6.6.5LA

**Grade: 6Unit: 6 Week: 5** **Content: ELA Dates: 5/6-5/10** ** Theme Essential Question **** : **  ** Essential Questions: **  ** Focus Standards **  ** Ongoing Standards **  ** Objectives **  ** Assessment **   **Key Questions** (match Standard)   **Observable Student Behaviors** (Performance) <span style="display: block; font-family: arial,helvetica,sans-serif; text-align: left;"> <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 14px; text-align: left;">** Vocabulary ** <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 14px; text-align: left;"> Support Appeals by association Emotional appeals Loaded Language || <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 14px; text-align: left;">** Suggested Activities ** [see Legend to highlight MCO and HYS] <span style="display: block; font-family: arial,helvetica,sans-serif; text-align: left;"> <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 14px; text-align: left;">** Homework ** <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 14px; text-align: left;"> Read for 30 minutes. <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 14px; text-align: left;">** Terminology for Teachers ** <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 14px; text-align: left;"> ** 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)
 * What is an argument?
 * What persuasive messages influence your decision?
 * RL.6.2: Determine a theme or central idea of text and how it is conveyed through particular detail; provide a summary of the text distinct from personal opinions or judgements.
 * RI.6.6: Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
 * 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.6.1: Write arguments to support claims with clear reasons and relevant evidence.
 * 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.
 * 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) to visual displays in presentations to clarify information.
 * L.6.1: Demonstrate command of the conventions of Standard English grammer and usage when writing or speaking.
 * L.6.1(a):Ensure that pronouns are in the proper case(subjective, objective, possessive).
 * L.6.1(b): Use intensive pronouns (e.g., myself, ourselves).
 * L.6.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
 * L.6.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
 * L.6.3(b): Maintain consistency in style and tone.
 * L.6.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibility from a range of strategies.
 * L.6.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
 * RL.6.2: Determine a theme or central idea of text and how it is conveyed through particular detail; provide a summary of the text distinct from personal opinions or judgements.
 * 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.6.5: 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.6.2:Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgements.
 * RI.6.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
 * 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.6.6: 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.
 * W.6.7: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate
 * L.6.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibility from a range of strategies.
 * L.6.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
 * TLW identify claims and support that is provided.
 * TLW use the internet to research relevant information.
 * TLW identify the techniques of persuasion.
 * TLW identify the author’s viewpoint or attitude toward an issue.
 * Product **
 * Complete research project from week 1.
 * Argumentative essay writing continues.
 * Summary frame(p. B11-HM)
 * Chart a strong vs. weak supportive statement.
 * What is an argument?
 * What techniques persuade you to comply?
 * What reasons does the author give to support claim?
 * Collaborative discussion among peers.
 * Complete assigned work.
 * Participate in ongoing discussions.
 * ** ELA ** ||
 * Claim
 * Complete reading //The Prince and the Pauper.//
 * Discuss with students the information provided on p. 936 of HM text regarding teens and the internet.
 * Read the article, //Power in Numbers//, p.937. Complete graphic organizer stating the claim and four support statements.
 * Invite students to discuss places were persuasive language is used and record responses.
 * Identify persuasive techniques(p.938).
 * Read the editorial on p. 939, //A Recipe for Disaster//, and identify the claim and supporting evidence.
 * Create a public service ad with a partner. Present ads to the class for constructive feedback.
 * Analyze texts-HMU(8)p. 940-941
 * Discuss the examples of persuasive language that is used.
 * Meet in small groups to role play both sides of the issue. Try to persuade the other to understand their position.
 * ** Multicultural Concepts **

<span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 14px; text-align: left;">** Resources ** <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 14px; text-align: left;">** Professional Texts ** <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 14px; text-align: left;">** Literary Texts ** <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 14px; text-align: left;">
 * // The Prince and the Pauper //
 * HMU(8)p. 936-941
 * Warriner’s Handbook


 * Informational Texts **


 * Art, Music, and Media **


 * Manipulatives **


 * Games **


 * Videos **


 * Sight Words **

Students utilize this lesson as a whole group as a center activity to review the grammar concepts taught in class. Those concepts are reflexive pronouns, adjectives, proper adjectives, adjectives that compare, and main and helping verbs. A great Smartboard lesson explaining intensive and reflexive pronouns. Use the Senteo interactive response system to decide the correct punctuation for sentences. 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. This file was created to teach students the definitions of the more difficult words in "The Star Spangled Banner." Games and Activities to teach figures of speech. This lesson uses popular music lyrics and a short United Streaming video to help students understand the literary devices metaphors, similies, and hyperboles 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. Title: How to Summarize; Content Area: Reading; Objective: Use summarizing as a tool to become a better reader.
 * SMART Board Lessons, Promethean Lessons **
 * L6.1 Grammar Review
 * L6.1b Intensive and Reflexive Pronouns
 * L6.2 Punctuating Sentences
 * L6.3 Expanding Sentences
 * L6.4 The Star Spangled Banner
 * L6.5/6.5a Figures of Speech Field Day
 * L6.5a Metaphors, Similies, and Hyperbole in lyrics
 * W6.2 /6.2a Compare and Contrast Writing
 * RL 6.2 Summarizing


 * Other Activities, etc. **
 * Odyssey
 * Odyssey Writer
 * Thinkcentral
 * www.twainquotes.com
 * @http://www.pbs.org/marktwain
 * @http://fayette.k12.in.us/~cbeard/twain/
 * @http://englishhistory.net/tudor/new.html
 * @http://www.tudorhistory.org/
 * @http://midtown.net/dragonwing/co19802
 * www.toweroflondontour.com/kids/
 * @http://www.bbc.co.uk/history/british/tudors/launch_vt_londonbridge.shtml
 * http://www.medieval-period.com/medievalfood.html

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