6.4.3LA


 * Grade: 6 Unit: 4 Week:3** **Content: ELA Dates: 2/4-2/8**

How do courageous acts in text compare to courageous acts in real life**?**
 * Essential Question: **


 * Focus Standards **
 * 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. 6.6 Explain how an author develops the point of view of the narrator or speaker ina text.
 * 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.
 * 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.


 * Ongoing Objectives **
 * 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.
 * 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.
 * 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.
 * RI.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.
 * W.6.1 Write arguments to support claims with clear reasons and relevant evidence.
 * W.6.1(a) Introduce claim(s) and organize the reasons and evidence clearly.
 * W.6.1(b) Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic and or text.
 * W.6.1(c) Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
 * W.6.1(d) Establish and maintain a formal style.
 * W.6.1(e) Provide a concluding statement or section that follows from the argument presented.
 * 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”).


 * Assessment **
 * Product **
 * Character Analysis Graphic Organizer
 * Quickwrite
 * Literary Device Flip book

**Key Questions** (match Standard)
 * How does the author develop a character’s personality?
 * What literary devices are used to help readers “experience” what the characters do?
 * What point of view is the text being told by?

**Observable Student Behaviors** (Performance)
 * Collaborative discussions.
 * Actively listening.
 * Participation in whole-group lessons.


 * Vocabulary **

Metaphor Personification Repetition Simile ||
 * Imagery


 * Suggested Activities ** [see Legend to highlight MCO and HYS]
 * Building background—http://mce.k12tn.net/survival/hatchet (heart attack, map location)
 * HMU(2)p.194-196 People on the page-character traits (appearance, actions, relationships and author’s comments).
 * Add character traits to chart using specifics from the text.
 * Cite evidence from the text regarding literary devices.
 * Think of some memorable characters from your favorite movies, books, or television programs. Write an explanation for your choices.
 * Quickwrite about a time you needed to finish a challenging task. Then reflect on what you have written.
 * Imagery chart (see,feel, smell, hear) place examples from the text into the correct column.
 * HMU(2) p.198-199—Eleven by Sandra Cisneros.
 * Create a web that defines your age and the things that matter to you.
 * HMU(2) p.200-203 Read short story exerpt—//Eleven//.
 * Read novel—//Hatchet// by Gary Paulsen.

Read 30 minutes
 * 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 **
 * HMU(2)p.194-203
 * Novel-Hatchet
 * Warriner’s Handbook


 * Informational Texts **


 * Art, Music, and Media **


 * Manipulatives **


 * Games **


 * Videos **


 * Sight Words **

Title: How to Summarize; Content Area: Reading; Objective: Use summarizing as a tool to become a better reader. Sound files are used in this lesson to demonstrate how the setting affects the voice (tone) and soundtrack (mood) of a story. Tone is taught by listening to the intonation of the speaker's voice. How does the speaker sound? Is he persuasive? Reverent? Peaceful? Mood is established by the setting soundtrack. The reader maybe speaking with a reverent tone, however the mean junior high school giggling girls in the soundtrack create a malicious mood. By the end of this lesson, students will record their own voices (tone) with soundtrack (mood).
 * SMART Board Lessons, Promethean Lessons **
 * RI 6.2 Summarizing
 * RL 6.4 Relevance of Setting on Tone and Mood


 * Other Activities, etc. **
 * Thinkcentral.com
 * Http://www.studyzone.org/testprep/ela4
 * @http://mrshatzi.com/files/pointofview-ws.pdf
 * @http://www.tusd1.org/resources/curriculum/hs
 * http://goodcharacter.com

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