Teacher: Lauren Carpenter Grade: 6 Week of: 1/1/23
Monday Tuesday Wednesday
Lesson # Lesson # Lesson #
Essential Standard: Essential Standard: Essential Standard:
6.G3.1 Analyze how cultural
WINTER BREAK IN SERVICE and environmental
characteristics affect the
distribution and movement of
people, goods, and ideas.
Literacy Integration Standard: Literacy Integration Standard: Literacy Integration Standard:
Speaking and Listening
Objective: Objective: Objective:
SWBAT SWBAT understand rules and
expectations for block 3.
Do Now/Journal: Do Now/Link to Test Prep: Do Now/Link to Test Prep:
Welcome back and Happy New
Year! What are you most excited
for this year?
Teacher Input: Teacher Input: Teacher Input:
-Journals
-Expectations and Rules
-New Year Goals Worksheet
Student Engagement Strategies: Student Engagement Strategies: Student Engagement Strategies:
Think-Pair-Share
Check for Understanding: Check for Understanding: Check for Understanding:
3-2-1 Exit Ticket
Thursday Friday
Lesson # Lesson #
Essential Standard: Essential Standard:
6.G3.1 Analyze how cultural and 6.G3.1 Analyze how cultural and
environmental characteristics environmental characteristics
affect the distribution and affect the distribution and
movement of people, goods, movement of people, goods,
and ideas. and ideas.
Literacy Integration Standard: Literacy Integration Standard:
Critical Thinking and Analysis Media Literacy
Objective: Objective:
SWBAT assess their knowledge and SWBAT write a summary about the
skills going into block 3. CNN news.
Do Now/Link to Test Prep: Do Now/Link to Test Prep:
Write down what you should do if Do you think it is important to
you are absent. How long do you watch the news?
have to turn in missing work?
Teacher Input: Teacher Input:
-Journals -Journals
-Pre-Assessment -CNN10
-Mustang Zone -CNN10 Summary
Student Engagement Strategies: Student Engagement Strategies:
Pre-Assessment Media Based Learning
Check for Understanding: Check for Understanding:
Pre-Assessment Summary
 Teacher: Lauren Carpenter Grade: 6 Week of: 1/1/23

Mustang Zone Groups: Mustang Zone Groups: Mustang Zone Groups: Mustang Zone Groups: Mustang Zone Groups:

All groups: New Year Goals All groups: Silent Reading All groups: CNN Summary
 Teacher: Lauren Carpenter
Monday
Lesson #
Essential Standard:
6.G3.1 Analyze how cultural
and environmental
characteristics affect the
distribution and movement of
people, goods, and ideas.
Literacy Integration Standard:
Research Skills
Objective:
SWBAT research to find a news
article they find interesting and
then write about it.
Do Now/Journal:
Have you heard of Ancient
Egypt? What do you know about
it?
Teacher Input:
-Journals
-Current Events
-Mustang Zone
Student Engagement Strategies:
Media Implementation
Check for Understanding:
Current Events Worksheet
Grade: 6
Tuesday
Lesson #
Essential Standard:
6.G3.1 Analyze how cultural
and environmental
characteristics affect the
distribution and movement of
people, goods, and ideas.
Literacy Integration Standard:
Media Literacy
Objective:
SWBAT identify the key concepts
of Ancient Egypt.
Do Now/Link to Test Prep:
Do you like how cold it is
outside? Or do you wish it was
warmer already?
Teacher Input:
-Journals
-Ancient Egypt Video
https://www.youtube.com/watc
h?v=494NNj4XVIQ
-3-2-1 Video Reflection
-Mustang Zone
Student Engagement Strategies:
Media Implementation
Check for Understanding:
3-2-1 Video Reflection
Week of: 1/8/23
Wednesday
Lesson #
Essential Standard:
6.G3.1 Analyze how cultural
and environmental
characteristics affect the
distribution and movement of
people, goods, and ideas.
Literacy Integration Standard:
Vocabulary Development
Objective:
SWBAT identify key
characteristics of Ancient Egypt.
Do Now/Link to Test Prep:
What do you think life was like
for people in Ancient Egypt?
Teacher Input:
-Journals
-Ancient Egypt Notes
-Mustang Zone
Student Engagement Strategies:
Fill-in Notes
Check for Understanding:
3-2-1 Exit Ticket
Thursday
Lesson #
Essential Standard:
6.G3.1 Analyze how cultural and
environmental characteristics
affect the distribution and
movement of people, goods,
and ideas.
Literacy Integration Standard:
Speaking and listening
Objective:
SWBAT correctly label and identify
a map of Ancient Egypt.
Do Now/Link to Test Prep:
How do you think the pyramids
were built? Do you think it was
hard to build them.
Teacher Input:
-Journals
-Who Built the Pyramids? Video
ЩΉӨ BЦIᄂƬ ƬΉΣ PYЯΛMIDƧ
(youtube.com)
-Ancient Egypt map activity
-Mustang Zone
Student Engagement Strategies:
Hands-on Activity
Check for Understanding:
Map Activity
Friday
Lesson #
Essential Standard:
6.G3.1 Analyze how cultural and
environmental characteristics
affect the distribution and
movement of people, goods,
and ideas.
Literacy Integration Standard:
Critical Thinking and Analysis
Objective:
SWBAT analyze the importance of
the Nile River in Ancient Egypt.
Do Now/Link to Test Prep:
Why is water so important?
Teacher Input:
-Journals
-Analyzing the Nile Worksheet
Student Engagement Strategies:
Group Work
Check for Understanding:
Summary
 Teacher: Lauren Carpenter Grade: 6 Week of: 1/8/23

Mustang Zone Groups: Mustang Zone Groups: Mustang Zone Groups: Mustang Zone Groups: Mustang Zone Groups:

All groups: NoRedInk All groups: IXL All groups: NoRedInk All groups: Silent Reading All groups: Analyzing the Nile
Worksheet
 Teacher: Lauren Carpenter
Monday Tuesday
Lesson # Lesson #
Essential Standard: Essential Standard:
6.G3.1 Analyze how cultural
MLK Day – No and environmental
School characteristics affect the
distribution and movement of
people, goods, and ideas.
Literacy Integration Standard: Literacy Integration Standard:
Media Literacy
Objective: Objective:
SWBAT identify and summarize a
current event of their choosing.
Do Now/Journal: Do Now/Link to Test Prep:
Do you know who Martin Luther
King Jr. is and why he has his
own holiday? If not, who do you
think he is?
Teacher Input: Teacher Input:
-Journals
-Current Events
-NoRedInk
Student Engagement Strategies: Student Engagement Strategies:
Media Use
Check for Understanding: Check for Understanding:
Current Event Worksheet
Grade: 6
Wednesday
Lesson #
Essential Standard:
6.G3.1 Analyze how cultural
and environmental
characteristics affect the
distribution and movement of
people, goods, and ideas.
Literacy Integration Standard:
Vocabulary Development
Objective:
SWBAT identify important
aspects of the geography of
Ancient Egypt.
Do Now/Link to Test Prep:
What is your biggest fear and
why?
Teacher Input:
-Journals
-Pyramids Video
Oct21-OLV-Jingle15s
(youtube.com)
-Ancient Egypt Map Activity
Student Engagement Strategies:
Map Activity
Check for Understanding:
Exit Ticket
Week of: 1/15/24
Thursday
Lesson #
Essential Standard:
6.G3.1 Analyze how cultural and
environmental characteristics
affect the distribution and
movement of people, goods,
and ideas.
Literacy Integration Standard:
Research Skills
Objective:
SWBAT identify the timeline of
Ancient Egypt.
Do Now/Link to Test Prep:
What part of Ancient Egypt do you
find most interesting?
Teacher Input:
-Journals
-Ancient Egypt Timeline Activity
(A Timeline of Ancient Egypt
(studentsofhistory.com))
-Mustang Zone
Student Engagement Strategies:
Timeline Activity
Check for Understanding:
Timeline
Friday
Lesson #
Essential Standard:
6.G3.1 Analyze how cultural and
environmental characteristics
affect the distribution and
movement of people, goods,
and ideas.
Literacy Integration Standard:
Research Skills
Objective:
SWBAT create their own Egyptian
mask.
Do Now/Link to Test Prep:
What do you think of the jewelry
that Ancient Egyptians wore?
Teacher Input:
-Journals
-Ancient Egyptian Mask Activity
Student Engagement Strategies:
Craft Activity
Check for Understanding:
Summary
 Teacher: Lauren Carpenter Grade: 6 Week of: 1/15/24

Mustang Zone Groups: Mustang Zone Groups: Mustang Zone Groups: Mustang Zone Groups: Mustang Zone Groups:

All groups: NoRedInk All groups: NoRedInk All groups: Silent Reading All groups: Egyptian mask activity
 Teacher: Lauren Carpenter
Monday
Lesson #
Essential Standard:
6.G3.1 Analyze how cultural
and environmental
characteristics affect the
distribution and movement of
people, goods, and ideas.
Literacy Integration Standard:
Research Skills
Objective:
SWBAT identify the timeline of
Ancient Egypt.
Do Now/Journal:
What part of Ancient Egypt do
you find most interesting?
Teacher Input:
-Journals
-Ancient Egypt Timeline Activity
(A Timeline of Ancient Egypt
(studentsofhistory.com))
-Mustang Zone
Student Engagement Strategies:
Timeline Activity
Check for Understanding:
Timeline
Grade: 6
Tuesday
Lesson #
Essential Standard:
6.G3.1 Analyze how cultural
and environmental
characteristics affect the
distribution and movement of
people, goods, and ideas.
Literacy Integration Standard:
Reading Informational Texts
Objective:
SWBAT identify and describe the
different Egyptian deities
through a gallery walk.
Do Now/Link to Test Prep:
How many Gods do you think
there were in Ancient Egypt?
Who do you think the different
Gods were?
Teacher Input:
-Journals
-Egyptian Deities Gallery Walk
-Mustang Zone
Student Engagement Strategies:
Gallery Walk
Check for Understanding:
Exit Ticket
Week of: 1/22/24
Wednesday
Lesson #
Essential Standard:
6.G3.1 Analyze how cultural
and environmental
characteristics affect the
distribution and movement of
people, goods, and ideas.
Literacy Integration Standard:
Critical Thinking and Analysis
Objective:
SWBAT analyze the primary
source the Book of the Dead.
Do Now/Link to Test Prep:
Imagine you are scribe during
Ancient Egypt. Write about your
day.
Teacher Input:
-Journals
-Book of the Dead Primary
Source Analysis
-Mustang Zone
Student Engagement Strategies:
Popsicle Sticks
Check for Understanding:
Summary
Thursday
Lesson #
Essential Standard:
6.G3.1 Analyze how cultural and
environmental characteristics
affect the distribution and
movement of people, goods,
and ideas.
Literacy Integration Standard:
Critical Thinking and Analysis
Objective:
SWBAT analyze the primary source
the Book of the Dead.
Do Now/Link to Test Prep:
What else would you like to learn
about Ancient Egypt?
Teacher Input:
-Journals
-Book of the Dead Primary Source
Analysis
-Mustang Zone
Student Engagement Strategies:
Popsicle Sticks
Check for Understanding:
Primary source question
Friday
Lesson #
Essential Standard:
6.G3.1 Analyze how cultural and
environmental characteristics
affect the distribution and
movement of people, goods,
and ideas.
Literacy Integration Standard:
Vocabulary Development
Objective:
SWBAT review terms learned about
Ancient Egypt.
Do Now/Link to Test Prep:
How can you practice learning new
words?
Teacher Input:
-Journals
-Ancient Egypt Vocab Review Game
Student Engagement Strategies:
Game
Check for Understanding:
Review Game
 Teacher: Lauren Carpenter Grade: 6 Week of: 1/22/24

Mustang Zone Groups: Mustang Zone Groups: Mustang Zone Groups: Mustang Zone Groups: Mustang Zone Groups:

All groups: NoRedInk All groups: IXL All groups: NoRedInk All groups: Silent Reading
 Teacher: Lauren Carpenter
Monday
Lesson #
Essential Standard:
6.G3.1 Analyze how cultural
and environmental
characteristics affect the
distribution and movement of
people, goods, and ideas.
Literacy Integration Standard:
Critical Thinking and Analysis
Objective:
SWBAT analyze a primary source
from Ancient Egypt.
Do Now/Journal:
Free Write.
Teacher Input:
-Journals
-Book of the Dead Primary
Source Analysis
-Mustang Zone
Student Engagement Strategies:
I do, you do, we do
Check for Understanding:
3-2-1 Exit Ticket
Grade: 6
Tuesday
Lesson #
Essential Standard:
6.G3.1 Analyze how cultural
and environmental
characteristics affect the
distribution and movement of
people, goods, and ideas.
Literacy Integration Standard:
Critical Thinking and Analysis
Objective:
SWBAT analyze a primary source
from Ancient Egypt.
Do Now/Link to Test Prep:
What do you think the afterlife
for Ancient Egyptians was like?
Teacher Input:
-Journals
-Book of the Dead Primary
Source Analysis
-Mustang Zone
Student Engagement Strategies:
Think-pair-share
Check for Understanding:
Exit question
Week of: 1/29/24
Wednesday
Lesson #
Essential Standard:
6.G3.1 Analyze how cultural
and environmental
characteristics affect the
distribution and movement of
people, goods, and ideas.
Literacy Integration Standard:
Speaking and Listening
Objective:
SWBAT understand the
importance of the tombs for
Ancient Egypt and use that
knowledge to design their own.
Do Now/Link to Test Prep:
What kind of job do you want to
have when you are older? What
can you do to prepare?
Teacher Input:
-Journals
-Ancient Tombs Video
-Design your tomb activity
Student Engagement Strategies:
Creative/Art Activity
Check for Understanding:
3-2-1 Exit Ticket
Thursday
Lesson #
Essential Standard:
6.G3.1 Analyze how cultural and
environmental characteristics
affect the distribution and
movement of people, goods,
and ideas.
Literacy Integration Standard:
Vocabulary Development
Objective:
SWBAT identify and utilize new
vocabulary words pertaining to
Ancient Egypt.
Do Now/Link to Test Prep:
Write about the most important
person in your life.
Teacher Input:
-Journals
-Ancient Egypt Vocabulary Practice
-Mustang Zone
Student Engagement Strategies:
Partner Work
Check for Understanding:
Summary
Friday
Lesson #
Essential Standard:
6.G3.1 Analyze how cultural and
environmental characteristics
affect the distribution and
movement of people, goods,
and ideas.
Literacy Integration Standard:
Speaking and listening
Objective:
SWBAT complete any missing work.
Do Now/Link to Test Prep:
What would you do if you ruled the
world?
Teacher Input:
-Journals
-Conferences with teacher
-Complete any missing work
Student Engagement Strategies:
Conferences with teacher
Check for Understanding:
Grade Check
 Teacher: Lauren Carpenter Grade: 6 Week of: 1/29/24

Mustang Zone Groups: Mustang Zone Groups: Mustang Zone Groups: Mustang Zone Groups: Mustang Zone Groups:
All groups: Complete any missing
All groups: Silent Reading All groups: NoRedInk All groups: IXL All groups: Silent Reading work

Group A: Sentence Structure Group B: Sentence Structure Group C: Sentence Structure Group D: Sentence Structure
Lesson Lesson Lesson Lesson
 Teacher: Lauren Carpenter
Monday
Lesson #
Essential Standard:
6.SP3.2 Use evidence to
develop claims and
counterclaims in response to
compelling questions in the
time period and region
studied.
Literacy Integration Standard:
Language conventions
Objective:
SWBAT use background
knowledge to develop a claim to
the essay prompt.
Do Now/Journal:
Usher is performing at the
SuperBowl halftime show. Will
Justin Bieber be performing too?
Teacher Input:
-Journals
-Essay prompt introduction
-Fill the page essay prompt: ‘How
do people adapt to their
environment?’
-Mustang Zone
Student Engagement Strategies:
Individual writing
Grade: 6
Tuesday
Lesson #
Essential Standard:
6.SP3.2 Use evidence to
develop claims and
counterclaims in response to
compelling questions in the
time period and region
studied.
Literacy Integration Standard:
Reading Informational Texts /
Media Literacy
Objective:
SWBAT analyze the given source
in order to develop a claim or
counterclaim.
Do Now/Link to Test Prep:
How do you adapt to your
environment when seasons
change (winter to summer)?
Teacher Input:
-Journals
-Essay source jigsaw expert
group day 1
-Mustang Zone
Student Engagement Strategies:
Small group work
Week of: 2/5/24
Wednesday
Lesson #
Essential Standard:
6.SP3.2 Use evidence to
develop claims and
counterclaims in response to
compelling questions in the
time period and region
studied.
Literacy Integration Standard:
Reading Informational Texts /
Media Literacy
Objective:
SWBAT analyze the given source
in order to develop a claim or
counterclaim.
Do Now/Link to Test Prep:
If you could live anywhere in the
world, where would you live?
How would you adapt to living
there?
Teacher Input:
-Journals
-Essay source jigsaw expert
group day 2
-Mustang Zone
Student Engagement Strategies:
Small group work
Thursday
Lesson #
Essential Standard:
6.SP3.2 Use evidence to develop
claims and counterclaims in
response to compelling
questions in the time period and
region studied.
Literacy Integration Standard:
Speaking and Listening
Objective:
SWBAT teach others about their
source so others can make a
claim/counterclaim.
Do Now/Link to Test Prep:
Grades are due today/tomorrow.
Do you know your grade? Are you
happy with your grade? What can
you do to improve your grade?
Teacher Input:
-Journals
-Essay source jigsaw group
-Mustang Zone
Student Engagement Strategies:
Small group work
Friday
Lesson #
Essential Standard:
6.SP3.2 Use evidence to develop
claims and counterclaims in
response to compelling
questions in the time period
and region studied.
Literacy Integration Standard:
Speaking and Listening
Objective:
SWBAT complete any missing
assignments.
Do Now/Link to Test Prep:
Do you prefer to be inside or
outside?
Teacher Input:
-Journals
-Complete any missing work
Student Engagement Strategies:
Complete missing work
 Teacher: Lauren Carpenter Grade: 6 Week of: 2/5/24

Check for Understanding: Check for Understanding: Check for Understanding: Check for Understanding: Check for Understanding:
Fill the page writing assignment Summary 3-2-1 Exit ticket Summary Complete missing work

Mustang Zone Groups: Mustang Zone Groups: Mustang Zone Groups: Mustang Zone Groups: Mustang Zone Groups:

All groups: Silent reading All groups: NoRedInk All groups: Silent reading All groups: NoRedInk All groups: Complete missing work

Group A: Sentence Structure Group B: Sentence Structure Group C: Sentence Structure Group D: Sentence Structure lesson
lesson w/ teacher lesson w/ teacher lesson w/ teacher w/ teacher
 Teacher: Lauren Carpenter
Monday
Lesson #
Essential Standard:
6.SP3.2 Use evidence to
develop claims and
counterclaims in response to
compelling questions in the
time period and region
studied.
Literacy Integration Standard:
Reading Informational Texts
Objective:
SWBAT analyze a primary or
secondary source and determine
what information can be used to
support their claim.
Do Now/Journal:
Take your best guess at how Ms.
Carpenter broke her foot.
Teacher Input:
-Journals
-Source Reading and Annotation
-Source small group discussion
-Mustang Zone
Student Engagement Strategies:
Small group work
Grade: 6
Tuesday
Lesson #
Essential Standard:
6.SP3.2 Use evidence to
develop claims and
counterclaims in response to
compelling questions in the
time period and region
studied.
Literacy Integration Standard:
Speaking and Listening
Objective:
SWBAT use evidence from
sources to brainstorm ideas for
their informative essays.
Do Now/Link to Test Prep:
Write a motivational/positive
message to yourself.
Teacher Input:
-Journals
-Small group brainstorming
-Idea Chart
-Mustang Zone
Student Engagement Strategies:
Jigsaw Group
Week of: 2/12/24
Wednesday
Lesson #
Essential Standard:
6.SP3.2 Use evidence to
develop claims and
counterclaims in response to
compelling questions in the
time period and region
studied.
Literacy Integration Standard:
Writing Informative Texts
Objective:
SWBAT use evidence from
multiple sources to state a claim
and create an outline.
Do Now/Link to Test Prep:
What part of writing an essay is
hardest for you?
Teacher Input:
-Journals
-All students will be given all
sources
-Students will brainstorm an
outline using the given sources
and the class chart
-Mustang Zone
Student Engagement Strategies:
Group work
Thursday
Lesson #
Essential Standard:
6.SP3.2 Use evidence to develop
claims and counterclaims in
response to compelling
questions in the time period and
region studied.
Literacy Integration Standard:
Writing Informative Texts
Objective:
SWBAT use evidence from multiple
sources to state a claim and create
an outline.
Do Now/Link to Test Prep:
What is something you can’t live
without?
Teacher Input:
-Journals
-Students will continue to
brainstorm an outline using the
given sources and the class chart
-Mustang Zone
Student Engagement Strategies:
Check-in with each student
Friday
Lesson #
Essential Standard:
6.SP3.2 Use evidence to develop
claims and counterclaims in
response to compelling
questions in the time period
and region studied.
Literacy Integration Standard:
Writing Informative Texts
Objective:
SWBAT begin writing an
introductory paragraph.
Do Now/Link to Test Prep:
Would you rather go to Disneyland
or on a cruise?
Teacher Input:
-Journals
-Students will begin to write their
introduction paragraph
-Mustang Zone
Student Engagement Strategies:
Game
 Teacher: Lauren Carpenter
Check for Understanding: Check for Understanding:
Summarize your source How do you feel about writing
your essay now? Do you feel
more confident now that there
are some ideas or not?
Mustang Zone Groups: Mustang Zone Groups:
All groups: NoRedInk All groups: NoRedInk
Group A: Sentence Structure Group B: Sentence Structure
Grade: 6
Check for Understanding:
Review claim
Mustang Zone Groups:
All groups: NoRedInk
Group C: Sentence Structure
Week of: 2/12/24
Check for Understanding:
Review outline
Mustang Zone Groups:
All groups: NoRedInk
Group D: Sentence Structure
Check for Understanding:
Review introduction
Mustang Zone Groups:
All groups: Introduction Paragraph
 Teacher: Lauren Carpenter
Monday Tuesday
Lesson # Lesson #
Essential Standard: Essential Standard:
6.SP3.2 Use evidence to
Presidents Day – develop claims and
No School counterclaims in response to
compelling questions in the
time period and region
studied.
Literacy Integration Standard: Literacy Integration Standard:
Writing Informative Texts
Objective: Objective:
SWBAT use evidence from
sources to continue to write an
outline for an informative essay.
Do Now/Journal: Do Now/Link to Test Prep:
If you could be any animal, which
would you be and why?
Teacher Input: Teacher Input:
-Journals
-Informative Essay
Outline/Rough Draft
-Mustang Zone
Student Engagement Strategies: Student Engagement Strategies:
Relate to real world
Grade: 6
Wednesday
Lesson #
Essential Standard:
6.SP3.2 Use evidence to
develop claims and
counterclaims in response to
compelling questions in the
time period and region
studied.
Literacy Integration Standard:
Writing Informative Texts
Objective:
SWBAT use evidence from
multiple sources and use their
outline to create a rough draft.
Do Now/Link to Test Prep:
How can you become a better
writer?
Teacher Input:
-Journals
-Informative Essay
Outline/Rough Draft
-Mustang Zone
Student Engagement Strategies:
Collaborative environment –
students can help each other
with ideas
Week of: 2/19/24
Thursday
Lesson #
Essential Standard:
6.SP3.2 Use evidence to develop
claims and counterclaims in
response to compelling
questions in the time period and
region studied.
Literacy Integration Standard:
Writing Informative Texts
Objective:
SWBAT use evidence from multiple
sources and use their outline to
create a rough draft.
Do Now/Link to Test Prep:
Who is your all-time favorite band?
Or what is your favorite music to
listen to?
Teacher Input:
-Journals
-Informative Essay Rough Draft
-Those done with rough draft can
help others
-Mustang Zone
Student Engagement Strategies:
Student led teaching
Friday
Lesson #
Essential Standard:
6.SP3.2 Use evidence to develop
claims and counterclaims in
response to compelling
questions in the time period
and region studied.
Literacy Integration Standard:
Language Conventions
Objective:
SWBAT take a grammar diagnostic.
Do Now/Link to Test Prep:
Do you think it is important to be a
good reader and writer? Why or
why not?
Teacher Input:
-Journals
-Quill Diagnostic
Student Engagement Strategies:
 Teacher: Lauren Carpenter Grade: 6 Week of: 2/19/24

Check for Understanding: Check for Understanding: Check for Understanding: Check for Understanding: Check for Understanding:
Outline/Rough Draft Outline/Rough Draft Rough Draft Diagnostic
Mustang Zone Groups: Mustang Zone Groups: Mustang Zone Groups: Mustang Zone Groups: Mustang Zone Groups:

All groups: Easy Answer First All groups: Easy Answer First All groups: Easy Answer First All groups: Easy Answer First

Group A: Citing Text Lesson w/ Group B: Citing Text Lesson w/ Group C: Citing Text Lesson w/ Ms. Group D: Citing Text Lesson w/ Ms.
Ms. C Ms. C C C
 Teacher: Lauren Carpenter
Monday
Lesson #
Essential Standard:
6.SP3.2 Use evidence to
develop claims and
counterclaims in response to
compelling questions in the
time period and region
studied.
Literacy Integration Standard:
Writing Informative Texts
Objective:
SWBAT use evidence from
multiple sources and use their
outline to create a rough draft.
Do Now/Journal:
What are some things you are
grateful for?
Teacher Input:
-Journals
-Informative Essay Rough Draft
(Rough Draft due today)
-Mustang Zone
Student Engagement Strategies:
Relate to real world
Grade: 6
Tuesday Wednesday
Lesson # Lesson #
Essential Standard: Essential Standard:
6.SP3.2 Use evidence to 6.SP3.2 Use evidence to
develop claims and develop claims and
counterclaims in response to counterclaims in response to
compelling questions in the
compelling questions in the
time period and region
time period and region studied.
studied.
Literacy Integration Standard: Literacy Integration Standard:
Writing Informative Texts Writing Informative Texts
Objective: Objective:
SWBAT make revisions on their SWBAT make revisions on their
rough draft to create their final rough draft to create their final
draft. draft.
Do Now/Link to Test Prep: Do Now/Link to Test Prep:
Write a bucket list. What is your favorite type of
music or your favorite
band/singer? Why?
Teacher Input: Teacher Input:
-Journals -Journals
-Revisions Lesson -Informative Essay Revisions –
-Informative Essay Revisions – Final Draft
Final Draft -Meet with students to discuss
-Mustang Zone revisions
-Mustang Zone
Student Engagement Strategies: Student Engagement Strategies:
Revision stations Collaborative Environment –
Students look at each other’s
essay to help with revisions.
Week of: 2/26/24
Thursday
Lesson #
Essential Standard:
6.SP3.2 Use evidence to develop
claims and counterclaims in
response to compelling
questions in the time period and
region studied.
Literacy Integration Standard:
Writing Informative Texts
Objective:
SWBAT make revisions on their
rough draft to create their final
draft.
Do Now/Link to Test Prep:
Do you think it is important to be
able to read and write? Why or why
not?
Teacher Input:
-Journals
-Informative Essay Revisions – Final
Draft
-Meet with students to discuss
revisions
-Mustang Zone
Student Engagement Strategies:
Collaborative Environment –
Students look at each other’s essay
to help with revisions.
Friday
Lesson #
Essential Standard:
6.SP3.2 Use evidence to develop
claims and counterclaims in
response to compelling
questions in the time period
and region studied.
Literacy Integration Standard:
Writing Informative Texts
Objective:
SWBAT make revisions on their
rough draft to create their final
draft.
Do Now/Link to Test Prep:
Are you excited for spring break?
Teacher Input:
-Journals
-Informative Essay Revisions – Final
Draft
-Final Draft Due
Student Engagement Strategies:
Crunch time – timer and music
 Teacher: Lauren Carpenter
Check for Understanding:
Rough Draft
Mustang Zone Groups:
All groups: Every Question
Matters
Group A: Transitional Words w/
Ms. C
Grade: 6
Check for Understanding:
What revisions do you need to
make?
Mustang Zone Groups:
All groups: Every Question
Matters
Group B: Transitional Words w/
Ms. C
Week of: 2/26/24
Check for Understanding:
How do you feel about your final
draft so far? What do you need
help with?
Mustang Zone Groups:
All groups: Every Question
Matters
Group C: Transitional Words w/
Ms. C
Check for Understanding: Check for Understanding:
You essay is due tomorrow, how do Final Draft Reflection
you feel?
Mustang Zone Groups: Mustang Zone Groups:
All groups: Every Question Matters All groups: Turn in final draft.
Group D: Transitional Words w/
Ms. C