6.3.2LA

** Grade 6 Unit: 3 Week: 2 Content: ELA Dates: 11/19-11/20 **

** Theme: How can a person’s life story have an impact on those around him or her? **

** Essential Questions: ** Why do some people seem “larger than life”? Why are people curious about the lives of others? What are the four kinds of life stories? 
 * Focus Standards: **
 * RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.
 * RI.6.9 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).
 * Ongoing Standards:
 * SL.6.1 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.
 * SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
 * 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.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
 * L.6.3a Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.
 * L.6.4 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.
 * L.6.4a 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.
 * 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.6.4d Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
 * <span style="font-family: arial,helvetica,sans-serif;">L.6.5b Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
 * <span style="font-family: arial,helvetica,sans-serif;">L.6.5c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., //stingy, scrimping, economical, unwasteful, thrifty//).
 * <span style="font-family: arial,helvetica,sans-serif;">L.6.6 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.

<span style="font-family: arial,helvetica,sans-serif;">** Objectives **

<span style="font-family: arial,helvetica,sans-serif;">** Assessment ** Biography Figurative language Imagery ||  || <span style="font-family: arial,helvetica,sans-serif;">** Suggested Activities ** Continue reading //Bud, Not Buddy.// Compare and contrast the Marian Anderson biography excerpt with the autobiography excerpt (HMU7, pages 806-807). <span style="font-family: arial,helvetica,sans-serif;">** Homework ** Students will work on assigned readings and reading logs.
 * Product **
 * Key Questions **
 * Observable Student Behaviors **
 * Vocabulary **
 * || Autobiography
 * 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 logs.
 * Using the “character traits” web from the “Best Practices Toolkit” (p.D7), have students complete the web with details from Anderson’s biography excerpt (HMU7, page 806).
 * Discuss the figurative language and imagery found in the Anderson autobiography excerpt (HMU7, page 807).
 * Discuss the differences in point of view between both passages.
 * Terminology for Teachers **

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

<span style="font-family: arial,helvetica,sans-serif;">** Resources ** // One More River to Cross: The Stories of Twelve Black Americans // by Jim Haskins
 * Professional Texts **
 * Informational Texts **
 * Art, Music, Media **
 * @http://zunal.com/webquest.php?w=13878
 * www.discoverylearning.com

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

<span style="font-family: arial,helvetica,sans-serif;">** Videos **
 * www.discoverylearning.com

<span style="font-family: arial,helvetica,sans-serif;">** Sight Words **

<span style="font-family: arial,helvetica,sans-serif;">** SMART Board Lessons, Promethean Lessons **

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

Tons of links to historical and literary sites.
 * Integration Ideas: **
 * 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
 * Map skills: Find Flint and Grand Rapids, Michigan on a map Discuss the forms of communications during the depression
 * Math: **
 * Calculate the distances between the two areas using an Atlas of Standard Highway Mileage Guide; Calculate the distance between Georgia and Flint, Michigan
 * Music: **
 * The impact/significance of Jazz music during the Great Depression
 * Art: **
 * 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
 * @http://www.mariananderson.org/home/index.html
 * @http://www.afrovoices.com/anderson.html
 * @http://www.library.upenn.edu/exhibits/rbm/anderson/
 * @http://www.english.illinois.edu/maps/poets/s_z/taggard/anderson.htm
 * @http://www.youtube.com/watch?v=mAONYTMf2pk&safety_mode=true&persist_safety_mode=1&safe=active

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"]]