6.1.2LA


 * Grade: 6 Unit: 1 Week: 2 Content: ELA Dates: 8/27-8/31/12 **


 * Theme: How are authors influenced by their life experiences? **


 * Essential Questions: **
 * ** How does a work’s setting (time, place, environment) affect the work’s characters? **
 * ** How can descriptive details and figurative language be used to enhance a work’s setting? **
 * ** How can effective communication enable people to collaborate with others in order to meet goals? **


 * 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.6.5 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.
 * W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new appproach.


 * Ongoing Standards: **
 * RL.6.4 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.
 * 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.6.3d Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
 * L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
 * SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
 * SL6.5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.


 * Objectives: __T__he __L__earners __W__ill **
 * TLW revise a draft describing a meaningful experience they have had by adding specific details and figurative language to enhance the setting.
 * TLW analyze how a work’s setting affects the its characters.
 * TLW find key images and details in the text that enhance the setting.
 * TLW use background knowledge and evidence from the text to make inferences.
 * TLW help set norms for group discussion.
 * TLW follow the rules and assume the roles set by the group.


 * Assessment **
 * Product **
 * Students will revise and expand their narratives describing the first week of school by adding descriptive details and figurative language describing the setting.
 * Students will be introduced to a year-long video project that will document their first year of middle school.


 * Key Questions ** (match Standard)
 * What is //setting?//
 * What is //figurative language//?
 * What is //revision//?


 * Observable Student Behaviors ** (Performance)
 * Students are verbalizing their understanding of setting and its effect on characters in a work.
 * Students are revising narratives.
 * Students are engaged and participating in group discussions.

Figurative language Revision Setting ||
 * Vocabulary **
 * ** ELA ** ||
 * Documentary


 * Suggested Activities ** [see Legend to highlight MCO and HYS]
 * Read “All Summer in a Day” [HMU1, pages 68-74] and follow standard discussion norms to review the importance to the story of setting, figurative language, and descriptive details.
 * Complete a Venn diagram comparing/contrasting the setting of the story (Venus) with Earth.
 * Write a paragraph explaining how the story’s setting has a direct effect on the children’s characters in “All Summer in a Day.”
 * Begin reading //Island of the Blue Dolphins// and distribute annotated reading logs to students.
 * Have students keep a timeline of events in //Island of the Blue Dolphins.//
 * Introduce students to the year-long video project. Note team categories (i.e. videographers, writers, editors, etc.) and divide students into groups for preliminary planning.


 * Homework **

** 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)
 * Terminology for Teachers **
 * ||  ** Multicultural Concepts **


 * Resources **
 * Professional Texts **


 * Literary Texts **
 * // Island of the Blue Dolphins //** (Literacy Skills Test in Ren. Place) **
 * Holt McDougal //Literature//, grade 6


 * Informational Texts **

@http://questgarden.com/16/89/3/060428052129/ This WebQuest is designed to give students background information on the setting for "Island of the Blue Dolphins" in order to promote deeper understanding of the novel. It aslo encourages higher level thinking skills. @http://questgarden.com/102/63/7/100428135955/ Island of the Blue Dolphins is a great book that can be very interestig once you know every""thing about it's history. @http://questgarden.com/51/98/1/070602122700/ This is, approximately, a three to four week unit that will integrate reading, writing and research based on the book "Island of the Blue Dolphins" by Scott O'Dell. My goal is to adhere to as many of the 4th Grade Sunshine State Standards for reading and writing as possible while offering an engaging long term lesson plan for students. Based off of The Island of the Blue Dolphins, this WebQuest gives students the opportunity to develop interviewing, researching, and writing skills through creating their own article to be published in a class newspaper
 * WebQuests **
 * ** Island of the Blue Dolphins: Exploring the Lone Woman of San Nicolas Island **
 * ** Island of the Blue Dolphins **
 * ** "Island of the Blue Dolphins" **
 * ** Stop the Presses: The Island of the Blue Dophins WebQuest **
 * @http://questgarden.com/42/06/8/061116080634/ **


 * Art, Music, and Media **


 * Manipulatives **
 * Annotated reading log and timeline for //Island of the Blue Dolphins//


 * Games **
 * IBD Internet Hunt: http://mrsoshouse.com/ext/islebldol.html


 * Videos **
 * http://www.youtube.com/watch?v=QWmahMdeGU (“All Summer in a Day” video)
 * http://www.youtube.com/watch?vACobTBH9yWQ (//Island of the Blue Dolphins// video)


 * Sight Words **

@http://exchange.smarttech.com/details.html?id=3206b588-8ac1-468e-adba-f3c8f54b3af4
 * SMART Board Lessons, Promethean Lessons **
 * Characters and Characterization

@http://www.readwritethink.org/classroom-resources/lesson-plans/examining-island-blue-dolphins-1068.html In this lesson, students connect with //Island of the Blue Dolphins// by looking at the text through three literary lenses: a mirror that allows them to find themselves in the text world, a microscope through which to understand the text’s literary elements, and a telescope that helps them see beyond the text. Students first reflect on the meanings of courage and adversity through journal writing and skits. They then read the novel with a focus on Karana’s character, setting, and vocabulary. Next, students reflect on the story by imagining how they would have reacted in the same situations faced by Karana. After sharing journal responses, students look outwards to their community for people who have overcome adversity with courage, and brainstorm ways they could recognize these people. The lesson works well with English Language Learners (ELLs) and includes strategies for working with students at all levels of English proficiency.
 * Other Activities, etc. **
 * ** Examining //Island of the Blue Dolphins// through a Literary Lens **
 * @http://www.readwritethink.org/classroom-resources/lesson-plans/plot-structure-literary-elements-904.html
 * @http://score.rims.k12.ca.us/score_lessons/dolphin
 * @http://www.classzone.com/novelguides/litoons/dolphins/guide.cfm
 * http://www.readwritethink.org/classroom-resources/lesson-plans/examining_island-blue-dolphins-1068.html?tab=4#tabs
 * http://www.script-o-rama.com (film scripts)
 * http:school.eb.com/lm/studyguides/3/mainframes.html
 * @http://www.eduplace.com/kids/hme/k-5/proofread/proof.htm
 * @http://k6educators.about.com/gi/dynamic/offsite/htm?site=http://www.lessonplanspage.com/LA67.htm
 * www.readwritethink.org/files/resources/interactives/timeline/

Language Arts ||  ||   ||  Week 1 ||  Week 2 ||  Week 3 ||  Week 4 ||  Week 5 ||  Week 6 || Matrix ||  ||  <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Week 1 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Week 2 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Week 3 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Week 4 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Week 5 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Week 6 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Home K-2 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Home 3-5 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Home 6-8 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Unit 1 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Unit 2 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Unit 3 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Unit 4 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Unit 5 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Unit 6 ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">English
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Math || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">[[image:commoncorepcssd6/Actions-insert-table-icon.png link="6.1MaMatrix"]]
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">[[image:commoncorepcssd6/PCSSDlogo.JPG link="commoncorepcssd/PCSSD"]]