Houston Independent School District



Instructor: K. Navarro-Soto Class: 6th grade ELA

Week of: 10/10-10/14

|Monday – TSW: | Activity: as soon as the students walk in, they will turn in their homework that |

|Write an expository essay as a bell-ringer, without even |was assigned on Friday. (Write a story about anything they wanted, as long as it |

|knowing they are writing an expository essay. |included everything on their checklist.) Then for the bell-ringer, the students |

|Discuss and compare each other’s bell-ringers. |will write a “how to” (expository) essay on “how to make a peanut butter and jelly|

|Create a graphic organizer of “what would make a great |sandwich.” We will have some students share what they wrote, and then I will |

|expository essay.” |introduce expository text. We will discuss everything that should be seen in an |

|Discuss our graphic organizers. |expository text. In groups, the students will create a graphic organizer of “a |

|Listen to the teacher read aloud, and will discuss the events,|great an expository text.” (This is similar to what we did when we began talking |

|characters, plot, and setting with the whole class. |about personal narratives.) Then we will read an example. After the 5-minute |

| |break, the class will discuss what we read last week in Bridge to Terabithia, and |

| |then I will begin a read aloud with the class. |

| |Materials: homework, binder, paper, pencil, expository example, Bridge to |

| |Terabithia |

| |Follow-up: test over Bridge to Terabithia and the new vocabulary next Tuesday, |

| |Binder check & reading Log check later this week |

|Tuesday - TSW: |Activity: The students will walk in and do a bell-ringer over what they learned |

|Compare the different expository text examples. |yesterday over expository texts. We will go over the bell-ringer that will lead us|

|Listen to the teacher read aloud, and will discuss the events,|into our discussion over the different kinds of expository texts they could write.|

|characters, plot, and setting with the whole class. |We will go through each looking at graphic organizers and text examples for each |

| |kind of expository texts. After the 5-minute break, the class will discuss what we|

| |read last week in Bridge to Terabithia, and then I will begin a read aloud with |

| |the class. |

| |Materials: binder, paper, pencil, expository example, Bridge to Terabithia |

| |Follow-up: test over Bridge to Terabithia and the new vocabulary next Tuesday, |

| |Binder check & reading Log check later this week |

|Wednesday - TSW: |Activity: The students will walk in and complete their bell- ringer over |

|Recall what they know about adverbs and adjectives and apply |adjectives and adverbs. I will assess how much they know over adjectives and |

|it to their bell-ringer. |adverbs by going over the warm-up. Then I will do a mini-lesson over adjectives |

|Relearn about adverbs and adjectives. |and adverbs (page 122). After the mini-lesson, I will introduce the new vocabulary|

|Identify new vocabulary words and then the student will create|(page.103.) We will go over the definitions, and the students will create |

|sentences to help them recognize and know the meaning of the |sentences to help them understand the meanings. Then we will read an example. |

|words. |After the 5-minute break, the class will discuss what we read last week in Bridge |

|Listen to the teacher read aloud, and will discuss the events,|to Terabithia, and then I will begin a read aloud with the class. |

|characters, plot, and setting with the whole class. |Materials: binder, paper, pencil, expository example, Bridge to Terabithia, |

| |milestones textbook. |

| |Follow-up: test over Bridge to Terabithia and the new vocabulary next Tuesday, |

| |Binder check & reading Log check later this week |

|Thursday - TSW: |Activity: The students will walk in and complete their bell- ringer over the |

|Identify the words they learned yesterday and recall their |vocabulary they learned on yesterday. Then we review the vocabulary and begin the|

|definitions through the bell-ringer. |“before the reading 1” on page 104 in the milestone textbook and we will discuss |

|Read and answer questions over “crisis of government.” |that what we are about to read is an expository text. As a class we will answer |

|Analyze the text to discover what makes it an expository text.|the reading focus questions. Then we will read “crisis of government” by Gina |

|Listen to the teacher read aloud, and will discuss the events,|DeAngelis. During the reading we will discuss words we do no understand, and I |

|characters, plot, and setting with the whole class. |will check for comprehension. After the reading we will complete the “after the |

| |reading 1,” and then discuss how that essay was an expository one. Then we will |

| |transition and begin the read a loud of Bridge Terabithia. |

| |Materials: binder, paper, pencil, expository example, Bridge to Terabithia, |

| |milestones textbook. |

| |Follow-up: test over Bridge to Terabithia and the new vocabulary next Tuesday |

|Friday – TSW: |Activity: The students will walk in and complete their bell- ringer over adverbs |

|- Review adverbs and adjectives through their bell-ringer. |and adjectives (review from Wednesday) that will guide us into our reading for the|

|- Differentiate the difference between adverbs and adjectives |day. We will be reading “a shot at It” by Esmeralda Santiago. Throughout the |

|through reading the story. |reading the students will be determining if certain words are an adjective or an |

|- Discuss the purpose, point of view, and genre of the story. |adverb, and we will discuss why. We will also be discussing the prefix mono- and |

|- Point out that it is an expository text. |pointing out words that have a conjunction. After the reading we will answer |

|- Listen to the teacher read aloud, and will discuss the |questions on page 119 in our milestone textbook. |

|events, characters, plot, and setting with the whole class. |Materials: homework, binder, paper, pencil, expository example, Bridge to |

| |Terabithia, milestones textbook. |

| |Follow-up: test over Bridge to Terabithia and the new vocabulary next Tuesday |

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