6.4.6LA


 * Grade: 6Unit: 4 Week: 6** **Content: ELA Dates: 2/25-3/1**


 * Theme: What is the definition of //courage//? **

What makes a character courageous?
 * Essential Questions: **


 * Focus Standards: **
 * 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.ocus Standards
 * 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.
 * 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.6.6 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.6.1(e) Provide a concluding statement or section that follows from the argument presented.


 * Ongoing Standards ** :
 * L.6.2(a) Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.
 * L.6.2(b) Spell correctly.
 * 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.
 * 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.6.4 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(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 write a variety of responses to literature and informational text.
 * TLW write an opinion paper about a character that is relevant or important to you.


 * Assessment **
 * Product **
 * Essay
 * Choice of projects
 * Literary Device flipbook


 * Key Questions **
 * What elements make that character memorable?
 * What reasons support your opinion?


 * Observable Student Behaviors **
 * Completed assignments.
 * Journal/Reflection
 * Collaborative teaming


 * Vocabulary **


 * Suggested Activities ** [see Legend to highlight MCO and HYS]
 * Revisit your letter to Brian. Think about how Brian has changed during this experience. What is most important to Brian now that he has survived the wilderness?
 * Create a cartoon about a character’s most memorable experience.
 * Create a Venn diagram comparing yourself to the character. Think about the internal and external conflicts as well.
 * In collaborative groups discuss various survival strategies. Design a mini-survival kit.
 * Bright Hub Education—“Set Up a Hot Seat!” Understanding character motivation
 * Bright Hub Education— “Character Swap’n Sketch”
 * Readwritethink.org—“Choose your own adventure”
 * Readwritethink.org—“Lights, Camera, Action!”
 * “Connections” section of the novel //Hatchet//
 * [|Http://www.inmotionaame.org.home.cfm]
 * HMU(1) Supporting an opinion p. 170.
 * HMU(1) Planning/Prewriting p.171-172.
 * HMU(1) Drafting p.173
 * HMU(1) Revising p.174

Read for 30 minutes
 * Homework **

** 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)
 * Terminology for Teachers **
 * ** Multicultural Concepts **


 * Resources **
 * Professional Texts **
 * // Step up to Writing //


 * Literary Texts **
 * HMU(1)p.170-174
 * //Hatchet//
 * Warriner’s Handbook


 * Informational Texts **


 * Art, Music, and Media **


 * Manipulatives **


 * Games **


 * Videos **


 * Sight Words **

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.
 * SMART Board Lessons, Promethean Lessons **
 * L6.3 Expanding Sentences

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.
 * W6.1 /6.1e Introductory and Concluding Paragraphs


 * Other Activities, etc. **
 * Odyssey
 * Odyssey Writer
 * Thinkcentral.com
 * @http://mrspal.org/2010/06/14/living-memoirs-a-biography-project/List
 * http://www.readwritethink.org/classroom-resources/student-interactives/cube-30057.html?tab=2#tabs
 * @http://www.longwood.edu/staff/jonescd/projects/educ530/aboxley/pdffiles/2.pdf
 * @http://www.ltisdschools.org/Page/13488
 * @http://wvde.state.wv.us/strategybank/FrayerModel.html
 * @http://www.mce.k12tn.net/survival/hatchet/hatchet.htm
 * []
 * @https://sites.google.com/site/yaadventure/teaching-the-hatchet
 * @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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