6.6.2LA


 * Grade: 6Unit: 6 Week: 2** **Content: ELA Dates: 4/15-4/19**


 * Theme Essential Question **** : How should future leaders prepare themselves **** for their role? **


 * Essential Questions: Who would you Be if you could? **


 * Focus Standards **
 * RL.6.2: Determine a theme or central idea of text and how it is conveyed through particular detail; 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 a 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.
 * 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 judgements.
 * RI.6.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
 * 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.6.9: Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by a biography on the same person.)
 * W.6.1: Write arguments to support claims with clear reasons and relevant evidence.
 * W.6.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
 * 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.6.7: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate
 * SL.6.5: Include multimedia components (e.g., graphics, images, music, sound) to visual displays in presentations to clarify information.
 * L.6.1: Demonstrate command of the conventions of Standard English grammer and usuage when writing or speaking.
 * L.6.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
 * L.6.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibility from a range of strategies.
 * L.6.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.


 * Ongoing Standards **
 * RL.6.10 Explain how an author develops the point of view of the narrator or speaker in the text.
 * RI.6.10 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.
 * SL.6.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
 * L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
 * L.6.2a Use punctutation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.
 * L.6.2b Spell correctly.
 * L.6.6 Acquire and use a accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when concidering a word or phrase important to comprehension or expression.


 * Objectives **
 * TLW discuss the implications of Tom’s “madness,” and explain the actions and statements of the various characters.
 * TLW understand historical elements in these chapters relating to English royal customs and the political climate of England in the 16th century.
 * TLW read the novel for comprehension of its plot, characters, setting, conflicts, and resolution.
 * TLW understand that the prince had many servants, assistants, and obligations, and also understand the importance of the Great Seal.
 * TLW be able to list characters and events, and explain their importance to the story.
 * TLW be able to identify characteristics of Tom’s life as seen through Edward’s experiences.
 * TLW contrast the home and family life of a prince with that of a pauper.


 * Assessment **
 * Product **
 * Small groups encourage students to explore and improve their understanding of the
 * importance of hereditary positions and the Great Seal to the story.
 * Venn diagram of home and family life of prince and that of the pauper.
 * Continue working on research project.

**Key Questions** (match Standard)
 * What does the phrase, “the grass is always greenier on the other side mean”?
 * What would it be like to live as a ruler? A servant?

**Observable Student Behaviors** (Performance)
 * Participation in class discussion.
 * Collaboration among groups and peers.


 * Vocabulary **
 * ** ELA ** ||


 * Suggested Activities ** [see Legend to highlight MCO and HYS]
 * Students, in groups of four, will write or draw a sequence or time line.
 * The group will list any questions they cannot answer.
 * Hand out background notes to each group, and allow them to research their questions and explain the answers to the class.
 * Preview vocabulary, and read for classwork or homework
 * Collaborative learning groups—describe life in a palace from two viewpoints (ruler/servant).
 * Share with whole group.
 * Individual students make a list of conditions of Tom’s life, and then make a list of conditions in Edward’s life.
 * Etiquette mini lesson: Research proper table manners and conduct a “tea” with students applying their newfound knowledge.
 * Write a description of the outfit that makes you feel your best in the manner describing Tom.

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 **
 * Professional Texts **


 * Literary Texts **
 * HMU(1)p.152-164
 * Novel- //The Prince and the Pauper//
 * Warriner’s Handbook
 * //Role Playing and Discovery/The Life and Adventures of Nat Love//
 * //The Dog of Pompeii//
 * //Pompeii and Vesuvius//
 * //The Whipping Boy by Sid Fleishman//


 * 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. Title: How to Summarize; Content Area: Reading; Objective: Use summarizing as a tool to become a better reader. Students will read a short story containing a chain of cause and effect relationships. They will then complete a series of activities in which they analyze cause and effect. This activity provides students with examples of Show, Don't Tell. They read a paragraph where the author "shows" an emotion, and the students must guess the emotion based on the descriptive writing. This is an introductory lesson about the parts of a plot of a story. This interactive lesson walks students through the process of writing effective introductory and concluding paragraphs. Two-column notes, group practice, and individual practice (I do, we do, you do) are included. This lesson activity presents how to plan a compare and contrast composition with an emphasis on comparing two topic sentences using transition words such as but, yet, and however. Students utilize this lesson as a whole group as a center activity to review the grammar concepts taught in class. Those concepts are reflexive pronouns, adjectives, proper adjectives, adjectives that compare, and main and helping verbs. Students will see examples and non-examples of expanded sentences. Then they will use photos provided for inspiration to write their own expanded sentences. Finally, they will look for places in their own writing to use expanded sentences. This file was created to teach students the definitions of the more difficult words in "The Star Spangled Banner."
 * SMART Board Lessons, Promethean Lessons **
 * RI 6.2 Summarizing
 * RL 6.2 Summarizing
 * RL 6.3 Cause and Effect
 * RL 6.3 Guess the Emotion
 * RL 6.3 Plot- Story Structure
 * W6.1 /6.1e Introductory and Concluding Paragraphs
 * W6.2 /6.2a Compare and Contrast Writing
 * L6.1 Grammar Review
 * L6.3 Expanding Sentences
 * L6.4 The Star Spangled Banner


 * Other Activities, etc. **
 * Thinkcentral.com
 * ReadWriteThink.com
 * @http://learning.blogs.nytimes.com/2010/09/30/a-american-wit-approaching-mark-twains-life-and-works/
 * Odysseywww.twainquotes.com
 * @http://www.pbs.org/marktwain
 * @http://fayette.k12.in.us/~cbeard/twain/
 * @http://englishhistory.net/tudor/new.html
 * @http://www.tudorhistory.org/
 * @http://midtown.net/dragonwing/co19802
 * www.toweroflondontour.com/kids/
 * @http://www.bbc.co.uk/history/british/tudors/launch_vt_londonbridge.shtml
 * http://www.medieval-period.com/medievalfood.html

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