6.6.1LA


 * Grade: 6Unit: 6 Week: 1** **Content: ELA Dates: 4/8-4/12**


 * Theme Essential Question **** : ** How should future leaders prepare themselves for their role?


 * Essential Questions: ** Who would you Be if you could?


 * 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.
 * 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.
 * 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.6.6: 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.6.6: 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
 * 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 usuage when writing or speaking.
 * L.6.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
 * 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.6.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.


 * Ongoing Standards **
 * RL.6.10 Explain how an author develops the point of view of the narrator or speaker in the text.
 * 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.
 * L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
 * L.6.2a Use punctutation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.
 * L.6.2b Spell correctly.
 * L.6.6 Acquire and use a accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when concidering a word or phrase important to comprehension or expression.


 * Objectives **
 * TLW develop an understanding of and respond to the historical context and social issues of the novel.
 * TLW understand the social and cultural climate of Tudor England.
 * TLW become familiar with the characters, setting, vocabulary, and plot.
 * TLW make predictions of content and purpose of the text.
 * TLW develop an awareness of literature as a record of human experience.
 * TLW become familiar with the vocabulary and the setting.


 * Assessment **
 * Product **
 * Begin research on a social or historical topic(entertainment during the period of Prince and the Pauper, food during period, punishment, customs, speech, social conditions, etc…).
 * Project suggestions: brochure, powerpoint presentation, web page, painting, costumed reenactment, scrapbook, model, collage, etc…

**Key Questions** (match Standard)
 * Who – Who are the kinds of people involved with this topic?
 * What – What is this topic about?
 * Where – Where would the subjects of this topic be located? Be as specific as possible.
 * When – When is the timeline for this topic?
 * Why – Why does the topic have social or historical importance?
 * How – How has the social or historical context of the topic changed over time?

**Observable Student Behaviors** (Performance)
 * Participation in class discussion.
 * Completion of required classwork.


 * Vocabulary **

Stage directions Setting/scenery Plot ||
 * ** ELA ** ||
 * Conflict


 * Suggested Activities ** [see Legend to highlight MCO and HYS]
 * Think aloud modeled throughout the reading.
 * Through a teacher led Question and Answer session, student knowledge of the Renaissance period, King Henry VIII, and of the story of The //Prince and The// // Pauper // will be assessed through informal discussion.
 * Ask students key questions to encourage repeating dates and important events.
 * Ask the students to make predictions about the content of the book and the importance of the background information
 * Venn diagram of Tom and Edward.
 * Students will take notes on character discussion and keep notes in folder.
 * Have students summarize events leading up to and following Tom and Edward’s switching places.
 * List events and identify each as cause or effect, linking in pairs.
 * Predict how these events may affect others in each boy’s life.

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 **
 * Novel—//Prince and the Pauper//
 * HMU (1)p. 150-165
 * Warriner’s Handbook
 * //The Whipping Boy by Sid Fleishman//


 * Informational Texts **


 * Art, Music, and Media **


 * Manipulatives **


 * Games **


 * Videos **


 * Sight Words **

W6.1 /6.1e Introductory and Concluding Paragraphs 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. W6.2 /6.2a Compare and Contrast Writing 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. RI 6.2 Summarizing Title: How to Summarize; Content Area: Reading; Objective: Use summarizing as a tool to become a better reader. RL 6.3 Cause and Effect Students will read a short story containing a chain of cause and effect relationships. They will then complete a series of activities in which they analyze cause and effect. RL 6.3 Guess the Emotion 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. RL 6.3 Plot- Story Structure This is an introductory lesson about the parts of a plot of a story. L6.1 Grammar Review 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.
 * SMART Board Lessons, Promethean Lessons **

L6.1b Intensive and Reflexive Pronouns

A great Smartboard lesson explaining intensive and reflexive pronouns.

L6.3 Expanding Sentences

Students will see examples and non-examples of expanded sentences. Then they will use

photos provided for inspiration to write their own expanded sentences. Finally, they will look for

places in their own writing to use expanded sentences.

L6.4 The Star Spangled Banner

This file was created to teach students the definitions of the more difficult words in "The Star Spangled Banner."

L6.5a Figures of Speech Field Day

Games and Activities to teach figures of speech.

L6.5a Metaphors, Similies, and Hyperbole in lyrics

This lesson uses popular music lyrics and a short United Streaming video to help students

understand the literary devices metaphors, similies, and hyperboles

Other Activities, etc.


 * Thinkcentral.com
 * ReadWriteThink.com
 * Odyssey
 * 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

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