6.5.1LA


 * Grade: Unit: 5 Week: 1** **Content: ELA Dates:3/4-3/8**


 * Theme Essential Question **** : How does the logical reasoning used in understanding literature compare with the strategies used for solving math problems? **


 * Essential Questions: **
 * ** What are the characteristics of a mystery? **
 * ** How is solving a mystery similar to solving a math problem? **
 * ** What Makes a Poem a Poem? **


 * Focus Standards **
 * //__ 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.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. __//
 * // 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. //
 * //__ L.6.5a Interpret figures of speech (e.g., personification) in context. __//
 * //__ L.6.5b Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. __//
 * //__ L.6.5c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty). __//
 * //__ 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.6.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. __//
 * //__ W.6.2c Use appropriate transitions to clarify the relationships among ideas and concepts. __//
 * //__ W.6.2d Use precise language and domain-specific vocabulary to inform about or explain the topic. __//
 * // W.6.2e Establish and maintain a formal style. //
 * // W.6.2f Provide a concluding statement or section that follows from the information or explanation presented. //


 * Ongoing Standards **
 * RL.6.2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
 * 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.
 * __ Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. __
 * 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.
 * 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.
 * Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
 * SL.6.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
 * SL.6.1b Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
 * SL.6.1c Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
 * SL.6.1d Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
 * Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
 * L.6.1a Ensure that pronouns are in the proper case (subjective, objective, possessive).
 * L.6.1b Use intensive pronouns (e.g., //myself, ourselves//).
 * L.6.1c Recognize and correct inappropriate shifts in pronoun number and person.*
 * L.6.1d Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*
 * L.6.1e Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*
 * L.6.2a Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*
 * L.6.2b Spell correctly.
 * L.6.3a Vary sentence patterns for meaning, reader/listener interest, and style.*
 * L.6.3b Maintain consistency in style and tone.*
 * L.6.4a 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.6.4b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., //audience, auditory, audible//).
 * L.6.4c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
 * W.6.1aIntroduce claim(s) and organize the reasons and evidence clearly.
 * W.6.1b Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
 * W.6.1c Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
 * W.6.1d Establish and maintain a formal style.
 * W.6.1e Provide a concluding statement or section that follows from the argument presented.
 * W.6.3a Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
 * W.6.3b Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
 * W.6.3c Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
 * W.6.3d Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
 * W.6.3e Provide a conclusion that follows from the narrated experiences or events.
 * Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
 * 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.
 * 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.6.9a 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”).
 * W.6.9b 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”).

Objectives: TLW
 * Read a Sherlock Holmes mystery or other mystery. ( This may be done as a teacher read-aloud.) Free Sherrlock mysteries are available for download at []
 * Distinguish between explicit clues and inferences drawn from the text.
 * Compare and contrast the experience of reading a mystery to listening to or viewing an audio, video, or live version.
 * Use new vocabulary associated with mysteries in written responses
 * Articulate strategies used when solving problems in mathematics.
 * Participate in a discussion of the essential question: What are the characteristics of a mystery? How is solving a mystery similar to solving a math problem?
 * 7.Complete a two-column chart to identify the idea expressed in each stanza of a poem.
 * Using HMU4, pp. 576-583, analyze poetry.


 * Assessment **
 * Product **
 * Students will complete a mystery cube.


 * Key Questions **
 * How can I use what I know about the mystery genre to create my own mystery? How can reading poetry help me to write my own poem?

**Observable Student Behaviors** (Performance) Students will be actively participating in group discussion and completing organizers.

setting sleuth red herring distraction crime victim mystery clues red herring associations device insight reaction specificstanza rhyme meter rhythm alliteration refrain figurative language simle metaphor personification hyperbole ||
 * Vocabulary **
 * ** ELA ** ||
 * detective


 * Suggested Activities ** [see Legend to highlight MCO and HYS]
 * TLW: **
 * ** Watch “Copper Clapper Caper” from Gaggle Tube: [] **
 * and /or read the script: [] **
 * Read a Sherlock Holmes mystery or other mystery. ( This may be done as a teacher read-aloud) Free Sherrlock mysteries are available for download at []
 * ** In a small group, identify and discuss the characteristics of the mystery genre and complete a graphic organizer. ** []
 * ** Complete a mystery cube independently. ** []
 * ** Create a parody of a tv mystery( similar to Dragnet). Use the picture book //The Web Files// by Margie Palatini [] https://www.gaggle.net/main.do# **
 * ** Create definitions of poetry HMU5, pp 576-577. **
 * ** Define Unit Goals HMU5, p. 577. **
 * Complete a two-column chart to identify the idea expressed in each stanza of a poem.
 * Define the elements of poetry, HMU5, pp580-583.


 * 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 **


 * Professional Texts **


 * Literary Texts **
 * Downloadable Sherlock Holmes mysteries []
 * //The Westing Game// by Hellen Raskin
 * HMU4, pp. 576-583.
 * HMU4, Student copy masters 1 and 2.


 * Informational Texts **


 * Art, Music, and Media **
 * []
 * []
 * []
 * []
 * []


 * Manipulatives **


 * Games **


 * Videos **


 * Sight Words **

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. Games and Activities to teach figures of speech. This lesson uses popular music lyrics a nd a short United Streaming video to help students understand the literary devices metaphors, similies, and hyperboles Understanding connotation of words (positive, neutral, negative). Can be used for 4th 5th & 6th
 * SMART Board Lessons, Promethean Lessons **
 * W6.2 /6.2a Compare and Contrast Writing
 * W6.2b Expository Writing Explaining How
 * W6.2f Expository Writing Explaining Why
 * L6.5a Figures of Speech Field Day
 * L6.5a Metaphors, Similies, and Hyperbole in lyrics
 * L6.5c Connotation
 * []
 * [|http://exchange.smarttech.com/search.html?q=mystery#page=2]
 * [|http://exchange.smarttech.com/search.html?q=mystery#page=4]


 * Other Activities, etc. **

Language Arts ||=  ||=   ||= Week 1 ||= Week 2 ||= Week 3 ||= Week 4 || 6 Matrix ||= 6 PAP Matrix ||= Week 1 ||= Week 2 ||= Week 3 ||= Week 4 || Home K-2 ||= Home 3-6 ||= Home 6-8 ||= Unit 1 ||= Unit 2 ||= Unit 3 ||= Unit 4 ||
 * = 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"]]