Daily Lesson Plans

  • Monday: Unit Introduction


        1. Jump Start
          1. Students will engage in a digital discussion based on the following questions:
            1. What's the difference between a child and a teenager? Is it as simple as a person's age and physical appearance? Or is it more of a mental transformation, a way of looking at the world.
        2. Think Time
          1. Students will consider what the phrase "rites of passage" suggests to them.
        3. Video
          1. Students will watch the introduction video in their digital textbooks.
          2. Discussion
            1. Students will respond to the video in another digital discussion under their "assignments" tab.
        4. Essential Question
          1. Students will be introduced to the essential question for this unit: What are some milestones on the path to growing up?
        5. Unit Goals
          1. Students will watch the unit goals video.
          2. Students will be introduced to the teacher's expectations in meeting these goals.
            1. Reading
            2. Writing and Research
            3. Language
            4. Speaking and Listening
          3. Students will be directed to their home connection letter to show to their parents/guardians.
          4. Students will complete Unit Goals on the chart in their digital textbooks and in their own consumable.
        6. Academic Vocabulary: Nonfiction Narrative
          1. Students will complete the academic vocabulary chart in their digital textbooks and consumables.



    Tuesday: Whole-Class Learning: "Red Roses"


        1. Launch Text
          1. Purpose
          2. Launch Text: Nonfiction Narrative Model
          3. Preview their nonfiction narrative (box at top of next to the title)
          4. Read the text. Use the audio recording to hear it read aloud as you follow along in either your digital textbook or consumable.
        2. Word Network for Rites of Passage
          1. Explain the purpose of a word network
          2. Preview word network for the entire unit
          3. Students add one word to their chart
        3. Summary
          1. Students read the introductory paragraph and are provided tips for writing a summary.
            1. Students can access the tool kit for help in summary writing if necessary.
        4. Individual Writing
          1. Students write an objective summary of "Red Roses" on page eight in their consumables.
        5. Quick Write
          1. Students write to the prompt on page nine of their consumables.
          2. Students complete the evidence log in their consumables.


    Wednesday: Whole-Class Learning: "The Medicine Bag"


        1. Essential Question Review
        2. Whole-Class Learning Strategies
          1. Watch Video
          2. Strategy and Action Plan
        3. Contents
          1. Preview Anchor Texts
          2. Preview Performance Task
        4. Jump Start
          1. First Read Digital Discussion
        5. About the Author
          1. Virginia Drive Hawk Sneve
        6. Concept Vocabulary
          1. Students rank words in their consumables
        7. First Read Strategies
          1. Students follow chart in consumables
        8. Read "The Medicine Bag"
          1. Use the audio tool as you read along with your consumable or digital text.
          2. Mark text using the first read protocols (notice, annotate, connect, respond). Student may highlight digitally or by hand as they read. Annotate in consumables.


    Thursday: Close Readings


        1. After First Read
          1. Closer Look
            1. Analyze Characterization (Teacher models)
              1. Annotate: Students mark details in paragraph one that describe Grandpa's appearance.
              2. Question: students consider what these details might tell them. What can a reader infer about Grandpa's appearance from these descriptions.
              3. Conclude: Students formulate conclusions about the importance of these details in the text. Why might the author have included these details at the beginning of the story?
              4. Extension:  Students will be reminded of the two types of characterization: direct and indirect.
          2. Close Read (Paragraphs 12-13 and 18-21)
            1. Annotate: mark details  about how the narrator greets Grandpa as well as details that show how Cheryl greets Grandpa.
            2. Question: They then question and formulate answers as to why the greetings of the two are so different.
            3. Conclude: What can you conclude about Martin and his sister by the way they greet Grandpa?
          3. Close Read (Paragraphs 31-32)
            1. Annotate: Note the language the author uses in paragraphs 31-32 that shows the difficulty of Grandpa's journey.
            2. Question: Why does the author provide so much detail about the journey?
            3. Conclude: What can you conclude about Grandpa from the journey he took?
          4. Closer Look (Teacher Models)
            1. Analyze Character (Paragraphs 41-42)
              1. Annotate: Mark details that describe how Martin feels about what Grandpa is going to do and that indicate why he feels this way.
              2. Question: consider what these details reveal. What can a reader infer from these details.
              3. Conclude: What is the importance of these details, and why might the author include them?
          5. Close Read (Paragraphs 50 and 51)
            1. Annotate: Mark details that describe Grandpa's actions.
            2. Question: What do these actions suggest about Grandpa's character?
            3. Conclude: What is the effect of readers learning more about Grandpa at the same time Martin does?
          6. Close Read (Paragraphs 59-50)
            1. Annotate: Mark the details that show how Martin feels.
            2. Question: Why might the author have chosen to include this information?
            3. Conclude: What do these details suggest about Martin.
          7. Close Read (paragraph 66)
            1. Annotate: mark details the author uses that describe Iron Shell's experience.
            2. Question: What important information does the passage reveal?
            3. Conclude: What can you conclude about Grandpa's belief and destiny?


    Friday: Continuing "The Medicine Bag"


        1. Comprehension Check
          1. Students answer comprehension check questions in either consumable or digital textbook.
        2. Research
          1. To clarify
          2. To explore
        3. Jump Start
          1. Box at top of page 22 in teacher edition.
          2. Close Read the Text
            1. Walk students through the model on page 22.
              1. Do these in consumables.
        4. Analyze the Text (in digital notebook)
          1. Evaluate
          2. Interpret
          3. Draw Conclusions
          4. Essential Question
        5. Analyze Craft and Structure
          1. Figurative Meaning: Symbolism
          2. Notebook in digital text to learn about citing evidence
          3. Practice (Chart on page 23 of consumable)