Teacher Name: Thompson, Howell, Martinez, Swanzy, Choate Subject: 6th grade ELA Week of: Sept. 29- October 02, 2014

1st6Weeks6thwk

Learning Objectives / Topics: Elements of Non Fiction-Tone and Imagery, Sensory Language and Style / Quad / Questions / Resources/
Technology Integration / Concepts to Spiral Into Lesson
Monday / The students will be able to: Explain how style and language create meaning in text.
TTEKS/ELPS/CCRS:
6.2A Determine grade level words based on vocabulary
6.10 Students analyze and make inferences about expository text and provide evidence.
10A Summarize main ideas of supporting details and texts.
17C Write response to literary text and provide evidence.
6.9Comprehension of Informational Text/Culture and History, and analyze, make inferences, draw conclusions.
6.9 A-Compare and contrast stated and implied purposes of different authors writing on the same topic(identify the Theme of Fitting In) / Bell Ringer: Task Cards:Author’s Purpose
Activities:
*Pp. 444-454/Sensory Language, Imagery, and Style
*Review and summarize The All American Slurp
*Selection Test on Personal Narrative pp. 444
*Complete all selection Activities: Venn-Diagrams-to compare and contrast, Cause-Effect Charts, and Sensory Details
*Complete/Home-Work: Complete Final Drafts on Personal Narratives-Due Tomorrow
Wrap-up/Reflect: Review
Tone and Imagery / A
B
C
D
D / *What are the authors’ purpose in writing the stories, The Jacket, and The All American Slurp?
What evidences in Genres, and from the texts, enabled you to derive at your conclusion?
In both selections, what prevailing Theme did you see were the underlying message that both authors were making? (Both authors shared the underlying message that people are more alike than they are different, and that “fitting” in is part of human nature.) / *http://my.hrw.com
www.thinkcentral.com
Literature book
Compare-contrast matrix or Venn-Diagram
Cause-Effect Charts / Nonfiction
Root Words
Autobiographies
Biography
Memoir
Point of view
Make inference, draw –conclusions
Compare-contrast
Cause-Effect
Author’s Purpose
Theme
Cornell-Notes
Tuesday / The students will be able to: analyze, make inferences and draw conclusions about the author’s purpose in contexts and provide evidence to support understanding
TEKS/ELPS/CCRS:
6.9 , analyze, make inference, draw conclusions from informational Text/Culture
6.2A Determine grade level words based on vocabulary
6.10 Students analyze and make inferences about expository text and provide evidence.
10A Summarize main ideas of supporting details and texts.
17C Write response to literary text and provide evidence.
2E. use visual, contextual, linguistic support
4J show comprehension through inferential skills / Bell Ringer: Task Cards: Author’s Purpose
Library Rotations today
Activities:
Continue to Compare and Contrast two selections read in class so far
Continue with reviews to wrap up the 6th Week
Turn in Final Copy on Personal Narratives
Wrap-up/Reflect:
Level Up: Imagery/ Author’s Style / A
B
C
D / How is the author’s purpose in selection 1, The Jacket, similar or different from the selection, The All American Slurp?
What are the implied purposes of the authors of these two selections have in common? /
*www.thinkcentral.com
Literature book
http://my.hrw.com
www.thinkcentral.com
*Level Up
-Imagery
-Author’s Style
*notes on Walls
*Student products
(illustrations/notes/written and verbal responses) / Nonfiction
Root Words
Autobiographies
Biography
Memoir
Tone, imagery, mood, stylistic elements,
point of view, setting
*Compare/
contrast
*Cornell Notes
Wednesday / The students will be able to: analyze, make inferences and draw conclusions about the author’s purpose in contexts and provide evidence to support understanding
TEKS/ELPS/CCRS:
6.2A Determine grade level words based on vocabulary
6.10 Students analyze and make inferences about expository text and provide evidence.
10A Summarize main ideas of supporting details and texts.
6.9 , analyze, make inference, draw conclusions from informational Text/Culture
4J show comprehension through inferential skills / Bell Ringer: Task Cards: Author’s Purpose
Activities:
Reviews on Style and Author’s Purpose
Vocabulary Lessons,
Interactive Vocabulary
Reading Selections
Wrap-up/Reflect:
Level Ups: Tone and Imagery / D
C / Tone and Imagery: Are people more Alike or different?
What reasons justify your conclusions?
Why do authors use figurative language in their writing?
How do figurative Language such as onomatopoeia affect “tone” in lines 29-32? / *www.thinkcentral.com
Vocabulary
Two-Column Chart
Cause –effect
Compare Contrast-
Venn-Diagram / Nonfiction
Root Words
Autobiographies
Biography
Memoir
Tone, imagery, mood, stylistic elements,
point of view, setting
Inference
*Cornell Notes
*Literal and Figurative Language
Thursday / The students will be able to: analyze, make inferences and draw conclusions about the author’s purpose in contexts and provide evidence to support understanding
TTEKS/ELPS/CCRS:
6.2A Determine grade level words based on vocabulary
6.10 Students analyze and make inferences about expository text and provide evidence.
10A Summarize main ideas of supporting details and texts.
6.9 , analyze, make inference, draw conclusions from informational Text/Culture
4J show comprehension through inferential skills
17C Write response to literary text and provide evidence. / Bell Ringer: Point of View task cards/Author’s Purpose
Activities:
Jeopardy Games on Literacy and Vocabulary
Quiz: Author’s Purpose , Tone and Imagery, and Point of View
Wrap-up/Reflect:
Share Responses / D / Revisit Point of view, Author’s Purpose, Vocabulary, Sensory Language-Tone and Imagery / www.thinkcentral.com
Literature book
http://my.hrw.com
www.thinkcentral.com
*Level Up
-Imagery
-Tone
*notes
*Student products
(illustrations/notes/written and verbal responses)
Quizzes / Nonfiction
Root Words
Autobiographies
Biography
Memoir
Tone, imagery, mood, stylistic elements,
point of view, setting
Inference
*Cornell Notes
*Literal and Figurative Language
Friday
Details from Text / What I Visualize as I read
Mother picks up a green stalk, and each followed suit. / The family watching Mother to see what to do next and when each was holding the celery, they seemed lost.

Author’s Organization

How an author organizes his/her information in a text.

Description / The author organizes his writing by describing an object or event.
Problem and Solution / The author organizes his writing by presenting a problem and one or more solutions to the problem.
Conflict & Resolution / The author organizes his writing by presenting a conflict and gives one or more ways that problem is or could be resolved.
Sequence of Events / The author organizes his writing by putting events in order.
Compare and Contrast / The author organizes his writing by showing how character or events are like or different.
Cause and Effect / The author organizes his writing by showing the cause of an event and one or several effects of that event.
Directions or “How To” / The author writes step-by-step instructions.

Author’s Message or Purpose

It’s the author’s goal to persuade the reader to agree with the author’s opinion.
Examples: Advertisements and commercials
It’s the author’s goal to enlighten the reader wit topics that are usually non fiction and contain facts.
Examples: Text books, cook books, newspapers, dictionaries
It’s the author’s goal to tell a story using real or imaginary characters, places, and events.
Examples: Poems, novels, short stories, comic strips, plays.
ELA Library Rotations / 1st and 3rd weeks of the month / Dates and Months
6TH Grade Library Times / Tuesdays / Class Periods / September / October / November / December / January / February / March / 1st 2nd/April / May
8:15-8:40 / Thompson / 1st
9:20-9:48 / Thompson / 2nd
1:20-1:48 / Thompson / 6th
9 / 14 / 4 / 2 / 6 / 3 / 3 / 14 / 12
2:30-3:00 / Thompson / 7th
Librarian / Conf.- 10:39-11:24 / 30 / 28 / 18 / 16 / 20 / 17 / 31 / 28 / 26
Lunch- 12:05-12:35

6.2, 6.2B, 6.2E: Select words from reading selection for understanding words in context/Use a Dictionary

Compacting/Enrichment Activities:

Ideas for Extension

DifferentiationThese activities provide students with a variety of options for demonstrating understanding of lesson concepts.

Explorations And Activities

Create a Menu: DescribE

Review the descriptions of Chinese food in “The All-American Slurp.” Have students make a list of adjectives the author uses when describing food in the story.

Have student groups use cookbooks to research Chinese food. Have them create amenu of a selection of Chinese dishes. For each item on the menu, students should write an accompanying description of the dish. Encourage students to use creative adjectives to make the descriptions appealing. Challenge student groups to make one of the items on their menus.

Picture Book: Explore Plot and Sequence

Have students review the lists they made summarizing the important events in the story. Encourage them to look over the story to make sure they have included events that are vital to the plot.

Have students retell the story in a picture book. Encourage students to be succinct. Remind students that the illustrations should carry about half of the story. Have students read their finished books aloud to the class.

Bar Graph: Analyze Similarities and Differences

Have students choose a topic about which they can interview fellow students at school, such as favorite varieties of music, favorite types of food, or favorite categories of books. Students may refer to the surveys they completed on page 442.

Have students interview people to determine their opinions about the topic they’ve chosen. Have them create a bar graph to illustrate their findings. Display students’ graphs on a “Favorite Things” board.

Create Visual Representation: Connect

Ask students to think about embarrassing moments they’ve had in their lives that they would be willing to share with the class. Encourage them to think about how they got in that situation, what they experienced, how they got out of it, and how they feel about it now.

Compacting/Enrichment Activities:

Have students create a visual representation of their embarrassing moment. This may be a collage, a drawing, a painting, or a sculpture. Have students present their artwork to the class, explaining its elements and why they included each one.

Inquiry And Research

Immigrants in America

Have students research the history of immigration in America. Where have people emigrated from in the past? Where did immigrants first settle in the United States? Where are they coming from now? Why do people choose to come to America?

Have students write a report based on their findings. Encourage them to present their reports to the class.


IDEAS FOR EXTENSION, CONTINUED

Pre-AP Challenge:Have students interview recent immigrants. What have their challenges been? What do they miss from their home countries? What do they like about America? Invite students to present their findings to the class. Then have them post their interviews on a board.

Writing

Examine Character: Letter

Invite students to imagine they are the narrator. Ask students how they think that the narrator would describe her new home. Have them write a letter to a relative in China telling about her experiences in America. Tell them to base their letter on what they know about the narrator and the events that have shaped her first few months in America.

Analyze Point of View: Scene

Ask students to consider how the story would have changed if it had been written from Mrs. Lin’s point of view. How would her descriptions be different? Would she notice the same things? What would be the tone?

Have students choose a scene and rewrite it from Mrs. Lin’s point of view. Encourage them to adapt the tone to fit her character.