6.3.5LA

** Grade 6 Unit: 3 Week: 5 Content: ELA Dates: 12/10-12/14 **  ** 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.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.
 * 6.L.5b Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
 * 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.
 * 6.RI.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
 * 6.RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
 * 6.RI.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.
 * 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.RI.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).
 * 6.W.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selections, organization, and analysis of relevant content.
 * 6.W.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured even sequences.
 * 6.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
 * 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.
 * SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
 * L.6.1e Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.
 * L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
 * L.6.3a Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.
 * L.6.4a 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.
 * 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//).
 * L.6.4d Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
 * L.6.5c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., //stingy, scrimping, economical, un-wasteful, thrifty//).
 * RI.6.9 Compare and contrast one author’s presentation of events with that of another’s (e.g., a memoir written by and a biography on the same person).

** Objectives **
 * TLW recognize that autobiographies are written in the first-person point of view.
 * TLW discuss how sensory details and figurative language enhance a narrative.
 * TLW use analogies to compare relationships (whole-to-part, part-to-whole).
 * TLW identify adversity in their own lives and think about their views of dealing with it and/or ways of overcoming it.

** Assessment **
 * Product **
 * Students will identify the sensory images found in the target passage from the excerpts from //The Story of My Life// on HMU7, page 834.
 * Students will use sentences from the second paragraph as models to create their own sentences that incorporate sensory images.
 * Students will write a personal narrative about a time of adversity in their lives.
 * In groups students will create an illustrated procedural text describing how to perform an action.

** Key Questions **
 * How are sensory details and figurative language used to enhance a narrative?
 * What are analogies?

** Observable Student Behaviors **
 * Students will use standard norms to participate in class discussions and in small-group discussions.
 * Students will complete written assignments and activities.

** Vocabulary ** Analogy Autobiography Braille ||  || ** Suggested Activities **
 * ||  || American Sign Language
 * ||  || American Sign Language
 * BECAUSE //THE MIRACLE WORKER// IS TAUGHT IN 7TH GRADE, DO NOT SHOW THE FILM TO 6TH-GRADE STUDENTS.
 * Read the excerpt from //The Story of My Life// (HMU7, pages 834-837) and the information about American Sign Language (HMU7, pages 840-843).
 * Think-Pair-Share. Have students think of the adversities or obstacles they have come across in their own lives or seen in others. In pairs have students share the obstacles they have come up with. In large group have students build a class list of all of the various adversities that people in the class have had or seen in the lives of others around them.
 * Four-Corners. Put up one of Helen Keller's quotes (listed below) in each corner of the room. Ask students to decide which one they agree with, or fits their personal views the most, and go to that corner. In the groups, have them discuss their reasoning and ideas. Have groups designate a spokesperson to explain the group's reasoning. Ask if anyone would like to change corners and if so, why?
 * Quotes: "Security is mostly a superstition. It does not exist in nature... Life is either a daring adventure or nothing." "When one door of happiness closes, another opens; but often we look so long at the closed door that we do not see the one which has been opened for us." "Avoiding danger is no safer in the long run than outright exposure. The fearful are caught as often as the bold." "Although the world is full of suffering, it is also full of the overcoming of it."
 * Have students work in groups to create an illustrated procedural text explaining how to do something (see the sample on page 842, HMU7).
 * Assign students to write a personal narrative about a time of adversity in their lives.
 * Create a "sound free zone" in your classroom to duplicate conditions for the deaf. In other words, students are not allowed to talk and otherwise there is an attempt to reduce the overall amount of sound in a classroom. Then have them write about their thoughts and feelings during the "silent" time. Note that duplicating the environment of the hearing impaired can be difficult. Students will find it almost impossible to be totally sound free. Ear plugs are not recommended for class use since these can be dangerous if used improperly, and in any event they do not totally block noise.

** Homework ** Students will work on assigned and independent readings. ** Terminology for Teachers **



** Lesson Plan in Word Format ** (Click Cancel if asked to log in)

** Resources **
 * Professional Texts **

** Informational Texts **

<span style="font-family: arial,helvetica,sans-serif;">** Art, Music, Media ** @http://zunal.com/webquest.php?w=13878 @http://people.pppst.com/helen-keller.html

<span style="font-family: arial,helvetica,sans-serif;">** Games ** @http://www.braillebug.org/games.asp @http://www.funbrain.com/signs/index.html

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

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

<span style="font-family: arial,helvetica,sans-serif;">** SMART Board Lessons, Promethean Lessons **

<span style="font-family: arial,helvetica,sans-serif;">** Other Activities ** www.thinkcentral.com @http://edhelper.com/books/The_Story_of_My_Life.htm @http://www.readwritethink.org/classroom-resources/calendar-activities/helen-keller-born-1880-20550.html @http://www.gardenofpraise.com/ibdkell.htm @http://www.lessonplanet.com/lesson-plans/helen-keller @http://www.ehow.com/info_8400710_helen-keller-activities-kids.html @http://www.graceproducts.com/keller/act.html @http://www.helenkellerfestival.com/ @http://www.lifeprint.com/ @http://www.enchantedlearning.com/themes/asl.shtml @http://www.aslpro.com/lesson_plans/shared_lesson_plans.html @http://www.apples4theteacher.com/asl/flashcards/

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