6.6.3LA


 * Grade: 6Unit: 6 Week: 3** **Content: ELA Dates: 4/22-4/26**


 * Theme Essential Question **** : **


 * Essential Questions: ** 
 * What’s the connection?
 * What are the significant characteristics?
 * What reading behaviors are used when reading for information?


 * 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.6.2: 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.6.6: 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.
 * 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.6.2(a):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.6.2(b): Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
 * W.6.2(c): Use appropriate transitions to clarify the relationships among ideas and concepts.
 * W.6.2(d): Use precise language and domain-specific vocabulary to inform about or explain the topic.
 * W.6.2(e): Establish and maintain a formal style.
 * W.6.2(f): Provide a concluding statement or section that follows from the information or explanation presented.
 * 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
 * SL.6.5: Include multimedia components (e.g., graphics, images, music, sound) to visual displays in presentations to clarify information.
 * 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.


 * Ongoing Standards **
 * 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.
 * RL.6.10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
 * 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).
 * RI.6.9: Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by a biography on the same person.)
 * R.I.6.10: By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
 * L.6.1: Demonstrate command of the conventions of Standard English grammer and usuage when writing or speaking.
 * L.6.1(a) Introduce claim(s) with clear reasons and relevant evidence clearly.
 * L.6.1(b) Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
 * L.6.1(c) Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
 * L.6.1(d) Establish and maintain a formal style.
 * L.6.1(e) Provide a concluding statement or section that follows from the argument presented.


 * Objectives **
 * TLW compare and contrast two versions of literary texts.
 * TLW write a paragraph for each question.

  **Key Questions** (match Standard)   **Observable Student Behaviors** (Performance)  ** Vocabulary **
 * Assessment **
 * Product **
 * Written two paragraph response to comparisons and contrasts of the literary versions.
 * Journal/Notebook notes regarding literary piece.
 * What are the similiarities between the two versions of the text?
 * What are the differences between the two versions of the texts?
 * Participation in class discussion
 * Complete required assignments.
 * ** ELA ** ||


 * Suggested Activities ** [see Legend to highlight MCO and HYS]
 * Using a graphic organizer, students will identify setting, plot, characters, etc… between the different version.( play, novel, film)
 * Guided questions (HMU(1) p.169
 * Guide students working in pairs to review the dramatized version of //The Prince and the Pauper,//
 * as they complete their charts. Afterwards work in groups to compare and contrast notations.
 * PowerNotes powerpoint for //Prince and the Pauper//.

Read for 30 minutes.
 * 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 **
 * HMU(1)p.166-169
 * Novel-//The Prince and the Pauper//
 * Warriner’s Handbook


 * Informational Texts **


 * Art, Music, and Media **


 * <span style="font-family: arial,helvetica,sans-serif; font-size: 15px;">Manipulatives **


 * <span style="font-family: arial,helvetica,sans-serif; font-size: 15px;">Games **


 * <span style="color: windowtext; font-family: arial,helvetica,sans-serif; font-size: 15px; text-decoration: none;">Videos **


 * <span style="color: windowtext; font-family: arial,helvetica,sans-serif; font-size: 15px; text-decoration: none;">Sight Words **

<span style="color: #333333; font-family: arial,helvetica,sans-serif; font-size: 15px;"> This file was created to teach students the definitions of the more difficult words in "The Star Spangled Banner." <span style="color: #333333; font-family: arial,helvetica,sans-serif; font-size: 15px;"> Games and Activities to teach figures of speech. <span style="color: #333333; font-family: arial,helvetica,sans-serif; font-size: 15px;"> This interactive lesson walks students through the process of writing effective introductory and concluding paragraphs. Two-column notes, group practice, and individual practice (I do, we do, you do) are included. <span style="color: #333333; font-family: arial,helvetica,sans-serif; font-size: 15px;">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. <span style="color: #333333; font-family: arial,helvetica,sans-serif; font-size: 15px;">Using Thinking Maps models how to create an expository writing piece to explain how. <span style="color: #333333; font-family: arial,helvetica,sans-serif; font-size: 15px;">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. <span style="color: #333333; font-family: arial,helvetica,sans-serif; font-size: 15px;">Title: How to Summarize; Content Area: Reading; Objective: Use summarizing as a tool to become a better reader. <span style="color: #333333; font-family: arial,helvetica,sans-serif; font-size: 15px;">Students will read a short story containing a chain of cause and effect relationships. They will then complete a series of activities in which they analyze cause and effect. <span style="color: #333333; font-family: arial,helvetica,sans-serif; font-size: 15px;"> This activity provides students with examples of Show, Don't Tell. They read a paragraph where the author "shows" an emotion, and the students must guess the emotion based on the descriptive writing. <span style="color: #333333; font-family: arial,helvetica,sans-serif; font-size: 15px;">This is an introductory lesson about the parts of a plot of a story.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 15px;"> SMART Board Lessons, Promethean Lessons **
 * L6.4 The Star Spangled Banner
 * L6.5/6.5a Figures of Speech Field Day
 * W6.1 /6.1e Introductory and Concluding Paragraphs
 * W6.2 /6.2a Compare and Contrast Writing
 * W6.2b Expository Writing Explaining How
 * W6.2f Expository Writing Explaining Why
 * RL 6.2 Summarizing
 * RL 6.3 Cause and Effect
 * RL 6.3 Guess the Emotion
 * RL 6.3 Plot- Story Structure


 * <span style="font-family: arial,helvetica,sans-serif; font-size: 15px;">Other Activities, etc. **
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 15px;">Odyssey
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 15px;">Thinkcentral.com
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 15px;">ReadWriteThink.com
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 15px;">www.twainquotes.com
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 15px;">@http://www.pbs.org/marktwain
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 15px;">@http://fayette.k12.in.us/~cbeard/twain/
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 15px;">@http://englishhistory.net/tudor/new.html
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 15px;">@http://www.tudorhistory.org/
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 15px;">@http://midtown.net/dragonwing/co19802
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 15px;">www.toweroflondontour.com/kids/
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 15px;">@http://www.bbc.co.uk/history/british/tudors/launch_vt_londonbridge.shtml
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> http://www.medieval-p eriod.com/medievalfood.html

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