6.6.6LA


 * Grade: 6Unit: 6 Week: 6** **Content: ELA Dates:**


 * Theme Essential Question **** : **


 * Essential Questions: **
 * How do you capture a customer**?**
 * How do you persuade others?


 * Focus Standards **
 * 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.
 * 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 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.6.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
 * W.6.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting as needed by planning, revising, editing, rewriting, or trying a new approach.
 * 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 two) for a range of discipline-specific tasks, purposese, and audiences.
 * 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 usage when writing or speaking.
 * L.6.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.


 * Ongoing 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.


 * Assessment **
 * Product **
 * Argumentative essay
 * Persuasive speech
 * Create a storyboard.

**Key Questions** (match Standard)
 * What factors motivate you to purchase certain products?
 * What are the common elements of TV commercials?
 * Who is your audience?
 * What is your purpose?
 * What is your claim?
 * What support can you provide for such a claim?

**Observable Student Behaviors** (Performance)
 * Participate in providing feedback and discussion to presenters.
 * Active listening to presenters.

Propaganda ||
 * Vocabulary **
 * ** ELA ** ||
 * Storyboard


 * Suggested Activities ** [see Legend to highlight MCO and HYS]
 * Write a persuasive essay regarding the //The Prince and the Pauper//. Choose a character that you would most like to be and provide relevant evidence from the novel to support your choice.
 * HMU(8)p. 984-986—Media Literacy techniques
 * Produce your own media—p.987. Create a storyboard.
 * HMU(8)p. 988-999- Writing workshop—Persuasive Essay
 * Analyze student drafts.

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(8)
 * Warriner’s Handbook
 * // The Prince and the Pauper //


 * Informational Texts **


 * Art, Music, and Media **


 * Manipulatives **


 * Games **


 * Videos **


 * Sight Words **

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 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 is to be used in a Writers' Workshop. This lesson helps students plan for writing a short story. Planning pages are included.
 * SMART Board Lessons, Promethean Lessons **
 * L6.1 Grammar Review
 * L6.3 Expanding Sentences
 * W6.1 /6.1e Introductory and Concluding Paragraphs
 * W6.5 Planning a Short Story


 * Other Activities, etc. **
 * Odyssey
 * Odyssey Writer
 * Thinkcentral.com

Language Arts ||=  ||=   ||= Week 1 ||= Week 2 ||= Week 3 ||= Week 4 ||= Week 5 ||= Week 6 || 6 Matrix ||= 6 PAP Matrix ||= Week 1 ||= Week 2 ||= Week 3 ||= Week 4 ||= Week 5 ||= Week 6 || Home K-2 ||= Home 3-6 ||= Home 6-8 ||= Unit 1 ||= Unit 2 ||= Unit 3 ||= Unit 4 ||= Unit 5 ||= Unit 6 ||
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