6.3.4LA

@http://zunal.com/webquest.php?w=13878 ** Grade 6 Unit: 3 Week: 4 Content: ELA Dates: 12/3-12/7 **

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

** Essential Questions: **   ** Focus Standards: **   ** Ongoing Standards: **
 * 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?
 * 6.RI.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
 * 6.RI.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).
 * 6.RI.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
 * 6.W.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
 * <span style="font-family: arial,helvetica,sans-serif;">6.SL.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;">6.SL.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;">6.L.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;">6.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
 * <span style="font-family: arial,helvetica,sans-serif;">6.L.3a Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.
 * <span style="font-family: arial,helvetica,sans-serif;">6.L.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;">6.L.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;">6.L.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;">6.L.4d Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
 * <span style="font-family: arial,helvetica,sans-serif;">6.L.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;">6.L.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;">6.L.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;">6.RI.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; font-size: 14px;">** Objectives: ** The Learner Will <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Assessment **
 * <span style="font-family: arial,helvetica,sans-serif;">TLW analyze the author’s purpose for writing (to inform, to describe, to entertain, to persuade, to reveal a truth about life, or to share an experience).
 * <span style="font-family: arial,helvetica,sans-serif;">TLW determine the purpose and characteristics of a journal.
 * <span style="font-family: arial,helvetica,sans-serif;">TLW will distinguish between a personal narrative and an autobiography.
 * Product **
 * <span style="font-family: arial,helvetica,sans-serif;">Students will complete their survival lists, maps, and annotated reading logs for //Bud, Not Buddy.//
 * <span style="font-family: arial,helvetica,sans-serif;">Students will produce journal entries for the major events in Bud’s life to use as a study guide.
 * <span style="font-family: arial,helvetica,sans-serif;">Students will create “author’s purpose” charts for “Matthew Henson at the Top of the World,” “Over the Top of the World,” and “Up and Over the Top” (see HMU7, page 822).
 * <span style="font-family: arial,helvetica,sans-serif;">Students will keep personal journals for the remainder of the unit.

<span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Key Questions **
 * <span style="font-family: arial,helvetica,sans-serif;">What is the purpose of keeping a personal journal?
 * <span style="font-family: arial,helvetica,sans-serif;">What is the difference between a personal narrative and an autobiography?
 * <span style="font-family: arial,helvetica,sans-serif;">How do I determine the author’s purpose for writing?

<span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Observable Student Behaviors **
 * <span style="font-family: arial,helvetica,sans-serif;">Students will use standard norms to participate in class discussions and in small-group discussions.
 * <span style="font-family: arial,helvetica,sans-serif;">Students will complete written assignments and activities.

<span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Vocabulary ** Autobiography Journal Personal narrative || <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Suggested Activities ** <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Homework ** Students will work on assigned readings and reading logs. <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Terminology for Teachers **
 * Author’s purpose
 * Finish reading //Bud, Not Buddy.//
 * Bud calls his survival list “Rules and Things to Have a Funner Life and Make a Better Liar Out of You.” Have students complete their own lists.
 * Finish tracing the action of this book from beginning to end, annotating along the way.
 * Complete the annotated reading logs.
 * Create journal entries for the major events in Bud’s life.
 * Read //from// //Over the Top of the World// (HMU7, pages 823-826) and “Up and Over the Top” (HMU7, pages 827-830).
 * Students will complete “author’s purpose” charts for “Matthew Henson at the Top of the World,” “Over the Top of the World,” and “Up and Over the Top” (see HMU7, page 822).



<span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Lesson Plan in Word Format ** (Click Cancel if asked to log in)

<span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Resources **
 * Professional Texts **

<span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Informational Texts **
 * Adler, Bill. //The Cosby Wit.// New York: Carroll & Graf, 1986.
 * Bill Cosby Biography - life, family, childhood, children, wife, school, mother, son, information, born
 * <span style="font-family: arial,helvetica,sans-serif;"> [|http://www.notablebiographies.com/Co-Da/Cosby-Bill.html#ixzz1wYal4rDs]

<span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Art, Music, Media **
 * []
 * @http://www.lawrencevs.org/education/components/scrapbook/default.php?sectiondetailid=1368&

<span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Games **

<span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Videos ** www.discoveryeducation.com

<span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Sight Words **

<span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** SMART Board Lessons, Promethean Lessons ** www.thinkcentral.com @http://www.longwood.k12.ny.us/longsmart3.html

<span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Other Activities **
 * @http://itc.gsu.edu/NewberyBooks/BudNotBuddy.pdf
 * @http://www.garfieldre2.k12.co.us/quizzes/plewis/quiz.mgi
 * This website allows students to take an online quiz on Bud, Not Buddy.
 * Lamb, A. (2000) EduScapes: a site for life-long learners. @http://eduscapes.com/reading/bud/student.htm
 * This website provides the teacher and student with activities and information about //Bud, Not Buddy// and Christopher Paul Curtis.
 * Powells.com. (2002) Welcome to Powell’s city of books. @http://www.powells.com/authors/curtis.html
 * 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.
 * Random House (2002) Welcome to Teachers @ Random. www.randomhouse.com/teachers/
 * 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.
 * www.discovery.com

<span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Integration Ideas: ** <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Math: ** <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Music: ** <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** 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 Tons of links to historical and literary sites. @http://www.ereadingworksheets.com/free-reading-worksheets/authors-purpose-worksheets/ @http://www.polk-fl.net/staff/teachers/reading/documents/SeptemberFOCUSCalendarMiddleSchool.pdf @http://www.worksheetlibrary.com/subjects/languagearts/advancedreading/authorspurpose/authorspurpose1.pdf @http://bcpshelpdeskmiddleschoolenglish.weebly.com/6th-grade-lessons.html @http://www.austinschools.org/curriculum/la/ms/6th/documents/LA_6th_UpandOvertheTop_Documents.pdf @http://teacherweb.com/TX/HernandezMiddleSchool/Carter/Over-the-Top-of-the-World.pdf
 * 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
 * @http://www.42explore2.com/depresn.htm
 * Map skills: Find Flint and Grand Rapids, Michigan on a map Discuss the forms of communications during the depression
 * Calculate the distances between the two areas using an Atlas of Standard Highway Mileage Guide; Calculate the distance between Georgia and Flint, Michigan
 * The impact/significance of Jazz music during the Great Depression
 * @http://teacher.scholastic.com/activities/bhistory/history_of_jazz.htm
 * @http://pbskids.org/jazz/time/1930.html
 * @http://www.jazzstandards.com/history/history-3.htm

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