6.1.4LA


 * Grade: 6 Unit: 1 Week: 4 Content: ELA Dates: 9/10-9/14 **


 * Theme: How are authors influenced by their life experiences? **


 * Essential Questions: **
 * How does a reader determine an author’s purpose for writing a text?
 * How are characters’ actions affected by the conflicts they face?
 * What are the two types of conflict?
 * How does a writer create a particular tone?


 * Focus Standards: **
 * L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
 * L.6.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
 * L.6.6 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.
 * 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.6.9 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.


 * Ongoing Standards: **
 * W.6.9a Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories]in terms of their approaches to similar themes and topics”).
 * RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
 * L.6.4 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.
 * 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.
 * RL.6.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.
 * W.6.10 Write routinely over extended time frames (time for research, reflection, and revision), and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.


 * Objectives: **
 * TLW identify the two types of conflict from three different texts.
 * TLW compare and contrast speakers from two different poems.
 * TLW will identify the tone of specific literary texts and tell how the tone is achieved.


 * Assessment: **
 * Product **
 * Given a set of sentences from a passage, the student will identify the literary device(s) and technique(s) the author uses and discuss the effect of these device(s) and technique(s) on the passage’s tone.
 * Students will complete a graphic organizer that compares and contrasts the speakers from two different poems.
 * Students will complete a graphic organizer that identifies items from a passage that contribute to the passage’s tone.
 * Given a list of emotions, students will create a paragraph about a time when they experienced a particular emotion without using the “emotion” word in the paragraph itself.
 * Continue to work on the year-long video project by working in groups to set up a task timeline.

**Key Questions**
 * What is //internal conflict//?
 * What is //external conflict//?
 * What is //tone//?
 * How is //tone// determined?
 * What are the elements of the plot of a short story?

**Observable Student Behaviors**
 * Students are engaged and participating in group activities.
 * Students are verbalizing their understanding of conflict on characters in a work.
 * Students are verbalizing their understanding of the elements that contribute to a work’s tone.
 * Students are continuing to read //Island of the Blue Dolphins// and are completing their annotated reading logs as they finish each chapter.

Conclusion External conflict Falling action Homonym Internal conflict Introduction Rising action Tone ||
 * Vocabulary **
 * ** ELA ** ||
 * Climax


 * Suggested Activities ** [see Legend to highlight MCO and HYS]
 * Read “The Good Deed” [HMU1, pages 48-61] and follow standard discussion norms to review the importance to the story of conflict, characterization, and descriptive details.
 * Read “Life Doesn’t Frighten Me” [HMU2, pages 290-292] and “On Turning Ten” [HMU2, pages 293-294] and follow standard discussion norms to review the similarities/differences of the poems’ two speakers.
 * Complete a graphic organizer comparing/contrasting the speakers from “Life Doesn’t Frighten Me” and “On Turning Ten.”
 * Complete a graphic organizer that focuses on the literary devices and techniques found in a passage from “The Good Deed” that contribute to its tone.
 * Write a paragraph that describes a time when you felt a particular emotion. Do not use the “emotion” word in the paragraph.
 * Continue reading //Island of the Blue Dolphins// and working on the annotated reading log and timeline.


 * Homework: **


 * Terminology for Teachers **

** E ** thnicity/**C**ulture | **I**mmigration/**M**igration | **I**ntercultural **C**ompetence | **S**ocialization | **R**acism/**D**iscrimination ** High Yield Strategies ** ** S ** imilarities/**D**ifferences | **S**ummarizing/**N**otetaking | **R**einforcing/**R**ecognition | **H**omework/**P**ractice | ** N ** on-**L**inguistic representation | **C**ooperative **L**earning | **O**bjectives/**F**eedback | ** G ** enerating-**T**esting **H**ypothesis | **C**ues, **Q**uestions, **O**rganizers || || Lesson Plan in Word Format (Click Cancel if asked to Log In)
 * ||  ** Multicultural Concepts **


 * Resources **
 * Professional Texts **


 * Literary Texts **


 * Informational Texts **

@http://questgarden.com/16/89/3/060428052129/ This WebQuest is designed to give students background information on the setting for "Island of the Blue Dolphins" in order to promote deeper understanding of the novel. It aslo encourages higher level thinking skills. @http://questgarden.com/102/63/7/100428135955/ Island of the Blue Dolphins is a great book that can be very interestig once you know every""thing about it's history. @http://questgarden.com/51/98/1/070602122700/ This is, approximately, a three to four week unit that will integrate reading, writing and research based on the book "Island of the Blue Dolphins" by Scott O'Dell. My goal is to adhere to as many of the 4th Grade Sunshine State Standards for reading and writing as possible while offering an engaging long term lesson plan for students. @http://questgarden.com/42/06/8/061116080634/ Based off of The Island of the Blue Dolphins, this WebQuest gives students the opportunity to develop interviewing, researching, and writing skills through creating their own article to be published in a class newspaper
 * WebQuests **
 * ** Island of the Blue Dolphins: Exploring the Lone Woman of San Nicolas Island **
 * ** Island of the Blue Dolphins **
 * ** "Island of the Blue Dolphins" **
 * ** Stop the Presses: The Island of the Blue Dophins WebQuest **


 * Art, Music, and Media **


 * Manipulatives **


 * Games **


 * Videos **


 * Sight Words **


 * SMART Board Lessons, Promethean Lessons **

**Other Activities, etc**. @http://www.readwritethink.org/classroom-resources/lesson-plans/examining-island-blue-dolphins-1068.html In this lesson, students connect with //Island of the Blue Dolphins// by looking at the text through three literary lenses: a mirror that allows them to find themselves in the text world, a microscope through which to understand the text’s literary elements, and a telescope that helps them see beyond the text. Students first reflect on the meanings of courage and adversity through journal writing and skits. They then read the novel with a focus on Karana’s character, setting, and vocabulary. Next, students reflect on the story by imagining how they would have reacted in the same situations faced by Karana. After sharing journal responses, students look outwards to their community for people who have overcome adversity with courage, and brainstorm ways they could recognize these people. The lesson works well with English Language Learners (ELLs) and includes strategies for working with students at all levels of English proficiency.
 * ** Examining //Island of the Blue Dolphins// through a Literary Lens **

Language Arts ||  ||   ||  Week 1 ||  Week 2 ||  Week 3 ||  Week 4 ||  Week 5 ||  Week 6 || Matrix ||  ||  <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Week 1 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Week 2 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Week 3 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Week 4 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Week 5 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Week 6 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Home K-2 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Home 3-5 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Home 6-8 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Unit 1 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Unit 2 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Unit 3 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Unit 4 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Unit 5 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Unit 6 ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">English
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Math || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">[[image:commoncorepcssd6/Actions-insert-table-icon.png link="commoncorepcssd6/6.1MaMatrix"]]
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">[[image:commoncorepcssd6/PCSSDlogo.JPG link="commoncorepcssd/PCSSD"]]