6th Grade English Language Arts

Unit 6 - Imagination: Science Fiction and FantasyNumber and Name of Unit

Unit Background

CLICK HERE FOR THE WRITING TIMELINE FOR THIS UNIT

Organizing Concept: Imagination: Science Fiction and FantasyLegacy: Voices from the Past Time Frame: 6thSixth Six weeks

April 08-May 26

3rd 6 weeks

Nov. 8- Dec. 17

Short Descriptive Overview: In our study of the concept of Imagination: Science Fiction and Fantasy, students will learn to evaluate stories for their believability and creativity. They will also recognize varying purposes for different types of genres. Science fiction and fantasy explores the world of the imagination and the possibility of make believe. Students will understand and appreciate short stories and the author’s use and importance of setting in science fiction.

In our study in the concept of Voices from the Past we will learn about past civilizations and how they relate to the present. We will explore genres that contain details about real places, events, and sometimes people. These third six weeks we will focus on inferences, generalizations and writing objectives.

Topics: Included in this unit are:

Short stories (historical non-fiction and fiction)

Novels (historical fiction)

Inferencing (distinguishing between fact/non-fact)

Compare/contrast

Chronological order timelines

Expository writing (related to legacy, historical biography) Included in this unit are:

• Differences in technology from one generation to the next

• Comparing/contrasting living in different worlds

Curriculum Focus

TEKS (List TAKS Objective after Student Expectations):

Listening/Speaking:

Always:

• Sustained Silent Reading & Read Aloud (6.3A & 6.9A)

• Mixed Genre & Cultures/Connect to Own Life (6.8A & B, 6.10A)

• Build Background for Story

• Vocabulary: Pre-Teach & Context Clues (6.8A)

• Review Literary Elements: genre, author’s purpose, point of view, setting, character, plot, (rising action, conflicts, climax, resolution, and falling action), theme, and mood.

(6.4) Listening/speaking/culture. The student listens and speaks to gain and share knowledge of his/her own culture, the culture of others, and the common elements of cultures.

(A) connect his/her own experiences, information, insights, and ideas with experiences of others through speaking and listening.

(C) identify how language usage such as labels and saying reflect regions and cultures.

Reading:

· 

(6.8) Reading/variety of texts. The student reads widely for different purposes in varied sources.

(C) read for varied purposes such as to be informed, to be entertained, to appreciate the writer's craft, and to discover models for his/her own writing (4-8) TAKS Objective 1

(6.9) Reading/vocabulary development. The student acquires an extensive vocabulary through reading and systematic word study.

(B)* draw on experiences to bring meanings to words in context such as interpreting [idioms,] multiple-meaning words, and analogies (6-8) TAKS Objective 2

(6.12) Reading/text structures/literary concepts. The student analyzes the characteristics of various types of texts (genres).

(D) understand and identify literary terms such as playwright, theatre, stage, act, dialogue, analogy, and scene across a variety of literary forms (texts). (6-7) TAKS Objective 3

(J) recognize and interrupt literary devices such as flashback, foreshadowing, symbolism (6-8)* TAKS Objective 3

(6.14) Reading/culture. The student reads to increase knowledge of his/her own culture, the culture of others, and the common elements of cultures.

(A) compare text events with his/her own and other readers' experiences (4-8) TAKS Objective 3

A) read regularly in independent-level materials (texts in which no more than approximately 1 in 20 words is difficult for the reader) (6);

(B) read regularly in instructional-level materials that are challenging but manageable (texts in which no more than approximately 1 in 10 words is difficult for the reader) (6);

(C) demonstrate characteristics of fluent and effective readers (4-6);

(D) adjust reading rate based on purposes for reading (4-8);

(E) read aloud in selected texts in ways that both reflect understanding of the text and engage the listeners (4-8); and

(F) read silently with increasing ease for longer periods (4-8).

(6.9) Reading/vocabulary development. The student acquires an extensive vocabulary through reading and systematic word study.

(A) develop vocabulary by listening to selections read aloud (4-8);

(B)* draw on experiences to bring meanings to words in context such as interpreting [idioms,] multiple-meaning words, and analogies (6-8);

(C) use multiple reference aids, including a thesaurus, a synonym finder, a dictionary, and software, to clarify meanings and usage (4-8);

(D)* determine meanings of derivatives by applying knowledge of the meanings of root words such as like, pay or happy and affixes such as dis-, pre- or un- (4-8);

(E) study word meanings systematically such as across curricular content areas and through current events (4-8);

(F)* distinguish denotative and connotative meanings (6-8); and

(G) use word origins as an aid to understanding historical influences on English word meanings (6-8).

(6.10) Reading/comprehension. The student comprehends selections using a variety of strategies.

(A) use his/her own knowledge and experience to comprehend (4-8);

(D) describe mental images that text descriptions evoke (4-8);

(E)* use the text's structure or progression of ideas such as cause and effect or chronology to locate and recall information (4-8);

(F)* determine a text's main (or major ideas) and how those ideas are supported with details (4-8);

(H)* draw inferences such as conclusions or generalizations and support them with text evidence [and experience] (4-8);

(I)* find similarities and differences across texts such as in treatment, scope, or organization (4-8);

(J)* distinguish fact and opinion in various texts (4-8);

(L)* represent text information in different ways such as in outline, timeline, or graphic organizer (4-8); and

(M) use study strategies to learn and recall important ideas from texts such as preview, question, reread, and record (6-8).

(6.12) Reading/text structures/literary concepts. The student analyzes the characteristics of various types of texts (genres).

(B) recognize the distinguishing features of genres, including biography, historical fiction, informational texts, and poetry (4-8);

(I)* analyze ways authors organize and present ideas such as through cause/effect, compare/contrast, inductively, deductively, or chronologically (6-8);

(T) Obj. 1: Draw on prior knowledge

(T) Obj. 1: Use basic comprehension strategies

(T) Obj. 3: Sequence of event to establish chronological order

(T) Obj. 3: Distinguish among a variety of text

(T) Obj. 4: Recognize characteristics of various cultures; shared characteristics as well as differences.

Writing: Writing composition timelinesWriting composition timelines

Viewing/Representing:

·  (6.22) Viewing/representing/interpretation. The student understands and interprets visual images, messages, and meanings.

(B) interpret important events and ideas gathered from maps, charts, graphics, video segments, or technology presentations (4-8); and

Organizing Concept: Imagination: Science Fiction and Fantasy Legacy: Voices from the Past

Generalizations/Enduring Understandings:

• Story’s unusual setting is important to evaluate story’s plot in science fiction and fantasy. (WC)

• Science and technology areis important to this genre. (L)

• Science fiction often offers important messages about the future to help avoid catastrophes. (L)

• Science fiction often offers important messages about the future to ensure safety and security. (L)

• SAlmost all science fiction is usually set in the future. (L)

• Science fiction writers often focus on different aspects of life in the future. (WC)

• Fantasy allows the writers to encompass createa worlds of make believe that could be enchanting or horrific. (WC)

• A story’s unusual setting is important to the plot in science fiction and fantasy. (WC)

Oral traditions happen in all cultures. (L)

When comparing different cultures you find similar situations (L)

Similarities among different cultures can be confirmed through the study of archeology. (L)

Students can reflect on prior knowledge and make connections.to past cultures. (WC)

Human relationships have always existed (L)

We study the past to gain control over our present and future (L)

We learn from the past (L)

One way of understanding the evolution of a culture is through a chronological order of events. (WC)

By comparing and contrasting our present culture to past cultures we gain insight.(WC)

People can break through the barriers of culture to find a common human bond that transcends all. (L)

Essential or Guiding Questions:

• How can we learn from the present to safeguard the future? (L)

• Were all the parts of the science fiction story you read believable? (L)

• Can you imagine living in the fantasy world the story depicts? (L)

• In The Sand Castle, why does the author address environmental conflicts that are impacting our planet today? (W/C)

• How dDoes understanding mistakes made in the past/present deter humanity from making the same mistakes in the future? (L)

• In The Fun They Had, the possibility of having a mechanical teacher is a great probability due to the advances in technology. How dDo you think this would affect society positively or negatively? (W/C)

• In The Sand Castle, why does the author address environmental conflicts that are impacting our planet today? (W/C)

How are past cultures different from present cultures? (WC)

How can voices from the past speak to you?

When viewing photographs of your ancestors what knowledge can you infer on how they lived?

Do you believe that we can learn from past civilizations? Provide an explanation and examples.

What is the study of archeology important?

Topics:

• Differences in technology from one generation to the next

• Comparing & /contrasting living in differentimaginary worlds

• Technology and environment affect characters in stories

• Unusual settings are crucial to stories

• Short stories (science fiction)

• Novels

• Figurative Language

• Flashback

• Setting

Ancient cultures

American cultures from a historical point of view

Native American cultures

Indigenious cultures

Essential Facts:

• Technology and environmental issues are important to ensure a better future.

• Writing about a futuristic world ensures that problems are brought to the forefront and

corrected, eliminated and prevented.

Information on past civilizations is crucial in understanding how previous cultures existed.

Studying past civilizations can ensure that mistakes are not duplicated.

Processes and Thinking Skills:

Always:

• Sustained Silent Reading & Read Aloud (6.3A & 6.9A)

• Mixed Genre & Cultures/Connect to Own Life (6.8A & B, 6.10A)

• Build Background for Story

• Vocabulary: Pre-Teach & Context Clues (6.8A)

• Review Literary Elements: genre, author’s purpose, point of view, setting, character, plot, (rising action, conflicts, climax, resolution, and falling action), theme, and mood.

Focus:

• Setting: How setting contributes/affects the story

• Figurative language

• Flashback

• Theatre Terminology

• Dialogue

Additional:

• Genre: Poetry, Play, Science Fiction, Fantasy

• Setting

• Theme

• Mood

• Humor (Word Play)

• Graphic Organizer: Story Map

• Compare & Contrast Mediums

(including overtly taught/emphasized TAKS skills)

General:

• Review of writer’s craft: Chronology, compare/contrast, fact/non-fact, cause/effect

Focus:

• Types of Genres


Assessment Evidence

Formative Assessment (for learning):

• Scoring Guide for graphic organizer

• Scoring Guide for All Summer in a Day

• Scoring Guide for compare/contrast video and book T-chart

• Scoring Guide for Tri-fold on details of science fictionScoring Guide on Geneology Tree

Scoring Guide for Chronological Time Line

Scoring Guide for Fact/Opinion T-chart

Summative Assessment (of learning):

• Six weeks exam

• Vocabulary test and quizzes

• Short story exams

• Wordskills

Vocabulary Quizzes

Six Weeks Exam

Response to Reading

(See Teacher’s Guide and Student Booklet)

1 Literary Question. Support your answer with evidence from the selection.

1st Passage Title: The Sand Castle (pg. 580)

Genre: Science Fiction

2 Expository Question. Support your answer with evidence from the selection.

2nd Passage Title:

Genre:

3 Crossover Question. Support your answer with evidence from both selections.

Other Assessments

Number of Multiple Choice Questions: Obj. 1: Obj. 2: Obj. 3: Obj. 4

Written Composition Question:

Other Performances or Products

Student Investigations:

(Teachers should choose from options below)

·  Research North American cultures

·  Investigate climate changes in our planet

·  Outline the details that make one of the following stories science fiction: All Summer in a Day, Sand Castle, or the Fun They Had.

· 

Student Performance:

·  Oral report on an environmental issue that is of interest to student.

(choose from the following choices)

♦ global warming

♦ ozone layer depletion

♦ pollution

♦ rain forest

♦ deforestation

♦ contamination

Student Products:

·  McDougal, Little Wordskills

Instructional Focus

District Required Titles

Literary / Expository / Media
Title:
Genre:
Period:
Source: / Title
Genre:
Period:
Source: / Title:
Genre:
Period:
Source:

Related Titles * R 2 R Required Titles

Literary / Expository / Media
Title: All Summer in a Day (pg. 209)Number the Stars
Genre: Science Historical Fiction
Period:
Source: PSJA 6th grade Literature Bk Novel / Title: Matthew Hansen: On top of the World (Pg. 101)
Genre: Biography
Period:
Source: PSJA 6th grade Literature Bk / Title: All Summer in a DayMatthew Hansen
Genre: Science Fiction
Period:
Source: PSJA Literature in Performance VideoPSJA 6th grade CD
Title: *The Sand Castle (pg. 580)El Gǘero
Genre: Science FictionHistorical Fiction
Period:
Source: PSJA 6th grade Literature BkNovel / Title : Bush Cool on Global WarmingFirst Emperor (Pg. 728)
Genre: Informative Non-Fiction
Period: Expository news article for middle schools
Source: http://www.riverdeep.
net PSJA 6th grade Literature Book / Title: First Emperor
Genre:
Period:
Source: PSJA 6th grade CD
Title: The Fun They Had (pg. 574)
Genre: Science Fiction
Period:
Source: PSJA 6th grade Literature Book / Title: Abd al – Rahman Ibrahima, from Now is Your Time! (Pg. 365)
Genre: Informative Non-Fiction
Period:
Source: PSJA 6th grade Literature Book / Title: Your Family Alive
Genre: Internet article
Period:
Source: PSJA 6th grade Literature Bk
Title: A Wrinkle in TimeDog of Pompeii
Genre: Science FictionFiction
Period:
Source: NovelPSJA 6th grade Literature Bk / Title: 9,500 Year-Old Home
Genre: Non-Fiction
Period:
Source: PSJA 6th grade Literature Bk / Title:e: Dog of Pompeii
Genre:
Period:
Source: PSJA 6th grade CD
Title: Things Not Seen
Genre: Science Fiction
Period:
Source: Novel / Title:
Genre:
Period:
Source: / Title:
Genre:
Period:
Source:
Title: “Lob’s Girl” (pg. 447)
Genre: Fiction: Short Story
Source: PSJA 6th grade Literature Book
Title: “The Phantom Tollbooth” (pg. 512)
Genre: Drama
Source: PSJA 6th grade Literature Book
Title: “Where the Sidewalk Ends” (pg. 569)
Genre: Poetry
Source: PSJA 6th grade Literature Book
Title: All That is Gold
(pg. 551)
Genre: Poetry
Source: PSJA 6th grade Literature Book
Title: Three Limericks
(pg. 563)
Genre: Poetry
Source: PSJA 6th grade Literature Book

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