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
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