6.3.1LA

** Grade 6 Unit: 3 Week: 1 Content: ELA Dates: 11/12-11/16 **

** Theme: How can a person’s life story have an impact on those around him or her? **

** Essential Questions: ** 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?
 * Focus Standards: **
 * RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
 * RI.6.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
 * W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
 * W.6.3d Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

** Ongoing Standards: **
 * 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.6.5 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.6.4 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.6.4a 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.6.5b Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
 * L.6.5c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
 * L.6.6 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.
 * RI.6.9 Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

** Objectives **
 * TLW distinguish among the four types of life stories: memoir, personal narrative, autobiography, and biography
 * TLW write a personal paragraph modeled on one of the samples on pages 803 or 805.
 * TLW describe the role of imagery, figurative language, and tone in biographies and autobiographies.

** Assessment ** ** Key Questions ** ** Observable Student Behaviors ** Biography Figurative language Memoir Personal narrative Point of view ||  || ** Suggested Activities ** Introduce the excerpt from //Bud, Not Buddy// (HMU1, pages 104-109) and begin reading the novel. Read the introductory material to the text unit on autobiography and biography (HMU7, pages 800-805.  Homework Students will work on assigned readings and reading logs.
 * Product **
 * Choose one of the paragraphs on pages 803 and 805 as a model and write a personal paragraph. Identify examples of imagery, similes, metaphors in the four paragraphs on pages 803 and 805.
 * What are the four types of life stories?
 * How are imagery, figurative language, and tone incorporated into biographies and autobiographies?
 * What is point of view?
 * Students will use standard norms to collaborate in groups for discussions.
 * Students will write paragraphs modeled on sample paragraphs in the text.
 * Students will identify examples of imagery, figurative language, and tone words in the four paragraphs on pages 803 and 805.
 * Vocabulary **
 * || Autobiography
 * Bud calls his survival list “Rules and Things to Have a Funner Life and Make a Better Liar Out of You.” Have students make their own lists.
 * Give students a US map and have them trace the action of this book from beginning to end, annotating along the way.
 * Have students talk to their own families to find out how their grandparents and great-grandparents were affected by the Great Depression. Have them report back to small groups.
 * Have students create a “memory box” containing five things they would take with them if they had to leave their homes for a long period of time.
 * Create an “annotated reading log” for students to complete as they read the novel.
 * Read the model paragraphs on pages 803 and 805 and discuss the types of personal writing each represents.
 * Have each student choose one of the model paragraphs and create a personal paragraph following the model’s form.
 * Discuss the samples of literary language and devices (HMU7, page 804) and have students find examples of each in the four model paragraphs.

<span style="font-family: arial,helvetica,sans-serif;">** Terminology for Teachers **



Lesson Plan in Word Format (Click Cancel if asked to Log In)

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

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

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

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

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

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

<span style="font-family: arial,helvetica,sans-serif;">** Sight Words ** This website allows students to take an online quiz on Bud, Not Buddy. This website provides the teacher and student with activities and information about //Bud, Not Buddy// and Christopher Paul Curtis. This is an interview with the Christopher Paul Curtis. The interview provides the teacher with background information about the author. The interview also mentions his new book. This is a website for teachers to access information about //Bud, Not Buddy// and links to other websites. The teacher can also find teaching ideas, related titles, reviews of the book, and information about the author.
 * SMART Board Lessons, Promethean Lessons **
 * Other Activities **
 * Press Conference for //Bud, Not Buddy// @http://www.readwritethink.org/classroom-resources/lesson-plans/press-conference-buddy-303.html
 * @http://itc.gsu.edu/NewberyBooks/BudNotBuddy.pdf
 * @http://www.garfieldre2.k12.co.us/quizzes/plewis/quiz.mgi
 * Lamb, A. (2000) EduScapes: a site for life-long learners. @http://eduscapes.com/reading/bud/student.htm
 * Powells.com. (2002) Welcome to Powell’s city of books. @http://www.powells.com/authors/curtis.html
 * Random House (2002) Welcome to Teachers @ Random. www.randomhouse.com/teachers/

<span style="font-family: arial,helvetica,sans-serif;">** Integration Ideas: ** Language Arts/Social Studies: Math: Music: Art: <span style="font-family: arial,helvetica,sans-serif;"> @https://www.4secondarysolutions.com/v/vspfiles/downloadables/Bud%20Not%20Buddy%20Sample%20Pages.pdf @http://www.multcolib.org/talk/guides-bud.html @http://ethemes.missouri.edu/themes/1170 Tons of links to historical and literary sites.
 * The Great Depression Economics: Compare prices now and then
 * Notorious figures: Pretty Boy Floyd and Baby Face Nelson The job market
 * Family: Homelessness, extended family, foster care, adoption Discuss Labor Unions/Laws
 * Map skills: Find Flint and Grand Rapids, Michigan on a map Discuss the forms of communications during the depression
 * Calculate the distances between the two areas using an Atlas of Standard Highway Mileage Guide; Calculate the distance between Georgia and Flint, Michigan
 * The impact/significance of Jazz music during the Great Depression
 * Design a new flier introducing Bud into Callaway’s band.

Language Arts ||=  ||=   ||= Week 1 ||= Week 2 ||= Week 3 ||= Week 4 ||= Week 5 ||= Week 6 || Week 7 || Week 8 || 6 Matrix ||= 6 PAP Matrix ||= Week 1 ||= Week 2 ||= Week 3 ||= Week 4 ||= Week 5 ||= Week 6 || Week 7 || Week 8 || Home K-2 ||= Home 3-6 ||= Home 6-8 ||= Unit 1 ||= Unit 2 ||= Unit 3 ||= Unit 4 ||= Unit 5 ||= Unit 6 ||  ||   ||
 * = English
 * = Math ||= [[image:commoncorepcssd6/Actions-insert-table-icon.png link="@http://inst.pcssd.org/math/CCSS/6/Math6TeachingMatrix.xls"]]
 * = [[image:commoncorepcssd6/PCSSDlogo.JPG link="commoncorepcssd/PCSSD"]]