SAMPLER - Standards Pluscommoncore.standardsplus.org/files/samplers/CCI-Sampler-LA6.pdfSAMPLER. INTERVENTION COMMON CORE Standards Plus ... Teacher Lesson Plan 16 Introduction Instruction

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INTERVENTIONCOMMON CORE

Grade

6Standards Plus®

Language Arts

SAMPLER

INTERVENTIONCOMMON CORE

Standards Plus®

Available for Grades 1-8 Language Arts and Math

Great for: Small Group Instruction

Summer School ProgramsAfter School Programs

Special Ed - Academic IEP Goals

Language Arts

INTERVENTION

COMMON CORE

Standards Plus®

TEACHER EDITION A/B

Grade

6A/B

Topics:Reading Literature • WritingReading Informational Text

Scaffolded lessons written to the Common Core Language Arts and Mathematics Standards.

Includes:

• Pre- and Post- Assessments for each set of instruction on a topic or idea

• Step-by-step direct instruction lessons that support student mastery of grade level standards

• Performance Tasks that provide students opportunities to apply their learning


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8+ Performance Tasks DOK 3-4

Students deepen and apply their skills

100+ Intervention LessonsDOK 1-2-3

Pre-AssessmentsUse assessment results to identify

and group students that need intervention

Scaffolded Intervention Lessons

Students learn the prerequisite skills necessary for the mastery

of grade-level standards

Post-Assessments

Administer a post-assessment to validate student progress

Standards Plus Intervention Includes

4 www.standardsplus.org - 1.877.505.9152 © 2016 Learning Plus Associates

Ready-To-Teach Direct Instruction Lessons

Standards Plus Intervention lessons are written in the Direct Instruction format because it is the most effective

research-based instructional delivery model and it is proven to increase student achievement.

Standards Plus Intervention works because teachers teach every lesson

St. Ed. pg. A-4

Standards Plus® – Common Core Intervention Language Arts – Grade 6Strand: Reading Literature Focus: Plot and Main Events Lesson: # 1

Lesson Objective: Identify the plot, main events, and theme of a narrative text passage. Introduction: Students will read a tall tale and identify the plot, main events, and theme. Instruction: “Today you will read a tall tale. Tall tales are stories that are full of exaggeration. You will answer questions about the plot and main events of the tall tale that you read. The plot of a story is the storyline. It is what makes the story flow through the events, and it includes the problem and solution of the story. We will focus on the problem and solution in other lessons. The main events are the big things that happen in a story. Events are things that happen. They involve the action of the story.” Guided Practice: “Read the tall tale, and we will answer the example question together when you have finished. (Pause for a minute or two for the students to read the passage. If you feel it is necessary, you may read the passage aloud or chorally after the students have had an opportunity to read it on their own.) What color was the snow during the cold winter? Let’s look back at the passage. In the second paragraph it tells about the color of the snow. What color was the snow? It was blue. Let’s write the answer in a complete sentence on the lines.” Independent Practice: “Now answer the remaining questions on your own.” Give students several minutes to read and answer the questions independently. Review: Review the answers with students. Closure: Review the terms: Tall Tale, Plot, and Main Events. Answers: Answers may vary; possible answers:

1. Paul Bunyan took the ox home and warmed him up. 2. He dug Lake Michigan, so Babe would have a watering hole. 3. Babe would pull large loads of logs. 4. Lumberjacks cut down trees, so people can build things with the

logs.

Standards Plus® Common Core Intervention is not licensed for duplication. Copying is illegal. © 2014 Learning Plus Associates

Teacher Lesson Plan

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Introduction

Instruction

Guided Practice

IndependentPractice

Review &Closure


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Using Standards Plus Intervention

1.  Use assessment results to identify students that need intervention

2.  If students are assessed online, our Standards Plus Platform will automatically group them for intervention lessons

3.  If students are assessed using print:• login on the dashboard• select intervention lessons • select topic • download lessons

4.  Teach direct instruction intervention lessons that scaffold the instruction of skills necessary for mastery of grade level standards

5.  Administer a post-assessment to validate student progress

Intervention Program

To access Intervention lessons:

Intervention Program

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The entire Standards Plus Intervention Program is included as downloadable PDFs with your Standards Plus Program

Using Standards Plus Intervention Lessons: 1. Use assessment results to identify and group students that need intervention

2. Assign appropriate intervention lessons

3. Teach direct instruction intervention lessons that scaffold the instruction of skills necessary for mastery of grade level standards

4. Administer a post-assessment to validate student progress

5. Use performance tasks to provide students with opportunities to apply their learning.


WHY STANDARDS PLUS INTERVENTIONINCREASES STUDENT ACHIEVEMENT

Students are provided the prerequisite skills necessary for mastery of grade level standards

Teachers:Teachers are the most important factor in student learning. That’s why every Standards Plus lesson is directly taught by a teacher.

Direct Instruction format:“Direct Instruction is a proven method of instruction that fosters the most significant gains in student achievement and results in deep and enduring understanding of the concept.” (Peladeau, Forget & Gagne, 2003).

Discrete learning targets:Each lesson has a clear learning objective, providing easily understood instruction which allows students to learn and retain the information in their long term memory.

Multiple exposures to prerequisite standards/skills: Each standard/skill is broken down and presented in multiple scaffolded lessons providing multiple opportunities to practice and develop a deep understanding of a specific skill allowing for long term retention.

Immediate feedback:“The most powerful single modification that enhances achievement is feedback.” (John Hattie, 1992)Every lesson provides immediate feedback to the students.

www.standardsplus.org • 1-877-505-9152


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Standards Plus® Common Core Intervention Language Arts – Grade 6

Strand Lesson Focus Standard(s) References TE pg St. Ed. pg DOK Reading Literature

Pre-‐1 Pre-‐Assessment – Understanding Literature RL.6.1-‐RL.6.5 14 A-‐3

1-‐2

1 Plot and Main Events

Prerequisite skills and scaffolded instruction to build readiness for grade

level standards and instruction.

16 A-‐4

2 Plot, Main Events, Theme 18 A-‐5

3 Characters and Setting 20 A-‐6


5 Word Choice and Meaning 24 A-‐8

6 Objective Summary 26 A-‐9

7 Conveying Theme 28 A-‐10








P1 Performance Task #1 – Shark Attack Comic Book (RL.6.1-‐RL.6.5) 44 A-‐18-‐19 3 Post-‐1 Post-‐Assessment – Understanding Literature RL.6.1-‐RL.6.5 48 A-‐20 1-‐2


Resources

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Standards Plus Intervention - LA Grade 6 Lesson Index



Strand Lesson Focus Standard(s) References TE pg St. Ed. pg DOK

Writing

Pre-‐2 Pre-‐Assessment-‐Forming a Paragraph W.6.2a-‐c, f, W.6.3c, e, W.6.4 56 A-‐21

1-‐2

1 Topic Sentences



58 A-‐22

2 Supporting Details 60 A-‐23

3 Conclusions 62 A-‐24

4 Topic Sentences 64 A-‐25

5 Supporting Details 66 A-‐26

6 Conclusions 68 A-‐27

7 Using Transitions 70 A-‐28

8 Using Transitions 72 A-‐29

P2 Performance Task #2 – The Best Ancient Civilization (W.6.1a-‐e, W.6.4) 74 A-‐30-‐32 3 Post-‐2 Post-‐Assessment-‐Forming a Paragraph W.6.2a-‐c, f, W.6.3c, e, W.6.4 78 A-‐33 1-‐2

Pre-‐3 Pre-‐Assessment-‐Revising Writing W.6.2c, W.6.3c, W.6.4, W.6.5 80 A-‐35

1-‐2

9 Sequence of Events



82 A-‐36

10 Sequence of Events 84 A-‐37

11 Revise to Improve Coherence/Progression 86 A-‐38




15 Revise to Improve Word Choice 94 A-‐42

16 Revise to Include Transitions 96 A-‐43

P3 Performance Task #3 – How Would You Score It? (W.6.4, W.6.5) 98 A-‐44-‐47 3 Post-‐3 Post-‐Assessment-‐Revising Writing W.6.2c, W.6.3c, W.6.4, W.6.5 104 A-‐48 1-‐2


Resources

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9



Reading Inform

ational Text

Pre-‐4 Pre-‐Assessment-‐Understanding Text RI.6.1-‐RI.6.5, RI.6.8 112 B-‐3

1-‐2

1 Conveying the Central Idea



114 B-‐4

2 Text Evidence & Supporting Details 116 B-‐5



5 Word Choice & Structure 122 B-‐8



8 Objective Summary 128 B-‐11

9 Analyzing an Argument 130 B-‐12

10 Evidence, Details, Word Choice, & Structure 132 B-‐13

11 Evidence, Details, Word Choice, & Structure 134 B-‐14

12 Objective Summary 136 B-‐15

P4 Performance Task #4 – Hyenas – No Laughing Matter (RI.6.1, RI.6.3, RI.6.7) 138 B-‐16-‐18 3 Post-‐4 Post-‐Assessment-‐Understanding Text RI.6.1-‐RI.6.5, RI.6.8 142 B-‐19 1-‐2

Pre-‐5 Pre-‐Assessment-‐Analyzing Documents RI.6.1, RI.6.2, RI.6.6 144 B-‐21

1-‐2

13 Central Ideas, Details, Purpose



146 B-‐22

14 Central Ideas, Details, Purpose 148 B-‐23





P5 Performance Task #5 – Magazine Design (RI>6.6, RI.6.7) 158 B-‐28 3 Post 5 Post-‐Assessment-‐Analyzing Documents RI.6.1, RI.6.2, RI.6.6 160 B-‐29 1-‐2


Resources

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Capi

taliz

atio

n

Pre-‐6 Pre-‐Assessment-‐Capitalization Rules L.6.2 12 C-‐3

1-‐2

1 Proper Nouns



14 C-‐4

2 Proper Nouns 16 C-‐5

3 Proper Nouns and Adjectives 18 C-‐6

4 Quotations 20 C-‐7

5 In Letters 22 C-‐8

6 Titles and Abbreviations 24 C-‐9

P6 Performance Task #6 – Nadia Comaneci (L.6.2) 26 C-‐10 3 Post-‐6 Post-‐Assessment-‐Capitalization Rules L.6.2 28 C-‐11 1-‐2

Punc

tuat

ion

Pre-‐7 Pre-‐Assessment-‐Punctuation Rules L.6.2 34 C-‐13

1-‐2

1 Quotations



36 C-‐14

2 Apostrophes 38 C-‐15

3 Apostrophes 40 C-‐16

4 Commas 42 C-‐17

5 Commas 44 C-‐18

6 Colon 46 C-‐19

7 Semicolon 48 C-‐20

P7 Performance Task #7 – Salutations! (L.6.2) 50 C-‐21 3 Post-‐7 Post-‐Assessment-‐Punctuation Rules L.6.2 52 C-‐22 1-‐2

Spel

ling

Pre-‐8 Pre-‐Assessment-‐Spelling Rules L.6.2, L.6.2b 58 C-‐23

1-‐2

1 Vowel Sounds



60 C-‐24

2 Vowel Sounds 62 C-‐25

3 Vowel Sounds – ei Spellings 64 C-‐26

4 The /er/ Sound 66 C-‐27

5 Open and Closed Syllables 68 C-‐28

6 Consonant Sounds – Soft c and Soft g 70 C-‐29

7 Consonant Sounds – /k/ 72 C-‐30

8 Consonant Sound Spellings – gn and kn 74 C-‐31

P8 Performance Task #8 – All the Vowel Sounds (L.6.2, L.6.2b) 76 C-‐32 3 Post-‐8 Post-‐Assessment-‐Spelling Rules L.6.2, L.6.2b 78 C-‐33 1-‐2


Resources

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Strand Lesson Focus Target Standard(s) TE pg St. Ed. pg DOK

Gra

mm

ar &

Usa

ge

Pre-‐9 Pre-‐Assessment-‐Building Sentences L.6.1 84 D-‐3

1-‐2

1 Nouns



86 D-‐4

2 Pronouns 88 D-‐5

3 Adjectives 90 D-‐6

4 Verbs 92 D-‐7

5 Adverbs 94 D-‐8

6 Articles & Conjunctions 96 D-‐9

7 Prepositions 98 D-‐10

8 Interjections 100 D-‐11

9 Subject-‐Verb Agreement 102 D-‐12

10 Subject-‐Verb Agreement 104 D-‐13

P9 Performance Task #9 – What Does it Modify? (L.6.1) 106 D-‐14-‐15 3 Post-‐9 Post-‐Assessment-‐Building Sentences L.6.1 110 D-‐16 1-‐2

Voca

bula

ry A

cqui

sitio

n & U

se

Pre-‐10 Pre-‐Assessment-‐Word Meanings L.6.4, L.6.4a, d, L.6.5, L.6.5a-‐c 116 D-‐17

1-‐2

1 Context Clues



118 D-‐18

2 Context Clues 120 D-‐19

3 Context Clues 122 D-‐20

4 Multiple Meaning Words 124 D-‐21



7 Shades of Meaning 130 D-‐24

8 Shades of Meaning 132 D-‐25

9 Analogies 134 D-‐26

10 Analogies 136 D-‐27

11 Clarifying Word Meanings 138 D-‐28




P10 Performance Task #10 – Providing Context (L.6.4, L.6.4a, L.6.5, L.6.5c) 146 D-‐32-‐33 3 Post-‐10 Post-‐Assessment-‐Word Meanings L.6.4, L.6.4a, d, L.6.5, L.6.5a-‐c 150 D-‐34 1-‐2


Resources

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Sample Lessons Included in this Booklet



Reading Literature

Pre-‐1 Pre-‐Assessment – Understanding Literature RL.6.1-‐RL.6.5 14 A-‐3

1-‐2

1 Plot and Main Events



16 A-‐4






7 Conveying Theme 28 A-‐10








P1 Performance Task #1 – Shark Attack Comic Book (RL.6.1-‐RL.6.5) 44 A-‐18-‐19 3 Post-‐1 Post-‐Assessment – Understanding Literature RL.6.1-‐RL.6.5 48 A-‐20 1-‐2


Resources

2


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Sample Lessons continue on thefollowing page


Pre-Assessment - Teacher Lesson Plan - SampleSt. Ed. pg. A-3

Standards Plus® – Common Core Intervention Language Arts – Grade 6Strand: Reading Literature Focus: Understanding Literature Pre‐Assessment: # 1

Procedure: Each intervention assessment is designed to be completed independently by the students. Read the directions aloud, and ensure that students understand how to mark their answer choices. Review: Review the correct answers with students as soon as they are finished.

Answers: Answers may vary; possible answers:1. The theme of the story is that Derek doesn’t want to

repeat a mistake. 2. He is concerned about the essay because he doesn’t want

to repeat his mistake. Concerned means worried. 3. Derek was mentally writing the essay all summer as he

thought about everything that he did. 4. Summary: Derek is worried that he won’t be able to think

of anything to say when writing an essay about his summer. He thinks about it all summer as he enjoys many different activities. On the day that he writes the essay, he writes exactly what he has done as he has worried all summer.


Teacher Lesson Plan

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Pre-Assessment - Student Page - Sample

Standards Plus® – Common Core Intervention Language Arts – Grade 6Strand: Reading Literature Focus: Understanding Literature Pre‐Assessment: # 1

Directions: Read the story below. Answer each question by writing a complete sentence.

It was nearly the first day of school, and Derek was worried. He had spent all summer trying to think of what he would write in his “What I Did Last Summer” essay on the first day of school. Last year, he spent the whole time that he was supposed to be writing just thinking of what to do, so he ended up turning in an empty sheet of paper. He wouldn’t do that again. When Derek was at the beach, he thought about the essay. When he was river rafting, he thought about the essay. At the movies, at the museum, at his grandparent’s farm, even on his sailing trip, Derek thought about the essay. He couldn’t decide what his topic would be. The first day of school came too fast. He was really concerned. What could he write about? His teacher asked the class to write about their summer vacation, and Derek stared at the clean, white piece of paper. Then he began to write, “I have spent all summer thinking about what I would write in this essay. While I was at the beach with my friends, I thought about this essay…”

1. What is the theme of this story?

2. Why was Derek concerned about the essay? What does concerned mean?

3. How did thinking about it all summer help Derek to write the essay?

4. Write a summary of the story.


Student Page

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St. Ed. pg. A-4


Lesson Objective: Identify the plot, main events, and theme of a narrative text passage. Introduction: Students will read a tall tale and identify the plot, main events, and theme. Instruction: “Today you will read a tall tale. Tall tales are stories that are full of exaggeration. You will answer questions about the plot and main events of the tall tale that you read. The plot of a story is the storyline. It is what makes the story flow through the events, and it includes the problem and solution of the story. We will focus on the problem and solution in other lessons. The main events are the big things that happen in a story. Events are things that happen. They involve the action of the story.” Guided Practice: “Read the tall tale, and we will answer the example question together when you have finished. (Pause for a minute or two for the students to read the passage. If you feel it is necessary, you may read the passage aloud or chorally after the students have had an opportunity to read it on their own.) What color was the snow during the cold winter? Let’s look back at the passage. In the second paragraph it tells about the color of the snow. What color was the snow? It was blue. Let’s write the answer in a complete sentence on the lines.” Independent Practice: “Now answer the remaining questions on your own.” Give students several minutes to read and answer the questions independently. Review: Review the answers with students. Closure: Review the terms: Tall Tale, Plot, and Main Events. Answers: Answers may vary; possible answers:

1. Paul Bunyan took the ox home and warmed him up. 2. He dug Lake Michigan, so Babe would have a watering hole. 3. Babe would pull large loads of logs. 4. Lumberjacks cut down trees, so people can build things with the

logs.


Teacher Lesson Plan

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Reading Literature - Teacher Lesson Plan - Sample


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Plot: The storyline or flow of events in a story. The plot includes the problem and solution in the story. Main Events: The events that happen in the story and move the plot or storyline.

Directions: Read the tall tale. Answer the questions about the plot and main events of the tall tale. Circle the letter next to the correct answer.

Paul Bunyan was the biggest man that ever lived. He was a lumberjack, which means that he cut down trees to make logs for people to use in building things. He could swing his axe and fell even the largest trees without breaking a sweat. He lived in Minnesota where the winters were long and cold. One winter, there was a cold spell that was colder than ever before. It was so cold that the snow turned blue. Paul went out into the woods, and he heard a bellowing sound. He found a tiny, blue ox trying to climb out of snowdrift. Paul took the ox home and warmed him up. Well, the ox got warm, but he never lost the blue color from that blue snow. Paul named him Babe. Like everything else around Paul Bunyan, Babe grew to be larger than any ox before. He was so huge that Paul Bunyan had to dig Lake Michigan to give the ox a watering hole large enough to satisfy his thirst. Because he could pull anything, and he could carry large loads, Babe was a big help to the logging operation. Together, Paul Bunyan and Babe, the blue ox made a great team.

Example: What color was the snow during the cold winter?

1. What did Paul Bunyan do when he found the ox?

2. Why did Paul Bunyan dig Lake Michigan?

3. How did Babe help the lumberjacks?

4. Why did the lumberjacks cut down trees?


Student Page

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Reading Literature - Student Page - Sample


This Lesson Set Scaffolds Instruction for

the following Grade 6 Reading Standards...

The lesson set provides students multiple exposures

to prerequisite skills and grade level skills. This

guides learners toward the mastery of these

grade level standards.

RL.6.1 - Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.6.2 - Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

RL.6.3 - Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

RL.6.4 - Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

RL.6.5 - Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.


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The Lessons Scaffold instruction for standards RL.6.1 - RL.6.5

Prerequisite Skills

Grade Level Skills

LESSONS1-2

LESSONS3-4

Identify and anaylze the plot, main events, and

theme of a narrative text passage.

Identify and analyze the characters

and setting of a narrative text passage.

Identify and analyze word

choice and meaning in a

literature passage. Read and

summarize a literature

passage void of personal

judgments and opinions.

Read to determine how

theme is conveyed in a

literature passage.

LESSON OBJECTIVE: LESSON OBJECTIVE:

LESSON OBJECTIVE:

LESSONS13-14

LESSONS11-12

LESSONS8-10

LESSON OBJECTIVE:

LESSON OBJECTIVE: LESSON OBJECTIVE:

Identify and analyze word choice and

meaning in a literature passage. Read and

summarize a literature passage void of personal judgments and opinions.

Identify and analyze word choice

and meaning in a literature passage.

Analyze the plot, main

events, and theme of

a literature passage.

Identify and analyze

the characters and

setting of a narrative

text passage.

InstructionStarts Here

LESSONS5-7


Post-Assessment - Teacher Lesson Plan - SampleSt. Ed. pg. A-20

Standards Plus® – Common Core Intervention Language Arts – Grade 6Strand: Reading Literature Focus: Understanding Literature Post‐Assessment: # 1

Procedure: Each intervention assessment is designed to be completed independently by the students. Read the directions aloud, and ensure that students understand how to mark their answer choices. Review: Review the correct answers with students as soon as they are finished.

Answers: Answers may vary; possible answers:1. The theme of the story is that there is an unsolved murder.

It is a mystery. 2. Because they are trying to put him back together again, the

king’s men and their horses are touching the evidence. 3. Because Jill pushed her brother down and broke his crown,

Jill has been labeled as someone who would be violent to others.

4. Summary: Detective Jones is called to the scene of the murder of Mr. Humpty Dumpty, who has been pushed off a wall. He has to secure the scene and interview the suspects, who are the old woman in the shoe and Jill. They both have alibis, so he doesn’t have any further leads.


Teacher Lesson Plan

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Post-Assessment - Student Page - Sample

Standards Plus® – Common Core Intervention Language Arts – Grade 6Strand: Reading Literature Focus: Understanding Literature Post‐Assessment: # 1

Directions: Read the story below. Answer each question by writing a complete sentence.

My name is Detective Jones. I am employed with the Mother Goose Police Department. I have been assigned to look into the homicide of a Mr. Humpty Dumpty. It looks as if it will be a challenging case. The evidence in this case is sparse, and there are many suspects. I arrived on the scene to find all the king’s men and their horses surrounding the wall. It looked as if they were trying to put the victim back together again, but they couldn’t. I immediately asked them to step back behind the police barricade. I explained that they were contaminating the crime scene. I quickly surveyed the crowd and began to interview the possible suspects. There seemed to be two suspects: the little old woman that lived in the shoe could have pushed Mr. Dumpty in order to get breakfast for all of her children, or a girl named Jill was also a suspect. She had a record of previously pushing her brother Jack down the hill, causing him to break his crown. Both of the suspects seem to have good alibis. The old woman was giving a birthday party for four of her children. Jill was apparently fetching water elsewhere at the time. Who pushed Mr. Dumpty? Did he just simply slip off that wall? Would we ever know?

1. What is the theme of this story?

2. Contaminating means to damage or taint. How were the king’s men and their horses contaminating the scene?

3. What is the basis for suspecting Jill of pushing Mr. Humpty Dumpty off the wall?

4. Write a summary of the story.


Student Page

49


Standards Plus® Common Core Interventi on – Language Arts – Grade 6Reading Literature Performance Task #1

St. Ed. pg. A-18-19

Standards Plus® Common Core Intervention Language Arts – Grade 6Reading Literature Performance Task #1

Lesson Objective: The students will work in pairs to create a comic book to tell the story of the Shark Attack.

Instruction: “Stories are often accompanied with illustrations that help to tell the story. In comic books, there are illustrations with captions and dialogue in speech bubbles. These work together to tell the story. You will work with a partner today to convert a written story to a comic book format.”

Guided Practice: “Let’s read the story Shark Attack. (Read the story together. The students may benefit from a second read.) Now look at the illustrations of the roller coaster. The one on the left shows a picture with a caption. The one on the right shows a picture with a speech bubble. How could we draw a picture and use captions and/or speech bubbles to show the first three sentences of Shark Attach? (Discuss. They could be in the boat headed out into the ocean. There could be a sign by the water that says, “Point Reyes – Beware of Sharks.” In a speech bubble, Jack could say, “This is so exciting!”) Let’s write what we will do in the first panel of the organizer.”

Independent Practice: Form student pairs to divide the story of the Shark Attack to produce pages that will become a comic book that tells the story. Students should consider the action that must be conveyed. A page may include one scene or several panels that tell how a scene unfolds. Speech bubbles are used to display the characters’ words.

Review: Have student pairs share their comic book pages with other pairs.


Teacher Lesson Plan

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Performance Task - Teacher Lesson Plan - Sample


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Standards Plus® Common Core Interventi on – Language Arts – Grade 6Reading Literature Performance Task #1Standards Plus® Common Core Intervention Language Arts – Grade 6Reading Literature Performance Task #1

SharkAttack

JackandDaleweregoingscubadivinginthePacificOceanoffPointReyes.PointReyesisknownforitsshark‐infestedwaters.Theywerewarybutexcitedaboutthedive.JackandDaleweregettingreadytodescendintotheoceanleavingtheirfriendstotakecareoftheboat.Astheybegantosubmerge,JackheardDalescream,“Shark!”Jackwasimmediatelyonthelookoutfortheattackingshark.JackandDalewereingraveperil.Theyhadtogetbacktothesafetyoftheboatimmediately.JackglancedoverjustintimetoseeDalebeingsuddenlydraggedbeneaththesurface.ThesharkmusthaveattackedDalefromunderneath,grabbinghimbytheleganddragginghimunderwater.Jackbegantopanic.Wouldhebenext? Jacksuddenlyfeltwaterswooshbyhim.Thenhefeltasuddenbumpastheshark’stoothrippedintohisglovedhand.Hisdivingknifefellfromhishand,plungingdownintothemurkydepths.Hisonlyprotectionwasgone.Atthatmoment,JacksawDalebobtothesurface.Thesharkwasnowheretobeseen.Thiswastheirchance—JackandDalequicklyswamtothesafetyoftheboat.Theothersontheboatwereyelling,“Swim,swim!Herecomesthesharkagain!”Theyswamfortheirlives.AsJackhelpedDale,henoticedbloodtrailingbehindthem.Wouldthescentoffreshbloodsendthesharkintoafeedingfrenzy?Hehopednot. JackandDale,exhaustedfromthesharkattack,finallymadeitbacktotheboat.Theirfriendsbegantopullthemonboard.Jackquicklyreleasedhisheavydivinggear,causingittoplummetintothedepthsoftheocean.ThefriendsonboardtheboatswiftlyliftedJackoutofthewatertosafety.ThesharkwasrapidlyapproachingDale,whowasstillinthewater.AstheyreacheddowntopullDaleontotheboat,theyfoundthattheycouldn’t.Dalestillhadhisscubatanksonhisback,andhewastooheavyforthemtopullonboardtheboat.TheyhadnochoicebuttolowerDalebackintotheshark‐infestedwatersothathecouldremovehisdivinggear.OnlythenwouldtheybeabletopullDaletosafety.Thesharkpickedupthescentofblood.Theycouldseetheshark’sdorsalfinapproachingDaleandquicklygainingspeed.Jackcouldseetheshark’smouthbeginningtoopen.Thesharkwascominginforthekill.TheypulledDaleupontothedeckoftheboatjustasthesharkcrashedintothesideoftheboat.Theyhadnarrowlyescapeddeath.Perhapsitwasn’tsuchagoodideatogodivinginshark‐infestedwaters.


Student Page 1 of 2

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Performance Task - Student Page - Sample


Performance Task - Student Page - Sample

Standards Plus® Common Core Interventi on – Language Arts – Grade 6Reading Literature Performance Task #1Standards Plus® Common Core Intervention Language Arts – Grade 6Reading Literature Performance Task #1

Carly and Stan rode the roller coaster five times.

Use the spaces below to plan how you will create the comic book version of Shark Attack.

1st Panel:

6th Panel:

2nd Panel:

7th Panel:

3rd Panel: 8th Panel:

4th Panel:

9th Panel:

5th Panel: 10th Panel:

Aaaaaah! It’s going too fast!


Student Page 2 of 2

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“We have used Standards Plus Intervention for re-teaching in small groups, after-school intervention groups, English Learner Support groups

and Intervention groups during the school day. I love these materials because they offer additional lessons and re-teaching

guidance to help all students (even struggling students) obtain mastery.

Many of the students really took off academically. Several are on the Honor Roll as 6th and 7th graders and when asked, the students believe Standards Plus

Intervention /Re-Teach was the reason. Standards Plus is the best thing that has happened to my school! ”

- Academic Coach/Literacy Specialist,Lemonwood Elementary, Oxnard SD

The 140 teachers using Standards Plus Common Core Intervention in our district program are very happy with the materials.

We also appreciate all of the attention Standards Plus has given our district over the years. Our students will be

the ones who benefit.

- Coordinator of Educational Options, Ceres USD

What educators are saying aboutStandards Plus Intervention


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Online Implementation support

English Learners support materials

Training videos for Print & Digital

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For a 15% reorder grant order by by April 2019For immediate assistance, contact Joni at extension 116

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1-877-505-9152

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1-877-505-9152

Onsite training

Webinar training



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To learn more, please contact 1.877.505.9152

Grade Language Arts A/B Topics Language Arts C/D Topics

1 Reading Literature, Reading Informational Text, and Writing

Capitalization, Punctuation, Spelling, Grammar & Usage, Vocabulary, and Reading Foundational Skills


Capitalization, Punctuation, Spelling, Grammar & Usage, Vocabulary, and Reading Foundational Skills


Capitalization, Punctuation, Spelling, Grammar & Usage, and Vocabulary











Grade Mathematics A/B Topics Mathematics C/D Topics

1 Operations & Algebraic Thinking andNumber & Operations in Base 10

Measurement & Data andGeometry

2 Operations & Algebraic Thinking andNumber & Operations in Base 10

Measurement & Data andGeometry

3 Operations & Algebraic Thinking andNumber & Operations – Fractions

Number & Operations in Base 10, Measurement & Data, and Geometry

4 Number & Operations in Base 10 andNumber & Operations – Fractions

Operations & Algebraic Thinking, Measurement & Data, and Geometry

5 Number & Operations in Base 10 andNumber & Operations – Fractions

Operations & Algebraic Thinking, Measurement & Data, and Geometry

6 Ratios & Proportional Relationships, The Number System, and Statistics & Probability

Expressions & Equations and Geometry

7 Ratios & Proportional Relationships, The Number System, and Expressions & Equations

Statistics & Probability and Geometry

8 Functions, The Number System, andExpressions & Equations

Statistics & Probability and Geometry

INTERVENTIONCOMMON COREStandards Plus®