6.4.5LA


 * Grade: 6Unit: 4 Week: 5** **Content: ELA Dates: 2/19-2/22**


 * Theme: What is the definition of //courage?// **


 * Essential Questions: **
 * How are courageous acts revealed in literature and informational texts?
 * How did those courageous acts contribute to the character’s development?


 * Focus Standards **
 * L.6.3 Use knowledge of language and its conventions when writing, speaking, reading,and 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.
 * SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally)and explain how it contributes to a topic, text, or issue under study.
 * W.6.1 Write arguments to support claims with clear reasons and relevant evidence.
 * 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 and 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.6.1(e) Provide a concluding statement or section that follows from the argument presented.


 * Ongoing Standards **
 * 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.6.8 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.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
 * W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
 * W.6.9(a) 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 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”).
 * SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume and clear pronounciation.
 * L.6.2(a) Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.
 * L.6.2(b) Spell correctly.


 * Objectives **
 * TLW identify character traits at the beginning and end of the text. Compare and contrast development over time.
 * TLW identify facts, characters, conflicts, setting, author’s writing style and inferences made.
 * TLW read informational text to provide historical context.


 * Assessment **
 * Product **
 * Plot diagram
 * Character analysis chart
 * Literary device flipbook
 * Reflection journal


 * Key Questions **
 * When is a trip an adventure?
 * What has the main character learned through this experience? Cite specifics from the text.
 * Is the character one you can identify and sympathize?


 * Observable Student Behaviors **
 * Collaborative group discussions.
 * Participation in whole group learning.
 * Actively listening to those speaking.
 * Completing necessary assignments.


 * Vocabulary **

Resolution ||
 * Epilogue


 * Suggested Activities ** [see Legend to highlight MCO and HYS]
 * Continue reading //Hatchet//.
 * Create a debate—should Brian tell his father about his mother’s relationship? What do you think? Does he do the right thing? What issues should be discussed?
 * HMU(3) “Scout’s Honor” by Avi (p.362-373)
 * HMU(3) Wilderness survival (p.374).
 * Think-Pair-Share about the character’s struggles. Discuss the sequential order in which those struggles occurred.
 * Identify descriptive language used to demonstrate literary devices.
 * Http://www.readwritethink.org-“Susan B. Anthony voted on this day in 1872, leading to her arrest.”
 * Http://www.readwritethink.org-“Titanic :The RMS Titanic sank on this day in 1912.
 * PBS.org-“Africans in America.

Read 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
 * // Warriner’s Handbook //
 * HMU(3) “Short Story” by Avi p.360-361 “Sketch it!”
 * "Trading Card Talk" from //Boys' Life//
 * "Daring to Dream" from //American Girl//
 * // Hatchet //


 * Informational Texts **


 * Art, Music, and Media **


 * Manipulatives **


 * Games **


 * Videos **


 * Sight Words **

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.
 * SMART Board Lessons, Promethean Lessons **
 * L6.3 Expanding Sentences

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.
 * W6.1 Introductory and Concluding Paragraphs


 * Other Activities, etc. **
 * Odyssey
 * Thinkcentral.com
 * @http://mrspal.org/2010/06/14/living-memoirs-a-biography-project/List
 * http://www.readwritethink.org/classroom-resources/student-interactives/cube-30057.html?tab=2#tabs
 * @http://www.longwood.edu/staff/jonescd/projects/educ530/aboxley/pdffiles/2.pdf
 * @http://www.ltisdschools.org/Page/13488
 * @http://wvde.state.wv.us/strategybank/FrayerModel.html
 * @http://www.mce.k12tn.net/survival/hatchet/hatchet.htm
 * @http://www.glencoe.com/sec/literature/litlibrary/pdf/hatchet.pdf
 * @https://sites.google.com/site/yaadventure/teaching-the-hatchet
 * @http://www.brighthubeducation.com/high-school-english-lessons/22244-hatchet-by-gary-paulsen-teaching-purpose/
 * @http://www.kn.att.com/wired/fil/pages/listhatchetmr1.html
 * @http://www.helpreaderslovereading.com/2008/04/hatchet-classroom-activities.html
 * @http://www.middleschool.net/lesspln/englisF/englp.htm

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