6.6.4LA


 * Grade: 6Unit: 6 Week: 4** **Content: ELA Dates: 4/29-5/3**


 * Theme Essential Question **** : **


 * Essential Questions: **
 * What makes a story memorable?
 * What evidence can you provide to support your claim?


 * Focus Standards **
 * RL.6.2: Determine a theme or central idea of text and how it is conveyed through particular detail; provide a summary of the text distinct from personal opinions or judgements.
 * RI.6.6: Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
 * RI.6.7:Integrate information presented in different media or formats (e.g.,visually, quantitatively)as well as in words to develop a coherent understanding of a topic or issue.
 * RI.6.9: Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by a biography on the same person.)
 * W.6.1: Write arguments to support claims with clear reasons and relevant evidence.
 * W.6.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
 * W.6.2(a): Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g. headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
 * W.6.2(b): Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
 * W.6.2 (c): Use appropriate transitions to clarify the relationships among ideas and concepts.
 * W.6.2(d): Use precise language and domain-specific vocabulary to inform about or explain the topic.
 * W.6.2(e): Establish and maintain formal style.
 * W.6.2(f): Provide a concluding statement or section that follows from the information or explanation presented.
 * W.6.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
 * SL.6.5: Include multimedia components (e.g., graphics, images, music, sound) to visual displays in presentations to clarify information.
 * L.6.1: Demonstrate command of the conventions of Standard English grammer and usage when writing or speaking.
 * L.6.1(a): Ensure that pronouns are in the proper case (subjective, objective, possessive).
 * L.6.1(b): Use intensive pronouns (e.g., myself, ourselves).
 * L.6.1(c): Recognize and correct inappropriate shifts in pronoun number and person.
 * L.6.1(d): Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).
 * L.6.1(e): Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.


 * Ongoing Standards **
 * 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.6.5: 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.6.10: By the end of theyear, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently with scaffolding as needed at the high end of the range.
 * RI.6.2: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 judgements.
 * RI.6.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
 * RI.6.9: Compare and contrast one author’s presentation of events with that of another (e.g., a memoir).
 * RI.6.10: By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
 * SL.6. 6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
 * W.6.1(a):Introduce claim(s) and organize the reasons and evidence clearly.
 * W.6.1(b): Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
 * W.6.1(c): Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.W.6.1(d): Establish and maintain a formal style.
 * W.6.6: Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
 * W.6.7: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
 * W.6.8: Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the
 * W.6.9(a): Apply grade 6 Reading standards to literature (e.g.,”Compare and contrast texts in different forms or genres in terms of their approaches to similar themes and topics”).
 * W.6.9(b): Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).
 * 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.
 * L.6.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
 * L.6.2(a): Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.
 * L.6.2(b): Spell correctly.
 * L.6.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
 * L.6.3(a): Vary sentence patterns for meaning, reader/listener interest, and style.
 * L.6.3(b): Maintain consistency in style and tone.
 * L.6.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibility from a range of strategies.
 * L.6.4(a): 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.
 * L.6.4(b): Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
 * L.6.4(c): Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronounciation of a word or determine or clarify its precise meaning or its part of speech.
 * L.6.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
 * L.6.5(a): Interpret figures of speech (e.g., personification) in context.
 * L.6.5(b): Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
 * L.6.5(c): Distinguish among the connotations (associations) of words with similar denotations (definitions)(e.g.,stingy, scrimping, economical, unwasteful, thrifty).


 * Objectives **
 * TLW use background knowledge of subject and historical background to make productions of content and purpose of text.
 * TLW read and respond to the Literature through making connections between cause and effect.
 * TLW understand and respond to the social issues raised by the text, as well as its historical context.


 * Assessment **
 * Product **
 * Continue working on research project introduced in week 1.
 * Journal/Writing responses—comprehension, note-taking…
 * Planning/Prewriting

**Key Questions** (match Standard)
 * What is my story?
 * What element makes it memorable?
 * What are the reasons that support my opinion?

**Observable Student Behaviors** (Performance)
 * Collaborative discussions with peers, groups,…
 * Completed assigned work.

Transitions Evidence Relevant Direct quotation Descriptive detail ||
 * Vocabulary **
 * ** ELA ** ||
 * Claim


 * Suggested Activities ** [see Legend to highlight MCO and HYS]
 * HMU(1)p. 170-173--Supporting an opinion.Planning/Prewriting…
 * Workshop activities in Reader/Writer Notebook
 * Development of ideas—purpose, audience, format.
 * Read—Novel //The Prince and the Pauper//
 * Gather evidence- record reasons and evidence. Share with your partner your claim and supporting reasons.
 * Think aloud—Do I have enough relevant evidence? Does each piece of evidence strongly support a reason? If not, what other evidence could I include?

Read for 30 minutes.
 * 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 **
 * HMU(1)p.170-173 Writing an argument
 * // The Prince and the Pauper //
 * Warriner’s Handbook


 * Informational Texts **


 * Art, Music, and Media **


 * Manipulatives **


 * Games **


 * Videos **


 * Sight Words **

This interactive lesson walks students through the process of writing effective introductory and concluding paragraphs. Two-column notes, group practice, and individual practice (I do, we do, you do) are included. This lesson activity presents how to plan a compare and contrast composition with an emphasis on comparing two topic sentences using transition words such as but, yet, and however. Using Thinking Maps models how to create an expository writing piece to explain how. Use Thinking Maps as a critical thinking tool to guide students through: brainstorming, sequencing writing, creating paragraphs and adding rich details, adding transition words, and using peer to evaluate writing piece. This activity provides students with examples of Show, Don't Tell. They read a paragraph where the author "shows" an emotion, and the students must guess the emotion based on the descriptive writing. Students utilize this lesson as a whole group as a center activity to review the grammar concepts taught in class. Those concepts are reflexive pronouns, adjectives, proper adjectives, adjectives that compare, and main and helping verbs. A great Smartboard lesson explaining intensive and reflexive pronouns. Title: How to Summarize; Content Area: Reading; Objective: Use summarizing as a tool to become a better reader.
 * SMART Board Lessons, Promethean Lessons **
 * W6.1 /6.1e Introductory and Concluding Paragraphs
 * W6.2 /6.2a Compare and Contrast Writing
 * W6.2b Expository Writing Explaining How
 * W6.2f Expository Writing Explaining Why
 * W6.3 /W6.3e Guess the Emotion
 * L6.1 Grammar Review
 * L6.1b Intensive and Reflexive Pronouns
 * RL 6.2 Summarizing

www.twainquotes.com @http://www.pbs.org/marktwain @http://fayette.k12.in.us/~cbeard/twain/ @http://englishhistory.net/tudor/new.html @http://www.tudorhistory.org/ @http://midtown.net/dragonwing/co19802 www.toweroflondontour.com/kids/ @http://www.bbc.co.uk/history/british/tudors/launch_vt_londonbridge.shtml http://www.medieval-period.com/medievalfood.html
 * Other Activities, etc. **
 * Odyssey Writer
 * Odyssey lessons
 * Thinkcentral

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