6.1.6LA


 * Grade:6 Unit: 1 Week:6 Content: ELA Dates: 9/24-9/28/12 **


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


 * Essential Questions: **
 * How does a writer draw from personal experiences to express his feelings in his work?
 * How does a writer incorporate elements such as plot, character, setting, point of view, and theme into his work?
 * How does a work’s tone reflect a writer’s personal experiences?


 * Focus Standards: **
 * RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings.
 * 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.6.9 Compare and contrast one author’s presentation of events with that of another.
 * RI.6.10 Read and comprehend literary nonfiction.
 * 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.
 * 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.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
 * 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.6.3b Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
 * W.6.3c Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
 * W.6.3d Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
 * L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
 * L.6.5 Demonstrate understanding of figurative language word relationships, and nuances in word meanings.


 * Ongoing ** **Standards**
 * RL.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.
 * RI.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
 * 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.
 * LS.6.5a-c Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
 * RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
 * RL.6.6 Explain how an author develops the point of view of the narrator or speaker in a text.


 * Objectives **
 * TLW create an autobiographical narrative modeled after “The Life and Adventures of Nat Love” (HMU2, pages 269-271)
 * TLW include such literary elements as characterization, setting, point of view, tone, theme, and figurative language.
 * TLW will identify devices such as plot, character, setting, point of view, tone, details, and theme.
 * TLW use background knowledge and evidence from the text to make inferences.
 * TLW will use context clues to understand the meanings of words.


 * Assessment **
 * Project **
 * The learner will produce an autobiographical narrative.
 * Continue to work on the year-long video project by working in groups on assigned tasks.


 * Key Questions **
 * How does a writer incorporate elements such as //character, setting, point of view, tone, details//, and //theme// into a work of literature?
 * How can I use //context clues// to understand what I read?
 * What is a //narrative//?


 * Observable Student Behaviors ** (Performance)
 * Students are proofreading and revising narratives.
 * Students are engaged and participating in the group project and discussions.
 * Students are discussing the influence of a writer’s life on his work.

Biography Connotation Context Denotation Narrative ||
 * Vocabulary **
 * ** ELA ** ||
 * Autobiography


 * Suggested Activities ** [see Legend to highlight MCO and HYS]
 * Create a map of the topography described in //Island of the Blue Dolphins.//
 * Complete and turn in the annotated log for //Island of the Blue Dolphins.//
 * Create a “wanted poster” for the autobiographical narrative.
 * Using passages from the two selections in the literature text, students will use context clues to determine the meanings of words.
 * Using a “sentence scrambling” activity, students will recreate syntactically correct sentences modeled after the scrambled sentences.


 * 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 **


 * Informational Texts **
 * @http://www.readcentral.com/book/Nat-Love/Read-The-Life-Online
 * @http://docsouth.unc.edu/neh/natlove/menu.html
 * @http://www.answers.com/topic/nat-love

@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. @http://questgarden.com/42/06/8/061116080634/ 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 **

www.goodreads.com/book/show/7907731-nat-love
 * Art, Music, and Media **


 * Manipulatives **


 * Games **


 * Videos **
 * @http://truewest.ning.com/video
 * @http://www.learner.org/amerpass/unit05/pdf/unit05ig.pdf


 * Sight Words **


 * SMART Board Lessons, Promethean Lessons **

@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.blackcowboys.com/natlove.htm
 * @http://www.natlove.com/Default.htm
 * @http://www.legendsofamerica.com/we-natlove.html
 * @http://edhelper.com/US_wildwildwest.htm
 * @http://www.edhelper.com/ReadingComprehension_35_447.html

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="commoncorepcssd6/6.1MaMatrix"]]
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