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
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