6.2.2LA


 * Grade: 6 Unit: 2 Week: 2 Content: ELA Dates: 10/8-10/12 **


 * Theme: Theme: What do myths, legends, and tales reveal about world cultures? **


 * Essential Questions: **
 * ** How can the events in a story help me to understand the plot? **
 * ** How do I use evidence from the text to understand and make inferences? **
 * ** How can I use descriptive details and techniques to write a well-structured narrative? **
 * ** How can collaborating with my peers enable us to produce a research project? **


 * Focus 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.
 * RI.6.4 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings.
 * SL.6.1c Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
 * SL6.1d Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
 * L.6.4a 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.6.4b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., //audience, auditory, audible//).


 * Ongoing Standards **
 * RL.6.2 Determine a central idea of a text and how it is conveyed through details.
 * RL.6.10 Read and comprehend literature
 * W.6.2 Write explanatory texts to convey information
 * W.6.3 Write narratives to develop imagined events.
 * L.6.3a Vary sentence patterns for meaning.
 * RI.6.2 Provide a summary of the text distinct from personal opinions and judgments.
 * RI.6.3 Analyze in detail how a key idea is introduced, illustrated, and elaborated in a text.
 * RI.6.7 Integrate information presented in different media or formats to develop a coherent understanding of a topic.

** Objectives: **
 * TLW create a narrative exhibiting a form’s (myth, legend, tall tale, and pourquoi tale) essential characteristics.
 * TLW participate in meaningful discussion using group norms and standard English.
 * TLW will read closely passages to identify details, to determine stylistic elements, and to infer cultural values.
 * TLW will begin to research a country and compare what she/he learns with what the country’s folklore teaches about that country’s culture.
 * TLW identify key ideas and details in development of plot.
 * TLW determine meaning of unknown words and phrases in the text.


 * Assessment **
 * Product **
 * The students will work in groups to create an original myth, legend, tall tale, or pourquoi tale.
 * The students will add information to their folklore charts.
 * The students will add words from their reading to their list of modern English words derived from Greek and Roman sources.


 * Key Questions **
 * What are the positive and negative aspects of pride?
 * How are cultural values reflected in myths?


 * Observable Student Behaviors (Performance) **
 * Students will engage effectively in a range of collaborative discussions on details and plot development.
 * Students will work cooperatively in groups.
 * Students will complete all assigned charts, lists, and graphic organizers.

. chariot fertile folktale legend myth pourquoi shrouded || ||
 * Vocabulary **
 * || barren
 * Suggested Activities ** [see Legend to highlight MCO and HYS]
 * Read “Apollo’s Tree: The Story of Daphane and Apollo” (HMU6, pages 694-697). Make predictions about what will happen in the story by using textual clues and personal experience. Discuss the elements of pride found in the story.
 * Read “Arachne” (HMU6, pages 698-703). Discuss the similarities and differences between the pride shown by Apollo and the pride shown by Arachne. Make predictions about what will happen in the story by using textual clues and personal experience.
 * Read the science article “Spider Webs” (HMU6, pages 706-710).
 * Write a reflective essay about what lessons can be learned from the characters in the myths. Tell how what is learned from the myths can help build positive relationships with others.
 * In groups, students will begin to create their own myths, using the myths in the text as guidance. Assign a timeline, tasks, roles, etc. for students to follow. Presentations will be done the final week of the unit.

Students will read nightly in their self-selected books and complete weekly reading logs.
 * 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 **
 * // Favorite Folktales from Around the World // (Jane Yolen)
 * // Greeks Internet Linked // (Illustrated World History) (Susan Peach, Anne Millard, and Ian Jackson)
 * // Romans: Internet Linked // (Illustrated World History) (Anthony Marks)
 * // The Hero Schliemann: The Dreamer Who Dug For Troy // (Laura Amy Schlitz and Robert Byrd)
 * // You Wouldn’t Want to be a Roman Soldier! Barbarians You’d Rather Not Meet // (//You Wouldn’t//
 * // Want To… // Series) (David Stewart and David Antram)
 * // You Wouldn’t Want to be a Slave in Ancient Greece! A Life You’d Rather Not Have // (//You//
 * // Wouldn’t Want To… // Series) (Fiona MacDonald, David Salariya, and David Antram)
 * // You Wouldn’t Want to Be a Viking Explorer! Voyages You’d Rather Not Make // (//You Wouldn’t//
 * // Want To… // Series) (Andrew Langley, David Salariya, and David Antram)
 * // You Wouldn’t Want to Live in Pompeii! A Volcanic Eruption You’d Rather Avoid // (//You Wouldn’t//
 * // Want To… // Series) (John Malam, David Salariya, and David Antram)

** Informational Texts ** ** Art, Music and Media **
 * // The History Atlas of South America // (MacMillan Continental History Atlases) (Edwin Early, ed.)
 * // The Usborne Internet-Linked Encyclopedia of World History // (Jane Bingham)
 * Marble portrait of the Emperor Augustus (Roman, ca. 14-37 CE)
 * //Winged Victory of Samothrace// (Greek, ca. 190 BCE)
 * // Just So Stories // (Rudyard Kipling) (audiobook CD) (Harper Collins)
 * // The Lightning Thief: Percy Jackson and the Olympians: Book 1 // (Rick Riordan and Jesse Bernstein) (Listening Library)
 * // Vicious Vikings // (Horrible Histories TV Tie-in) (Terry Deary and Martin Brown)
 * www.discoverylearning.com


 * Manipulatives **


 * Games **


 * Videos **
 * @http://videos.mitrasites.com/orion-(mythology).html
 * http://astronomylinks.wikispaces.com/Orion
 * http://www.esotericonline.net/video/top-10-myths-orion-mystery-ancient-art-podcast-36\
 * http://www.history.com/topics/greek-mythology/videos#greek-gods


 * SMART Board Lessons, Promethean Lessons **
 * // PowerPoint on myths: @http://literature.pppst.com/folk-literature.html //
 * @http://exchange.smarttech.com/search.html?q=%22Greek%20mythology%22
 * @http://smartboardgoodies.com/tag/mythology/
 * http://learninginamerica.wikispaces.com/Smartboard


 * Other Activities, etc. **

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