NYC SUMMER RISING PLANNING & PACING GUIDE
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EXPLORATION: Words & Music Planning & Pacing
Grade 6 • Week 1 120 minutes (*90 minutes)
DAY 1
DAY 2
DAY 3
DAY 4
Comprehension Focus Read-Aloud: Carlos Santana SZ TG pp. 6–7 SZ SH pp. 6–7
Comprehension Focus Read-Aloud: Carlos
Comprehension Focus Read-Aloud: Celia Cruz, Queen of Salsa
Comprehension Focus Read-Aloud: Celia Cruz, Queen of Salsa (cont.)
Whole Class
Santana (cont. ) SZ TG pp. 6–7 SZ SH pp. 6–7
SZ TG pp. 8–9 SZ SH pp. 8–9
SZ TG pp. 8–9 SZ SH pp. 8–9
Comprehension Focus Book Club Books: #1: Clayton Byrd Goes Underground #2 : Flor and Miranda Steal the Show • Introduce books to the whole class. • Help students pick Book Club books. • Discuss Background Knowledge • Lead groups in Activity #1: Preview Your Book
Comprehension Focus Book Club Books: #1: Clayton Byrd Goes Underground #2: Flor and Miranda Steal the Show • Lead Activity #2: Learn Some Words • Lead Activity #3: Prepare and Discuss
Comprehension Focus Book Club Books: #1: Clayton Byrd Goes Underground #2: Flor and Miranda Steal the Show Lead Activity #3: Prepare and Discuss
Comprehension Focus Book Club Books: #1: Clayton Byrd Goes Underground #2: Flor and Miranda Steal the Show Lead Activity #4: Analyze It: • Book #1: Compare and Contrast • Book #2: Sequence of Events
Small Group
Group A
SZ TG pp. 22–25 SZ SH pp. 16–19
SZ TG pp. 22–24 SZ SH pp. 16–19
SZ TG pp. 23, 25 SZ SH pp. 17, 19
SZ TG pp. 22, 25 SZ SH pp. 16–19
Rotate after first session
Partner/ Group Work
Comprehension Focus
Comprehension Focus • Book Club Partner Reading (as needed) and/or • Carlos Santana, Activity #7: Do a Book Project SZ TG pp. 6–7 SZ SH pp. 6–7, 74–80
Comprehension Focus • Book Club Partner Reading (as needed) and/or • Celia Cruz, Queen of
Comprehension Focus • Book Club Partner Reading (as needed) and/or • Celia Cruz, Queen of Salsa, Activity #7: Do a Book Project SZ TG pp. 8–9 SZ SH pp. 8–9, 74–80
Partner Read: Carlos Santana , Activity #6: Review the Book SZ TG p. 7 SZ SH pp. 7, 64, 74–80
Group B
Salsa , Activity #6: Review the Book
SZ TG pp. 8–9 SZ SH pp. 8–9, 64, 74–80
2 NYC Summer Rising 2024
DAY 1
DAY 2
DAY 3
DAY 4
Writing & Speaking Introduce the focused writing type for the unit: Informative/ Explanatory writing. SZ TG pp. 93–97
Writing & Speaking Introduce and Review Student Writing Samples: • Duplicate and hand out copies from SZ TG p. 94 • Discuss the
Writing & Speaking Continue Writing Review: • Have students work in pairs to finish revising student Sample A • Teacher circulates and provides conferring support as needed ( SZ TG p. 97) • Students use the writing checklist to discuss and reflect ( SZ TG p. 100)
Writing & Speaking Introduce the Informative/ Explanatory Unit Projects: • Choices: “Great Traits” (small); “In the Headlines” (large) • Students choose
Whole Class
strengths and weaknesses of each: Sample A (weak), Sample B (strong)
unit projects to complete independently or in pairs.
• Ask students
• Students start
for ideas about revising Sample A
planning & drafting their unit projects.
• Writing Review:
SZ TG pp. 93–97
Have students work in pairs to revise Sample A
SZ TG p. 115 SZ SH pp. 68, 74–80
SZ TG pp. 93–97
Unit Question & Question of the Day Carlos Santana SZ TG p. 6
Unit Question & Question of the Day Carlos Santana (cont.) SZ TG p. 6
Unit Question & Question of the Day Celia Cruz, Queen of Salsa SZ TG p. 8
Unit Question & Question of the Day Celia Cruz, Queen of Salsa (cont.) SZ TG p. 8
Daily Wrap-Up
SZ TG: Scholar Zone Reading & Writing Teacher’s Guide SZ SH: Scholar Zone Reading & Writing Student Handbook
Grade 6 • Planning & Pacing 3
EXPLORATION: Words & Music (cont.) Planning & Pacing
Grade 6 • Week 2 120 minutes (*90 minutes)
DAY 1
DAY 2
DAY 3
DAY 4
Comprehension Focus
Comprehension Focus Read-Aloud: When the Beat Was Born
Comprehension Focus Read-Aloud: The Rose That Grew From Concrete
Comprehension Focus Read-Aloud: The Rose That Grew From
Whole Class
Read-Aloud: Jasmine Toguchi, Drummer Girl
Concrete (cont.) SZ TG pp. 14–15 SZ SH pp. 14–15
SZ TG pp. 10–11 SZ SH pp. 10–11
SZ TG pp. 12–13 SZ SH pp. 12–13
SZ TG pp. 14–15 SZ SH pp. 14–15
Comprehension Focus Book Club Books: #3: She Sang Promise #4: Garvey’s Choice • Introduce books to the whole class. • Help students pick Book Club books. • Discuss Background Knowledge • Lead groups in Activity #1: Preview Your Book
Comprehension Focus Book Club Books: #3 : She Sang Promise #4 : Garvey’s Choice • Lead Activity #2:
Comprehension Focus Book Club Books: #3: She Sang Promise #4: Garvey’s Choice Lead Activity #3: Prepare and Discuss
Comprehension Focus Book Club Books: #3: She Sang Promise #4: Garvey’s Choice Lead Activity #4: Analyze It: • Book #3: Key Ideas & Details • Book #4: Make Inferences
Small Group
Group A
Learn Some Words
• Lead Activity #3:
SZ TG pp. 26–29 SZ SH pp. 20–23
Prepare and Discuss
SZ TG pp. 26–29 SZ SH pp. 20–23
SZ TG pp. 26–29 SZ SH pp. 20–23
SZ TG pp. 26–29 SZ SH pp. 20–23
Rotate after first session
Partner/ Group Work
Comprehension Focus
Comprehension Focus • Book Club Partner Reading (as needed) and/or • When the Beat Was Born, Activity #7: Do a Book Project
Comprehension Focus • Book Club Partner Reading (as needed) and/or • The Rose That Grew From Concrete , Activity #6: Review the Book SZ TG pp. 14–15 SZ SH pp. 14–15, 64, 74–80
Comprehension Focus • Book Club Partner Reading (as needed) and/or • The Rose That Grew From Concrete , Activity #7: Do a Book Project
Partner Read: Jasmine Toguchi, Drummer Girl , Activity #6: Review the Book SZ TG p. 11 SZ SH pp. 11, 64, 74–80
Group B
SZ TG pp. 12–13 SZ SH pp. 12–13, 74–80
SZ TG pp. 14–15 SZ SH pp. 14–15, 74–80
4 NYC Summer Rising 2024
DAY 1
DAY 2
DAY 3
DAY 4
Writing & Speaking Informative/ Explanatory Continue draft from Week 1, Day 4
Writing & Speaking • Continue Writing • Peer/Teacher Conferring with the Writing Self-Check ( SZ TG p. 98) Unit Question: How does music impact the world? Question of the Day: What’s a song or musician that’s/who’s had a big impact on you? (When the Beat Was Born) SZ TG p. 12
Writing & Speaking Revision/Final Draft
Writing & Speaking Small Group Sharing
Whole Class
Unit Question: How does music impact the world? Question of the Day: How can music help you express yourself? ( Jasmine Toguchi, Drummer Girl) SZ TG p. 10
Unit Question: How does music impact the world? Question of the Day: How can writing help you process complicated feelings or situations? ( The Rose That Grew From Concrete) SZ TG p. 14
Unit Question & Question of the Day The Rose That Grew From Concrete (cont.) SZ TG p. 14
Daily Wrap-Up
SZ TG : Scholar Zone Reading & Writing Teacher’s Guide SZ SH : Scholar Zone Reading & Writing Student Handbook
Grade 6 • Planning & Pacing 5
Connections: Movers & Shakers Planning & Pacing
Grade 6 • Week 3 120 minutes (*90 minutes)
DAY 1
DAY 2
DAY 3
DAY 4
Comprehension Focus
Comprehension Focus
Comprehension Focus Read-Aloud: Gordon Parks: How the Photographer Captured Black and White America SZ TG pp. 36–37 SZ SH pp. 28–29 Comprehension Focus Book Club Books: #1: Heroes of the Environment #2: She Dared: Malala Yousafzai Lead Activity #3: Prepare and Discuss
Comprehension Focus Read-Aloud:
Whole Class
Read-Aloud: César: ¡Sí, se puede! Yes, We Can!
Read-Aloud: César: ¡Sí, se puede! Yes, We Can! (cont.)
Gordon Parks: How the Photographer Captured Black and White America (cont.)
SZ TG pp. 34–35 SZ SH pp. 26–27
SZ TG pp. 34–35 SZ SH pp. 26–27
SZ TG pp. 36–37 SZ SH pp. 28–29
Comprehension Focus
Comprehension Focus
Comprehension Focus Book Club Books: #1: Heroes of the Environment #2: She Dared:
Small Group
Book Club Books: #1: Heroes of the Environment #2: She Dared: Malala Yousafzai Introduce books to the whole class. • Help students pick Book Club books. • Discuss Background Knowledge • Lead groups in Activity #1: Preview Your Book
Book Club Books: #1: Heroes of the Environment #2: She Dared: Malala Yousafzai • Lead Activity #2: Learn Some Words • Lead Activity #3: Prepare and Discuss
Group A
Malala Yousafzai Lead Activity #4: Analyze It: • Book #1: Cause and Effect • Book #2: Sequence of Events
SZ TG pp. 50–53 SZ SH pp. 36–39
SZ TG pp. 50–53 SZ SH pp. 36–39
SZ TG pp. 50–53 SZ SH pp. 37, 39
SZ TG pp. 50–53 SZ SH pp. 36–39
Rotate after first session
Partner/ Group Work
Comprehension Focus Partner Read: César: ¡Sí, se puede! Yes, We Can! Activity #6: Review the Book SZ TG pp. 34–35 SZ SH pp. 27, 64, 74–80
Comprehension Focus • Book Club Partner Reading (as needed) and/or • César: ¡Sí, se puede! Yes, We Can! , Activity #7: Do a Book Project SZ TG pp. 34–35 SZ SH pp. 26–27, 64, 74–80
Comprehension Focus • Book Club Partner Reading (as needed) and/or • Gordon Parks: How the Photographer Captured Black and White America , Activity #6: Review the Book SZ TG pp. 36–37 SZ SH pp. 28–29, 64, 74–80
Comprehension Focus • Book Club Partner Reading (as needed) and/or • Gordon Parks: How the Photographer Captured Black and White America , Activity #7: Do a Book Project
Group B
SZ TG pp. 36–37 SZ SH pp. 28–29, 74–80
6 NYC Summer Rising 2024
DAY 1
DAY 2
DAY 3
DAY 4
Writing & Speaking Introduce the focused writing type for the unit: Opinion/ Argument writing. SZ TG pp. 87–89
Writing & Speaking Introduce and Review Student Writing Samples: • Duplicate and hand out copies from SZ TG p. 88 • Discuss the
Writing & Speaking Continue Writing Review: • Have students work in pairs to finish revising student Sample A • Teacher circulates and provides conferring support as needed ( SZ TG p. 97) • Students use the writing checklist to discuss and reflect ( SZ TG p. 98)
Writing & Speaking Introduce the Opinion/Argument Unit Projects: • Choices: “Tweet It” (small); “In My Opinion” (medium) • Students choose unit projects to complete independently or in pairs.
Whole Class
strengths and weaknesses of each: Sample A (weak), Sample B (strong)
• Students start planning and
• Ask students
for ideas about revising Sample A
drafting their unit projects. SZ TG p. 116 SZ SH pp. 70, 74–80
• Writing Review:
SZ TG pp. 87–89
Have students work in pairs to revise Sample A
SZ TG pp. 87–89
Unit Question: How does progress happen? Question of the Day: Who gets to change things? (César: ¡Sí, se puede! Yes, We Can!) SZ TG p. 34
Unit Question & Question of the Day César: ¡Sí, se puede! Yes, We Can! (cont.) SZ TG p. 34
Unit Question: How does progress happen? Question of the Day: What does it mean to have purpose? (Gordon Parks: How the Photographer Captured Black and White America) SZ TG p. 36
Unit Question & Question of the Day Gordon Parks: How the Photographer Captured Black and White America (cont.) SZ TG p. 36
Daily Wrap-Up
SZ TG: Scholar Zone Reading & Writing Teacher’s Guide SZ SH: Scholar Zone Reading & Writing Student Handbook
Grade 6 • Planning & Pacing 7
Connections: Movers & Shakers (cont.) Planning & Pacing
Grade 6 • Week 4 120 minutes (*90 minutes)
DAY 1
DAY 2
DAY 3
DAY 4
Comprehension Focus Read-Aloud: A Boy Called Slow: The True Story of Sitting Bull
Comprehension Focus Read-Aloud: Women in Science: Ada Lovelace
Comprehension Focus Read-Aloud: Farmer Will Allen and the Growing Table
Comprehension Focus Read-Aloud: Farmer Will Allen and the Growing Table (cont.)
Whole Class
SZ TG pp. 38–39 SZ SH pp. 30–31
SZ TG pp. 40–41 SZ SH pp. 32–33
SZ TG pp. 42–43 SZ SH pp. 34–35
SZ TG pp. 42–43 SZ SH pp. 34–35
Comprehension Focus Book Club Books: #3: 28 Days #4: Rebel Voices • Introduce books to the whole class. • Help students pick Book Club books. • Discuss Background Knowledge • Lead groups in Activity #1: Preview Your Book
Comprehension Focus Book Club Books: #3: 28 Days #4: Rebel Voices • Lead Activity #2:
Comprehension Focus Book Club Books: #3: 28 Days #4: Rebel Voices Lead Activity #3: Prepare and Discuss
Comprehension Focus Book Club Books: #3: 28 Days
Small Group
Group A
#4: Rebel Voices Lead Activity #4: Analyze It: • Book #3: Problem and Solution • Book #4: Sequence of Events
Learn Some Words
• Lead Activity #3:
SZ TG pp. 54–57 SZ SH pp. 40–43
Prepare and Discuss
SZ TG pp. 54–57 SZ SH pp. 40–43
SZ TG pp. 54–57 SZ SH pp. 41, 43
SZ TG pp. 54–57 SZ SH pp. 40–43
Rotate after first session
Partner/ Group Work
Comprehension Focus
Comprehension Focus • Book Club Partner Reading (as needed) and/or • Women in Science: Ada Lovelace , Activity #7: Do a Book Project SZ TG pp. 40–41 SZ SH pp. 33, 74–80
Comprehension Focus • Book Club Partner Reading (as needed) and/or • Farmer Will Allen and the Growing Table , Activity #6: Review the Book
Comprehension Focus • Book Club Partner Reading (as needed) and/or • Farmer Will Allen and the Growing Table , Activity #7: Do a Book Project
Partner Read: A Boy Called Slow: The True Story of Sitting Bull , Activity #6: Review the Book
Group B
SZ TG pp. 38–39 SZ SH pp. 31, 64, 74–80
SZ TG pp. 42–43 SZ SH pp. 35, 64, 74–80
SZ TG pp. 42–43 SZ SH pp. 34–35, 74–80
8 NYC Summer Rising 2024
DAY 1
DAY 2
DAY 3
DAY 4
Writing & Speaking Opinion/Argument Continue draft from Week 3, Day 4
Writing & Speaking • Continue Writing • Peer/Teacher Conferring with the Writing Self-Check ( SZ TG p. 98) Unit Question: How does progress happen? Question of the Day: What does it mean to persevere? (Women in Science: Ada Lovelace) SZ TG p. 40
Writing & Speaking Revision/Final Draft
Writing & Speaking Small Group Sharing
Whole Class
Unit Question: How does progress happen? Question of the Day: Why is it important to take risks? (A Boy Called Slow: The True Story of Sitting Bull) SZ TG p. 38
Unit Question: How does progress happen? Question of the Day: What qualities does a “mover and shaker” have? ( Farmer Will Allen and the Growing Table) SZ TG p. 42
Unit Question & Question of the Day Farmer Will Allen and the Growing Table (cont.) SZ TG p. 42
Daily Wrap-Up
SZ TG: Scholar Zone Reading & Writing Teacher’s Guide SZ SH: Scholar Zone Reading & Writing Student Handbook
Grade 6 • Planning & Pacing 9
Good Reads: Survival Stories Planning & Pacing
Grade 6 • Week 5 120 minutes (*90 minutes)
DAY 1
DAY 2
DAY 3
DAY 4
Comprehension Focus Read-Aloud: Eight Days: A Story of Haiti
Comprehension Focus Read-Aloud: Eight Days: A Story of Haiti (cont.)
Comprehension Focus
Comprehension Focus
Whole Class
Read-Aloud: I Survived True Stories: Five Epic Disasters
Read-Aloud: I Survived True Stories: Five Epic
Disasters (cont.) SZ TG pp. 64–65 SZ SH pp. 48–49
SZ TG pp. 62–63 SZ SH pp. 46–47
SZ TG pp. 62–63 SZ SH pp. 46–47
SZ TG pp. 64–65 SZ SH pp. 48–49
Comprehension Focus Book Club Books: #1: Finding Someplace #2: I Survived the Japanese Tsunami, 2011 • Introduce books to the whole class. • Help students pick Book Club books. • Discuss Background Knowledge • Lead groups in Activity #1: Preview Your Book
Comprehension Focus Book Club Books: #1: Finding Someplace #2: I Survived the Japanese Tsunami, 2011 • Lead Activity #2: Learn Some Words • Lead Activity #3:
Comprehension Focus Book Club Books: #1: Finding Someplace #2: I Survived the Japanese Tsunami, 2011 Lead Activity #3: Prepare and Discuss
Comprehension Focus Book Club Books: #1: Finding Someplace #2: I Survived the Japanese Tsunami, 2011 Lead Activity #4: Analyze It: • Book #1: Compare and Contrast • Book #2: Cause and Effect
Small Group
Group A
SZ TG pp. 78–81 SZ SH pp. 56–59
Prepare and Discuss
SZ TG pp. 78–81 SZ SH pp. 56–59
SZ TG pp. 78–81 SZ SH pp. 57, 59
SZ TG pp. 78–81 SZ SH pp. 56–59
Rotate after first session
Partner/ Group Work
Comprehension Focus
Comprehension Focus • Book Club Partner Reading (as needed) and/or • Eight Days: A Story
Comprehension Focus • Book Club Partner Reading (as needed) and/or • I Survived True Stories: Five Epic Disasters , Activity #6: Review the Book SZ TG pp. 64–65 SZ SH pp. 48–49, 64, 74–80
Comprehension Focus • Book Club Partner Reading (as needed) and/or • I Survived True Stories: Five Epic Disasters , Activity #7: Do a Book Project
Partner Read: Eight Days: A Story of Haiti , Activity #6: Review the Book SZ TG pp. 62–63 SZ SH pp. 46–47, 64, 74–80
Group B
of Haiti , Activity #7: Do a Book Project
SZ TG pp. 62–63 SZ SH pp. 46–47, 74–80
SZ TG pp. 64–65 SZ SH pp. 48–49, 74–80
10 NYC Summer Rising 2024
DAY 1
DAY 2
DAY 3
DAY 4
Introduce the focused writing type for the unit:
Introduce and Review Student Writing Samples: • Duplicate and hand out copies from SZ TG p. 91 • Discuss the
Continue Writing Review: • Have students work in pairs to finish revising student Sample A • Teacher circulates and provides conferring support as needed ( SZ TG p. 97) • Students use the writing checklist to discuss and reflect ( SZ TG p. 99 ) SZ TG pp. 90–92, 97, 99 Unit Question: What are the qualities shown by real people–and fictional characters–that enable them to survive extreme situations? Question of the Day: What is luck? (I Survived True Stories: Five Epic Disasters) SZ TG p. 64
Introduce the Narrative Unit Projects: • Choices: “Tiny Tales” (small); “Comix” (large) • Students choose
Whole Class
Narrative writing SZ TG pp. 90–92
strengths and weaknesses of each: Sample A (weak), Sample B (strong)
unit projects to complete independently or in pairs.
• Students start planning and
• Ask students
for ideas about revising Sample A
drafting their unit projects. SZ TG p. 117 SZ SH pp. 72, 74–80
• Writing Review:
Have students work in pairs to revise Sample A
SZ TG pp. 90–92
Unit Question: What are the qualities shown by real people–and fictional characters–that enable them to survive extreme situations? Question of the Day: What is resilience? (Eight Days: A Story of Haiti) SZ TG p. 62
Unit Question & Question of the Day Eight Days: A Story of
Unit Question & Question of the Day I Survived True Stories: Five Epic Disasters (cont.) SZ TG p. 64
Daily Wrap-Up
Haiti (cont.) SZ TG p. 62
SZ TG: Scholar Zone Reading & Writing Teacher’s Guide SZ SH: Scholar Zone Reading & Writing Student Handbook
Grade 6 • Planning & Pacing 11
Good Reads: Survival Stories (cont.) Planning & Pacing
Grade 6 • Week 6 120 minutes (*90 minutes)
DAY 1
DAY 2
DAY 3
DAY 4
Comprehension Focus Read-Aloud: Guts SZ TG pp. 66–67 SZ SH pp. 50–51
Comprehension Focus Read-Aloud: The Lifesaving Adventure of Sam Deal, Shipwreck Rescuer SZ TG pp. 68–69 SZ SH pp. 52–53
Comprehension Focus Read-Aloud: Lost in Outer Space: The Incredible Journey of Apollo 13 SZ TG pp. 70–71 SZ SH pp. 54–55 Phonics Focus Book Club Books: #3: Bound for Home #4: Disaster Strikes: Blizzard Night Lead Activity #3: Prepare and Discuss
Comprehension Focus Read-Aloud: Lost in Outer Space: The Incredible Journey of Apollo 13 (cont.) SZ TG pp. 70–71 SZ SH pp. 54–55
Whole Class
Comprehension Focus Book Club Books:
Comprehension Focus Book Club Books:
Phonics Focus Book Club Books:
Small Group
#3: Bound for Home #4: Disaster Strikes: Blizzard Night Lead Activity #4: Analyze It: • Book #3: Problem and Solution • Book #4: Sequence of Events
Group A
#3: Bound for Home #4: Disaster Strikes: Blizzard Night • Introduce books to the whole class. • Help students pick Book Club books. • Discuss Background Knowledge • Lead groups in Activity #1: Preview Your Book
#3: Bound for Home #4: Disaster Strikes: Blizzard Night • Lead Activity #2: Learn Some Words • Lead Activity #3: Prepare and Discuss
SZ TG pp. 82–85 SZ SH pp. 60–63
SZ TG pp. 82–85 SZ SH pp. 60–63
SZ TG pp. 82–85 SZ SH pp. 60–63
SZ TG pp. 82–85 SZ SH pp. 60–63
Rotate after first session
Partner/ Group Work
Comprehension Focus
Comprehension Focus • Book Club Partner Reading (as needed) and/or • The Lifesaving Adventure of Sam Deal, Shipwreck Rescuer , Activity #6: Review the Book SZ TG pp. 68–69 SZ SH pp. 52–53, 64, 74–80
Comprehension Focus • Book Club Partner Reading (as needed) and/or • Lost in Outer Space: The Incredible Journey of Apollo 13 , Activity #6: Review the Book SZ TG pp. 70–71 SZ SH pp. 54–55, 64, 74–80
Comprehension Focus • Book Club Partner Reading (as needed) and/or • Lost in Outer Space: The Incredible Journey of Apollo 13 , Activity #7: Do a Book Project
Partner Read: Guts , Activity #6: Review the Book SZ TG pp. 66–67 SZ SH pp. 50–51, 64, 74–80
Group B
SZ TG pp. 70–71 SZ SH pp. 54–55, 74–80
12 NYC Summer Rising 2024
DAY 1
DAY 2
DAY 3
DAY 4
Writing & Speaking Narrative Continue draft from Week 5, Day 4
Writing & Speaking • Continue Writing • Peer/Teacher Conferring with the Writing Self-Check ( SZ TG p. 99)
Writing & Speaking Revision/Final Draft
Writing & Speaking Small Group Sharing
Whole Class
Unit Question: What are the qualities shown by real people–and fictional characters–that enable them to survive extreme situations? Question of the Day: What roles does knowledge play in survival? (Guts) SZ TG p. 66
Unit Question: What are the qualities shown by real people–and fictional
Unit Question: What are the qualities shown by real people–and fictional characters–that enable them to survive extreme situations? Question of the Day: What role does improvisation play in survival? (Lost in Outer Space: The Incredible Journey of Apollo 13) SZ TG p. 70
Unit Question & Question of the Day Lost in Outer Space: The Incredible Journey of Apollo 13 (cont.) SZ TG p. 70
Daily Wrap-Up
characters–that enable them to survive extreme situations?
Question of the Day: What does it mean to believe in yourself? (The Lifesaving Adventure of Sam Deal, Shipwreck Rescuer) SZ TG p. 68
SZ TG: Scholar Zone Reading & Writing Teacher’s Guide SZ SH: Scholar Zone Reading & Writing Student Handbook
Grade 6 • Planning & Pacing 13
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