PCIS 6

th
GRADE INSTRUCTIONAL PLAN
Grade: 6
th
Grade Subject: Wonders Reading Time: 1,2,3,4,5 periods
Teacher: McElroy, Williams, Senn, Fleming, ittman Wee !": !nit 2 Wee" 2 # Se$tember %&'Oct!ber %
DA( PROCEDURES
E)UIP*ENT+*ATERI
ALS
INSTRUCTIONAL
*ET,OD
PCIS 6
th
GRADE INSTRUCTIONAL PLAN
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DAIL( LESSON CONCEPT /O01ECTI2E3: #e$t e%idence& compare and contrast
ESSENTIAL )UESTION: 'o( did democracy de%elop)
COS+CCRS O01ECTI2E/S3: *ntegrate %is+al in,ormation -e.g., in charts, graphs, photographs, %ideos, or maps/ (ith other
in,ormation in print and digital te$ts. -R'.6.0/ ose and respond to speci1c 2+estions (ith ela3oration and detail 3y ma"ing
comments that contri3+te to the topic, te$t, or iss+e +nder disc+ssion. -S4.6.1c/ *nterpret in,ormation presented in di%erse media
and ,ormats -e.g., %is+ally, 2+antitati%ely, orally/ and e$plain ho( it contri3+tes to a topic, te$t, or iss+e +nder st+dy. -S4.6.2/ 5ite
te$t+al e%idence to s+pport analysis o, (hat the te$t says e$plicitly as (ell as in,erences dra(n ,rom the te$t. -R*.6.1/ 6c2+ire and
+se acc+rately grade7appropriate general academic and domain speci1c (ords and phrases8 gather %oca3+lary "no(ledge (hen
considering a (ord or phrase important to comprehension or e$pression. -4.6.6/
,IG,ER ORDER T,IN4ING S4ILLS: St+dents (ill 3e a3le to cite te$t+al e%idence to compare and contrast (ithin a passage.
4E( 2OCA0ULAR(: spec+lation, aspiring, ,o+ndation, preceded, principal, promote, restrict, (ithstood
0E5ORE: 9+ild 9ac"gro+nd: ;emocratic 5oncepts t05, RWW pg 1<471<5
Essential =+estion: 'o( did democracy de%elop) T74
6s": 'o( (ere the citi>ens o, riene laying a "!u6dati!6 ,or democracy) What (as the 9o+le a-$iri67 to do) 'a%e st+dents
disc+ss in pairs or gro+ps. Model +sing the graphic organi>er 61.
4istening 5omprehension: *nteracti%e Read 6lo+d: The Road to Democracy t77
re%ie( E$pository #e$t
#hin" 6lo+d 5lo+ds: When I read I had to reread to rein,orce content?
Graphic @rgani>er -i, (ant to +se/ t7 chart: Genre and ,eat+res
DURING: Aoca3+lary: Words in 5onte$t, t0B7t0C& RWW p.1<6271<0 D !sing the %oca3+lary ro+tines, 5omplete ractice: Your Turn 61
(will not complete in class as whole)
5lose Reading o, 5omple$ te$t: #he ;emocracy ;e3ate p. 1<B7111 in RWW. #E p. tB<7tB1.
Ma"e 5onnections: 6s" st+dents ,or te$t e%idence as they disc+ss great thin"ers8 ideas a3o+t democracy. 6s" partners to disc+ss
ho( these ideas de%eloped, shaping the democracy (e ha%e today.
65#: rior Eno(ledge: #he section titles FGreat MindsG descri3es ho( Socrates +pset people (ith his ideas a3o+t ho( democracy
sho+ld (or" Ho+ may (ant to pro%ide some in,ormation as yo+ closely read that section o, the te$t. #B1
5omprehension Strategy: 6s" and ans(er 2+estions& model D te$t e%idence D reread the section F9orn and Raised in GreeceG on
page 1<C, ,oc+sing on the 2+estion a3o+t ho( democracy sho+ld 3e p+t into practice. 'elp st+dents see ho( ans(ering the
2+estion can g+ide their reading o, other sections o, the te$t.
G+ided ractice D 'a%e st+dents (or" in pairs to e$plain ho( they ans(ered their p+rpose7setting 2+estion. Enco+rage st+dents to
disc+ss (hat great thin"ers o, ancient Greece, Rome, and the !nited States tho+ght a3o+t ho( democracy sho+ld 3e p+t into
practice. ;irect st+dents 3ac" to the section F9orn and Raised in GreeceG to help them thin" a3o+t the important ideas in F#he
;emocracy ;e3ateG
5omprehension S"ill: 5ompare and contrast D e$plain that (hen yo+ compare items, yo+ tell ho( they are ali"e. When yo+ contrast,
yo+ tell ho( items are diIerent. 6+thors +se compare7and7contrast te$t str+ct+re to organi>e ideas as they ,oc+s on (hat is similar
or diIerent a3o+t t(o or more ideas, e%ents, people, or sit+ations.
Model7 5lose reading and te$t e%idence7 *denti,y the %ie(s held 3y Socrates and lato in F#he ;emocracy ;e3ate.G Model ho( to
organi>e their %ie(s +sing the Aenn ;iagram. Model +sing the Aenn ;iagram to (rite an analysis that compares and contrasts
Socrates8 and lato8s 3elie,s a3o+t democracy. A6a8.tica8 Writi67 D ha%e st+dents compare the %ie(s o, lato and 6ristotle in F#he
;emocracy ;e3ateG 'a%e them +se a Aenn ;iagram and to loo" ,or signal (ords as they reread the te$t. 'a%e them (rite an
analysis that compares and contrasts lato8s and 6ristotle8s 3elie,s a3o+t democracy.
Genre: *n,ormational #e$t7 Eey characteristics o, e$pository te$t7 gi%es in,ormation& incl+des te$t ,eat+res s+ch as headings,
photographs, diagrams, captions, graphs, and incl+des side3ars to oIer a diIerent perspecti%es.
Model: Model identi,ying and +sing te$t ,eat+res +sing on pages 11< and 111 o, F#he ;emocracy ;e3ateG
E$plain charts and diagrams
G+ided ractice7 ha%e st+dents 1nd and list t(o te$t ,eat+res in F#he ;emocracy ;e3ateG
Aoca3+lary Strategy: Gree" and 4atin pre1$es D e$plain that one strategy ,or 1g+ring o+t the meaning o, an +n,amiliar (ord is to
3rea" the (or" into parts. #ell st+dents that a (ord8s main part is called the root, and it carries the (ord8s 3asic meaning. #hen
e$plain that pre1$es are parts o, (ords added to the 3eginning o, the root.
Model: Re%ie( the meanings o, the Gree" and 4atin pre1$es sho(n on page 115. Model +sing the pre1$ en7 to 1g+re o+t the
meaning o, encourage.
G+ided ractice7 ha%e st+dents determine the meanings o, protected and reect ,rom F#he ;emocracy ;e3ateG
ractice7 +sing RWW page 115 can help st+dents.
A5TER: 5enters: , time7 most li"ely only (or" on Whole Gro+p today7 com3ination o, ;ay 1 and ;ay 2J
,O*EWOR4: Aoca3+lary Men+ ASSESS*ENT: !2W2 Wee"ly 6ssessment and Aoca3+lary =+i> on ;ay 5, Friday
S*ALL GROUP READING: SG1 D K honemic 6(areness K honics K Aoca3+lary K Fl+ency K 5omprehension
SG2 D K honemic 6(areness K honics K Aoca3+lary K Fl+ency K 5omprehension
SG3 D K honemic 6(areness K honics K Aoca3+lary K Fl+ency K 5omprehension
K;ry Erase 9oard
L Smart 9oard
KSt+dent #echnology
K4a3 E2+ipment
L Wor"3oo"
K'ando+t
L #e$t Wonders RWW
and !it "nthology
K6ppro%ed Aideo
KManip+lati%es
K@ther: Graphic
@rgani>er, Game, #est,
aint, etc.
L E$plicit *nstr+ction
L G+ided ractice
K*ndependent ractice
L 5enters
L 4arge Gro+p *nstr+ction
L Small Gro+p *nstr+ction
L artner Wor"M#al"
L 5olla3orati%e Gro+ps
K*nter%ention
L St+dent Engagement
K6ssessment
PCIS 6
th
GRADE INSTRUCTIONAL PLAN
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9

DAIL( LESSON CONCEPT /O01ECTI2E3: #e$t e%idence& compare and contrast
ESSENTIAL )UESTION: 'o( did democracy de%elop)
COS+CCRS O01ECTI2E/S3: ;etermine a central idea o, a te$t and ho( it is con%eyed thro+gh partic+lar details&
pro%ide a s+mmary o, the te$t distinct ,rom personal opinions or N+dgments. -R*.6.2/ 5ite speci1c te$t+al e%idence
to s+pport analysis o, primary and secondary so+rces. -R'.6.1/ 6naly>e in detail ho( a "ey indi%id+al, e%ent, or
idea is introd+ced, ill+strated, and ela3orated in a te$t -e.g., thro+gh e$amples or anecdotes. -R*.6.3/ ;escri3e ho(
a te$t presents in,ormation -e.g., se2+entially, comparati%ely, ca+sally/. -R'.6.5/ *ntegrate %is+al in,ormation -e.g.,
in charts, graphs, photographs, %ideos, or maps/ (ith other in,ormation in print and digital te$ts. -R'.6.0/ 9y the
end o, grade B, read and comprehend historyMsocial st+dies te$ts in the grades 67B te$t comple$ity 3and
independently and pro1ciently. -R'.6.1</ ;etermine or clari,y the meaning o, +n"no(n and m+ltiple7meaning
(ords and phrases 3ased on grade 6 reading and content, choosing Oe$i3ly ,rom a range o, strategies. !se
common, grade7appropriate Gree" or 4atin aP$es and roots as cl+es to the meaning o, a (ord -e.g., a+dience,
a+ditory, a+di3le/. -4.6.43/
,IG,ER ORDER T,IN4ING S4ILLS: St+dents (ill 3e a3le to cite te$t+al e%idence to compare and contrast (ithin a passage.
4E( 2OCA0ULAR(: spec+lation, aspiring, ,o+ndation, preceded, principal, promote, restrict, (ithstood
0E5ORE: Essential =+estion: 'o( did democracy de%elop)
DURING: 5lose Read: FWho 5reated ;emocracy)G
A6a8.tica8 Writi677!se Graphic @rgani>er on 9 p. 62 (hile reading the story to compare and contrast democracy
in ancient Greece and Rome (ith democracy in the !nited States
5omplete 65#7+rpose D st+dents may 3e con,+sed 3y the ill+strations in the selection. oint o+t that (hile most
e$pository selections ha%e photos and captions, some non1ction te$ts +se ill+strations to help readers %is+ali>e a
time 3e,ore photographs.
5omplete Respond to Reading A6a8.tica8 Writi67 D 9y comparing and contrasting the in,ormation, the a+thor
sho(s the similarities and diIerences that e%ol%ed ,rom each type o, democracy that de%eloped in 6thens, Rome,
and the !.S.
A5TER: 5enters: ;irections are listed at end o, the lesson plans.
,O*EWOR4: Aoca3+lary Men+ ASSESS*ENT: !2W2 Wee"ly 6ssessment and Aoca3+lary =+i> on ;ay 5, Friday
S*ALL GROUP READING: SG1 D K honemic 6(areness K honics K Aoca3+lary K Fl+ency K
5omprehension
SG2 D K honemic 6(areness K honics K Aoca3+lary K Fl+ency K
5omprehension
SG3 D K honemic 6(areness K honics K Aoca3+lary K Fl+ency K
5omprehension
K;ry Erase 9oard
L Smart 9oard
KSt+dent #echnology
K4a3 E2+ipment
L Wor"3oo"7
K'ando+t
L #e$t Wonders RWW
and !it "nthology
K6ppro%ed Aideo
KManip+lati%es
K@ther: Graphic
@rgani>er, Game, #est,
aint, etc.
L E$plicit *nstr+ction
L G+ided ractice
K*ndependent ractice
L 5enters
L 4arge Gro+p *nstr+ction
L Small Gro+p *nstr+ction
L artner Wor"M#al"
L 5olla3orati%e Gro+ps
K*nter%ention
L St+dent Engagement
K6ssessment
PCIS 6
th
GRADE INSTRUCTIONAL PLAN
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DAIL( LESSON CONCEPT /O01ECTI2E3: #e$t e%idence& compare and contrast
ESSENTIAL )UESTION: 'o( did democracy de%elop)
COS+CCRS O01ECTI2E/S3: !se com3ined "no(ledge o, all letter7so+nd correspondences, sylla3ication patterns,
and morphology -e.g., roots and aP$es/ to read acc+rately +n,amiliar m+ltisylla3ic (ords in conte$t and o+t o,
conte$t. -RF.5.3a/ !se conte$t to con1rm or sel,7correct (ord recognition and +nderstanding, rereading as
necessary. -RF.5.4c/
,IG,ER ORDER T,IN4ING S4ILLS: St+dents (ill 3e a3le to cite te$t+al e%idence to compare and contrast (ithin a passage.
4E( 2OCA0ULAR(: spec+lation, aspiring, ,o+ndation, preceded, principal, promote, restrict, (ithstood
0E5ORE: Essential =+estion: : 'o( did democracy de%elop)
Re#iew $oca%ulary
DURING: Word St+dy and Fl+ency7 inOectional endings
E$plain that adding an inOectional ending to most %er3s changes the tense o, the %er3. For e$ample, (hen Ded is
added to a %er3, as in or3ited, the action is in the past. When Ding is added to a %er3, as in or3iting, the action is or
(as ongoing, depending on the helping %er3. Remind st+dents that the spelling o, a %er3 may change (hen
adding an inOectional ending.
Model7 Write s&ip and slope on the 3oard and read them alo+d. !se these (ords to model the r+les ,or adding
inOectional endings. E$plain each r+le and +nderline the inOectional endings. Model reading the 3ase (ord and the
(ord (ith its inOectional ending.
G+ided practice D Write the ,ollo(ing (ords on the 3oard. 6s" st+dents to identi,y the 3ase (ord and +nderline all
inOectional endings. 5all attention to (ords in (hich the 1nal e (as dropped or the 1nal consonant (as do+3led.
#hen ha%e st+dents chorally read each set o, (ords. lay, played, playing, sip, sipped, sipping, s"ate, s"ated,
s"ating, pat, patted, patting.
5omplete Fl+ency on #C1
5lose Read: F'o( ideas 9ecame 4a(sG 4it. 6nthology 12B712C
5omplete 65#7p+rpose
A6a8.tica8 ;riti677 paraphrase: 'a%e st+dents paraphrase the in,ormation they read a3o+t ho( an ordinary
citi>en li"e Ste%e can aIect the la(ma"ing process.
A5TER: 5enters: ;irections are listed at end o, the lesson plans.
,O*EWOR4: Aoca3+lary Men+ ASSESS*ENT: !2W2 Wee"ly 6ssessment and Aoca3+lary =+i> on ;ay 5, Friday
S*ALL GROUP READING: SG1 D K honemic 6(areness K honics K Aoca3+lary K Fl+ency K
5omprehension
SG2 D K honemic 6(areness K honics K Aoca3+lary K Fl+ency K
5omprehension
SG3 D K honemic 6(areness K honics K Aoca3+lary K Fl+ency K
5omprehension
K;ry Erase 9oard
L Smart 9oard
KSt+dent #echnology
K4a3 E2+ipment
L Wor"3oo"7
K'ando+t
L #e$t Wonders RWW
and !it "nthology
K6ppro%ed Aideo
KManip+lati%es
K@ther: Graphic
@rgani>er, Game, #est,
aint, etc.
L E$plicit *nstr+ction
L G+ided ractice
L *ndependent ractice
L 5enters
L 4arge Gro+p *nstr+ction
L Small Gro+p *nstr+ction
L artner Wor"M#al"
L 5olla3orati%e Gro+ps
K*nter%ention
L St+dent Engagement
K6ssessment
PCIS 6
th
GRADE INSTRUCTIONAL PLAN
5
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DAIL( LESSON CONCEPT /O01ECTI2E3: #e$t e%idence& compare and contrast
ESSENTIAL )UESTION: 'o( did democracy de%elop)
COS+CCRS O01ECTI2E/S3: resent claims and 1ndings, se2+encing ideas logically and +sing pertinent
descriptions, ,acts, and detail to accent+ate main ideas or these& +se appropriate eye contact, ade2+ate %ol+me,
and clear pron+nciation. -S.4.6.4/
,IG,ER ORDER T,IN4ING S4ILLS: St+dents (ill 3e a3le to cite te$t+al e%idence to compare and contrast (ithin a passage
4E( 2OCA0ULAR(: spec+lation, aspiring, ,o+ndation, preceded, principal, promote, restrict, (ithstood
0E5ORE: Essential =+estion: 'o( did democracy de%elop)
=+ic" re%ie( o, s"ills and %oca3+lary strategies.
DURING: 5omplete !2W2 Wee"ly 6ssessment and Selection 6ssessment
A5TER: Read 6R or (or" on other home(or"
,O*EWOR4: ASSESS*ENT: !2W2 Wee"ly 6ssessment and Aoca3+lary =+i> #oday
S*ALL GROUP READING: SG1 D K honemic 6(areness K honics K Aoca3+lary K Fl+ency K
5omprehension
SG2 D K honemic 6(areness K honics K Aoca3+lary K Fl+ency K
5omprehension
SG3 D K honemic 6(areness K honics K Aoca3+lary K Fl+ency K
5omprehension
K;ry Erase 9oard
KSmart 9oard
KSt+dent #echnology
K4a3 E2+ipment
KWor"3oo"
K'ando+t
K#e$t
K6ppro%ed Aideo
KManip+lati%es
L @ther: Graphic
@rgani>er, Game, #est,
aint, etc.
KE$plicit *nstr+ction
KG+ided ractice
K*ndependent ractice
K5enters
L 4arge Gro+p *nstr+ction
KSmall Gro+p *nstr+ction
Kartner Wor"M#al"
K5olla3orati%e Gro+ps
K*nter%ention
KSt+dent Engagement
L 6ssessment