6th-Days 61-90 Lesson Plans Combined6th-Days 61-90 Lesson Plans Combined

6th Grade - Days 61-90 One Pager

Major Objectives: Narrative Essay Unit (highlighted below in blue)

Preparation: Guest Speaker on Day 75

Monday Tuesday Wednesday Thursday Friday

61 62 63 64 65
Calculating My GPA
Math Timeline; Critical Tutorials - Focus on Critical Thinking about Tutorials - Focus on
Thinking about Initial Critical Thinking about Initial Question Box - Critical Thinking about
Question Box - Math Initial Question History and English Initial Question
and Science

66 67 68 69 70

Introduction to General Tutorials - Focus on Practice Utilizing Tutorials - Focus on Binder and Focused notes
Process and Steps General Process and General Process and General Process and check; Tower of Cards
Steps Steps Steps team builder

71 72 73 74 75

GPA Goal-Setting Tutorials - Focus on Narrative Essay Unit Tutorials - Focus on Binder and Focused notes
activities refining all components Day 1: Introduction to refining all components check; Guest Speaker
Narrative Essay Unit

76 77 78 79 80
Narrative Essay Unit
Narrative Essay Unit Tutorials - Focus on Narrative Essay Unit Tutorials - Focus on Day 4: Binder and
Day 2: My First Day of Reflect and Connect Day 3: Introduction to reflection Focused notes check;
College intro activity; Narrative Essay Unit and Generating and
Bio Poem Essay Prompt Organizing Ideas

81 82 83 84 85
Narrative Essay Unit
Narrative Essay Unit Tutorials - Focus on Narrative Essay Unit Tutorials - Focus on Day 7: Binder and
Day 5: Drafting Semester Exams Day 6: Revising Semester Exams Focused notes check;
Editing
86 87 88 89
90
Narrative Essay Unit Tutorials - Focus on Narrative Essay Unit Tutorials - Focus on Narrative Essay
Day 8: Final Draft of Semester Exams Day 9: Narrative Essay Semester Exams Presentations continued;
Narrative Essay Presentations Unit Reflection

* For coverage of CCI, AVID Elective Standards, and Common Core State Standards, click here.

6th Grade, Day 61

AVID Weeks at a Glance Lesson Plan

Standard and Essential Question:

• 6-INQ.B1 Establish a foundational understanding for collaborative tutorial skills
• EQ: “What do I put in the Critical Thinking about Initial Question box?”

Lesson Materials/Notes

1. Teacher Pre-Work References
Days 61 and 62 will focus on the “Critical Thinking about My Question” box, Supporting Math in the AVID
specifically for math and science questions. Before teaching these lessons, read Elective
“The 11 Commandments of Supporting Math.” 1.1 The 11 Commandments
This lesson will also need a few sample problems from math and science that are of Supporting Math (pp. 8–9)
just beyond what students are currently able to solve. Work with your site’s math
and science teachers to get sample problems with solutions for these activities. Student Samples of
Ideally, each problem will involve a multiple-step solution. Completed TRFs

2. Math Timeline Class Set
Ask students to think about their experiences with math. Tell them to think about Supporting Math in the AVID
two high points and one low point in their personal math history. Elective
Distribute a copy of the Math Timeline to each student and have them write one to 1.3a Math Timeline and Math
two sentences about each of their important points in math, and then graph their Timeline Sample (pp. 14–15)
level of positive and negative feelings about math.
• Consider showing the Math Timeline Sample to help students understand this
assignment.
• Consider modeling the activity on the board or screen by showing your personal
math experience using the same handout.
• Have students share their Math Timeline with an elbow partner.
Explain that one of the focus areas in AVID is supporting students in math and
science, especially through tutorials.

3. Critical Thinking About Initial Question Box
Display one of the sample problems from math or science (see “Teacher Pre-Work”
above). Ask students to begin working the problem out on their own paper.
After 1–2 minutes, have all students stop. Say “Let’s imagine this was one of your
math/science homework problems, and this was as far as you could go through your
solution. Let’s go through the steps of what you would do to put this problem on a
TRF.”
Verbally walk students through the steps:

6th Grade, Day 61

AVID Weeks at a Glance Lesson Plan

• They should write the sample problem in as their “Initial Question” and write the
source, page number, and problem number.

• They should write two Academic Vocabulary words associated with the problem.
Help them come up with at least two Academic Vocabulary words associated
with this problem.

• They should write two things they know about their question.
• Now, the new step! For math and science questions, in the “Critical Thinking

about Initial Question” box, they should work the problem out as far as they can,
all the way to their “Point of Confusion” (like they just did).
o Have one student read the information from the TRF Think-Aloud box on

Critical Thinking about Initial Question, which shows other relevant
information they could write about their problem.
• Now that they have worked the problem as far as they can, they should write the
question they have at their Point of Confusion. (Don’t forget to use the Academic
Vocabulary!)
To further reinforce the learning about the Critical Thinking about Initial Question
box, show a few Student Example TRFs from math and science.
If time allows, go through another sample problem using the same steps as above.

4. TRF Completion for Math or Science
Instruct students that in tutorials on Day 62, the focus will be on applying our new
knowledge about the Critical Thinking about Initial Question box for math and
science.
Every student will be required to bring a question from math or science.
Pass out a blank TRF and give students the remainder of class to complete their TRF
for tutorials. Circulate the classroom to make sure that students are choosing a
math or science question, and that they are accurately completing the Critical
Thinking about Initial Question box.
Any students who don’t complete their TRF should do so for homework.

6th Grade, Day 62

AVID Weeks at a Glance Lesson Plan

Standard and Essential Question:

• 6-INQ.B1 Establish a foundational understanding for collaborative tutorial skills
• EQ: “How do I connect What I Know about My Question during AVID tutorials?”

Lesson Materials/Notes

1. Critical Thinking About Initial Question
As students enter the classroom, make sure they each have a TRF completed with
an Initial Question from math or science. Also make sure that each student’s Critical
Thinking about Initial Question box is completed.

2. Tutorials
With the remainder of class, have students conduct tutorials by:
• Having a student presenter write their “Question from POC” on the board. As
necessary, they can also write information from their “Critical Thinking about
Initial Question” box.
• Having their group members help them as much as possible.

3. Reflection
With about 10 minutes left, have all groups stop. Lead a verbal debrief over what
you’ve observed so far that is going well with tutorials and areas to work on,
specifically around the focus areas of utilizing information from Critical Thinking
about Initial Question.
Call on students and tutors to share any questions or observations they have about
this tutorial component.

6th Grade, Day 63

AVID Weeks at a Glance Lesson Plan

Standards and Essential Question: CCI
Evidence Source
• 6-INQ.B1 Establish a foundational understanding for collaborative tutorial skills
• EQ: “What do I put in the Critical Thinking about Initial Question box?” AVID
Organizational

Tools

I.1.12

Lesson Materials/Notes

1. Teacher Pre-Work References
Day 63 and 64 will focus on the “Critical Thinking about My Question” box, Student Examples of Using
specifically for English and History questions. Graphic Organizers
This lesson will also need a few sample problems from English and/or History that
are just beyond what students are currently able to solve. Work with your site’s Jason’s Social Studies
English and History teachers to get sample problems with solutions for these Tutorial and Jason’s TRF
activities.
Class Set
2. Critical Thinking About Initial Question Box Graphic Organizers
Explain to students that we will now be focusing on the Critical Thinking about Initial
Question box for questions from History, English and some Science problems.
Display one of the sample problems from English or History (see “Teacher Pre-Work
above). Explain that this isn’t like the math and science problems we have
previously looked at, since you can’t just “work out” the problem.
To “Show” our work for these types of problems, we will use Graphic Organizers.
Tell the students that graphic organizers give you a tool to “show” one’s thinking for
subjects other than math. A graphic organizer is a scaffolding tool that helps guide
and shape the student’s thinking so that they can apply it.
Distribute the Graphic Organizers sheet and walk students through each of the 5
Graphic Organizers.
• If students have previous experience with graphic organizers, feel free to use
that knowledge base as well.
Ask students which of the graphic organizers would best work for our sample
problem. Once an appropriate graphic organizer is chosen, begin the process of
filling in the organizer for the sample problem.
Distribute a copy of Graphic Organizers to each student and have them put it into
the AVID section of their binder.
After working out the problem as much as possible, explain to students that for
English and History questions (and some Science questions) this is what they should
put in the Critical Thinking about Initial Question box.

6th Grade, Day 63

AVID Weeks at a Glance Lesson Plan

To further reinforce the learning about the Critical Thinking about Initial Question
box, show a few Student Example TRFs using Graphic Organizers.
The following are optional activity components, if time allows:
• Go through another sample problem using the same steps as above.
• Show Jason’s Social Studies Tutorial with Commentary from 2:00-3:15 to

demonstrate the usage of a graphic organizer (cluster diagram).
• Show Jason’s TRF as an example of how to use a graphic organizer on the TRF.

3. TRF Completion for English or History
Instruct students that on Day 64 in tutorials we will be focusing on applying our new
knowledge about the Critical Thinking about Initial Question box for English and
History.
Every student will be required to bring a question from English or History.
Pass out a blank TRF and give students the remainder of class to complete their TRF
for tutorials. Circulate the classroom to make sure that students are choosing an
English or History question, and that they are accurately completing the Critical
Thinking about Initial Question box.
• If students are struggling with graphic organizers, consider letting them complete
work in partners or small groups and complete one TRF.
Any students that don’t complete their TRF should do so for homework.

6th Grade, Day 64

AVID Weeks at a Glance Lesson Plan

Standard and Essential Question:

• 6-INQ.B1 Establish a foundational understanding for collaborative tutorial skills
• EQ: “What do I put in the Critical Thinking about Initial Question box?”

Lesson Materials/Notes

1. Critical Thinking About Initial Question
As students enter the classroom, make sure each of them has a TRF completed with
an Initial Question from English or history. Also, make sure that each student’s
Critical Thinking about Initial Question box is completed.
In tutorials, have each student share their Initial Question and then the graphic
organizer they chose, and why they chose it.
Allow tutors and group members to offer feedback on their usage of the graphic
organizer.

2. Tutorials
With the remainder of class, have students conduct tutorials by:
• Having a student presenter write their “Question from POC” on the board. As
necessary, they can also write information from their “Critical Thinking about
Initial Question” box.
• Having their group members help them as much as possible.

3. Reflection
With about 10 minutes left, have all groups stop. Lead a verbal debrief over what
you’ve observed so far that is going well with tutorials and areas to work on,
specifically around the focus areas of utilizing information from Critical Thinking
about Initial Question.
Call on students and tutors to share any questions or observations they have about
this tutorial component.

6th Grade, Day 65

AVID Weeks at a Glance Lesson Plan

Standard and Essential Question: CCI
Evidence Source
• 6-CD.B1 Understand how to calculate grade point average
• EQ: “How do I calculate my GPA?” Grades of “C”
or Better

II.3.21

Lesson Materials/Notes

Note: If your school has not yet issued report cards, either move this day to the time period

when report cards come out or do the activity using grades from progress reports. Class Set

1. Calculating My GPA AVID Elective Essentials

Pass out the “Calculating My GPA” handout to each student. Calculating My GPA

Walk them through the process of calculating their GPA, based upon their grades for (pg. 140)

this grading period.

• Begin using college vocabulary like “Grade Points” and “4-Point Scale.” Start

adding these to your Word Wall. AVID Elective Essentials
• Have them work with a partner, if necessary, to accurately compute their GPA. GPA Goal-Setting (p. 135)
2. GPA Tracker*

Have each student create an icon that represents them.

On one wall of your classroom, mark out a GPA scale (0.0 to 4.0).

Have students tape their icon on the wall at the spot that corresponds to their GPA. Resource
This visual will be used each grading period to show growth and remind students Each Student Will Need Access
about the importance of GPA. to Their Most Recent Grades
This is a great time to celebrate students who met certain benchmarks (all A grades,

all A and B grades, etc.). College and Careers
3. Extension/Technology Ideas* Understanding My GPA
(Pg. 142-144)
Read “Understanding My GPA” for additional extension or differentiation ideas.
Calculate the overall GPA of the class.

Have each classroom set a goal for their class GPA by the next grading period. Have

a contest to see which AVID class can have the highest GPA.

Challenge students to use a spreadsheet program such as Microsoft Excel to create

a GPA calculator for extra credit.

4. Homework

Have students fill out the GPA Goal-Setting handout to self-reflect on their grades so

far and set goals for the next grading period.

Inform students that this handout will be due on Day 35.

Consider grading this assignment by telling students that to get full credit, they must

fill up all the lines. (i.e., there are 20 lines on the worksheet; if they only write on 16

lines, 16/20 = a grade of 80%)

* Indicates an optional activity, which can be shortened or removed based on time constraints

6th Grade, Day 66

AVID Weeks at a Glance Lesson Plan

Standard and Essential Question:

• 6-INQ.B1 Establish a foundational understanding for collaborative tutorial skills
• EQ: “What is the difference between ‘specific steps’ and ‘general steps?’”

Lesson Materials/Notes

1. Introduction to General Process and Steps Reference
The lesson today serves as an introduction to the thinking that students should go Word Problem
through on their TRF pre-work in the “Identify General Process and Steps” box, as
well as on the board as a student presenter.
Students should be seated in tutorial groups.
Ask students to prepare to take notes and copy the Essential Question from the
board: “What is the difference between ‘specific steps’ and ‘general steps?’”
Ask students to think about their favorite kind of sandwich, and then write down
the steps for making the sandwich. If some students say they don’t like sandwiches,
ask them to just pick a random type of sandwich and write down the steps.
Encourage students to be as descriptive and detailed in their steps as possible.
Give time for each person in the group to share with their group their “favorite
sandwich” and steps for how to make it.
Explain: “Today we will be working on a concept called ‘Identifying General Process
and Steps.’” Ask students to write down the phrase “Identify General Process and
Steps,” and the definition, which is, “The universal or re-usable way to solve this and
all similar problems”. Point out that specific steps are the opposite of general steps.
Now that they have written the specific steps for how to make each of their
particular sandwiches, as a group challenge them to come up with general steps for
making a sandwich. The general steps should encompass all their specific steps.
• For example, the general steps could be something like: 1) Choose what type of
bread the sandwich should be on; 2) Choose what ingredients and condiments
will be on the sandwich; 3) Assemble the sandwich.
Ask for one student presenter from each group to share the group’s general steps
for making a sandwich with the class.
Optional: As an alternative, rather than using “making a sandwich” as the content of
the above activity, choose something more relevant to your students, such as the
specific steps and then general steps for posting a picture to Instagram.

2. Identifying General Process and Steps Practice
Share the Word Problem PowerPoint presentation with the students (slide 1). Give
students time to solve the problem either individually, with a partner, or as a group.

6th Grade, Day 66

AVID Weeks at a Glance Lesson Plan

• If students have not yet been taught these types of problems in their math class,
choose a word problem using a topic that they have covered.

• It is okay if students and/or groups don’t completely solve the problem.
After a few minutes, share the “Specific Steps of the Solution” (slide 2).
• If you don’t understand how to solve this problem, consider consulting with a

math teacher at your site ahead of time. This is a great opportunity to integrate
math into AVID!
• Don’t worry too much about making sure students know how to solve this
problem. The objective of the lesson today is creating “generals steps” from
“specific steps.”
With slide 2 still showing, ask students as a group to see if they can create the
general steps for how to solve math word problems. Remind them to use the
specific steps from this problem as a guide.
After groups have finished creating their general steps, show the related slide in the
PowerPoint. Point out to students that these aren’t necessarily the only correct
general steps, but one example of the general steps for solving word problems.
Have students copy down these general steps on their paper. They will be used
again for the activity on Day 68.

6th Grade, Day 67

AVID Weeks at a Glance Lesson Plan

Standard and Essential Question:

• 6-INQ.B1 Establish a foundational understanding for collaborative tutorial skills
• EQ: “How do I use ‘specific steps’ and ‘general steps’ in tutorials?”

Lesson Materials/Notes

1. Tutorials: Focus on General Process and Steps Reference
Remind students about the learning points from the lesson on Day 66 about specific Student Samples of TRFs
steps and general steps. Explain that they will be utilizing these concepts both on
TRF pre-work (today), and on the board as a student presenter (starting on Day 69).
Give students a few minutes to complete the box on their TRF for “Identify General
Process and Steps” as completely as they can. They are not expected to have all the
necessary steps for solving the problem, just as many as correspond to the specific
steps they were able to complete in the “Critical Thinking About Initial Question”
box.
• If students need examples of how to do this for different content areas, show
examples from MyAVID.
• Make sure to have tutors support and check this step.
During tutorials, encourage tutors and students to continue using the academic
vocabulary “specific steps” and “general steps.”

6th Grade, Day 68

AVID Weeks at a Glance Lesson Plan

Standard and Essential Question:

• 6-INQ.B1 Establish a foundational understanding for collaborative tutorial skills
• EQ: “What is the difference between ‘specific steps’ and ‘general steps?’”

Lesson Materials/Notes

1. Practice Utilizing General Process and Steps Reference
Students should be seated in tutorial groups, with each group having a dry erase Word Problems
board.
Explain that today we will continue practicing the skill of specific steps and general
steps.
• Consider adding some fun/motivation to the activity today by saying for each
problem a group gets correct, they will receive bonus points on their tutorial
grade on Day 69.
Have each group elect a student presenter to stand at the board and be the scribe
for the group. Consider rotating the student presenter after each word problem.
Ask the student presenter to draw a line dividing the board in half lengthwise, and
then label the left column “Work” and the right column “General Steps.” Display the
general steps for solving word problems from Day 66 (slide 1) and ask the student
presenters to copy down the general steps in the right column.
Display Word Problem 1 (slide 2) and give groups a few minutes to solve the
problem and show their work in the left column. While they are working, encourage
them to follow the general steps as a guide for how to solve the word problems!
After groups have finished (or after an allotted time), display the solution (slide 3)
and consider having a group that solved it correctly explain the solution to the class
or any group that didn’t solve it correctly.
Repeat the above steps for Word Problems 2, 3, and 4 (slides 4–9).
• If you don’t feel that there are enough problems, or the problems aren’t at the
correct level for your students, work with the math teachers at your site to
obtain more word problems.

2. Debrief
With the last few minutes of class, have the students respond in writing or verbally
to the questions:
• What is the difference between general steps and specific steps?
• If we have specific steps, how do we determine the general steps?
• If we have general steps, how do they help us to find the specific steps of a
solution?

6th Grade, Day 69

AVID Weeks at a Glance Lesson Plan

Standard and Essential Question:

• 6-INQ.B1 Establish a foundational understanding for collaborative tutorial skills
• EQ: “How do I use ‘specific steps’ and ‘general steps’ in tutorials?”

Lesson Materials/Notes

1. Tutorials: Focus on General Process and Steps, continued Reference
As students enter, have tutors check to make sure all components of the TRF are Jason’s Social Studies
completed, especially “Identify General Process and Steps.” Tutorial
Explain that today we will begin utilizing the concept of general steps on the board
with student presenters.
Show Jason’s Social Studies Tutorial with Commentary, from 17:36 to 19:26.
Explain that starting today, student presenters need to divide their board similar to
how Jason did:

Question from Point of Confusion:

Specific Steps: General Process/Steps:

Once the student presenter has determined their specific steps, they will need to
complete the general process/steps column.
During tutorials, monitor all groups, especially for the student presenters’ set-up of
the board and utilization of the general process/steps column.

6th Grade, Day 70

AVID Weeks at a Glance Lesson Plan

Standard and Essential Question: CCI
Evidence Source
• 6-COLL.1 Participate in team building lessons to learn about valuing and effectively
working with others Leadership
Skills
• EQ: “How can our team most effectively build a tower of cards?”
I.1.10

Lesson Materials/Notes

1. Binder and Focused Notes Check Materials
Begin class today with a quick Binder and Focused Notes Check. As necessary, A Deck of Cards or Index
consult with individual students about the status of their binder/Focused notes. Cards for Each Group of Four
Students
2. Tower of Cards
As students enter class, divide them into groups of four.
• One way to do this is to hand each student a playing card as they enter class, and
then have them group up with the three other students who have the same
value of card. You will need to sort the deck first and use the same number of
cards as there are students in the class.
Explain that the challenge today is to see who can build the highest tower of cards.
To accomplish this, each group first needs to decide who will be the architect (one
student), the construction crew (two students) and the inspector (one student).
Design Phase - After groups have determined who will fulfill each role, ask the
architect to get out a sheet of paper. Explain that as a group they have 5 minutes to
discuss possible designs for their card tower, but only the architect can write or
draw the designs.
Construction Phase - After the design phase is over, distribute a deck of playing or
index cards to each group. Give 10 minutes for the construction crew to begin
constructing the card tower. During this phase only the construction crew can touch
the cards. Also, the construction crew and architect must be silent. Only the
inspector can speak, and as the inspector observes the construction crew, he/she
can offer observation and feedback on how to improve the structure.
Observation Phase - After groups have completed their construction phase, have
students do a gallery walk to look at all the completed towers of cards.
• Consider having each group take a picture of their tower first in case they
accidentally are destroyed during the gallery walk.
• Consider giving out awards (either as certificates or only as verbal awards) of
“Tallest Tower,” “Second Tallest Tower,” “Most Similar to Original Design,”
“Most Stable,” and any other fun awards you can create.

3. Connection to General Steps

6th Grade, Day 70

AVID Weeks at a Glance Lesson Plan

As further reinforcement for the focus of this week, have each group write down
the “general steps” they went through to create their tower of cards.
Have each group hand in their general steps list as an exit pass.

6th Grade, Day 71

AVID Weeks at a Glance Lesson Plan

Standard and Essential Question: Materials/Notes

• 6-CD.B4 Understand how to set goals using GPA (Goal, Plan, Action) outline
• EQ: “How have I done in accomplishing my goals?”

Lesson

1. Think-Pair-Share About GPA Goal-Setting Class Set
Ask students to take out their “GPA Goal-Setting” assignment that was due on Day AVID Elective Essentials for
35. Give them time to read through their goals that they set about two months ago, Middle School
and then think about the extent to which they accomplished their academic and 5.5.2.A Goal-Setting Outline
personal goals. (p. 133)
Have students stand and find a partner. Instruct one partner to share his or her
reflections on progress towards goals and any evidence that supports the idea while
the other partner listens.
• Partners can be formed organically, or consider guiding grouping by having
students group with a student with a similarity (same shoe color, hair color,
number of siblings, English teacher, etc.)
Allow students to switch roles, and then return to their seats.

2. Goal-Setting for Semester Grades
Distribute a copy of the Goal-Setting Outline to each student.
Walk students through the steps of completing the outline in setting goals for their
semester grades in their classes.
• G - Students should write each of their classes, and what their goal is for their
final semester grade. They should check the box for “short-range” goals.
• P - Ask students to write two to three sentences about their plan to accomplish
their goals, and what they anticipate to be the biggest challenges in their way.
• A - Students should write down 10 actions they will take between now and the
end of the semester to accomplish their semester grade goals. Encourage
students to be as specific as possible.

3. Accountability Partners*
Consider having students return to their partner from the Think-Pair-Share activity,
and sharing their Goal, Plan, and Actions.
Instruct students that these will be their “accountability partners” for the remainder
of the semester, and they should hold each other accountable to completing their
action steps.
As possible, in the next few weeks give time for students to meet with their
accountability partner at the beginning or end of class and give each other an
update on their progress towards their goals.

* Indicates an optional activity, which can be shortened or removed based on time constraints

6th Grade, Day 72

AVID Weeks at a Glance Lesson Plan

Standards and Essential Question:

• 6-INQ.A1 Develop an awareness of Costa’s Levels of Thinking and/or Bloom’s Taxonomy
• 6-INQ.B1 Establish a foundational understanding for collaborative tutorial skills
• EQ: “What are our next steps in refining our AVID tutorials?”

Lesson Materials/Notes

1. Tutorials: Focus on Refining All Components
Continue focusing on refining of all components of tutorials that have been
introduced so far, especially the usage of “Identify General Process and Steps” on
the TRF and on the board.
Stay in communication with the tutors as to what opportunities for growth they are
seeing in their tutorial group.

6th Grade, Day 73 CCI
Evidence Source
AVID Weeks at a Glance Lesson Plan
Writing
Standard and Essential Question: Process

• 6-WRI.A1 Use pre-writing techniques to brainstorm ideas for writing I.1.2
• EQ: “What connections can we draw between our middle school experience and our

future college experience?”

Lesson Materials/Notes

* This is the first day of the Narrative Essay Unit, which takes place on WAG days 73, 76, 78, Reference
80, 81, 83, 84, 85, 86, 88 and 90. AVID Writing for Disciplinary
Literacy
1. Preparation for “My First Day of College” Narrative Essay Unit “My First Day of College”
In preparation for this unit, the educator should read and become familiar with the Unit Overview
Unit Overview Resources, which includes the Unit Overview and select resources
from the AVID Writing for Disciplinary Literacy resource. Quickwrite Prompt
Optional: To help establish the context for this unit, begin by watching a movie clip
of people walking onto a college campus for the first time or discussing their first
college experience (e.g., Rudy, Monsters University, YouTube clips,
youcango.collegeboard.com, www.imfirst.org/stories).
Quickwrite: Have students compose a quickwrite in response to the prompt: “Using
each of your five senses, describe your first day of 6th grade.”
• Let students share their quickwrite with an elbow partner.
• Then ask for a few volunteers to share with the whole class.

2. Comparing 6th Grade and College
Create a Compare and Contrast Venn Diagram on the board and have students
create a Venn diagram on their own paper:

As a class, use the Venn diagram to brainstorm ways that the first day of 6th grade
and the first day of college are similar and different.
As the class brainstorms together, write their responses on the board.
• Encourage students to make connections back to their College Knowledge Unit

(days 46 through 58) and what they learned during that unit of study.
3. Homework*

Students will need to share their Venn diagram with their family or another adult
and have them add a few ideas to their diagram. Make sure to add new comments
in a different color.

* Indicates an optional activity, which can be shortened or removed based on time constraints

6th Grade, Day 74

AVID Weeks at a Glance Lesson Plan

Standards and Essential Question:

• 6-INQ.A1 Develop an awareness of Costa’s Levels of Thinking and/or Bloom’s Taxonomy
• 6-INQ.B1 Establish a foundational understanding for collaborative tutorial skills
• EQ: “What are our next steps in refining our AVID tutorials?”

Lesson Materials/Notes

1. Tutorials: Focus on Refining All Components
Continue focusing on refining of all components of tutorials that have been
introduced so far.
Stay in communication with the tutors as to what opportunities for growth they are
seeing in their tutorial group.

2. Reflection
In the last 5 minutes of class, have students reflect on their strengths and
weaknesses in utilizing the components of tutorials that have been introduced so far
by choosing one of the following:
• Sharing with the class what you observed as you monitored
• Having each tutor share their observations with their group
• Having tutors and students share their successes and challenges so far in using
“general steps”
• Having students complete a written reflection over tutorials. We will introduce
the formal reflection stems from the TRF next week.

6th Grade, Day 75

AVID Weeks at a Glance Lesson Plan

Standards and Essential Question:

• 6-CP.A1 Choose guest speakers who represent careers of interest and prepare questions for the speakers with

teacher support

• 6-CP.A2 Use listening skills during presentations by guest speakers, regarding career preparation and attendance

at four-year colleges and universities

• 6-CP.A3 Write to reflect on the learning from guest speaker presentations

• EQ: “Why is college a life-changing experience?”

Lesson Materials/Notes

1. Binder and Focused Notes Check Resource
Begin class today with a quick Binder and Focused Notes Check. As necessary, College and Careers
consult with individual students about the status of their binder/Focused notes. 4.3a Guest Speaker Guide
(pg. 206)
2. Guest Speaker
Arrange for a guest speaker today who is either a current college student or a
college graduate. This could be a school employee (counselor, administrator, AVID
tutor, etc.).
Inform the speaker that the focus of their content should be:
• What was your first experience on a college campus like? (If possible, have them
highlight the experience through each of their five senses.)
• Why was college a life-changing experience for you?
Students will need to take Focused notes during the presentation.

3. Venn Diagram Revisited
After the guest speaker leaves, or for homework, have students add, in a new color,
a few new items to their Venn diagram from the speaker’s presentation.

6th Grade, Day 76 CCI
Evidence Source
AVID Weeks at a Glance Lesson Plan
Writing
Standard and Essential Question: Process

• 6-WRI.A1 Use pre-writing techniques to brainstorm ideas for writing I.1.2
• EQ: “How do I envision my first day of college?”

Lesson Materials/Notes

1. Teacher Pre-Work Reference

Consider creating your own “1st Day of College Bio Poem” to share with your Visualizing College and Bio

students as an example of the assignment, and to help them get to know you better. Poem Resources

2. My First Day of College Intro
Display the “Visualizing College” graphics.
Ask the following questions, one at a time. Have students discuss each question
with an elbow partner and then ask for a few volunteers to share with the class.
• What do you notice in these pictures?
• What do you think is going on in these pictures?
• What do you think these people are feeling?
• How do these pictures relate to college?
• What would your reaction be if you were in these pictures?
Quickwrite: Have students individually compose a quickwrite in response to the
prompt: “Imagine your first day of college. Describe this experience using each of
your five senses.”

3. Bio Poem
Display the instructions for the Bio Poem.
Optional: Read your “1st Day of College Bio Poem” as an example of the assignment.
Give students the remainder of class to individually complete their Bio Poem.

4. Homework*
Students will need to type up the final version of their Bio Poem.

* Indicates an optional activity, which can be shortened or removed based on time constraints

6th Grade, Day 77

AVID Weeks at a Glance Lesson Plan

Standard and Essential Question: Materials/Notes

• 6-WRI.D2 Reflect on learning from all content areas through the use of learning logs
• EQ: “How should I reflect on my learning during tutorials?”

Lesson

1. Jason’s Social Studies Tutorial: Reflect and Connect References
Ask students: “Why is it important to reflect on what you’ve learned?” Let a few Jason’s Social Studies
students answer verbally. Tutorial
Tell the class that this week we will be focusing on reflecting on our learning in
tutorials. Today we will focus on reflecting when we are the student presenter, and AVID Tutorial Guide
on Day 79 we will begin focusing on reflecting at the end of tutorials. 4.3a 30-Second Reflect and
Explain that the first part of this is the “30-Second Reflect and Connect.” Display the Connect: Student Presenter
30-Second Reflect and Connect: Student Presenter Connection Protocol and read Connection Protocol (p. 301)
through it as a class. If possible, write the three stems from the right column on the
board, or display them in such a way as they will remain visible.
Show Jason’s Social Studies Tutorial, from 19:25 through 20:00.
Explain that starting today, and from now on, after each student presenter is done,
the group and tutor should hold them accountable to completing a 30-Second
“reflect and connect” Speech.

2. Tutorials: Focus on Reflect and Connect
During tutorials, encourage students to focus on completing the 30-Second Reflect
and Connect speech, especially focusing on making strong connections between the
subject and real life.

6th Grade, Day 78

AVID Weeks at a Glance Lesson Plan

Standards and Essential Question: CCI
Evidence Source
• 6-REA.B3 Use multiple reading strategies, including, but not limited to, Marking the
Text and numbering paragraphs to better understand text Critical Reading
Process
• 6-WRI.B1 Understand strategies to write effective paragraphs
• 6-WRI.C1 Develop and strengthen writing through the creation of a narrative essay I.1.14
• EQ: “What is the purpose of a narrative essay?”
Materials/Notes
Lesson
Reference/Class Set
1. Introduction to “My First Day of College” Narrative Essay Unit Critical Reading
Explain that we will be using the information we’ve gathered so far about the “first 9.1 Analyzing a Writing
day of college experience” to write a narrative essay. Prompt/ Responding to a
Utilize Narrative Writing from the Unit Overview Resources to provide: Writing Prompt (pp. 118–
• a brief definition of narrative writing. 119)
• examples of narrative writing (one copy per group)
• The components of narrative structure
Tell students that they will be writing narrative essays all throughout middle and ,
high school, in college, as well as for college and scholarship applications.

2. Narrative Essay Prompt
Inform students of the Narrative Essay Prompt: In a narrative essay, describe your
first day of college, the experience of a fresh new start, and the impact on you and
your loved ones. Utilize the information from the last few weeks (Quickwrites, Venn
Diagrams, Guest Speaker, Bio Poem) to prepare your essay, which you will share
verbally with the class.
Explain that this essay will be written in small groups of 2-4 students. Determine
how students will be grouped, and then have them move into their groups.
Remind students that any time we are given a writing prompt, we need to dissect
the prompt before starting our writing.
As a class, talk through the questions from Analyzing a Writing Prompt to make sure
students understand each question.
Then distribute one copy of Responding to a Writing Prompt and have each group
complete the questions together.

6th Grade, Day 79

AVID Weeks at a Glance Lesson Plan

Standard and Essential Question: Materials/Notes

• 6-WRI.D2 Reflect on learning from all content areas through the use of learning logs Reference
• EQ: “How should I reflect on my learning during tutorials?” Jason’s TRF

Lesson

1. Tutorials: Focus on Reflection
During tutorials, continue to focus on completing the 30-Second Reflect and
Connect speech, especially focusing on making strong connections between the
subject and how it relates to real life.

2. Written Reflection
With about 10 minutes left in class, stop all tutorial groups. Remind students that on
Day 77 we discussed the importance of reflecting on our learning, and we’ve been
practicing that verbally. Now we will also reflect in writing.
Ask them to turn to the back of their TRF and read through the five reflection stems.
As an example of how to complete the reflection, display Jason’s TRF and read
through his written reflection as a class.
Give students the remainder of class to complete the written reflection over
tutorials.
Explain to students that from now on we will complete a verbal “30-Second Reflect
and Connect” reflection after each student presenter, and a written reflection at the
end of each tutorial day.

6th Grade, Day 80 CCI
Evidence Source
AVID Weeks at a Glance Lesson Plan
Writing
Standards and Essential Question: Process

• 6-WRI.A1 Use pre-writing techniques to brainstorm ideas for writing I.1.2
• 6-WRI.C1 Develop and strengthen writing through the creation of a narrative essay
• EQ: “What are the components of a pre-writing plan for a narrative essay?”

Lesson Materials/Notes

1. Pre-Writing: Generating and Organizing Ideas References/Class Set
Explain to students that there are multiple ways to generate and organize ideas for AVID Writing for Disciplinary
an essay. Utilize the Instructional Strategies bullet points on Generating and Literacy
Organizing Ideas to briefly explain some of the strategies that groups can use. Generating and Organizing
• Consider selecting one strategy for groups to choose and providing additional Ideas
direct instruction on how to utilize the strategy. Pg. 230-231
Provide the remainder of class time for groups to begin generating and organizing
ideas for their narrative essay.

2. Binder and Focused Notes Check
While groups are working, move from group to group to facilitate a Binder and
Focused Notes Check. As necessary, consult with individual students about the
status of their binder/Focused notes.

6th Grade, Day 81

AVID Weeks at a Glance Lesson Plan

Standards and Essential Question: Materials/Notes

• 6-WRI.A2 Revise drafts or writing to improve and clarify
• 6-WRI.B2 Apply strategies to build and expand on vocabulary/word choice
• EQ: “What are the parts and purpose of a narrative essay?”

Lesson

1. Drafting Resource/Class Set
Explain to groups that we will now move from the “Pre-Writing” phase of the AVID Writing for Disciplinary
writing process to the “Drafting” phase. Literacy
Review the Narrative Writing Rubric so groups know the required components and Narrative Writing Rubric
how they will be evaluated. Pg. 189
Share the following questions with students to guide their thinking as they compose
their drafts. Questions could be used as quickwrite prompts or to initiate a ,
discussion through a Think–Pair–Share protocol.
• How will we use our work from pre-writing to guide us as we write our draft?
• Are we stating the main idea and providing supporting evidence throughout?
• Are we focusing on engaging our audience by writing in a clear voice that
connects our thoughts to sources and using descriptive language?
One simple way to guide drafting is through the Start It, Capture It, Finish It
protocol:
• Start it with an introductory paragraph that connects to the audience and clearly
states the thesis and addresses the prompt.
• Capture It by writing ideas in paragraphs that explain, connect to, and expand on
the thesis. Focus on content, not mechanics, at this point.
• Finish it by summarizing, synthesizing, and drawing conclusions related to the
thesis and addressing the prompt.
Support groups as they begin the process of drafting their narrative essay by:
• Walking around the room and listening to group conversations
• Offering verbal feedback
• Leaving sticky notes for groups with questions to help guide their drafting
process
For collaborative writing, options include:
• Collaboratively writing on a large space (tutorial board, chart paper, etc.)
• Collaboratively brainstorming and then dividing up sections and individually
writing
• Using technology on a shared document to synchronously write

6th Grade, Day 82 CCI
Evidence Source
AVID Weeks at a Glance Lesson Plan
Collaborative
Standard and Essential Question: Study Groups

• 6-ORG.D1 Develop an understanding of how to prepare for content area final exams, I.1.9
focusing on before, during, and after an exam

• EQ: “What is one area of tutorials in which I can improve?”

Lesson Materials/Notes

1. Focus on Pre-Work
Continue to hold students responsible for the entire pre-work page of the TRF.
If there is one section that students are particularly struggling with, work this week
with the students and tutors to make up ground there. As necessary, spiral back to
the lessons and resources covering the pre-work.
Make sure that—in order to get full credit for the pre-work part of their tutorial
grade—students are meeting all expectations. Work with the tutors to maintain
high expectations!

2. Tutorials: Focus on Semester Exam
For Days 82, 84, 87 and 89, encourage students to come with questions noted on
their TRFs about any semester exam review struggles that they encounter.
During tutorials, encourage students to focus on:
• Particular questions from their exam reviews that were difficult for them,
• Being aware of what format their semester exam will be, and
• Preparing appropriately based on the type of exam.

6th Grade, Day 83

AVID Weeks at a Glance Lesson Plan

Standards and Essential Question: Materials/Notes

• 6-WRI.A2 Revise drafts or writing to improve and clarify
• 6-WRI.B2 Apply strategies to build and expand on vocabulary/word choice
• EQ: “How can I make my narrative essay more descriptive, engaging, and thoughtful?”

Lesson

1. Revising Reference

Explain to students that we will now move from “Drafting” to “Revising”. One simple AVID Writing for Disciplinary

process for revising is to have each group go through the “3 R’s of Revision”: Literacy

• Reread: Encourage students to read aloud, as this allows them to hear how their The 3 R’s of Revision

writing sounds. Students can also use narration software to listen to their own Pg. 247

writing being read aloud.

• Rethink: As students reread aloud they should constantly be thinking about what

they wrote, considering feedback they received, and asking themselves

questions.

• Rewrite: As students reread and rethink, they should constantly be stopping to

rewrite by taking notes or capturing questions that come to mind, changing

words, crossing out information, adding information, and clarifying parts. The

intention is not to rewrite the entire paper. Revision is messy, and a final

polished rewrite will

Consider displaying or distributing The 3 R’s of Revision to have students engage

more deeply in the more.

After groups have followed the 3 R Process, provide the remainder of class time for

them to rewrite as necessary. Explain that they will need a complete, revised

version of their essay for the activity on Day 85.

6th Grade, Day 84 CCI
Evidence Source
AVID Weeks at a Glance Lesson Plan
Collaborative
Standard and Essential Question: Study Groups

• 6-ORG.D1 Develop an understanding of how to prepare for content area final exams, I.1.9
focusing on before, during, and after an exam

• EQ: “What is one area of tutorials in which I can improve?”

Lesson Materials/Notes

1. Focus on Pre-Work
Continue to hold students responsible for the entire pre-work page of the TRF.
If there is one section that students are particularly struggling with, work this week
with the students and tutors to make up ground there. As necessary, spiral back to
the lessons and resources covering the pre-work.
Make sure that—in order to get full credit for the pre-work part of their tutorial
grade—students are meeting all expectations. Work with the tutors to maintain
high expectations!

2. Tutorials: Focus on Semester Exam
Encourage students to bring questions on their TRFs that will help address any
struggles on their semester exam reviews.
During tutorials, encourage students to focus on:
• Particular questions from their exam reviews that were difficult for them,
• Being aware of what format their semester exam will be, and
• Preparing appropriately based on the type of exam.

6th Grade, Day 85

AVID Weeks at a Glance Lesson Plan

Standards and Essential Question:

• 6-WRI.A3 Edit students' essays, especially checking for errors in capitalization and pronoun usage

• 6-COMM.A6 Practice speaking skills in front of small groups

• EQ: “How do we support a safe learning environment and oral language skill development?”

Lesson Materials/Notes

1. Binder and Focused Notes Check References
Begin class today with a quick Binder and Focused Notes Check. As necessary, AVID Writing for Disciplinary
consult with individual students about the status of their binder/Focused notes. Literacy
Polishing – Guiding
2. Editing Questions for Peer
Explain to students that we are now moving from the “Revising” phase to Conferences
“Polishing”. In Polishing, we focus on editing and proofreading. Pg. 269
Explain that today we will engage in peer editing and proofreading. Have each group
rotate their essay to a new group.

Display Polishing – Guiding Questions for Peer Conferences. As a class read through

the Questions to guide your thinking during an EDITING conference.

Explain that for the essay that they have now, they will:

• Read it aloud in their group

• Provide feedback (written on essay, sticky notes, digital comments, etc.) related

to editing.

• Provide the edited essay back to its owner and answer any questions they may

have about the feedback.

Now have groups rotate their essay to a different group.

As a class read through the Questions to guide your thinking during a

PROOFREADING conference. Make sure to point out the chart of proofreading

marks.

Explain that for the essay that they have now, they will:

• Read it aloud in their group

• Provide feedback (written on essay, sticky notes, digital comments, etc.) related

to proofreading.

• Provide the edited essay back to its owner and answer any questions they may

have about the feedback.

With any remaining class time, allow groups to begin implementing the feedback

they received.

6th Grade, Day 86 Materials/Notes

AVID Weeks at a Glance Lesson Plan

Standards and Essential Question:

• 6-WRI.C1 Develop and strengthen writing through the creation of a narrative essay
• 6-ORG.A4 Publish final versions of writing for the academic portfolio
• EQ: “What are the final steps in completing my narrative essay?”

Lesson

1. Final Draft of Narrative Essay
Today will be the final work day for students to complete their narrative essay.
Encourage students to incorporate as much of the feedback as possible from the
peer polishing on Day 85.

6th Grade, Day 87

AVID Weeks at a Glance Lesson Plan

Standard and Essential Question:

• 6-ORG.D1 Develop an understanding of how to prepare for content area final exams, focusing on before, during,
and after an exam

• EQ: “What is one area of tutorials in which I can improve?”

Lesson Materials/Notes

1. Focus on Pre-Work
Continue to hold students responsible for the entire pre-work page of the TRF.
If there is one section that students are particularly struggling with, work this week
with the students and tutors to make up ground there. As necessary, spiral back to
the lessons and resources covering the pre-work.
Make sure that—in order to get full credit for the pre-work part of their tutorial
grade—students are meeting all expectations. Work with the tutors to maintain
high expectations!

2. Tutorials: Focus on Semester Exam
Encourage students to bring questions on their TRFs about which they are struggling
on their semester exam reviews.
During tutorials, encourage students to focus on:
• Particular questions from their exam reviews that were difficult for them,
• Being aware of what format their semester exam will be, and
• Preparing appropriately based on the type of exam.

6th Grade, Day 88

AVID Weeks at a Glance Lesson Plan

Standard and Essential Question: Materials/Notes

• 6-COMM.A1 Understand basic terminology associated with public speaking
• 6-COMM.A6 Practice speaking skills in front of small groups
• EQ: “What skills are needed to successfully give an oral presentation?”

Lesson

1. Narrative Essay Presentations AVID Writing for Disciplinary
Explain that today we will orally present our essays to the class. Each group member Literacy
will be required to read at least a portion of the group essay. Publishing – A Checklist for
Review the class social contract/norms and the importance of providing a safe and Oral Presentations
supportive environment to share each other’s essays. Pg. 273
Additionally, review Publishing – A Checklist for Oral Presentations and encourage
students to continue practicing and refining their public speaking skills.
Begin presentations.
• Peer review: During the presentations, have students provide One Glow, One
Grow about what they heard in the essay. Students can provide it verbally or
write it on a sticky note.
With any time left in class, debrief the essential question of the day by leading a
class discussion about how oral presentations are an important component of
college readiness.

6th Grade, Day 89

AVID Weeks at a Glance Lesson Plan

Standard and Essential Question:

• 6-ORG.D1 Develop an understanding of how to prepare for content area final exams, focusing on before, during,

and after an exam

• EQ: “What is one area of tutorials in which I can improve?”

Lesson Materials/Notes

1. Focus on Pre-Work
Continue to hold students responsible for the entire pre-work page of the TRF.
If there is one section that students are particularly struggling with, work this week
with the students and tutors to make up ground there. As necessary, spiral back to
the lessons and resources covering the pre-work.
Make sure that—in order to get full credit for the pre-work part of their tutorial
grade—students are meeting all expectations. Work with the tutors to maintain
high expectations!

2. Tutorials: Focus on Semester Exam
Encourage students to bring questions on their TRFs about which they are struggling
on their semester exam reviews.
During tutorials, encourage students to focus on:
• Particular questions from their exam reviews that were difficult for them,
• Being aware of what format their semester exam will be, and
• Preparing appropriately based on the type of exam.

6th Grade, Day 90 CCI
Evidence Source
AVID Weeks at a Glance Lesson Plan
Writing to
Standard and Essential Question: Learn

• 6-WRI.D2 Reflect on learning from all content areas through the use of learning logs I.1.1
• EQ: “What were my key learning points from the narrative essay unit?”

Lesson Materials/Notes

1. Narrative Essay Presentations Class Set
Complete the presentation of the Narrative Essays. AVID Writing for Disciplinary
After each essay, lead the class in giving one of the AVID Claps. Literacy
Narrative Writing Rubric
2. Narrative Essay Unit Reflection Pg. 189
Distribute a copy of the Narrative Writing Rubric to each group.
Guide groups through the process of evaluating their writing using the 0-4 scale and ,
completing the written reflection questions at the bottom.
Make sure that students understand that the purpose of writing units in AVID is to
help them develop these skills and apply them in other classes and their future life.

3. Publishing
Consider publishing these presentations by:
• Including them in student’s portfolios
• Creating a “time capsule” that they can open during their senior year of AVID