6.3.3LA

** Grade 6 Unit: 3 Week: 3 Content: ELA Dates: 11/26-11/30 **

** Theme: ** How can a person’s life story have an impact on those around him or her?  Why do some people seem “larger than life”? Why are people curious about the lives of others? How are role models chosen?  ** Ongoing Standards: **   ** Objectives: ** The Learner Will   ** Assessment ** ** Key Questions ** ** Observable Student Behaviors **   ** Vocabulary ** Expedition Feasibility Manifestation Prestige Resourcefulness ||  || <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Suggested Activities ** <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Homework ** Students will work on assigned readings and reading logs. <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Terminology for Teacher **
 * Essential Questions: **
 * Focus Standards: **
 * 6.L.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.
 * 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.RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
 * 6.RI.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
 * 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.
 * 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.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
 * 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.5c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., //stingy, scrimping, economical, unwasteful, thrifty//).
 * 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).
 * TLW recognize cause and effect relationships.
 * TLW recognize the importance of setting to a narrative.
 * TLW recognize the characteristics of biography.
 * Product **
 * Students will write a short paper on “The Importance of a Role Model,” using the list of attributes produced during the class discussion.
 * Students will work in small groups to produce a map of Matthew Henson’s travels. Students will include information about what happened at each location.
 * Students will continue to work on the annotated reading logs for //Bud, Not Buddy//.
 * Students will complete a Venn diagram to compare and contrast Matthew Henson and Robert Peary.
 * What kinds of challenges did an African American face in the 1800s?
 * What are the characteristics of a good role model?
 * How do a person’s early experiences shape the rest of his/her life?
 * Students will use standard norms to participate in class discussions and in small-group discussions.
 * Students will complete written assignments and activities.
 * ||  || Ardent
 * ||  || Ardent
 * Continue reading //Bud, Not Buddy.//
 * Bud calls his survival list “Rules and Things to Have a Funner Life and Make a Better Liar Out of You.” Have students add to their own lists.
 * Continue tracing the action of this book from beginning to end, annotating along the way.
 * Continue working on the annotated reading log.
 * Begin the “Matthew Henson: At the Top of the World” (HMU7, pages 810-818) passage by asking about explorers with whom the students are familiar. Provide background information about Henson’s achievements.
 * Give students a Venn diagram and have them compare and contrast the characteristics of Matthew Henson and Robert Peary.
 * Have students compile a list of attributes they look for in role models. Transfer the list to poster, white board, or other surface. As students read the “Matthew Henson” passage, have them note the appearance of these attributes.
 * Assign a short paper on “The Importance of a Role Model,” using the list of attributes produced during the class discussion.



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

<span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Resources **
 * Professional Texts **

<span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Informational Texts **

<span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Art, Music, Media **
 * @http://zunal.com/webquest.php?w=13878
 * www.discoveryeducation.com

<span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Games **

<span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Videos ** <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Sight Words **
 * www.discoveryeducation.com

<span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** SMART Board Lessons, Promethean Lessons ** www.thinkcentral.com

<span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Other Activities **
 * @http://itc.gsu.edu/NewberyBooks/BudNotBuddy.pdf
 * @http://www.garfieldre2.k12.co.us/quizzes/plewis/quiz.mgi
 * This website allows students to take an online quiz on Bud, Not Buddy.
 * Lamb, A. (2000) EduScapes: a site for life-long learners. @http://eduscapes.com/reading/bud/student.htm
 * This website provides the teacher and student with activities and information about //Bud, Not Buddy// andChristopher Paul Curtis.
 * Powells.com. (2002) Welcome to Powell’s city of books. @http://www.powells.com/authors/curtis.html
 * This is an interview with the Christopher Paul Curtis. The interview provides the teacher with background informationabout the author. The interview also mentions his new book.
 * Random House (2002) Welcome to Teachers @ Random. www.randomhouse.com/teachers/
 * This is a website for teachers to access information about //Bud, Not Buddy// and links toother websites. The teacher can also find teaching ideas, related titles, reviews of the book, and information about the author.
 * www.discoveryeducation.com

<span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Integration Ideas: ** <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Math: ** <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Music: ** The impact/significance of Jazz music during the Great Depression @http://teacher.scholastic.com/activities/bhistory/history_of_jazz.htm @http://pbskids.org/jazz/time/1930.html @http://www.jazzstandards.com/history/history-3.htm Design a new flier introducing Bud into Callaway’s band. @https://www.4secondarysolutions.com/v/vspfiles/downloadables/Bud%20Not%20Buddy%20Sample%20Pages.pdf @http://www.multcolib.org/talk/guides-bud.html @http://ethemes.missouri.edu/themes/1170 Tons of links to historical and literary sites. @http://www.matthewhenson.com/ @http://library.thinkquest.org/10854/mhenson.html @http://www.matthewhenson.org/ @http://www.myhero.com/go/hero.asp?hero=Matthew_Henson
 * Language Arts/Social Studies: **
 * The Great Depression Economics: Compare prices now and then
 * Notorious figures: Pretty Boy Floyd and Baby Face Nelson The job market
 * Family: Homelessness, extended family, foster care, adoption Discuss Labor Unions/Laws
 * @http://www.42explore2.com/depresn.htm
 * Map skills: Find Flint and Grand Rapids, Michigan on a map Discuss the forms of communications during the depression
 * Calculate the distances between the two areas using an Atlas of Standard Highway Mileage Guide; Calculate the distance between Georgia and Flint, Michigan
 * Art: **

Language Arts ||=  ||=   ||= Week 1 ||= Week 2 ||= Week 3 ||= Week 4 ||= Week 5 ||= Week 6 || Week 7 || Week 8 || 6 Matrix ||= 6 PAP Matrix ||= Week 1 ||= Week 2 ||= Week 3 ||= Week 4 ||= Week 5 ||= Week 6 || Week 7 || Week 8 || Home K-2 ||= Home 3-6 ||= Home 6-8 ||= Unit 1 ||= Unit 2 ||= Unit 3 ||= Unit 4 ||= Unit 5 ||= Unit 6 ||  ||   ||
 * = English
 * = Math ||= [[image:commoncorepcssd6/Actions-insert-table-icon.png link="@http://inst.pcssd.org/math/CCSS/6/Math6TeachingMatrix.xls"]]
 * = [[image:commoncorepcssd6/PCSSDlogo.JPG link="commoncorepcssd/PCSSD"]]