6.3.6LA

** Grade 6 Unit: 3 Week: 6 Content: ELA Dates: 12/17-12/21 **    ** Focus Standards: **   ** Ongoing Standards: **   ** Objectives **
 * Theme: ** How can a person’s life story have an impact on those around him or her?  
 * Essential Questions: **
 * Why do some people seem “larger than life”?
 * Why are people curious about the lives of others?
 * What are the four kinds of life stories?
 * 6.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
 * 6.L.4a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
 * 6.L.4d Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
 * 6.L.5c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., //stingy, scrimping, economical, unwasteful, thrifty//).
 * 6.RI.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
 * 6.RI.2 Determine a 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.
 * 6.RI.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
 * 6.W.2 Write informative/explanatory tests to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
 * 6.L.1e Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.
 * 6.L.3a Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.
 * 6.L.4a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position of function in a sentence) as a clue to the meaning of a word or phrase.
 * 6.L.4b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., //audience, auditory, audible//).
 * 6.L.4d Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
 * 6.L.5b Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
 * 6.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
 * 6.RI.9 Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).
 * 6.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
 * 6.SL.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
 * TLW trace the chronological order of events in a passage.
 * TLW determine the meanings of words in context.
 * Determine the main idea and supporting details in a passage and/or a paragraph.

** Assessment ** ** Key Questions ** ** Observable Student Behaviors **  <span style="font-family: arial,helvetica,sans-serif;"> <span style="font-family: arial,helvetica,sans-serif;">** Vocabulary ** Main idea Supporting details ||  ||
 * Product **
 * The students will complete charts showing the main idea and supporting details found in the excerpt from //Spellbinder: The Life of Harry Houdini// (HMU7, pages 852-856).
 * In small groups the students will create storyboards depicting in chronological order the major events of Harry Houdini’s life. Details from the passage should be included on these storyboards.
 * What is chronological order?
 * How do I determine the meanings of unfamiliar words in a passage?
 * Students will use standard norms to participate in class discussions and in small-group discussions and activities.
 * Students will complete written assignments and activities.
 * ||  || Chronological order
 * ||  || Chronological order

<span style="font-family: arial,helvetica,sans-serif;">** Suggested Activities ** <span style="font-family: arial,helvetica,sans-serif;"> <span style="font-family: arial,helvetica,sans-serif;"> <span style="font-family: arial,helvetica,sans-serif;">** Homework ** Students will work on storyboards and assigned and independent readings. <span style="font-family: arial,helvetica,sans-serif;">** Terminology for Teachers **
 * Read the excerpt from //Spellbinder: The Life of Harry Houdini// (HMU7, pages 852-856).
 * Use the chart on page 857 as a guide and have students identify the main idea and supporting details in the passage.
 * Watch the documentary from //Houdini: The Great Escape// (//Media Smart// DVD-ROM)
 * In small groups create a chronological storyboard about Harry Houdini’s life based on research and reading. Present the information to the class.
 * Jumble the sentences from the paragraph comprised of lines 113-120. Have students put the sentences into chronological order.

Lesson Plan in Word (Click Cancel if asked to Log In)

<span style="font-family: arial,helvetica,sans-serif;">** Resources **
 * Professional Texts **

<span style="font-family: arial,helvetica,sans-serif;">** Informational Texts **

<span style="font-family: arial,helvetica,sans-serif;">** Art, Music, Media ** @http://zunal.com/webquest.php?w=13878

<span style="font-family: arial,helvetica,sans-serif;">** Games **

<span style="font-family: arial,helvetica,sans-serif;">** Videos ** www.discoveryeducation.com www.thinkcentral.com // Media Smart // DVD-ROM //Houdini: The Great Escape// and viewing guide

<span style="font-family: arial,helvetica,sans-serif;">** Sight Words **

<span style="font-family: arial,helvetica,sans-serif;">** SMART Board Lessons, Promethean Lessons **

<span style="font-family: arial,helvetica,sans-serif;">** Other Activities ** @http://lcweb2.loc.gov/cgi-bin/query/S?ammem/varstg:@field(NUMBER(varshoud)) @http://www.pbs.org/wgbh/amex/houdini/tguide/index.html www.thinkcentral.com @http://edhelper.com/books/A_Picture_Book_of_Harry_Houdini.htm @http://www.thegreatharryhoudini.com/houdinimuseum.html

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