1.
Subject: ELA 6
Teacher Name: Ms. Prag Week of: February 1
Time: MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
OBJECTIVE
Preparation
EMBEDDED
ASSESSMENT II
Learning Intention:
WALT to revise our
short story to make it
more effective
Success Criteria​: We
are successful when
we write a story using
dialogue, vivid verbs,
and figurative
language that captures
a real or imaginary
experience and
includes characters,
conflict, and a plot
with exposition,
climax, and resolution
EMBEDDED
ASSESSMENT II
Learning Intention:
WALT to revise our
short story to make it
more effective
Success Criteria​: We
are successful when
we write a story using
dialogue, vivid verbs,
and figurative
language that captures
a real or imaginary
experience and
includes characters,
conflict, and a plot
with exposition,
climax, and resolution.
Activity 3.1
Learning Intention:
WALT preview the
big idea; Tier I and II
vocabulary for the
unit; and the
skills/knowledge
necessary to be
successful on
Embedded Assessment
III
Success Criteria​: We
are successful when
we complete a quick
write about changing
perspectives; engage
in the QHT strategy
and identify skills and
knowledge necessary
to be successful on the
Embedded Assessment
Activity 3.2
Learning Intention:
WALT infer
connotative and
denotative meanings
of academic
vocabulary
Success Criteria​: We
are successful when
confirm connotative
meanings of argument
and controversy AND
generate denotative
responses to the
words as well
Activity 3.2
Learning Intention:
WALT begin
applying the strategy
of paraphrasing and
exploring “hot
topics”
Success Criteria​:
We are successful
when we paraphrase
famous quotes
regarding
controversy and
complete an
“Anticipation Guide:
Exploring Hot
Topics”
DO NOW
Does anyone have a
short story rough draft
they would like to
share with the class?
On page 85 in your
text, reread the
Exemplary column in
the Scoring Guide on
page 86 to remind
yourself of what is
needed in your final
draft to achieve that
score.
Turn to page 159, and
begin the
“Quickwrite”.
How do you think the
perspective of the
single fish is different
from the perspective of
the rest of the fish?
Turn to page 162.
(Tier I and II Turn
and Talk; Tier III
guided discussion) A
controversy is a
public debate. Why
do we have
controversy in
society?
Turn to page 163.
Complete the
Quickwrite:​ Have
you ever tried to
change the mind of
someone in your
family? Were you
successful, and if so,
how did you convince
the person?

2.
TEACHER
DIRECTED
INSTRUCTION
1. We will begin by
discussing the
Learning Intention &
Success Criteria.
2.We will then go
over the “Do Now”
3. Review Materials in
Writing folder
(STORY Handout;
Rubric etc)
4. Share Group
Stories­­to model the
process
NOTE:
Paraprofessional,
Mr. Washington,
daily supports
during the Tier III
class (English 3­­Mr.
Crass 9:30­10:15)
1. We will begin by
discussing the
Learning Intention &
Success Criteria.”
2.We will then go
over the “Do Now”
3.Students will receive
their short story drafts
along with a reflection
sheet.
4. Directives will be
given.
1. We will begin by
discussing the
Learning Intention &
Success Criteria.
2.We will then go over
the “Do Now”
3. Have a volunteer
read the “Unit
Overview”; “Making
Connections”: and
“Academic
Vocabulary”
4.​Mark the Academic
Vocabulary and
Literary Terms using
the QHT strategy.
5. ​Take a vote using
the QHT chart
regarding familiarity
of vocabulary words.
6.​Scan the Contents
and find and mark a
Wow activity
(interesting or fun) and
a Whoa activity
(challenging).
1. We will begin by
discussing the
Learning Intention &
Success Criteria.”
2.We will then go
over the “Do Now”
Have students
quickwrite​ about a time
when they have tried to
convince a family
member. Allow students
to share. Stress that
argumentation is a part
of everyday life. Discuss
the idea of persuading
and convincing with
effective and relevant
reasons that appeal to
both logic and emotions.
3. ​Begin by asking
students to preview the
title of the activity and to
quickly come up with
synonyms for the words
argue​ and ​convince​.
4. Together go over
question 2 page 163
Have students
quickwrite​ about a time
when they have tried to
convince a family
member. Allow students
to share. Stress that
argumentation is a part
of everyday life. Discuss
the idea of persuading
and convincing with
effective and relevant
reasons that appeal to
both logic and emotions.
1. We will begin by
discussing the
Learning Intention &
Success Criteria.
2.We will then go
over the “Do Now”
3. Together read over
“Introducing The
Strategy of
Paraphrasing”
4​. ​Paraphrasing​, an
important tool in
research, is explicitly
introduced in this
lesson. Have students
silently read the
definition and purpose
of paraphrasing.
Depending on how
comfortable they are
with paraphrasing, have
students paraphrase
the two quotes with you,
through a think aloud, in
pairs, or alone. Ask
students to share their
paraphrases and to
explain how and why
they wrote them. Stress
that paraphrasing is
restating in one’s own
words and not to add
new information (e.g.,
personal examples).
5. Complete Chart

3.
INDEPENDENT
EXTENSION &
PRACTICE
A longer time will be
spent in Lab 315­­The
MAP Half
(COMPASS)
Students will write
their final drafts and
complete the
reflection
handout.​(Tier III
Provide scaffolding
and support.
Hopefully Mr.
Washington will be
available to provide
When students finish
guide them to read a
book independently or
Word Search
of concepts from Unit
1 support as well)
Tier I and II: Turn to
page 210 Underline
skills (verbs) and
Circle knowledge
(nouns) Tier III:
Provide sort materials
and Skills/Knowledge
(Provide scissors and
glue sticks­­partners?
Tier I and II: Use
anchor chart and
volunteers to record
findings of
skills/knowledge
Tier III Share findings
from the sort activity
What comes to mind
when you hear the
word controversy?
Complete the word
map graphic organizer
to explore the
meaning of the
word.­­Work in
partners/Record
results on an anchor
chart
Together or
independetly
complete the
“Anticipation Guide:
Exploring Hot
Topics”; Complete
quickwrite regarding
one of these topics
ASSESSMENT/
CLOSURE
Homework:​ Prepare
for Embedded
Assessment
Homework: None
Assessment
Homework:​ TBD Homework:​ TBD NO HOMEWORK
MAP HALF: LI: WALT to increase our class average READING MAP RIT SCORE we must rehearse skills (Literature, Informational Text, and
Vocabulary Acquisition) SC: We are successful when we practice at least one skill in our MAP HALF PACKET or COMPASS Learning
Monday/Friday: COMPASS LEARNING Lab 315 Wednesday/Thursday: Tiered Close Reading Passages (TpT Materials)
Based upon MAP RIT scores students have been placed in one of the following COMPASS courses: Literature I, Literature II, Literature III, Literature IV,
Literature V and Literature VI
SPECIAL MAP HALF ACTIVITY Tuesday LI will remain the same SC: We are successful when we review our character graphic organizer
from “Once Upon a Time” )
NOTE: Paraprofessional,Mr. Washington, daily supports MAP HALF for English 2 (Prag 12:15­12:45) and English 3 (9:45­10:15);RtI Specialist,
Ms. Coleman, daily supports the following students during MAP HALF; Bryanna Thomas, Tremell Hinton, Keyon Jones, Quendell Patterson, and
Adhan Allen Note: COMPASS Schedule to be adjusted upon analysis of Winter MAP Reading Scores

4.
COMPASS SCHEDULE ELA 1(YALE) ELA 2 (MSU) ELA 3 (MSOE)
Monday Marklin, Kamille, Joshua, Ahmon,
Cuhmarion
Quendell, Keyon, Justice, Tremell,
Bryanna, Torrieon
Jovan, Jovante, Anya, Tanetria,
Omarion
Tuesday Latoney, Josiah, Jawun, Eric, Tia Branden, Shauntrell, Adhan, Carmen,
Brooklyn, Armani
Diante, Will, Tamille, Terrance, Alicia,
Janiya
Wednesday Dramon, Kemanni, Amesha, Kelly, Znia Devondre, Larnesha, Chadsity, Dailyn,
Richard, Akila
Ariyana, Keymari, Anthony, Tarius,
Leah
Thursday Aniyah, Michelle, Jaide, Rayvieon,
Savannah
Terriana, Willie, Zamara, Joshua,
Anariana, Kingston
Camarion, Martelly, D.J., Desmond,
Markiesha
Friday Keyshawn,Miracle,Kailyn, Nari, Erin Lanaijha, Shanella, Larry, Quendell,
Keyon, Tremell
Tony, Nariah, Rayquan, Kalvianna,
Special