DCSD Instructional Planning InstrumentFocus on Teaching and Learning

Weekly Lesson Plan

Section A: Strategies & TasksCheck the appropriate box to indicate the inclusion of the task and/or strategies for the weekly lesson plan.

STRATEGIES/TASKS YES NO STRATEGIES/TASKS YES NO STRATEGIES/TASKS YES NODCSD Unit Task Interdisciplinary Integration Differentiated InstructionGADOE Task/Activity/Resource Intervention Strategies 21st Century Learning SkillsSTEM/STEAM Integration Gifted-Extensions for Learning Research-Based Instructional Strategies

Section B: Unit & Standards AlignmentProvide information that gives an overview of the weekly focus.

School Name Peachtree Charter Middle School Teacher/Co-Teacher/Para Name(s) Anna Price Grade/Subject/Course 6th Grade English Language Arts Week of: 9/9-9/13Unit #, Name, and Pacing Unit One, Coming of Age

FOR

THE

WEE

K

Priority Standard(s)(Content specific) ELAGSE6RL1, ELAGSE6RL9, ELAGSE6RI9, ELAGSE6W3

Supporting Standard(s)(Content specific) ELAGSE6RL2, ELAGSE6RL3, ELAGSE6SL1, ELAGSE6SL6, ELAGSE6L4

Non-Content Standard(s)(WIDA, Interdisciplinary, Literacy)

Essential Question(s)(Address philosophical foundations; contain multiple answers; provoke inquiry)

What are the elements of plot? What is the purpose of examining story elements in a text? How do readers determine the theme of a text? What techniques do writers use to produce well-written narratives? Why do we compare and contrast ideas presented by different authors? What are some presentation techniques that we can use to make presentations engaging and effective for the audience?

Big Ideas(Concepts or principles central to the lesson that anchor all of the smaller ideas in a lesson)

Point of View, Elements of Plot , Using textual evidence to support ideas, compare/contrast, Narrative writing, Characterization (Direct and Indirect), Identify, Analyze

DCSD Instructional Planning InstrumentFocus on Teaching and Learning

Weekly Lesson Plan

Section C: Instructional FrameworkIdentify the strategies from Section A that will be implemented within the daily instructional framework. List the specific strategies as provided on the strategy chart found at the end of the DCSD Instructional Planning Instrument.

Daily Lesson Plan for Monday Assessment Evidence Note: A variety of formative

assessments should be used at key points throughout the lesson.

Learning Target/Success Criteria(What will students know and be able

to do by the end of the lesson?)Students will have an understanding of the five elements of plot and will practice their knowledge of them by creating a story board and an original narrative. Informal question/answer

throughout the lesson.

Pre-Instructional Activity(Sponge; bell-ringer; journal; allows

attendance to be taken)Daily Grammar Practice: Parts of Speech Informal question/answer

throughout the lesson.

Opening(ENGAGE)

(Introduce the lesson; summarizes previous lesson; clarifies

misconceptions)

Let’s talk about point of view! The same story can look very different depending on who is telling it. As you build your reading comprehension skills, you need practice identifying and analyzing who is telling the story and how that affects the story being told.

*Point of View Flocabulary

Participation and Engagement

Work Period(EXPLORE/EXPLAIN

EXTEND/ELABORATE)(Allows students to practice concept;

assesses student learning)

Point of View: Power Point foldable notes and small group review (questions on PP)

Handout responses and participation.

Closing(EVALUATE)

(Summarizes lesson; ensures understanding; clarifies

misconceptions)

Last 8: write for 7 minutes about a student misbehaving in class from the 1st person (student or teacher) point of view. We will share out some tomorrow!

Informal question/answer throughout the lesson.

Resources/Instructional Materials(What do I need in order to teach the

lesson?)Promethium board, internet access, whiteboard

Daily Lesson Plan for Tuesday Assessment Evidence Learning Target/Success Criteria Students will have an understanding of the five elements of plot and will practice their knowledge of them by

creating a story board and an original narrative. Informal question/answer throughout the lesson.

Pre-Instructional Activity Daily Grammar Practice: Sentence Parts Informal question/answer throughout the lesson.

Opening(ENGAGE)

Share out some responses from the “Last 8” activity from Monday. How does point of view affect the story being told? Participation and Engagement

Work Period(EXPLORE/EXPLAIN

EXTEND/ELABORATE)

Read “The Broken Hearted Collector” Discuss talking points with a partner. Answer questions independently.Independent: Work on “Point of View” assignment handout.

Handout responses and participation.

Closing(EVALUATE)

Questions to ponder: 1. How did the story change when it was told in first person instead of third person?2. In your opinion, which point of view works better for telling the collector’s story? Or, are the points of

view equally powerful? Why?

Informal question/answer throughout the lesson.

Resources/Instructional Materials Promethium board, internet access, whiteboard

Daily Lesson Plan for Wednesday Assessment Evidence

DCSD Instructional Planning InstrumentFocus on Teaching and Learning

Weekly Lesson Plan

Monday: Collect alternate ending and share out responses. Revisions as needed. What is characterization? How do we gather information about characters?Characterization: discuss direct v. indirect characterization. Partners: characterization handout (finish for homework)

Tuesday:

DCSD Instructional Planning InstrumentFocus on Teaching and Learning

Weekly Lesson Plan

This page is for informational purposes only as lesson plans are developed. Do not attach this page to the weekly lesson plan.

Section D: Strategy Chart

Research-Based Instructional

Strategies(weekly strategies chosen to guide

teaching and learning)

Opening Work Period ClosingActivate Prior KnowledgeProvide FeedbackQuestioning (Raises questions)Scaffold InstructionClarify Previous LessonCreate InterestPhenomenonOther…

Facilitate LearningDemonstrate/ModelAcademic DiscussionsHigh-level QuestioningCooperative LearningIndependent LearningInterdisciplinary WritingExplain/Apply/Extend concepts and skillsGenerating and Testing HypothesesOther...

Summarize LessonsAllow students to assess their own learningProvide Alternative ExplanationsQuick WriteRespond to Essential Questions3-2-1/K-W-LOther…

21st Century Learning Skills

(weekly strategies chosen to guide student engagement)

Teamwork and CollaborationInitiative and LeadershipCuriosity and Imagination

Innovation and CreativityCritical Thinking and Problem SolvingFlexibility and Adaptability

Accessing and Analyzing InformationEffective Oral and Written CommunicationOther…

Intervention Strategies

Intervention Strategies(Tiers 1, 2, 3)

Additional Support in Classroom

Specially Designed Instruction for Exceptional Education Students

Strategies for English Language Learners

Re-VoicingExplainingPrompting for ParticipationChallenging or counteringAsking “Why?” or “How?”RereadPractice new academic vocabularyAssistive technologyPre-teach & re-teach in a different wayUse of manipulativesCollaborative workCreate differentiated text sets

ConferencingAdditional timeSmall group collaborationModify quantity of workTake student’s dictationScaffold informationDifferentiated (content/process/product)Consistent reward systemRefer to students’ IEP or 504 planAssistive technology

Visuals/RealiaFront-loadingEchoing/Choral responseColor-codingMultiple exposures in different mediaPair-shareModelingLanguage scaffolds: example: sentence framesDeconstruct complex sentencesIncrease student-to-student talkStrategies vocabulary instructionAdditional think time

GiftedExtensions for

Learning

Tier 1 Tier 2 Tier 3 Tier 4Flexible-Learning GroupsChoice of BooksHomework OptionsUse of Reading BuddiesVarious Journal PromptsStudent/Teacher Goal SettingVaried Pacing with Anchor OptionsWork Alone or TogetherFlexible SeatingVaried ScaffoldingVaried Computer ProgramsDesign-A-DayVaried Supplemental MaterialsComputer MentorsThink-Pair-ShareOpen-ended ActivitiesExplorations by InterestOptions for Competition

Gifted Edu. Cluster ClassesGifted Edu. Collaboration ClassesTiered Activities and ProductsUse of Literature ClubsMultiple Testing OptionsMultiple TextsAlternative AssessmentsSubject Advancement within classCurriculum CompactingTiered CentersSpelling by ReadinessVarying OrganizersCommunity MentorshipsStationsGroup InvestigationsAssess Students in Multiple WaysStudent ChoiceSimulations

Advanced Content (all core content)Resource ClassesIndependent/Directed StudySocratic Seminars

Above grade level accelerated (all core content)Advanced Placement ClassesInternational Baccalaureate ClassesInternshipsMentorships

Assessment Evidence

(Formative)

Analyzing Student WorkRound Robin ChartsStrategic Questioning3-Way Summaries

Think-Pair-Share3-2-1 CountdownClassroom PollsExit/Admit Tickets

One-Minute PaperMetacognition TableFour CornersSelf-Evaluation

Stop and GoClasswork Trade/Peer ReviewLearning LogsDocument Observations