Alison Lotterhos - Unit Plan 11/30-12/4

Grade: 6
Subject: Language Arts
Unit Description: Students will continue to edit writing for correct grammar,
capitalization, punctuation, spelling, sentence structure, and paragraphing. Students will
also begin to focus on eliminating double negatives, present information, learn how to pick
out fact and opinion, and learn what plagiarism is about.
Monday 11/30:
Daily Learning Objective: Student will
Essential Daily Questions: What is a
edit writing for correct grammar,
double negative? Why is it important to
capitalization, punctuation, spelling,
remove a double negative from a sentence?
sentence structure, and paragraphing.
Students will also edit to eliminate double
negatives.
Essential Daily Knowledge/ Skill: Students will learn and understand the meaning of a
double negative. Students will complete a group activity as well as a worksheet to show
how to edit a sentence to remove a double negative.
Daily SOL:
Daily Cognitive Levels: Remember
Writing SOL
Qualitative Assessment Criteria:
6.8e, f
Students will complete an exit ticket,
correcting two double negative
sentences.
Anticipatory Set
***Shorter block due to expectations talk with Mrs. O-E***

Focus learners
attention

Practice/ Review
prior learning

Create Interest

Input

Warm up: Students will be given 15 minutes to fill in their

reading logs and silently read.

What info do learners need to

complete objective

Modeling

Learners see
product/ process

Teacher / learner
can model

Visual & verbal

Students will be given their next instruction on the board,

written with a double negative. Students will be asked what is
wrong with the directions given.
Students will need the double negative worksheet, new reading
log, independent reading book, and flashcards to complete the
group activity.
Students will complete the double negative worksheet. The first
two will be completed as a class. Students will be asked to
complete the remaining portion independently. We will then
share out answers and review any questions.
Students will complete an exit ticket using Google Classroom.

Check for
Understanding

Students will also begin their next group reading book, The
Chronicles of Narnia: The Lion, the Witch, and the Wardrobe.
(Students voted on this during DT, the day before break.) ***We
will need to read 11-12 pages per day (17 days before
Christmas break) to finish before Christmas.***
Students will be given opportunities for questions before we
begin the worksheet independently. Students will also complete

Group/ Individual response

Guided Practice

Check for
understanding of what to do

Teacher circulates

Provide remediation if necessary

Closure

Ending summary

Review

Independent Practice

the first 2 questions as a class. Teacher will also circulate during

lesson.
Teacher will circulate around room during lesson and
independent work, to gage understanding.

Students will complete an exit ticket to ensure understanding of

todays topic: double negatives.
Students will work independently for questions 3-10.

Written/ verbal

Intervention/
Extension

Students will receive intervention during lesson as teacher

circulates. Extension may be given during Dragon Time.

Tuesday 12/1:
Daily Learning Objective: Students will
Essential Daily Questions: What is
present listen critically, and express
different between a fact and an opinion?
opinions in oral presentations, as well as
distinguish between fact and opinion.
Essential Daily Knowledge/ Skill: Students will understand and explain the differences
between facts and opinions.
Daily SOL:
Daily Cognitive Levels: Remember
Writing SOL
Qualitative Assessment Criteria:
6.8e, f
Students will complete an exit ticket
about facts and opinions.
Anticipatory Set
Warm up: Students will be given 7 minutes to update their

Focus learners
reading logs and silently read.
attention

Practice/ Review
prior learning

Create Interest

Input

What info do learners need to

complete objective

Modeling

Learners see
product/ process

Teacher / learner
can model

Visual & verbal

Check for
Understanding

Students will start to prepare for their next book report project,
book in a box. Students will work on understanding the
difference between fact and opinion.
Students will need to split into groups. Also, students will need
worksheets, note cards, bags, and Chromebook to complete
the quick write.
Students will be separated into different groups. Groups will
each be given a different activity to complete.
1. Students will be given flash cards with facts and
opinions. Students will need to separate the cards into
the appropriate groups.
2. Students will complete a worksheet on facts and
opinions. They will work silently and independently.
3. Students will silently read and complete a short
quick write about their book.
***If time allows, we will read Chronicles of Narnia. If not, this
will be assigned for homework.***
Students will turn in an exit ticket, quick write, worksheet, and
teacher will circulate during groups and check in with group 1.

Group/ Individual response

Guided Practice

Check for
understanding of what to do

Teacher circulates

Provide remediation if necessary

Closure

Review

Ending summary

Independent Practice

Teacher will circulate during group work, but will focus on

group 1 to understand how students are working with the facts
and opinions activity.
Students will complete an exit ticket once group rotations are
complete.
Students will work independently in groups 2 and 3.

Written/ verbal

Intervention/
Extension

Intervention will be provided during group 1 rotation.

Extension may be provided during Dragon Time.

Wednesday 12/2:
Daily Learning Objective: Student will
find,evaluate, and select appropriate
resources for a research product. They will
also collect information from multiple
sources including online, print, and media.
They will evaluate the validity and
authenticity of texts. Students will also use
technology as a tool to research, organize,
evaluate, and communicate.

Essential Daily Questions: Why would

someone look up information using
different forms of media? Why is this
important?

Essential Daily Knowledge/ Skill: Students will practice their research skills. Students
will be given the opportunity to research the book they choose to write about, as well as
an opportunity to complete a short research activity to prepare.
Daily SOL:
Daily Cognitive Levels:
Communication
Understand, Evaluate, Create,
SOL 6.2a
Understand, Remember,Knowledge,
Apply, Evaluate, Analyze.
Reading
Qualitative Assessment Criteria:
SOL 6.6f
Students will complete an exit ticket
based on fact/opinion on Google
Classroom.
Anticipatory Set
Warm up: Students will be given 7 minutes to update their

Focus learners
reading logs and silently read.
attention

Practice/ Review
prior learning

Create Interest

Input

What info do learners need to

complete objective

Students will be given some information on the book project.

Students will be told they may bring in a book from home, or
wait until the trip to the Library to pick their book. Students will
be given 10 minutes to research on the Scholastic website for
a book they want to check out. Students will be reminded to
check with the schools library database or teachers personal
library, to ensure we have it easily available.
Students will need information regarding the book project,
reading logs, independent reading books

Modeling

Learners see
product/ process

Teacher / learner
can model

Visual & verbal

Check for
Understanding

We will continue to read Chronicles of Narnia. Students will

answer comprehension questions for homework.
Students will submit their work on Google Classroom for
teacher check.

Group/ Individual response

Guided Practice

Check for
understanding of what to do

Teacher circulates

Students will complete a partner project. The assignment will

be posted on Google Classroom and will require students to
highlight the facts and underline the opinions. Students will be
able to check their work, as a class. Students will play
Trashketball (in pairs) and will earn free shots with each
fact/opinion they answer correctly. In order to complete the
task, students are required to use multiple sources.

Provide remediation if
necessary

Closure

Ending summary

Teacher will circulate during partner project. Teacher will

provide guidance to students and ask probing questions if they
are unable to differentiate fact from opinion.
Teacher may also complete examples on board during lesson
to remind students of the differences.
Students will complete an exit ticket regarding fact and
opinion.

Review

Independent Practice

Students will complete exit ticket independently.

Written/ verbal

Intervention/
Extension

Intervention will be provided by teacher circulating during

lesson, extension may be given during Dragon Time.

Thursday 12/3:
Daily Learning Objective: Students will
Essential Daily Questions: Where did
pick an independent reading book to
you research about your book?
complete book project with. They will collect
information from multiple sources
including online, print, and media.
Essential Daily Knowledge/ Skill: Students will begin planning for a book project
which will include a presentation. Students will also continue to work on being
independent in the library.
Daily SOL:
Daily Cognitive Levels:
Research
Understand, Evaluate, Create,
SOL 6.9a
Understand, Remember,Knowledge,
Apply, Evaluate, Analyze.
Qualitative Assessment Criteria:
Students will complete an exit
ticket, while at the library. The exit
ticket will require them to list the
title and author of their chosen
book. Students will also read and
sign a document about the book
project.
Anticipatory Set
Warm up: Students will be given 7 minutes to update their

Focus learners
reading logs and silently read.
attention

Practice/ Review
prior learning

Create Interest

Input

What info do learners need to

complete objective

Modeling

Learners see
product/ process

Teacher / learner
can model

Visual & verbal

Check for
Understanding

Check for
understanding of what to do

Teacher circulates

Students will be introduced to examples of the book project

that are currently displayed in the library.

Students will sign their rubric, indicating that they understand

what is required of them.
Students will sign the rubric, showing their understanding of
what is expected of them. Students will also be given the
opportunity to ask questions.

Provide remediation if necessary

Closure

Review

Students will spend the last half of class in the library.

Ending summary

Independent Practice

Students will go to the library from 8:35-9:05.

Students will need book project rubric as well as an
independent reading book.

Group/ Individual response

Guided Practice

Students will be introduced to the next book project, including

requirements and due dates. Each student will complete a
Book in a Box project, using an independent reading book of
their choice. They will be given the opportunity to pick a book
during their library time, later in the class period.

Written/ verbal

Intervention/
Extension

Students will not have independent practice, with the

exception of silent reading in the library.
Intervention will not be provided but extension may be given
during Dragon Time, as needed.

Friday 12/4:
Daily Learning Objective: Students will
Essential Daily Questions: What are the
define the meaning and consequences of
negative effects of plagiarism?
plagiarism and follow ethical and legal
guidelines for gathering and using
information. Students will select vocabulary
and information to enhance the central
idea, tone, and voice.
Essential Daily Knowledge/ Skill: Students will complete a web question about
plagiarism. Students will understand the importance of putting others work into their
own words. Students will also focus on key vocabulary within the Chronicles of Narnia
that help enhance the central idea, tone, and voice of the story.
Daily SOL:
Daily Cognitive Levels: Analyze
Research
SOL 6.9e
Qualitative Assessment Criteria:
Writing
Students will complete an exit ticket,
SOL 6.7g
as well as pass in the plagiarism
activity completed through Google
Classroom.

Anticipatory Set

Focus learners
attention

Practice/ Review
prior learning

Create Interest

Input

What info do learners need to

complete objective

Modeling

Learners see
product/ process

Teacher / learner
can model

Visual & verbal

Check for
Understanding

Check for
understanding of what to do

Teacher
circulates

Students will complete a plagiarism activity online, through

Google classroom.
http://edtech2.boisestate.edu/patriciasmeyers/502/scavenger.ht
ml
We will continue to read Chronicles of Narnia. Students will each
receive a notecard with a key word on it. When we reach that
word within the story, the student with the card will read out the
word and definition. That student will also read the sentence in
which the word appears in, showing his or her peers the
importance of that word. (Students will also need to explain
whether that word helps with the storys central idea, tone,
and/or voice.
Students will need to read out their chosen word, as well as
answer comprehension questions based on the word they have.
Students will complete the webquest with a partner and teacher
will circulate around room. Teacher may provide guidance if
needed.

Provide remediation if
necessary

Closure

Review

Ending summary

Independent
Practice

Students will need to understand what plagiarism is and its

effects.

Group/ Individual response

Guided Practice

Warm up: Students will be given 7 minutes to update their

reading logs and silently read.

Students will complete an exit ticket based on the meaning of

plagiarism.
Students will complete the reading activity within a group, but
their responses will be given independently.

Written/ verbal

Intervention/
Extension

Intervention will be provided by teacher and extension may be

given during Dragon Time.

Instructional Materials
Independent reading books
Google Classroom
Webquest website

Instructional Resources
Library
Google Classroom
Other teachers