Teacher Name: Teacher: Ms. P. Thompson

Subject: 6th Grade ELA

Week of: September 2 –September 6 2 Wk of 1st6Week

] / Learning Objectives / Topics: Reading Personal Narratives / Quad / Questions / Resources/
Technology Integration / Concepts to Spiral Into Lesson
Monday / The students will be able to: / Bell Ringer:
Activities:
Tuesday / The students will be able to:
Understand, make inferences ,draw conclusions from literary nonfiction, and provide evidence from text to support understanding
TEKS/ELPS/CCRS:
S:6C: describe different point of view –first/third
R:2.A, B: Determine the meaning of grade-level academic English words
R:6.2E: use a dictionary, a glossary, or thesaurus to determine meanings
6.7:Literary NonFiction
6.2B: Determine word meaning in context
Writing A.1. Determine effective approaches, forms and rhetorical techniques that demonstrate understanding of the writer’s purpose and audience
4J: demonstrate English comprehension and expand reading skills
1E: use and reuse new basic and academic language to internalize language; 1H expand repertoire of language learning strategiesneeds / Bell Ringer: Warm Ups: Think, Write: What are some ways people can show respect for nature?
Activities:
*Reflect and write in journal-Does nature demand Respect? Think about most memorable or intense encounter with nature. Describe the experience and tell if you learned from the experience
•  Share and discuss with a partner
•  Students will learn about Cornell Note-Taking
•  Students will take notes the Cornell way, about Cornell Notes
Differentiation:
Struggling Readers: Work with a peer
Enrichment:
Wrap-up/Reflect: Exit Slip write what you have learned today / D
A
B
C
D
C / Why would you need to respect nature? Explain
In which person point of view is Woodsong written? What is the impact of having it written in that person point of view?
What imagery does Pulsen use to depict life at the edge of the wilderness? / *http://my.hrw.com
-Level UP: Authors Purpose
*13: Reading/Media
Literacy
*Literary Terms Conflict/Suspense
*Plot Chart
*Peer Tutor
*Small group or peer tutoring
*AVID Cornell Notes printed sheets
*Teacher created charts and re-teach materials activity sheets / *Student Interactive Reading Notebook and Writing Journals
*Classroom rules and procedures
*AVID Cornell Notes
Wednesday / The students will be able to:
Understand, make inferences ,draw conclusions from literary nonfiction, and provide evidence from text to support understanding
TEKS/ELPS/CCRS:
S:6C: describe different point of view –first/third
R:2.A, B: Determine the meaning of grade-level academic English words
R:6.2E: use a dictionary, a glossary, or thesaurus to determine meanings
6.7:Literary NonFiction
6.2B: Determine word meaning in context
CCRS: Writing A.1. Determine effective approaches, forms and rhetorical techniques that demonstrate understanding of the writer’s purpose and audience
ELPS: 5D: edit writing for standard grammar and usage, including subj/verb agreement, …grade level expectations
4J: demonstrate English comprehension and expand reading skills
1E: use and reuse new basic and academic language to internalize language; 1H expand repertoire of language learning strategiesneeds / Bell Ringer: Warm Ups: D.O.L and Entrance Slip: Write to explain the difference between a simile and a metaphor?
Activities:
Vocabulary lesson1: Test Friday
•  Students will follow along as teacher reads selection “Woodsong” pp.119-121 to Analyze the Literature
•  Students will write in their Interactive Notebook about their thoughts and feelings about the Personal Narrative read in class so far. Continue all week
• Students will work independently on vocabulary lesson 1 assignment to review tomorrow and test on Friday and complete for homework.
•
Differentiation:
Struggling Readers: Work with a peer tutor to reread selection with a partner and utilize teacher-generated vocabulary illustrations for lesson
Enrichment: Share written alternative endings starting at line
Wrap-up/Reflect: Author’s Purpose; what is his purpose in writing this excerpt? / D
B
A
B
C
D / HOT:*What makes writing effective?
*Recall and reread lines 42-49-What conflicts exist between the animals?
How does Paulsen build suspense by suing single sentence paragraphs? What is the effect and why is this an effective technique? / *AVID Cornell Notes
*Technology Integration: http://my.hrw.com Level UP: Authors Purpose
*Teacher –generated Vocabulary knowledge chart
*Vocabulary Activity sheet
**Vocabulary Graphic representation and synonyms / * AVID Cornell Notes
*Writing personal narrative using the first person point of view
*Interactive Reading/Writing Notebooks
*Leterary Terms:
Conflict/
Suspense
Author’s Purpose
Imagery
Thursday / The students will be able to:
Understand, make inferences ,draw conclusions from literary nonfiction, and provide evidence from text to support understanding
TEKS/ELPS/CCRS:
6.7:Literary NonFiction
6.2B: Determine word meaning in context
CCRS: Writing A.1. Determine effective approaches, forms and rhetorical techniques that demonstrate understanding of the writer’s purpose and audience
ELPS: 5D: edit writing for standard grammar and usage, including subj/verb agreement, …grade level expectations
4J: demonstrate English comprehension and expand reading skills
1E: use and reuse new basic and academic language to internalize language; 1H expand repertoire of language learning strategies / Bell Ringer: Warm Ups: Write to explain what Theme means to you?
Activities:
*Identify Theme/share thoughts on theme from reading selection
•  Review Vocabulary lesson 1
•  Jeopardy vocabulary game
•  *continue reading selection, Personal Narrative, Woodsong.
Differentiation:
Struggling Readers: Work closely with teacher or partner
Create a cause effect chart of the events in the selection to share
Enrichment: Have pairs or small groups of students write a song that tells the story of Paulsen’s encounter with the bear. Their lyrics should include the most important details from the memoir. Encourage them to set their songs to familiar or original music and to rehearse. Then have students take turns performing their compositions. Discuss the strengths of each performance. Continue tomorrow
Wrap-up/Reflect: What is the purpose of the personal narrative essay? Is there an underlying message that the author hopes to share or reveal? / D
AB
C
D / HOT: What is Theme? What is the underlying theme that is prevalent in Paulsen’s Personal Narrative?
What imagery hleps you inderstand what it’s like to be in Plausen’s shoes? / *http://my.hrw.com
-Level UP: Authors Purpose
*13: Reading/Media
Literacy
*Literary Terms Conflict/Suspense
*Plot Chart
*Peer Tutor
*Small group or peer tutoring
*AVID Cornell Notes printed sheets
*Teacher created charts and re-teach materials activity sheets / * AVID Cornell Notes
*Writing personal narrative using the first person point of view
*Interactive Reading/Writing Notebooks
*Leterary Terms:
Conflict/
Suspense
Author’s Purpose
Audience
Imagery
Theme
Friday / The students will be able to:
Understand, make inferences ,draw conclusions from literary nonfiction, and provide evidence from text to support understanding
TEKS/ELPS/CCRS:
6.7:Literary NonFiction
6.2B: Determine word meaning in context
CCRS: Writing A.1. Determine effective approaches, forms and rhetorical techniques that demonstrate understanding of the writer’s purpose and audience
ELPS: 5D: edit writing for standard grammar and usage, including subj/verb agreement, …grade level expectations
4J: demonstrate English comprehension and expand reading skills
1E: use and reuse new basic and academic language to internalize language; 1H expand repertoire of language learning strategies / Bell Ringer: Warm Ups: reviewing/study vocabulary words prior to tests.
Activities:
*Vocabulary Test 1
*Selection Test A on Woodsong
*Work in groups to complete activity Questions on Selection
Struggling Readers: Work with a peer tutor and sketch the area where Paulsen lives
Enrichment: continued from yesterday
Wrap-up/Reflect: Let’s review / Q/A
TESTS / *http://my.hrw.com
*13: Reading/Media
Literacy
*Literary Terms Conflict/Suspense
*Peer Tutor
*Small group or peer tutoring
*AVID Cornell Notes
* / * AVID Cornell Notes
*Writing personal narrative using the first person point of view
*Interactive Reading/Writing Notebooks
*Leterary Terms:
Conflict/
Suspense
Author’s Purpose
Audience
Imagery
Theme

Name Date

Writing Workshop Copy Master

Personal Narrative

Ask a Peer Reader

To see whether your personal narrative is interesting and clear, ask a peer reviewer to read it.

Directions:Give your peer reader this sheet and have him or her record.

1. Does the beginning catch the attention of the audience?

2. Has the writer enriched the narrative with concrete descriptive language?

3. Is the sequence of events clear?

4. Do the events of the narrative build to a climax?

5. Does the narrative convey the importance of the experience to the writer?

Name Date

Writing Workshop Copy Master

Personal Narrative

Revising and Editing 2

To measure your ability to express ideas clearly and correctly, some tests may ask you to identify errors in grammar and usage and to improve sentences and paragraphs.

Teacher Name: Teacher: Ms. P. Thompson

Subject: 6th Grade ELA

Week of: September 2 –September 6 2 Wk of 1st6Week

Directions:Read each question and select the best answer.

1. Which is the best phrase to add after the underlined word?

I didn’t like the idea of being the only girl.

A at home

B to wash her hands well

C about cooking Indian food

D at Dan’s all-boy birthday party

2. Which phrase best replaces the underlined phrase in the sentence?

Blowing out the candles, the boys sang Happy Birthday.

F The candles blowing out

G Dan blew out the candles

H When Dan blew out the candles

J The candles blowing

Directions:Read the passage and select the best answer to the question that follows.

(1) I felt nervous sitting at the table. (2) Because everyone was staring at me. (3) Even though I knew most of the boys, no one was talking to me. (4) Then Dan’s mother had an idea. (5) She suggested that we all go outside for a game.

3. What should be done with sentence 2?

A Combine it with sentence 1.

B Make it the start of sentence 3.

C Make it the start of sentence 4.

Teacher Name: Teacher: Ms. P. Thompson

Subject: 6th Grade ELA

Week of: September 2 –September 6 2 Wk of 1st6Week

D Place it after sentence 5.

Name______Date______

Class: ______

LESSON 5

RETEACHING Activity COPYMASTER

Elements of Plot

Review Plot is the series of events in a story. The plot usually centers on a conflict—a struggle or problem-faced by the main character. Most story plots have five stages: the exposition (introduction), rising action (development of the conflict), climax (high point of the conflict), falling action / resolution (what happens after the climax, the outcomes of the climax, telling how everything turns out, during which the main conflict may or may not be solved, and new ones may develop).

Directions: First, read each question. Then, circle the letter of the best answer to the question.

Teacher Name: Teacher: Ms. P. Thompson

Subject: 6th Grade ELA

Week of: September 2 –September 6 2 Wk of 1st6Week

1. The falling action is likely to follow which part of a plot?

a. the exposition b. the climax c. the rising action

2. In the story of Little Red Riding Hood, which of the following represents the

exposition?

a. Little Red Riding Hood's discovery that the wolf has eaten her grandmother

b. Little Red Riding Hood's encounter with the wolf

c. Little Red Riding Hood's decision to visit her grandmother

3. In the movie The Wizard of Oz, where does most of the rising action take place? a. the Yellow Brick Road

b. Dorothy's house

c. the Wicked Witch's den

4. The resolution affects the meaning of a story by

a. representing the story's high point

b. increasing interest in the result of the conflict

c. showing the final outcome

5. In a story about a hard-fought diving competition between two friends, which

event is most likely to be the climax?

a. the friends’ handshake after the winner is declared

b. the crucial dive, in which one friend scores more points than the other

c. the discovery that they will be competing

Teacher Name: Teacher: Ms. P. Thompson

Subject: 6th Grade ELA

Week of: September 2 –September 6 2 Wk of 1st6Week

Name Date

Writing Workshop Copy Master

Personal Narrative

Drafting

Use a story map to plan your personal narrative.

Directions:Organize your narrative by completing the story map. Include characters and setting. Make sure that you have a clear sequence of events.

Title:
Setting:
Characters:
Events:
1.
2.
3.
4.
Effect on me: