6.3.8LA

** Grade 6 Unit: 3 Week: 8 Content: ELA Dates: 1/14-1/18 ** 
 * Theme: ** How can a person’s life story have an impact on those around him or her?

** Essential Questions: **   ** Focus Standards: **   ** Ongoing Standards: **   ** Objectives **   ** Assessment ** ** Key Questions ** <span style="font-family: arial,helvetica,sans-serif;">** Observable Student Behaviors ** <span style="font-family: arial,helvetica,sans-serif;"> <span style="font-family: arial,helvetica,sans-serif;"> <span style="font-family: arial,helvetica,sans-serif;">** Vocabulary ** Memoir Metaphor Simile Summary ||  || <span style="font-family: arial,helvetica,sans-serif;">** Suggested Activities ** <span style="font-family: arial,helvetica,sans-serif;"> <span style="font-family: arial,helvetica,sans-serif;"> <span style="font-family: arial,helvetica,sans-serif;">** Homework ** Students will complete assigned and independent readings. <span style="font-family: arial,helvetica,sans-serif;">** Terminology for Teachers **
 * <span style="font-family: arial,helvetica,sans-serif;">Why do some people seem “larger than life”?
 * <span style="font-family: arial,helvetica,sans-serif;">Why are people curious about the lives of others?
 * <span style="font-family: arial,helvetica,sans-serif;">What are the four kinds of life stories?
 * <span style="font-family: arial,helvetica,sans-serif;">RI.6.2 Provide a summary of the text distinct from personal opinions and judgments.
 * <span style="font-family: arial,helvetica,sans-serif;">RI.6.4 Determine the meaning of words and phrases are they are used in a text, including figurative and connotative meanings.
 * <span style="font-family: arial,helvetica,sans-serif;">RI.6.5 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.
 * <span style="font-family: arial,helvetica,sans-serif;">RI.6.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
 * <span style="font-family: arial,helvetica,sans-serif;">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.
 * <span style="font-family: arial,helvetica,sans-serif;">RI.6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 complexity band proficiently, with scaffolding as needed at the high end of the range.
 * <span style="font-family: arial,helvetica,sans-serif;">W.6.2 Write informative/explanatory texts to convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
 * <span style="font-family: arial,helvetica,sans-serif;">L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
 * <span style="font-family: arial,helvetica,sans-serif;">L.6.4b Use Latin roots as clues to the meaning of a word.
 * <span style="font-family: arial,helvetica,sans-serif;">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.
 * <span style="font-family: arial,helvetica,sans-serif;">SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
 * <span style="font-family: arial,helvetica,sans-serif;">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.
 * <span style="font-family: arial,helvetica,sans-serif;">L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
 * <span style="font-family: arial,helvetica,sans-serif;">L.6.3a Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.
 * <span style="font-family: arial,helvetica,sans-serif;">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.
 * <span style="font-family: arial,helvetica,sans-serif;">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.
 * <span style="font-family: arial,helvetica,sans-serif;">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//).
 * <span style="font-family: arial,helvetica,sans-serif;">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;">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).
 * <span style="font-family: arial,helvetica,sans-serif;">TLW define words as they are used in the context of a sentence.
 * <span style="font-family: arial,helvetica,sans-serif;">TLW identify examples of similes and metaphors in a passage and discuss their effect.
 * <span style="font-family: arial,helvetica,sans-serif;">TLW will summarize the events in a passage to demonstrate their understanding.
 * <span style="font-family: arial,helvetica,sans-serif;">TLW will determine an author’s purpose for writing (to inform, to share, to entertain).
 * Product **
 * <span style="font-family: arial,helvetica,sans-serif;">Create a list of similes and metaphors found in “The Jacket.”
 * <span style="font-family: arial,helvetica,sans-serif;">Compare a list of “confidence” terms with examples from “The Jacket.”
 * <span style="font-family: arial,helvetica,sans-serif;">Create a description of something familiar as if it were appearing the first time.
 * <span style="font-family: arial,helvetica,sans-serif;">Take notes on an informational article (“Skateboard Science”).
 * <span style="font-family: arial,helvetica,sans-serif;">What makes a person confident?
 * <span style="font-family: arial,helvetica,sans-serif;">How do I take notes?
 * <span style="font-family: arial,helvetica,sans-serif;">How do similes and metaphors add to a text’s meaning?
 * <span style="font-family: arial,helvetica,sans-serif;">How do I ensure a sentence is syntactically correct?
 * <span style="font-family: arial,helvetica,sans-serif;">Re-order lists of jumbled words and phrases in order to demonstrate command of syntax.
 * <span style="font-family: arial,helvetica,sans-serif;">Keep a running list of similes and metaphors found in “The Jacket.”
 * || Author’s purpose
 * Read “The Jacket” (HMU4, pages 500-504).
 * Before reading complete the “List It” activity on page 498. While reading, note the examples from the story that show the narrator lacks confidence.
 * Keep a running list of similes and metaphors found in the story.
 * Jumble the words from several sentences and have students re-order the words correctly (i.e., //on my bedpost, of day-old guacamole, I discovered, the color, draped, a jacket// [lines 10-11])
 * Write a personal narrative about a time when you lacked confidence.
 * Read “The First Skateboard in the History of the World” (HMU4, pages 510-515).
 * Students will analyze the author’s purpose for writing the selection by completing a chart similar to the one on page 509 of the text.
 * In small groups students will describe something familiar in terms of how it might have been perceived originally (i.e., “The first ___ in the history of the world.”).
 * Read “Skateboard Science” (HMU4, pages 519-522).
 * After demonstrating note-taking procedures, instruct the students to take notes on the passage.
 * In small groups students will create step-by-step instructions for performing a task (see HMU4, page 521).



<span style="font-family: arial,helvetica,sans-serif;">** Lesson Plan in Word Format ** (Click Cancel if asked to Log In)

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

<span style="font-family: arial,helvetica,sans-serif;">** Informational Texts ** http://www.notablebiographies.com/news/Sh-Z/Soto-Gary.html

<span style="font-family: arial,helvetica,sans-serif;">** Art, Music, Media ** @http://zunal.com/webquest.php?w=13878 @http://prezi.com/riqc9zq229hb/the-jacket-gary-soto/

<span style="font-family: arial,helvetica,sans-serif;">** Games ** @http://quizlet.com/3571854/the-jacket-by-gary-soto-flash-cards/

<span style="font-family: arial,helvetica,sans-serif;">** Videos ** www.discoveryeducation.com www.thinkcentral.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 ** www.thinkcentral.com @https://sites.google.com/a/madison.k12.wi.us/english-1-ms-brown/short-story-unit/gary-soto-short-stories @http://my.ccsd.net/userdocs/documents/dcFQT236wc4gYg5.pdf @http://www.garysoto.com/ @http://nmsgilmore.weebly.com/the-first-skateboard-in-the-history-of-the-world.html @http://nmsgilmore.weebly.com/uploads/2/2/7/5/2275624/06u04thefirstskateboard_tp.pdf @http://www.jimgoodrich.net/skateboardtimeline.htm @http://new.schoolnotes.com/files/Bazain/2666_001.pdf

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"]]