Objective Lesson Title Standards

SWBAT: ​Unit: ​The Horse Snake ​Sub-Unit: ​3 ​Lesson:​ 1 ,,,,

-Explain the importance of ● Write arguments to support
teamwork claims with clear
-Use the RACE writing strategy reasons/evidence
to respond to a writing prompt LAFS.6.W.1.1
● Cite text evidence; draw
Warm up/Bell Activity inferences RL.1.1
● Determine a theme/central
idea; provide summary
Read and Annotate LAFS.6.RL.1.2

Assessment

Assessment #1: Highlight evidence of Teamwork in the Horse

Snake
Assessment #2 (Exit): ​Using RACECES, write about how the Literacy/Reading Strategies
characters in the story worked as a community to complete a task.
How can we as a class learn from this story? what can your team
learn from this story?
● Teacher Read-Aloud
Vocabulary
● Cooperative Groups

​Each week, students are assigned Activities ● Think-Alouds

specific vocabulary lessons to
complete on the vocab app. If
students finish their work early, they
are able to complete their
vocabulary lessons in class.
● Additional Time
Independent: ​Read the Horse Snake by Huynh Quang Nhoung ● Online Timers
Whole Group: ​Review what it means to work as a team and the
importance of thinking interdependently
Group: ​Share examples of teamwork

Differentiation

Based on Iready scores, students are assigned levels within the Amplify program (see attached guide). In addition, students with IEPs are assigned
additional guidance regardless of level in order to provide further support. The levels are assigned by the instructor but can be adjusted accordingly.
In addition to the levels, over-the-shoulder conferencing is used in order to accommodate students’ individual needs.

: For this lesson, the Universal Design for Learning approach is used in order to accommodate the varying needs of students. Students will first hear
the passage read aloud before students reread and answer the questions., Students will complete activities in pairs., In periods 2,6, and 8, the activity
will be completed as a whole group. Instructor will point to the displayed text and call attention to the words that help identify the answers.

Notes

Flex Day: ​Students will use the Flex Day to finish completing lesson(s) 1, peer review another student’s work, and practice close reading and reading
comprehension skills in preparation for the Reading FSA.

Home Learning: ​Students will continue working on their Titanic Collection packet in order to further prepare them for their unit essay and their in class
solo lessons.