6.4.4LA


 * Grade: 6Unit: 4 Week: 4 ** ** Content: ELA Dates: 2/11-2/15 **


 * Theme: 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.6.4 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.
 * 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 in a text.
 * RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.


 * Ongoing Standards **
 * L.6.2(a) Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.
 * L.6.2(b) Spell correctly.
 * 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 of the meaing 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.6.4 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.6.7 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. 6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgements.
 * 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.
 * S.L.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.
 * S.L.6.1(d) Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
 * 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.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume and clear pronounciation.
 * W.6.3(a) Engage and orient the reader establishing a context and introducing a narrator and/or characters, organize an event sequence that unfolds naturally and logically.
 * W.6.3(b) Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
 * W.6.3(c) Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
 * W.6.3(d) Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
 * W.6.3(e) Provide a conclusion that follows from the narrated experiences or events.
 * W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
 * W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
 * 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 compare and contrast stories/courageous characters.
 * TLW distinguish between explicit clues and inferences drawn from the text.
 * TLW read a variety of literature and informational texts about challenging events and experiences.
 * TLW participate in group discussions.
 * TLW read informational text to provide a historical context for the setting of a story with courageous characters.

** Product **   ** Key Questions **   **Observable Student Behaviors** (Performance)
 * Assessment **
 * Guided comprehension questions.
 * Literary device flip book
 * Reflection/Share
 * How do the characters’ differing ideas create conflict?
 * What can you infer about the relationship between the narrator and a character from their dialogue?
 * Collaborative group discussions.
 * Participate in whole group discussions.
 * Complete necessary assignments.

Dialect Flashback Inference ||
 * Vocabulary **
 * Cinquain


 * Suggested Activities ** [see Legend to highlight MCO and HYS]
 * Continue reading—//Hatchet//**.**
 * While reading write daily entries about Brian’s successes and failures. Make a note about what each taught him.
 * Write a letter to Brian’s dad, as Brian,discussing how he feels about his parents divorce, how he is feeling while on the plane.
 * HMU(2) p.222-230 “Jeremiah’s Song”.
 * Identify the obstacles the main characters must overcome, and how he/she does it.
 * @http://www.glencoe.com/sec/literature/litlibrary/pdf.
 * Cinquain Character Trait Poem
 * A cinquain is a five-line poem that focuses on one subject. Students can use the character trait list from the first page of this lesson to help them write the cinquain. The rules to write a character trait cinquain are as follows:
 * 1.Write the character's name
 * 2.Write two character traits that describe the character as a whole
 * 3.Write three verbs that describe the character's actions
 * 4.Write a four word phrase that gives the writer's opinion about the character
 * 5.Write a noun that is another name or word for the character
 * Character Trait Essays
 * Another way to analyze a character is to write a character sketch. Or, students can write a five paragraph essay on a character. The following steps will help students to write an essay that focuses on character traits.
 * Step 1: Students need to select three major character traits for their chosen character.
 * Step 2: Then, they need to write a thesis statement. This is one sentence that tells the reader what the essay will be about.
 * Step 3: The first paragraph will be the introduction. It should include the name of the novel, the author, basic information about the novel and the thesis statement.
 * Step 4: The three body paragraph will each focus on one of the character traits chosen. Students need to give examples from the novel that showcase each character trait.
 * Step 5: The conclusion will wrap up the essay and give the writer's opinion about the character and the traits described.
 * Denotation vs connotation makes for a creative lesson:
 * 1.Write two lists of words on the board--one list containing words with a negative connotation and one list of words with a positive connotation.
 * 2.Give the basic plot for a short story or the basic premise for a biographical article.
 * 3.Instruct half the students in the class to write using positive words (choose an appropriate number of words from the list).
 * 4.Instruct half the students in the class to write using negative words.
 * 5.Selected students will read their writing to the class. Do not skip the class reading and discussion. This allows students to analyze the power of words and the importance of word choice.

Read for 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 **


 * Literary Texts **
 * HMU(2) p.222
 * //Hatchet//


 * Informational Texts **


 * Art, Music, and Media **


 * Manipulatives **


 * Games **


 * Videos **


 * Sight Words **

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

This file was created to teach students the definitions of the more difficult words in "The Star Spangled Banner."
 * L6.4 The Star Spangled Banner


 * Other Activities, etc. **
 * Odyssey
 * Thinkcentral.com
 * []
 * [|http://www.readwritethink.org/classroom-resources/student-interactives/cube-30057.html?tab=2#tabs]
 * []
 * []
 * @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
 * []
 * @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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