district unit/lesson plan€¦ · ri.6.5 analyze how a particular sentence, paragraph, chapter, or...
TRANSCRIPT
Teacher Name : John Tarone Subject : E.L.A Reading Start Date(s): 04_25_16 to 05_06_16 Grade Level (s): 6th Building : Heights Terrace
Unit Plan
Unit Title: Milestones
Essential Questions: How do new experiences offer new perspectives? Why do people form alliances? How do life forms vary in different environments? How do natural forces affect earth? What factors influence how people use money? How do the events of the past affect the future changes in our world? How does changing something make it better? What are the significant world changes that affect our lives? Can I make a change/difference in the world? In what ways do we change as we grow up? How do experiences cause us to change? What distinguishes childhood from adulthood? How can you keep your individuality as you grow up?
Standards: PA Core Standards, PA Academic Standards/Anchors Studyisland.com ELA (PACCS) L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. [1 lesson] L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. [7 lessons] L.6.2b Spell correctly. [11 lessons] L.6.3b Maintain consistency in style and tone. [1 lesson] L.6.4a 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. [16 lessons] L.6.4c 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. [1 lesson] L.6.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [1 lesson] L.6.5b Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. [1 lesson] 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. [19 lessons]
RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. [12 lessons] RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, causally). [2 lessons] RH.6-8.10 By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently. RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [9 lessons] 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 judgments. [10 lessons] 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). [8 lessons] RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. [3 lessons] RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. [20 lessons] 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). [4 lessons] 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. [1 lesson] 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. [4 lessons] SL.6.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. [3 lessons] SL.6.1b Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. [2 lessons] SL.6.1c Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. SL.6.1d Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. [2 lessons] 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. [5 lessons] W.6.1 Write arguments to support claims with clear reasons and relevant evidence. [1 lesson] W.6.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. [1 lesson] W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. [6 lessons] W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. [1 lesson] 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. [1 lesson] W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. [1 lesson] 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, purposes, and audiences. [7 lessons] W.6.9b 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”). [3 lessons] WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research. [6 lessons] WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research. [6 lessons]
DAILY PLAN
Days Objective (s) DOK
LEVEL Activities / Teaching Strategies
Gro
up
ing
Materials / Resources Assessment of Objective (s)
10
Students will- E06.A-V.4.1.2
Demonstrate
understanding of
figurative language, word
relationships, and nuances
in word meanings.
Interpret figurative language
(simile, metaphor,
personification, and hyperbole)
in context.
Use the relationship between
particular words (e.g.,
cause/effect, part/whole,
item/category,
synonym/antonym) to better
understand each of the words.
Distinguish among the
connotations (associations) of
1 2 3
Word Relationships
1st View the lesson video on 6th Grade Word Relationships and read/discuss the notes. 2nd Model a few questions and answers. 3rd Students will practice on grade level material. 4th PDNs (10) will be constructed from the worksheet page. They will be utilized at the beginning of each class. Students will read and discuss.
W I S
Projector Computers Overhead Studyisland.com PDN Notebooks Studyisland.com
Formative- Thumbs up/Thumbs Down Summative- Answers in PDN Student Self - Assessment-
Summative Unit Assessment :
McGraw Hill Unit 3 assessment
Summative Assessment Objective Assessment Method (check one)
Students will- Understand the positive and negative aspects of change Understand and draw own conclusions to whether change is a good thing
or bad thing Understand factors that create change Understand the knowledge and changes of the past that have influenced
the present Understand how changes of the past affect the present and the future Understand how change transforms the way people look at the world
__x__ Rubric ___ Checklist _X___ Unit Test ____ Group __X__ Student Self-Assessment (Studyisland.com & Triumph) ____ Other (explain)
words with similar denotations
(definitions) (e.g., stingy,
scrimping, economical,
untasteful, thrifty).
1
Students will- 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. SL.6.2
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. Follow rules for
collegial discussions, set
specific goals and
deadlines, and define
individual roles as
needed. SL.6.1b
1 2 3
T202
Introduce the Concept
Build Background, Milestones
Reading/Writing Workshop
Lesson Resources Essential Question How can one person affect the opinions of others? Talk About It Ask: How can the accomplishments and perseverance of a trailblazer inspire people to reach milestones of their own? Have students discuss in small groups.
W I S
Projector Overhead
McGraw-Hill Unit 3 Resources; Anthology and Reading
Formative- Choral Response
Summative- Unit 3 Week 4 On level and Approaching skills test Student Self - Assessment-
1
Students will- 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. SL.6.2.
1 2 3
T204
Listening Comprehension
Interactive Read Aloud, “Benjamin Reifel and
the IRA” Lesson Resources Connect to Concept: Milestones Preview Genre: Biography Preview Comprehension Strategy: Summarize Respond to Reading
W I S
Projector Overhead
McGraw-Hill Unit 3 Resources; Anthology and Reading
Formative- Think-Pair-Share
Summative- Unit 3 Week 4 On level and Approaching skills test Student Self - Assessment-
Cite textual evidence to
support analysis of what
the text says explicitly as
well as inferences drawn
from the text. RI.6.1.
Listen for a
purpose.
Identify
characteristics of a
biography.
1
Students will- 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. L.6.6
1 2 3
T206
Vocabulary
Words in Context
Reading/Writing Workshop
Lesson Resources In Presentation
Model the Routine
Introduce each vocabulary word using the
Vocabulary Routine found on the Visual
Vocabulary Cards.
Vocabulary Routine
Define: Spectators are people who are part of
an audience.
Example: The spectators watched players at the
tournament with interest.
Ask: Where else might you find spectators? Talk About It Have partners review each photograph and discuss the definition of each word. Then have students choose three words and use the words to write three questions for their partner to answer.
W I S
Projector Overhead
McGraw-Hill Unit 3 Resources; Anthology and Reading
Formative- Choral Response
Summative- Unit 3 Week 4 On level and Approaching skills test Student Self - Assessment-
1
Students will- Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the
1 2 3
T208
Shared Read
Marian Anderson: Struggles and Triumphs
Reading/Writing Workshop Lesson Resources
W I S
Projector Overhead
McGraw-Hill Unit 3 Resources; Anthology and Reading
Formative- Thumbs up/Thumbs Down Summative- Unit 3 Week 4 On level and Approaching skills test
text. RI.6.1 Connect to Concept: Milestones Close Reading Make Connections Continue Close Reading
Summarize, pp. T210–T211
Text Structure: Cause and Effect, pp.
T212–T213
Biography, pp. T214–T215
Context Clues, pp. T216–T217
Student Self - Assessment-
1
Students will- Cite textual
evidence to support
analysis of what the text
says explicitly as well as
inferences drawn from the
text. RI.6.1
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 judgments.
RI.6.2 Summarize main ideas to
increase understanding
1 2 3
T210
Comprehension Strategy
Summarize
Reading/Writing Workshop
Lesson Resources In Presentation 1 Explain Explain that when students read a biography, they learn about many events in a person’s life. In order to identify and remember the most important information, students can summarize the main events. 2 Model Close Reading: Text Evidence 3 Guided Practice of Close Reading
W I S
Projector Overhead
McGraw-Hill Unit 3 Resources; Anthology and Reading
Formative- Choral Response
Summative- Unit 3 Week 4 On level and Approaching skills test Student Self - Assessment-
1
Students will- 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.6.3
Analyze how a particular
1 2 3
T212
Comprehension Skill
Text Structure: Cause and Effect
Reading/Writing Workshop
Lesson Resources 1 Explain Explain to students that when authors want readers to see how certain events influence other events, they use cause-and-effect text
W I S
Projector Overhead
McGraw-Hill Unit 3 Resources; Anthology and Reading
Formative- Thumbs up/Thumbs Down Summative- Unit 3 Week 4 On level and Approaching skills test Student Self - Assessment-
sentence, paragraph,
chapter, or section fits
into the overall structure
of a text and contributes
to the development of the
ideas. RI.6.5
structure to organize their ideas and show how or why something happened. 2 Model Close Reading: Text Evidence 3 Guided Practice of Close Reading Access Complex Text
1
Students will- 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.
RI.6.10 By end of grade 8, read
and comprehend
history/social studies
texts in the grades 6–8
text complexity band
independently and
proficiently. RH.6.10
Recognize characteristics
and text features of
biographies.
1 2 3
T214
Genre
Informational Text: Biography
Reading/Writing Workshop
Lesson Resources In Presentation
1 Explain
Share with students the following key
characteristics of biography.
A biography is a nonfiction account of a
person’s life written by another person. The
narrator of a biography is always a third person
narrator.
A biography provides information that includes
facts about real people, places, and events.
Sometimes fictionalized but realistic dialogue
or insights into the thoughts and feelings of the
subject are added to bring a biography to life.
A biography may include suspense, adding
drama to events, accomplishments, and/or
obstacles in the subject’s life.
2 Model Close Reading: Text Evidence
3 Guided Practice of Close Reading
W I S
Projector Overhead
McGraw-Hill Unit 3 Resources; Anthology and Reading
Formative- Think-Pair-Share
Summative- Unit 3 Week 4 On level and Approaching skills test Student Self - Assessment-
1
Students will- 1 2 3
W I S
Projector Overhead
McGraw-Hill Unit 3 Resources;
Formative- Choral Response
Summative- Unit 3 Week 4 On level and Approaching skills test
Anthology and Reading Student Self - Assessment-
1
Students will-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. 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. L.6.4a
1 2 3
216
Vocabulary Strategy
Context Clues
Reading/Writing Workshop
Lesson Resources In Presentation 1 Explain Explain to students that when using context to determine the meanings of words and phrases in informational text, paragraph clues can help. 2 Model Close Reading: Text Evidence 3 Guided Practice of Close Reading
W I S
Projector Overhead
McGraw-Hill Unit 3 Resources; Anthology and Reading
Formative- Think-Pair-Share
Summative- Unit 3 Week 4 On level and Approaching skills test Student Self - Assessment-
1
Students will- Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.6.1
1 2 3
T217a
Close Reading
Major Taylor: Champion Cyclist
Literature Anthology
Lesson Resources
In Presentation
Read and discuss:
pp. 230-231
pp. 232-233
pp. 234-235
pp. 236-237
pp. 238-239
pp. 240-241
pp. 242-243
W I S
Projector Overhead
McGraw-Hill Unit 3 Resources; Anthology and Reading
Formative- Summative- Unit 3 Week 4 On level and Approaching skills test Student Self - Assessment-
1
Students will-Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.6.1
1 2 3
T217q
Close Reading
“Margaret Bourke-White: Fearless
Photographer”
Literature Anthology
Lesson Resources
In Presentation
pp. 246-247
W I S
Projector Overhead
McGraw-Hill Unit 3 Resources; Anthology and Reading
Formative- Choral Response
Summative- Unit 3 Week 4 On level and Approaching skills test Student Self - Assessment-
Literature Anthology pp. 246–247
Compare Texts
(1) Ask and Answer Questions
How did living in the early 1900s affect the
attitudes that people had toward Margaret
Bourke-White as a photographer? Write About Reading Write a response using details from the text. (2) Ask and Answer Questions
Access Complex Text
What makes this text complex?
Sentence Structure
Connection of Ideas
pp. 248-249
Literature Anthology pp. 248–249
(3) Ask and Answer Questions
Why do you think the author subtitles this
biography “Fearless Photographer”? Make Connections
1 Students will- Students will- Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. RF.5.3a
1 2 3
218
Word Study
Prefixes
Lesson Resources
In Presentation
Explain to students that a prefix is a group of letters added to the beginning of a word. A prefix changes the word’s meaning. Explain that knowing the meaning of the prefix in a word can help you determine the meaning of the entire word. 2 Model 3 Guided Practice
uninhabited submerge disloyal
remade misinterpret nonstandard
W I S
Projector Overhead
McGraw-Hill Unit 3 Resources; Anthology and Reading
Formative- Think-Pair-Share
Summative- Unit 3 Week 4 On level and Approaching skills test Student Self - Assessment-
unlovable illogical overextended
1 Students will-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.
W.6.10
Distinguish
between fact and
opinion
Understand
persuasive
techniques used in
presentations
1 2 3
T220
Integrate Ideas
Research and Inquiry
Lesson Resources
Present an Award
Students will work in groups to create and
present a “Person of the Year” award. They will
share facts and opinions about their award-
winners on the Shared Research Board. Discuss
the following steps:
(1) Choose a Topic Have students brainstorm
names of people that they believe deserve an
award. Encourage them to defend their choices
with both opinions and facts. Have groups
select a recipient who will be easy to research
for supporting materials.
(2) Find Resources Discuss with students
which online sources are appropriate for
learning about the recipient of their award.
Students should be sure to check their facts
among all sources and to clearly distinguish
between facts and opinions.
(3) Guided Practice Suggest that students use
an Accordion Foldable® to organize and
separate facts from opinions. Have groups
complete online Research Process Checklist 3.
(4) Create the Project Have students work
together to create the award and to plan out a
brief presentation ceremony. Remind them to
support their opinions with facts and examples
chosen from their research.
W I S
Projector Overhead
McGraw-Hill Unit 3 Resources; Anthology and Reading
Formative- Thumbs up/Thumbs Down Summative- Unit 3 Week 4 On level and Approaching skills test Student Self - Assessment-
10 Students will-Use verb tense
to convey various times,
sequences, states, and
1 2 3
T220
Grammar
Linking Verbs: Introduce Linking Verbs
CLASS PRESENTATION ROUTINE
W I S
Projector Overhead
McGraw-Hill Unit 3 Resources;
Formative- Choral Response
Summative- Unit 3 Week 4 On level and Approaching skills test
conditions. L.5.1c
Demonstrate command of
the conventions of
standard English
capitalization,
punctuation, and spelling
when writing. L.6.2
Recognize linking
verbs.
Recognize
predicate nouns
and adjectives.
Understand the
conventions of
titles.
Grammar
Select Daily Language Activity: Day 1-
5
Display the sentences on the
whiteboard.
Have students correct the sentences,
rewriting them in their Writer’s
Notebooks.
Invite volunteers to use editing marks to
correct the sentences on the whiteboard.
Then display the answers on the
whiteboard.
Ask students to check their sentences
against the corrected version.
Introduce Linking Verbs
A linking verb links the subject of a
sentence with an adjective or a noun.
The girls are athletes.
Forms of be,when they stand alone, are
always linking verbs. She is a gymnast. I
am a swimmer. They will be runners.
The verbs seem, appear, look, taste,and
feelcan also be linking verbs. The
swimmers look ready. The crowd
appears excited. The water feels warm.
Predicate Nouns and Adjectives
A sentence is made up of a subject and a
predicate. Harry’s new hat | is bright
red.
A predicate noun is a noun that follows
a linking verb and tells what the subject
is. Harry’s hat was a gift.
A predicate adjective is an adjective
that follows a linking verb and tells
Anthology and Reading Student Self - Assessment-
what the subject is like. The hat looks
warm.
Mechanics and Usage: Titles
Italicize or underline titles of long
works, such as novels, plays, films,
newspapers, magazines, artworks, and
albums. Use quotation marks around
titles of short works, such as short
stories, essays, magazine articles, songs,
and poems.
Capitalize all the important words in
titles, along with the first and last words
of the title.
Capitalize linking verbs in titles.
As students write, refer them to Grammar
Handbook pages 475 and 480.
Proofread
Have students correct errors in these sentences.
1. Nicole’s favorite book is “The Secret
Garden.” (The Secret Gardenor The Secret
Garden)
2. Tomas titled his essay “Sea Turtles are worth
Our Concern.” (1: Are; 2: Worth)
3. Ellie got the lead role in the play “Our
Town.” (Our Townor Our Town)
4. Kevin found a copy of the Thief Of Alwaysat
the library. (1: The; 2: of)
Have students check their work using Grammar
Handbook pages 475 and 480.
Assess
Use the Daily Language Activity and Grammar
Practice Reproducibles page 70 for assessment.
1 Students will- Demonstrate command of the
1 2 3
T228
Spelling W I S
Projector Overhead
Formative- Thumbs up/Thumbs Down
conventions of standard English capitalization, punctuation, and spelling when writing. Spell correctly. L.6.2b 1.superhuman 2.independent 3.incomplete 4.supermarket 5.outstanding 6.uncommon 7.untangle 8.incredible 9.outpost 10.enlist 11.superstar 12.outlaw 13.proclaim 14.unsightly 15.unknown 16.prolong 17.enrich 18.enlarge 19.outfield 20.outcry
Words with Prefixes: Assess Prior Knowledge Lesson Resources
Read the spelling words aloud, segmenting the
words syllable by syllable.
Point out that each word is made up of a prefix
and a base word. Write unknown, prolong,and
outfieldon the board and draw a line between
the prefix and base word in each: un | known,
pro | long, out | field. Spiral Review
Review frequently misspelled words.Then read
each sentence below, repeat the review word,
and have students write the word.
1. I sent you my new address.
2. My cousin is a famous author.
3. The people voted for their leader.
Have students trade papers and check the
spellings.
Challenge Words Remind students that this
week’s words have prefixes added to familiar
base words. Then read each sentence below,
repeat the challenge word, and have students
write the word.
1. The image is blurry and Indistinct.
2. The two pieces were unequal.
Have students write the words in their word
study notebooks.
Word Meanings
Have students copy the words below into their
word study notebooks. Say the words aloud and
ask students to name the word from this week’s
word list that has a similar meaning.
1. protest (outcry)
2. unappealing (unsightly)
3. unusual (uncommon)
4. increase (enlarge)
Challenge students to generate words with
similar meanings for spelling, review, or
challenge words. Ask them to discuss their
McGraw-Hill Unit 3 Resources; Anthology and Reading
Summative- Unit 3 Week 4 On level and Approaching skills test Student Self - Assessment-
word pairs with a partner and then write them in
their word study notebooks.
Phrasing and Rate
Explain/Model Tell students that strong
readers pay close attention to the way they
phrase words as they read. Explain that
phrasing words means grouping them together
and then pausing for a brief moment before
reading the next group of words. Tell students
that when you read with good phrasing, you can
increase the rate, or speed, at which you read.