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
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