CEIA Weekly Lesson Plan

2020-2021
I. TEACHER NAME: Johanna García SUBJECT: Language Arts GRADE LEVEL: 6 WEEK OF: Feb. 14-25
Monday Tuesday Wednesday Thursday Friday
Standards: Standards: Standards: Standards: Standards:
CCSS ELA-literacy RL 4, RL CCSS ELA-literacy RL 4, RL 1, CCSS ELA-literacy RL 4, RL 1, RL CCSS ELA-literacy RL 4, RL 1, RL CCSS ELA-literacy RL 4, RL 1,
1, RL 3, RL 4, RL 3, RL 4, 3, RL 4, 3, RL 4, RL 3, RL 4,
SL 1a, SL 1b, SL 1a, SL 1b, SL 1a, SL 1b, SL 1a, SL 1b, SL 1a, SL 1b,
SL 1c, SL 1d SL 1c, SL 1d SL 1c, SL 1d SL 1c, SL 1d SL 1c, SL 1d
Resources: Resources: Resources: Resources: Resources:
Collections 1 Collections 1 Collections 1 Collections 1 Collections 1
Holt McDougal Online Holt McDougal Online Holt McDougal Online Holt McDougal Online Holt McDougal Online
Grade 6 Grade 6 Grade 6 Grade 6 Grade 6

Lesson: Lesson: Lesson: Lesson: Lesson:

MAKING YOUR VOICE MAKING YOUR VOICE MAKING YOUR VOICE MAKING YOUR VOICE MAKING YOUR VOICE
HEARD. HEARD. HEARD. HEARD. HEARD.
Eleven. By Sandra Eleven. By Sandra Eleven. By Sandra Eleven. By Sandra Eleven. By Sandra
Cisneros. Cisneros. Cisneros. Cisneros. Cisneros.
Objective(s): Objective(s): Objective(s): Objective(s): Objective(s):
Exchange information Exchange information and Exchange information and Exchange information and Exchange information and
and ideas ideas ideas ideas ideas
• Actively listen to • Actively listen to • Actively listen to readings • Actively listen to readings • Actively listen to
readings readings • Acquire and use vocabulary • Acquire and use readings
• Acquire and use • Acquire and use • Identify and use noun vocabulary • Acquire and use
vocabulary vocabulary phrases. • Identify and use noun vocabulary
• Identify and use noun • Identify and use noun • Offer and justify opinions phrases. • Identify and use noun
phrases. phrases. • Use synonyms. • Offer and justify opinions phrases.
• Offer and justify • Offer and justify opinions • Work collaboratively to • Use synonyms. • Offer and justify opinions
opinions • Use synonyms. write a description. • Work collaboratively to • Use synonyms.
• Use synonyms. • Work collaboratively to * Analyze Word Choice and write a description. • Work collaboratively to
• Work collaboratively write a description. Tone * Analyze Word Choice and write a description.
to write a description. * Analyze Word Choice and Tone * Analyze Word Choice and
* Analyze Word Choice Tone Tone
and Tone

KANP a g e 1 | 6
Skills: Skills: Skills: Skills: Skills:
Reading Reading Comprehension. Reading Comprehension. Reading Comprehension. Reading Comprehension.
Comprehension. Analyze Analyze information. Analyze information. Analyze information. Analyze information.
information.

Procedure: Procedure: Procedure: Procedure: Procedure:

Remember: Remember: Remember: Remember: Remember:
- How do you feel about - How do you feel about - How do you feel about - How do you feel about - How do you feel about
birthdays? birthdays? birthdays? birthdays? birthdays?

- How does Rachel feel - How does Rachel feel - How does Rachel feel about - How does Rachel feel - How does Rachel feel
about birthdays? How about birthdays? How do birthdays? How do you about birthdays? How do about birthdays? How do
do you know? you know? know? you know? you know?
Understand: Understand: Understand: Understand: Understand:
- What does Rachel - What does Rachel mean - What does Rachel mean in - What does Rachel mean in - What does Rachel mean
mean in lines 2–6 and in lines 2–6 and lines 10–16 lines 2–6 and lines 10–16 lines 2–6 and lines 10–16 in lines 2–6 and lines 10–16
lines 10–16 about about feeling older? about feeling older? about feeling older? about feeling older?
feeling older? - Draw Conclusions In - Draw Conclusions In - Draw Conclusions In - Draw Conclusions In
- Draw Conclusions In “Eleven,” Rachel says that “Eleven,” Rachel says that “Eleven,” Rachel says that “Eleven,” Rachel says that
“Eleven,” Rachel says when you’re eleven, you’re when you’re eleven, you’re when you’re eleven, you’re when you’re eleven, you’re
that when you’re also ten, nine, eight, seven, also ten, nine, eight, seven, also ten, nine, eight, seven, also ten, nine, eight, seven,
eleven, you’re also ten, six, five, four, three, two, six, five, four, three, two, and six, five, four, three, two, six, five, four, three, two,
nine, eight, seven, six, and one. one. and one. and one.
five, four, three, two, - What does Rachel mean - What does Rachel mean by - What does Rachel mean by - What does Rachel mean
and one. by this and why do you this and why do you think the this and why do you think by this and why do you
- What does Rachel think the author chose author chose these words to the author chose these think the author chose
mean by this and why these words to convey that convey that meaning? words to convey that these words to convey that
do you think the author meaning? meaning? meaning?
chose these words to
convey that meaning? Apply:
Apply: - Lines 10–11: Describe the Apply: Apply:
- Lines 10–11: Describe the language in these lines. Why - Lines 10–11: Describe the - Lines 10–11: Describe the
Apply: language in these lines. might the author have language in these lines. language in these lines.
- Lines 10–11: Describe Why might the author chosen this kind of Why might the author have Why might the author
the language in these have chosen this kind of language? chosen this kind of have chosen this kind of
lines. Why might the language? - Lines 32–48: Analyze the language? language?
author have chosen this - Lines 32–48: Analyze the purpose of this part of the - Lines 32–48: Analyze the - Lines 32–48: Analyze the
kind of language? purpose of this part of the story, citing lines of dialogue purpose of this part of the purpose of this part of the
- Lines 32–48: Analyze story, citing lines of that contribute to the story, citing lines of story, citing lines of
the purpose of this part dialogue that contribute development of the plot. dialogue that contribute to dialogue that contribute
of the story, citing lines to the development of the - Reread lines 17–20. When the development of the to the development of
of dialogue that plot. Rachel says that growing old plot. the plot.
contribute to the - Reread lines 17–20. is “like an onion,” she is using - Reread lines 17–20. When - Reread lines 17–20.
development of the When Rachel says that a simile, a comparison that Rachel says that growing old When Rachel says that
plot. growing old is “like an uses the word like or as. is “like an onion,” she is growing old is “like an
- Reread lines 17–20. onion,” she is using a - What other similes does she using a simile, a comparison onion,” she is using a
When Rachel says that simile, a comparison that use in lines 17–20, and what that uses the word like or as. simile, a comparison that
growing old is “like an uses the word like or as. meaning do all the similes - What other similes does uses the word like or as.
onion,” she is using a - What other similes does convey? she use in lines 17–20, and - What other similes does
simile, a comparison she use in lines 17–20, and what meaning do all the she use in lines 17–20, and
that uses the word like what meaning do all the Analyze: similes convey? what meaning do all the
or as. similes convey? - Lines 49–51: What are some similes convey?
- What other similes character traits of Mrs. Price Analyze:
does she use in lines 17– Analyze: and Rachel? What specific - Lines 49–51: What are Analyze:
20, and what meaning - Lines 49–51: What are words and phrases help some character traits of - Lines 49–51: What are
do all the similes convey?some character traits of reveal these traits? Mrs. Price and Rachel? some character traits of
Mrs. Price and Rachel? - What are the consequences What specific words and Mrs. Price and Rachel?
Analyze: What specific words and of Rachel’s being unable to phrases help reveal these What specific words and
- Lines 49–51: What are phrases help reveal these speak up to Mrs. Price? - - traits? phrases help reveal these
some character traits of traits? Explain why Rachel has such a - What are the traits?
Mrs. Price and Rachel? - What are the negative reaction to wearing consequences of Rachel’s - What are the
What specific words consequences of Rachel’s the sweater. being unable to speak up to consequences of Rachel’s
and phrases help reveal being unable to speak up to - How would you describe the Mrs. Price? - - Explain why being unable to speak up
these traits? Mrs. Price? - - Explain why tone at the end of the story? Rachel has such a negative to Mrs. Price? - - Explain
Rachel has such a negative - What techniques does the reaction to wearing the why Rachel has such a
- What are the
author use to convey this tone?
consequences of reaction to wearing the sweater. negative reaction to
- How would you describe the - How would you describe the
Rachel’s being unable to sweater. author’s style?
wearing the sweater.
speak up to Mrs. Price? - - How would you describe the tone at the end of the story? - How would you describe
- Describe some of the aspects - What techniques does the
- Explain why Rachel has tone at the end of the story? that convey the author’s style.
the tone at the end of the
author use to convey this story?
such a negative reaction - What techniques does the
author use to convey this tone? - What techniques does the
to wearing the sweater. Evaluate: - How would you describe the
tone? author use to convey this
- How would you describe - Lines 66–77: What text author’s style?
- How would you describe the tone?
the tone at the end of the shows the tension between - Describe some of the aspects
author’s style? - How would you describe
story? Mrs. Price and Rachel? What that convey the author’s style.
- Describe some of the the author’s style?
- What techniques does
aspects that convey the does this scene tell readers - Describe some of the
the author use to convey
author’s style. about each character? Evaluate: aspects that convey the
this tone?
- Lines 78–84: What do the - Lines 66–77: What text author’s style.
- How would you describe
Evaluate: details in this paragraph add shows the tension between
the author’s style?
- Describe some of the - Lines 66–77: What text to readers’ understanding of Mrs. Price and Rachel? Evaluate:
aspects that convey the shows the tension Rachel? How do the details What does this scene tell - Lines 66–77: What text
author’s style. between Mrs. Price and affect the tone of the readers about each shows the tension
Rachel? What does this paragraph? character? between Mrs. Price and
Evaluate: scene tell readers about - Draw Conclusions In - Lines 78–84: What do the Rachel? What does this
- Lines 66–77: What text each character? “Eleven,” Rachel says that details in this paragraph scene tell readers about
shows the tension - Lines 78–84: What do the when you’re eleven, you’re add to readers’ each character?
between Mrs. Price and details in this paragraph also ten, nine, eight, seven, understanding of Rachel? - Lines 78–84: What do
Rachel? What does this add to readers’ six, five, four, three, two, and How do the details affect the details in this
scene tell readers about understanding of Rachel? one. the tone of the paragraph? paragraph add to readers’
each character? How do the details affect - What does Rachel mean by - Draw Conclusions In understanding of Rachel?
- Lines 78–84: What do the tone of the this and why do you think the “Eleven,” Rachel says that How do the details affect
the details in this paragraph? author chose these words to when you’re eleven, you’re the tone of the
paragraph add to - Draw Conclusions In convey that meaning? also ten, nine, eight, seven, paragraph?
readers’ understanding “Eleven,” Rachel says that - Explain how Rachel’s inability six, five, four, three, two, - Draw Conclusions In
of Rachel? How do the when you’re eleven, you’re to speak up to Mrs. Price and one. “Eleven,” Rachel says that
details affect the tone also ten, nine, eight, seven, contributes to how she feels - What does Rachel mean by when you’re eleven, you’re
of the paragraph? about turning eleven.
six, five, four, three, two, this and why do you think also ten, nine, eight, seven,
- Draw Conclusions In and one. the author chose these six, five, four, three, two,
“Eleven,” Rachel says - What does Rachel mean words to convey that and one.
that when you’re Create:
by this and why do you Small groups work to identify meaning? - What does Rachel mean
eleven, you’re also ten, think the author chose - Explain how Rachel’s inability by this and why do you
the connotation for several
nine, eight, seven, six, these words to convey that to speak up to Mrs. Price think the author chose
words from the text, using the
five, four, three, two, meaning? context around each word. contributes to how she feels these words to convey that
and one. - Explain how Rachel’s Words such as squeeze (line 56), about turning eleven. meaning?
- What does Rachel inability to speak up to Mrs. shoved (line 71), and bury (line - Explain how Rachel’s
mean by this and why Price contributes to how she 90). Offer assistance as needed. inability to speak up to Mrs.
do you think the author feels about turning eleven. Create: Price contributes to how she
Practice and Apply
chose these words to In pair work students identify feels about turning eleven.
the connotation for several Use what you know about the
convey that meaning?
words from the text, using the Vocabulary words to
- Explain how Rachel’s
Create: context around each word. answer the questions. Create:
inability to speak up to
In a small group, discuss the Words such as squeeze (line 56), -Connecting Worksheet. Rewrite the incorrectly
Mrs. Price contributes to
role of Mrs. Price as a minor shoved (line 71), and bury (line - Describe character traits punctuated sentences,
how she feels about
character in “Eleven.” 90). - Complete Venn diagram. adding or correcting the
turning eleven.
Create: Together, explain why Mrs. punctuation as needed.
In a small group, discuss Price’s actions are an
the role of Mrs. Price as a important part of the story.
minor character in • Appoint one member of the
“Eleven.” Together, group to take notes.
• List words that describe
explain why Mrs. Price’s
actions are an important
part of the story.
• Appoint one member of
the group to take notes.
• List words that describe
Mrs. Price.
• Describe Rachel’s
reactions to Mrs. Price as
an authority figure.
Discuss how the first-
person point of view with
Rachel as narrator affects
how Mrs. Price is
described and how the
reader sees her.
• When the discussion is
finished, review the key
ideas expressed. Then
share the group’s ideas
with the rest of the class.
Be sure to
point out examples in the
story that support the
group’s ideas.
Differentiation:
Small Group Options.
Students work in small
groups to read and discuss
the selection.
• Students should not
repeat a comment if
someone else has
just said it, and
students may not
cite the same
comment twice.
- Three-Minute Review
Technology:
To create original work for
learning. Read
fromhttps://hmh.trunity.org/
Mrs. Price.
• Describe Rachel’s reactions
to Mrs. Price as an authority
figure.
Discuss how the first-person
point of view with Rachel as
narrator affects how Mrs.
Price is described and how
the reader sees her.
• When the discussion is
finished, review the key ideas
expressed. Then share the
group’s ideas with the rest of
the class. Be sure to
point out examples in the
story that support the group’s
ideas.
Differentiation: Differentiation: Differentiation: Differentiation:
Small Group Options. Small Group Options. Small Group Options. Small Group Options.
Students work in small groups to Students work in small groups to Students work in small groups to Students work in small groups to
read and discuss the selection. read and discuss the selection. read and discuss the selection. read and discuss the selection.
• Students should not • Students should not repeat • Students should not • Students should not
repeat a comment if a comment if someone else repeat a comment if repeat a comment if
someone else has just has just said it, and someone else has just someone else has just
said it, and students students may not cite the said it, and students may said it, and students
may not cite the same same comment twice. not cite the same may not cite the same
comment twice. comment twice. comment twice.
- Three-Minute Review
- Three-Minute Review - Three-Minute Review - Three-Minute Review
Technology: Technology: Technology: Technology:
To create original work for To create original work for learning. To create original work for To create original work for
learning. Read Read learning. Read learning. Read
fromhttps://hmh.trunity.org/cou fromhttps://hmh.trunity.org/course fromhttps://hmh.trunity.org/cour fromhttps://hmh.trunity.org/co
courses/ rses/ s/ ses/ urses/
www.Liveworsheets.com www.Liveworsheets.com www.Liveworsheets.com www.Liveworsheets.com www.Liveworsheets.com
Assessment: Assessment: Assessment: Assessment: Assessment:
Classwork. Complete Classwork. Complete Classwork. Complete Classwork. Complete Classwork. Complete
worksheets. worksheets. worksheets. worksheets. worksheets. TEST
Reflection: Reflection: Reflection: Reflection: Reflection: