EAST ALLEN COUNTY SCHOOLS

Bundle 6

Grade 6

Language Arts

Big Idea: Communications Informational

Essays/Letters/Journalistic

Editorials

Enduring Understandings Essential Questions Main ideas and supporting details are the backbone of a text. Technology assists writers in their creativity and presentation. In the real world, people are judged by an ability to write, speak, and follow directions.

The target audience and purpose of a presentation should determine its style and structure.

How do different organizational patterns within text assist the reader? How do I decide what information to include in a summary? How does knowing my audience affect purpose and writing style?

CC/Learning Targets Core Vocabulary Links to Technology RI.10 RL.4 W.2 W.9b W.10 SL.2 6.2.5

-Dictionary (app)

-Snack Words (app) -Speed Typing (app) -Writing and Drawing Journal (app) -My Grammar Lab (app) -Grammar Express (app)

Bundle Performance Task(s) The students will be focusing on learning strategies and preparing for standardized tests. Teachers will be gathering evidence to determine potential student success on those tests. To help alleviate any pressure during this bundle, the ISTEP test in March will be considered the bundle performance task.

Grade 6 LA Bundle 6

Quarter 3 Month Feb.-March

Recommended Read-Alouds G6 - Bundle 6

Big Idea: Communications Title Author Relates to…

Across Five Aprils Irene Hunt Communications, historical fiction

Thank You, Ma’am Langston Hughes Compare/contrast patterns

The Tell-Tale Heart Edgar Allan Poe Communications, summaries w/main ideas/details

Woodsong Gary Paulsen Communications, cause/effect patterns

The BFG Roald Dahl Cause/effect patterns

Freak the Mighty Rodman Philbrick Communications, compare/contrast and cause/effect patterns

Eragon Christopher Paolini Communications, compare/contrast and cause/effect patterns

Eldest Christopher Paolini Communications, compare/contrast and cause/effect patterns

Brisingr Christopher Paolini Communications, compare/contrast and cause/effect patterns

D’Aulaire’s Book of Greek Myths Ingri D’Aulaire connect/clarify ideas to multiple sources and related topics

Favorite Greek Myths Mary Pope Osborne connect/clarify ideas to multiple sources and related topics

Anastasia Krupnik Lois Lowry Purpose of writing

Amelia Hits the Road Marissa Moss Purpose of writing

Night Letters Palmyra LoMonaco Purpose of writing

Pageant Kathryn Lasky Communications, historical fiction

Reading Workshop G6 - Bundle 6

CC/Learning Targets Resource of Ideas Evidence of Learning RL.4 (6.3.4) (6.3.7)

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. • Define how tone or meanings are conveyed in poetry, through word choice, figurative language, sentence structure, line length, punctuation, rhythm, alliteration and rhyme.

Tone and Meaning -Traits of Writing, (Voice) Ch 6 pp. 141-178 -Traits of Writing, (Word Choice) Ch. 7 pp. 179-218 -Poetry Splatter -Smartboard Activity (figurative language) -Children’sLibrary.org (Mother Goose nursery rhymes; other selections) -Children’sLibrary.org (Insect Soup, and other great poetry selections) -Connotation/Denotation Ppt -Write Source, (Figurative Language) pp. 356 – 360 Reading Wonders-Unit 2 -(WK 3) pp. T142-T153, R/W Workshop Yaskul’s Mighty Trade pp. 120-125 -(WK 3) pp. T153A-T157, Anthology Roman Diary pp. 130-147 Reading Wonders-Unit 2 -(WK 5) pp. T270-T285, R/W Workshop Ozymandias/Lifelong Friends pp. 148-153 -(WK 5) pp. T281A-T285, Anthology Majestic pp. 130-147

Tone and Meaning -Comprehension Quiz or literary response quiz -Classroom discussion during poetry anthology/poster lessons -Reading Wonders Assessments

RI.10 (IN S.2)

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.

Reading Wonders-Unit 6 -(WK 2) pp. T78-T89, R/W Workshop The Great Fire of London pp. 394-399 -(WK 2) pp. T89A-T93, Anthology The Great Fire pp. 442-459 Reading Wonders-Unit 6 -(WK 4) pp. T206-T217, R/W Workshop Messages in Stone and Wood

pp. 422-427 -(WK 4) pp. T217A-T221, Anthology Pharaoh’s Boat pp. 484-501

-SRI assessments -Teacher observation during small reading groups

-Teacher observation during reading conferences

-This Learning Target goes with performance task in Bundle 7.

Reading Workshop G6 - Bundle 6

6.2.5 Follow multiple-step instructions for preparing applications.

-fill out application for public library card

Correlating Learning Targets Teacher Notes

RI.4 RI.8 RL.4 RL.6 RL.7 RL.9

6.1.1 6.2.3 6.2.4 6.3.1 6.3.9

-Internet4classrooms.com (expansive resource for interactive reading examples and quizzes) -All embedded apps included in this curriculum are free.

Writing Workshop G6 - Bundle 6

CC/Learning Targets Resource of Ideas Evidence of Learning W.9 (6.5.3)

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”). • Use information from a variety of sources (books, technology, multimedia) and document sources independently by using a consistent format for citations • Demonstrate that information that has been gathered has been summarized • Demonstrate that sources have been evaluated for accuracy, bias, and credibility. • Organize information by categorizing and sequencing, and demonstrate the distinction between one’s own ideas from the ideas of others • Include a bibliography.

Research -Learning Structures: Modules 8-13 Workbook, Ruby Payne p. 16 -Strategies That Work Second Edition, pp. 219-232 (lessons on research) -Summary Writing Ppt. -Write Source, pp. 362-415 -Write Source, pp. 423-430 (oral presentations) -Lucy Calkins e-docs Writing Prompted Essays for the NYS ELA Exam pp. 132-167

Research -Student created file folders with notes -Student-created rubric for research project -Teacher observation during Guided/Independent Writing focused on research project

W.10 (6.5.7)

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, purposes, and audiences. • Adjust tone and style as necessary

-Write Source CD-ROM, Overhead Transparencies folder, Benchmark Papers pp. 1-23

-Guiding Readers and Writers, pp. 474-482 (performing on writing tests mini-lessons)

-Comprehension and Fluency, pp. 454-460 (writing responses) -Inside Writer’s-Reader’s Notebook, pp. 11-18 (Writer’s-Reader’s notebook) -Momswhothink.com (huge alphabetical list of adjectives for describing) -Grammar.ccc.commnet.edu (excellent for descriptive details: halfway down page: “The Royal Order of Adjectives”)

-District writing prompt to be given to students for anecdotal records and teacher evaluation -Writer’s/Reader’s notebook responses -Student-created rubrics based upon various genres of writing -Teacher observation during Guided/Independent Writing

Writing Workshop G6 - Bundle 6

Correlating Learning Targets Teacher Notes

W.2 W.3 W.5 W.6

W.7 W.8 W.10 6.5.6 6.6.3

-Review 6 Traits of writing: Conventions, Organization, Word Choice, Ideas, and Voice prior to ISTEP testing. -Smartboard Activity 6+1 Traits -Internet4classrooms.com (expansive resource for interactive grammar examples and quizzes) -Writing Resource - Lucy Calkins (Teachers College Reading and Writing Project)

Language and Word Study G6 - Bundle 6

CC/Learning Targets Resource of Ideas Evidence of Learning L.4 (6.1.2) (6.1.4)

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. 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. b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). c. Recognize and correct inappropriate shifts in pronoun number and person. d. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. e. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

-Traits of Writing, Ch. 7 pp. 179 – 218 (Word Choice) -Guiding Readers and Writers; Appendix 3 -Greek and Latin affixes and roots -Dictionary.com -Write Source, p. 563 (6 hints on using context clues); pp. 564-569 (prefixes, suffixes, roots) Reading Wonders-Unit 1 -(WK 1) (context clues) pp. T24-T25, R/W Workshop pp. 29 -(WK 2) (context clues) pp. T88-T89, R/W Workshop pp. 43 Reading Wonders-Unit 3 -(WK 1) (context clues) pp. T24-T25, R/W Workshop pp. 173 -(WK 2) (context clues) pp. T88-T89, R/W Workshop pp. 187 -(WK 4) pp. T216-T217, R/W Workshop pp. 215 Reading Wonders-Unit 4 -(WK 1) (context clues) pp. T24-T25, R/W Workshop pp. 245 -(WK 3) (context clues) pp. T152-T153, R/W Workshop pp. 273 -(WK 4) (context clues) pp. T286-T287, R/W Workshop pp. 287 Reading Wonders-Unit 5 -(WK 3) (context clues) pp. T152-T153, R/W Workshop pp. 345 Reading Wonders-Unit 6 -(WK 3) (context clues) pp. T152-T153, R/W Workshop pp. 417 Reading Wonders-Unit 1 -(WK 3) (Greek/Latin/Word Relationships) pp. T152-T153, R/W Workshop pp. 57 Reading Wonders-Unit 2 -(WK 1) (Greek/Latin/Word Relationships) pp. T24-T25, R/W Workshop pp. 101 -(WK 2) (Greek/Latin/Word Relationships) pp. T88-T89, R/W Workshop pp. 115

-Teacher observation of Writer’s/Reader’s Notebook -Teacher/Student conferencing -Context clues quiz or test -Written responses to context clue literary questions

Language and Word Study G6 - Bundle 6

-(WK 4) (Greek/Latin/Word Relationships) pp. T216-T217, R/W Workshop pp. 143 Reading Wonders-Unit 3 -(WK 5) (synonyms/antonyms) pp. T280-T281, R/W Workshop pp. 229 Reading Wonders-Unit 5 -(WK 1) (Word Relationships) pp. T24-T25, R/W Workshop pp. 317 Reading Wonders-Unit 6 -(WK 1) (Word Relationships) pp. T24-T25, R/W Workshop pp. 389 -(WK 4) (Word Relationships) pp. T216-T217, R/W Workshop pp. 431

SL.2 (6.2.4)

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.

Note Taking -Write Source CD-Rom, Overhead Transparencies folder, Graphic Organizers folder, pp. 1-5 (diagrams) -Guiding Readers and Writers, p. 459 (note-taking) --GameClassroom.com (check out “Learning Tips, Online Resources, and Extra Help Problems” near the bottom) -Owl.English.Purdue.edu (outlines and sample outlines)

Note Taking -Teacher observation of notes, data, diagrams, information, and any final product of researched information

Correlating Learning Targets Teacher Notes

L.1 L.2 L.3

L.4 L.6 6.1.2 6.6.3

-Internet4classrooms.com (expansive resource for interactive grammar examples and quizzes) -All embedded apps included in this curriculum are free.