading response
questions to answer.

Closure
In the Closure section,
outline how you will
wrap up the lesson by
giving the lesson
concepts further
meaning for your
students.

Assign
Homework
Through homework
assignments the lesson
objectives and content
will be reinforced.

Students will read a

chapter of their
assigned novel. They
will choose 3 reading
response questions to
answer.

Work on Writing: I
woke up one morning
and three- fourths of
my body was
missing (Math)
Read to
Self/Partner:

Work on Writing:
FREE TOPIC Writing
(It was a Friday)
Read to
Self/Partner:

Students will read a

chapter of their
assigned novel. They
will choose 3 reading
response questions to
answer.

Students will read a

chapter of their
assigned novel. They
will choose 3 reading
response questions to
answer.

Word Work: TEST

Work on Writing:
TEST
Read to
Self/Partner:
Students will read a
chapter of their
assigned novel. They
will choose 3 reading
response questions to
answer.

Stand up Hands
Up Pair Up

Exit Slip

321 Strategy
3 new things you
learned
2 you wish we took
more time on
1 one question you
still have

Whip ball

Teacher Feedback

Create a
Presentation of the
chapter read in
class, incorporating
the S reading
response questions
Study vocabulary
words and spelling
words
Read 20 minutes
and write a brief

Complete and enhance

Frayer Models created
during Word Work
Study vocabulary
words and spelling
words
Read 20 minutes and
write a brief summary
(5Ws and H)

Create a Presentation
of the chapter read in
class, incorporating the
S reading response
questions
Complete KIM
Vocabulary Chart
Study vocabulary words
and spelling words
Read 20 minutes and
write a brief summary

Enhance Foldable
created during Word
Work
Study vocabulary
words and spelling
words
Read 20 minutes and
write a brief summary
(5Ws and H)

Study vocabulary
words and spelling
words
Read 20 minutes and
write a brief summary
(5Ws and H)

summary (5Ws and

H)

STAR Board
Speakers
Readwritethink.org
Readworks.org
Flocabulary

STAR Board
Speakers
Readwritethink.org
Readworks.org
Flocabulary

STAR Board
Speakers
Readwritethink.org
Readworks.org
Flocabulary

STAR Board
Speakers
Readwritethink.org
Readworks.org
Flocabulary

Differentiated
Instruction
Strategy

Cooperative
grouping
Literature Circles

Cooperative
grouping
Literature Circles

Cooperative
grouping
Literature Circles

Cooperative
grouping
Literature Circles

Resources

Readwritethink.org
Readworks.org
Starboard
Laptops
PowerPoints
Flocabulary
Lumens
Pearson textbook
OCSD 5 Pacing Guide
SC Curriculum
Standards

Readwritethink.org
Readworks.org
Starboard
Laptops
PowerPoints
Flocabulary
Lumens
Pearson textbook
OCSD 5 Pacing Guide
SC Curriculum
Standards

Readwritethink.org
Readworks.org
Starboard
Laptops
PowerPoints
Flocabulary
Lumens
Pearson textbook
OCSD 5 Pacing Guide
SC Curriculum
Standards

Readwritethink.org
Readworks.org
Starboard
Laptops
PowerPoints
Flocabulary
Lumens
Pearson textbook
OCSD 5 Pacing Guide
SC Curriculum
Standards

Technology
Integration
Strategy

Here, you determine

what materials and
supplies are required to
help your students
achieve the stated
objectives.

STAR Board
Speakers
Readwritethink.o
rg
Readworks.org
Flocabulary

(5Ws and H)

Howard Middle School Lesson Plan Template