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Ms. Whitney Weiland/Mr.

Cook
English Language Arts Lesson Plan March 26, 2015
Cedar Grove Middle School 6th Grade

Materials:

Promethean Board,
Learning Log,
Handout, Pen and
Pencil, Colored Index
Cards, PowerPoint
Presentation, White
Board, Expo Markers

Thursday
March 26, 2015
Standards:
Reading:

ELACC6RI1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.

Writing:

ELACC6W4: Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
ELACC6W9: Draw evidence from literary or informational texts to support analysis, reflection, and
research.
ELACC6SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others ideas and
expressing their own clearly.
ELACC6L3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Speaking and
listening:
Language:
Essential
questions:

How do I implement the RACE strategy to construct an extended and constructive response?

Enduring
understanding:

Students are to implement the RACE strategy in their construction of an extended and constructive response.
Classroom activity:
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Ms. Whitney Weiland/Mr. Cook


English Language Arts Lesson Plan March 26, 2015
Cedar Grove Middle School 6th Grade

Opening:

Writing Prompt: Write down DWP 4 and 5.


Lets RACE!
What is the Georgia Milestones exam? What are the expectations for how you answer the
questions on it? What does it mean to cite evidence?
Mini-Lesson: What is the RACE strategy?
Give students RACE Strategy Handout.
Have students refer to the back page and take notes in Learning Log. Students are to look
at the graphic aid provided.
Teach students the RACE strategy.
R-Restate the questionRestate or reword the question and turn it into a statement.
A-Answer the questionWhat is being asked? Answer all parts of the question.
C-Cite evidence from the textUse evidence based terms to begin your citation. Tell
where you found examples and details in the text. VERY IMPORTANT FOR STUDENTS
TO WRITE DOWN THIS SLIDE. Examples: In paragraph, The text states, The
author says, In lines, According to the text, For example, Based on the text
Provide an example of one and emphasize the use of quotation marks to put around the
evidence found. Show set up of this step on white board.
E-Extend and explainExplain how the evidence supports your answer. Give examples
using background knowledge and connections. Add your thoughts (I believe, I think,

Ms. Whitney Weiland/Mr. Cook


English Language Arts Lesson Plan March 26, 2015
Cedar Grove Middle School 6th Grade

This means, This shows, For example)


Review each step and discuss the expectations for each one. Provide examples that go
along with each step to make it easier to understand. Refer back to past assignments and
lessons to make connections with the content taught.
Look at passage and graphic at bottom of last page in handout. Read the passage on the
Arctic and Eskimos. Do a think aloud. Discuss how after reading a passage you should
determine what the story is about.
Ask students the question according to the article, why did life change for the Eskimos in
the 1800s?
Follow slides in PowerPoint presentation and do each step of RACE to answer this
question.
Look at handout to see the correct format of the answer. Discuss how the final answer is at
least 3 sentences. Good answers for the Georgia Milestone exam are expected to be like
this.
Work Period:

Guided Instruction:
Read the first passage on page one of handout. Have a student read the passage. Ask what
is the passage about.
Discuss the directions for the handout. Students are to read each excerpt and complete a
constructive response. You will be required to describe a characters trait by making an
inference. You will also be expected to support your answer by citing evidence from the
text. Use the RACE strategy to answer the questions.
Discuss terms: excerpt, constructive response, and inference.
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Ms. Whitney Weiland/Mr. Cook


English Language Arts Lesson Plan March 26, 2015
Cedar Grove Middle School 6th Grade

Read first passage, answer question based on this excerpt, how would describe George, use
the RACE strategy. Construct answer as a class and discuss the steps. Write answer on
board and label the steps used for the answer.
Independent Work Period: RACE Activity
Students are given handout with three excerpts and questions.
Get into groups of three. (Pre-selected)
Give students four index cards (Red, Green, Yellow, and Purple).
You will be required to describe a characters trait by making an inference.
Read the excerpt and complete a constructive response.
You will be required to describe a characters trait by making an inference.
You will also be expected to support your answer by citing evidence from the text.
Use the RACE strategy to answer the question.
Write each step on designated index card.
Red-Restate the question
Green-Answer the question
Yellow-Cite the evidence
Purple-Extend and explain
Bring one card up to me at a time and get approved. Then can move on to next step.
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Ms. Whitney Weiland/Mr. Cook


English Language Arts Lesson Plan March 26, 2015
Cedar Grove Middle School 6th Grade

First group to complete the answer correct win.


Write all final answers on handout.
Closing:

Turn in handout.
Discuss the best answer made during the RACE activity.
Exit Slip: What are the steps of the RACE strategy? Will you use this in the future?

Homework:

Writing Prompt 4 and 5.


Finish handout if not complete in class.
Differentiation
Visual Aids: PowerPoint presentation, graphic aids, handout, examples on paper, answers
written on board.
Collaboration: Work with other students and learn from one another. Class discussion to
trigger all learning styles.
Music played during work period to eliminate dull silence.
Use of ring bell to manage students.
Use of timer to let students know what the time limits are and how long they have to work
on things.
Lesson allows movement and an active environment.