6.1.3LA


 * Grade: 6 Unit: 1 Week: 3 Content: ELA Dates: 9/4-9/7/12 **


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


 * Essential Questions: **
 * ** How do a work’s setting and point of view affect the reader’s perception of a character? **
 * ** What are the four basic methods of characterization? **
 * ** How can characters’ actions be motivated by the work’s setting? **


 * Focus Standards: **
 * RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
 * 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.6.6 Explain how an author develops the point of view of the narrator or speaker in a text.
 * 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.6.2a 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.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.


 * 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.6.7 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.
 * SL.6.5 Include multimedia components (e.g. graphics, images, music, sound) and visual displays in presentations to clarify information.
 * SL6.5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.


 * Objectives: The Learners Will **
 * TLW revise and expand the paragraph assigned in Week 2 by adding specific information about one particular character in the story.
 * TLW create a character map of one of the characters from either “Eleven” or “All Summer in a Day,” citing specific examples from the text in order to compare and contrast similarities and differences in how the character develops over the course of a story.

**Product**
 * Assessment **
 * Character map that compares and contrasts how a character develops over the course of a story because of the setting.
 * Final draft of “setting/characterization” paper.
 * Continue to work on the year-long video project by selecting team captains and assigning roles to group members.

**Key Questions** (match Standard)
 * What is //comparison/contrast//?
 * What is a character map?
 * What is //motivation//?
 * What is //characterization//?

**Observable Student Behaviors** (Performance)
 * Students are verbalizing their understanding of setting and its effect on characters in a work.
 * Students are revising narratives.
 * Students are engaged and participating in group discussions.
 * Students are continuing to read //Island of the Blue Dolphins// and are completing their annotated reading logs and timelines as they finish each chapter.

Characterization Figurative language ||
 * Vocabulary **
 * ** ELA ** ||
 * Motivation


 * Suggested Activities ** [see Legend to highlight MCO and HYS]
 * Continue reading //Island of the Blue Dolphins// and working on the annotated reading log and timeline.
 * Choose one extended passage from //Island of the Blue Dolphins// and have students circle the figurative language.
 * Choose one paragraph from either “Eleven” or “All Summer in a Day” and have students write a paragraph that models the syntax and diction.


 * 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 **

@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
 * Informational Texts **
 * 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 **

@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. @http://www.readwritethink.org/files/resources/interactives/compcontrast/ @http://www.readwritethink.org/files/resources/interactives/venn/index.html
 * Other Activities, etc. **
 * ** Examining //Island of the Blue Dolphins// through a Literary Lens **
 * Compare Contrast Guide:
 * Interactive Venn Diagram:
 * @http://www.readwritethink.org/classroom-resources/lesson-plans/plot-structure-literary-elements-904.html
 * @http://score.rims.k12.ca.us/score_lessons/dolphin
 * @http://www.classzone.com/novelguides/litoons/dolphins/guide.cfm
 * http://www.readwritethink.org/classroom-resources/lesson-plans/examining_island-blue-dolphins-1068.html?tab=4#tabs
 * @http://www.script-o-rama.com (film scripts)
 * http:school.eb.com/lm/studyguides/3/mainframes.html
 * @http://www.eduplace.com/kids/hme/k-5/proofread/proof.htm
 * @http://k6educators.about.com/gi/dynamic/offsite/htm?site=http://www.lessonplanspage.com/LA67.htm
 * www.readwritethink.org/files/resources/interactives/timeline/

Language Arts ||=  ||=   ||= Week 1 ||= Week 2 ||= Week 3 ||= Week 4 ||= Week 5 ||= Week 6 || Matrix ||=  ||= Week 1 ||= Week 2 ||= Week 3 ||= Week 4 ||= Week 5 ||= Week 6 || Home K-2 ||= Home 3-5 ||= 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="commoncorepcssd6/6.1MaMatrix"]]
 * = [[image:commoncorepcssd6/PCSSDlogo.JPG link="commoncorepcssd/PCSSD"]]