6.4.2LA


 * Grade: 6Unit: 4 Week: 2 ** ** Content: ELA Dates: 1/28-2/1 **


 * Theme Essential Question **** : What is the definition of courage? **


 * Essential Questions: **
 * What role does courage play in relationships and life?
 * How do courageous acts in literature compare to those in real life?


 * Focus Standards **
 * L.6.3 Use knowledge of language and its conventions when writing, speaking, reading,and listening.
 * L.6.3(a) Vary sentence patterns for meaning, reader/listener interest, and style.
 * 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 flexibly from a range of strategies.
 * L.6.4(a) Use context (e.g.,the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
 * L.6.4(b)Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., //audience, auditory, audible//).
 * L.6.4(c) Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronounciation of a word or determine or clarify its precise meaning or its part of speech.
 * L.6.4(d) Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
 * L.6.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
 * L.6.5(a) Interpret figures of speech (e.g., personification) in context.
 * L.6.5(b) Use the relationships between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
 * L.6.5(c) Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
 * 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 judgments.
 * 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 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.6.6 Explain how an author develops the point of view of the narrator or speaker ina text.
 * RL.6.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.
 * RL.6.9 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
 * SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, goups, and teacher-led) with diverse partners on //grade 6 topics, texts, and issues//, building on others’ ideas and expressing their own clearly.
 * SL.6.2 Interpret information presented in diverse media and formats(e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.


 * Ongoing Standards **
 * L.6.1 Demonstrate command of the conventions of standard English grammar 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 intense pronouns (e.g., myself, ourselves).
 * L.6.1(c) Recognize and correct inappropriate shifts in pronoun number and person.
 * L.6.1(d) Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecendents).
 * L.6.1(e) Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.
 * R.I.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.
 * RI.6.4 Describe the meaning of the words and phrases as they are used in a text, including figurative and connotative, and technical meanings.
 * 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.
 * 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.
 * RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn fro the text.
 * RL.6.4 Describe the meaning of the 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.
 * 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.6.1(a) Come to discussions prepared, having read ot studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
 * SL.6.1(b) Follow rules for collegial discussions, set specific goals and deadlies, and define individual roles as needed.
 * SL.6.1(c) Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
 * SL.6.1(d) Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
 * W.6.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or wo) for a range of discipline-specific tasks, purposes, and audiences.
 * 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.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
 * W.6.9(a) Apply //grade 6 Reading standards// to literature (e.g., “Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their topics”).
 * W.6.9(b) Apply //grade 6 Reading standards// to literary nonfiction (e.g., “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”).


 * Objectives **
 * TLW identify personal and group strengths and weaknesses related to taking courageous action.
 * TLW analyze a character’s development throughout the text.
 * TLW make inferences about the character based on evidence from the text.
 * TLW identify literary devices used and apply them to their own writing.


 * Assessment **
 * Product **
 * Note-taking skills
 * Flip book for literary devices
 * Character analysis graphic organizer

**Key Questions** (match Standard)
 * What situations or events encourage individuals to be courageous?
 * What actions and qualities make a person/character courageous?
 * How do these affect others?

**Observable Student Behaviors** (Performance)
 * Collaboratively working with peers and groups.
 * Actively participate in class discussions.
 * Guiding questions.


 * Vocabulary **

Characterization Courage Integrity ||
 * Acrostic


 * Suggested Activities ** [see Legend to highlight MCO and HYS]
 * Create a word map using students definition of //courage//. As the unit continues identify examples of courage and add to world map.
 * Do a SWOT (strengths, weaknesses, opportunitites and threats) chart using courage to take action in an important or difficult situation. Draw a large four square and label each heading. Brainstorm as a group strengths and weaknesses to make it possible for them to take action, weaknesses in situation, opportunities this brings, and possible threats if they take action.
 * Discuss feelings about whether this demonstrates that young people are capable of making important decisions.
 * Create an acrostic for the word //courage//.
 * Read //Hatchet// by Gary Paulsen.
 * http://www.teachertube.com- What does it mean to be courageous?

Read 30 minutes.
 * Homework **


 * Terminology for Teachers **


 * ** Multicultural Concepts **  ** 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)


 * Resources **
 * Professional Texts **


 * Literary Texts **
 * Novel—//Hatchet// by Gary Paulsen
 * HMU (2) p.206-207 “What makes a hero?”
 * Warriner’s Hanbook (grammar)


 * Informational Texts **
 * //Kids with Courage: True Stories About Young People Making a Difference// (Barbara Lewis)
 * //Kids On Strike!// (Susan Campbell Bartoletti)
 * //Kids at Work: Lewis Hine and the Crusade Against Child Labor// (Russell Freedman and Lewis Hine)


 * Art, Music, and Media **


 * Manipulatives **


 * Games **


 * Videos **


 * Sight Words **

RI 6.2 Summarizing Title: How to Summarize; Content Area: Reading; Objective: Use summarizing as a tool to become a better reader.
 * SMART Board Lessons, Promethean Lessons **

RL 6.3 Cause and Effect 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.

RL 6.3 Plot- Story Structure This is an introductory lesson about the parts of a plot of a story.

L6.3 Expanding 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.

L 6.4a New Vocabulary This is an activity that can be adapted to whatever words you are using to introduce new vocabulary. I use it as a two day lesson. Day one looks at context and possible meanings. Day 2 reviews the actual definition. The words in this particular lesson come from Tuesdays with Morrie by Mitch Albom.

L6.5c Connotation Understanding connotation of words (positive, neutral, negative). Can be used for 4th 5th & 6th

Other Activities, etc.
 * []
 * [|http://www.readwritethink.org/classroom-resources/student-interactives/cube-30057.html?tab=2#tabs]
 * @http://www.longwood.edu/staff/jonescd/projects/educ530/aboxley/pdffiles/2.pdf
 * []
 * @http://wvde.state.wv.us/strategybank/FrayerModel.html
 * @http://www.mce.k12tn.net/survival/hatchet/hatchet.htm
 * @http://www.glencoe.com/sec/literature/litlibrary/pdf/hatchet.pdf
 * @https://sites.google.com/site/yaadventure/teaching-the-hatchet
 * @http://www.brighthubeducation.com/high-school-english-lessons/22244-hatchet-by-gary-paulsen-teaching-purpose/
 * @http://www.kn.att.com/wired/fil/pages/listhatchetmr1.html
 * @http://www.helpreaderslovereading.com/2008/04/hatchet-classroom-activities.html
 * @http://www.middleschool.net/lesspln/englisF/englp.htm

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