Teacher Name: Thompson, (Swanzy, Choate )
Subject: 6th grade ELA Week of: October 20 - 24, 2014
3rdWeek2nd6thwk
Learning Objectives / Topics: / Quad / Questions / Resources/Technology Integration / Concepts to Spiral Into Lesson
6.2 B
Fig. 19 D & E
6.6 A
6.7 A
6.3 A
6.4 A
7 A
Tuesday / The students will be able to: apply earlier standards with greater depth in increasingly more complex texts to ask literal, interpretive, evaluative, and universal questions of 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.
6.7A identify literary language and devices used in memoirs and personal narratives and compare characteristics with those of an autobiography
6.7 Understand, make inferences and draw conclusions about the varied structural patterns and features of literacy nonfictions-support evidence from texts
6.Fig 19 understand an author’s message (Theme)
6.19B. ask literal-interpretive, evaluative, and universal questions about text
4K Critical Analysis
4J make inferences
2C recognizes words
2l listening comprehension / Bell Ringer:Inferences
Activities:
Recall the Genres of our selection so far.
Today-Read a nonfiction excerpt in order to compare and contrast two forms of writing and perspective on the same topic or subject
*Continued from last week:
Compare and Contrast fiction and nonfiction excerpts on the same subject
-to identify similarities and differences
-Recognize Cause-Effect Relationships
-Identify elements of nonfiction and fiction
-interpret, evaluate and locate evidence to answer questions from text
Struggling Readers: work with a peer tutor/teacher
Enrichment:
Wrap-up/Reflect: Text evidence
Share Responses / A
B
C / How can you tell if the excerpt is Fictional or nonfiction?
What elements or characteristics make it either? / Literature book
*Student products
(illustrations/notes/written and verbal responses)
/ Nonfiction
Fiction
Root Words
Autobiographies
Biography
Memoir
Personal Narrative
Tone, imagery, mood, stylistic elements,
point of view, setting
*Compare/
Contrast
*Cornell Notes
Wednesday / The Student will be able to:
The students will be able to: apply earlier standards with greater depth in increasingly more complex texts to ask literal, interpretive, evaluative, and universal questions of text.
TEKS:
6.2A Determine grade level words
6.7 understand, make inferences and draw conclusions about text and structure
6.2 B. Context Clues, 6.2E. Dictionary
6.21.A. differentiate between commonly confused words
6.2 B
Fig. 19 D & E
6.6 A
6.7 A
6.3 A
6.4 A
7 A
CCRS:
3A explicit and implicit textual information including main ideas and author’s purpose
A6 analyze imagery, A7 evaluate literal and figurative language, A 10 identify and analyze author’s use of language
ELPS:
4J show comprehension through inferential skills
5E: employ complex grammatical structures / Bell Ringer:Task Cards: Inference
Activities:
*Review Common Assessment
*Identify commonly confused words such as,
Allusion/Illusion, Among/Between, affect/effect, our/hour/are, assistance/assistants
Web It: web each of the following words listed and determine its meaning and function / A
C / How can you tell which word to use if you are not sure?
Why is it important to use the correct term when writing? / *
Vocabulary Words
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
Compare/contrast
Cause/Effect
Elements of Fiction
Thursday / The Student will be able to:
. Students will analyze, make inferences and draw conclusionsComprehension of literary Text/Theme
TEKS:
6C: Describe different points of view
6.3
2B:Context Clues
TTEKS/ELPS/CCRS:
6.2 B
Fig. 19 D & E
6.6 A
6.7 A
6.3 A
6.4 A
7 A
CCRS:
3A explicit and implicit textual information including main ideas and author’s purpose
A6 analyze imagery, A7 evaluate literal and figurative language, A 10 identify and analyze author’s use of language
ELPS:
4J show comprehension through inferential skills
5E: employ complex grammatical structures / Bell Ringer:Inference
*Continue with Reviews on Common Assessment
*S.S.R.
Students will engage in silent sustained reading in order to take AR tests. / Literature book
*notes
*Student products
(illustrations/notes/written and verbal responses) / Nonfiction
Root Words
Autobiographies
Biography
Memoir
Tone, imagery, mood, stylistic elements,
point of view, setting
Inference
*Cornell Notes
*Literal and Figurative Language
Friday / The Student will be able to:
Explain how style and language create meaning in text. Summarize and use text information accurately.
TEKS:
6.3BAnalyze the function of stylistic elements
6C: Describe different points of view
6.8A:Understand, make inferences, and draw conclusions. Explain how authors create meaning through stylistic elements
2B:Use context to determine meaning of multiple meaning words
6.9A:compare and contrast the stated or implied purposes
Fig 19D: make inferences using text evidence to support understanding.
Fig 19E: Summarize, paraphrase, and synthesize texts
CCRS:
3A explicit and implicit textual information including main ideas and author’s purpose
A6 analyze imagery, A7 evaluate literal and figurative language, A 10 identify and analyze author’s use of language
ELPS:
4J show comprehension through inferential skills
5E: employ complex grammatical structures / Bell Ringer: Theme/Inference
Activities: Ask the HOT question. P. 458
*Teacher reads aloud pp.460-463The True Story of the Three Little Pigs to illicit responses and provide input/output feedback to aid students in comprehension
#4*Think Pair-Share
p. 460- 463 to answer “Close Read” question, and to fill in cause-effect diagrams
*Fill in Two-Column Detail/Visualization Chart
Differentiation:
Struggling Readers:
Work closely with teacher or peer tutor during close read questions.
Enrichment:
Analyze Character: brainstorm tales that feature a wolf as one of the characters; what role does the wolf play in each? Create a cluster diagram t explore the qualities symbolized by wolves. Present in small groups.
Wrap-up/Reflect:Exit Ticket
Share Responses
Continue Next Week / A
B
C
D
A
C
A
B
A
B
C
A
B
C
D / HOT:*Are there two sides to every story?
How does the point of view from which a story is told influence the reader?
*What does it mean if someone stretches the truth?
Why do authors use ‘hyperboles’ in their writing?
*What are some common folktale patterns?
Do you ever notice the Number Three as a ‘magic’ number? When?
What is a parody?
Why do authors use parodies? (mocking author’s style by imitation) / Literature book
*Compare/Contrast
*notes
*Student products
(illustrations/notes/written and verbal responses)
Questions to Think about: Part 1 pp. 458-463Inside- Outside Circle #8 / Fiction
Root Words
Plot
Tone, imagery, mood, stylistic elements,
point of view, setting
Inference
*Cornell Notes
*Literal and Figurative Language
Details from Text
The True Story of the Three Little Pigs pp. 460-466 / What I Visualize as I read
Student Name:______Class: ______
Illustration on p. 461 / The wolf is dressed in a suit with a bow tie. He is wearing glasses. He looks human except for this wolf features. Maybe he is attempting to reach my sympathy as one human to another.
Name Date
THE TRUE STORY OF THE THREE LITTLE PIGSCopy Master
Literary Analysis
STYLE—RULE OF THREE
In many traditional works such as folk tales, events will happen three times. As with other repeated elements in storytelling, the three repeated events are intended to build suspense and anticipation for what happens next.
Directions: In the first column, list events from the story that occur three times. In the second column, describe the small differences you notice each time the event occurs.
Events That Occur Three Times / DifferencesNameDate
THE TRUE STORY OF THE THREE LITTLE PIGSCopy Master
Reading Skill
Identify Cause And Effect
As in real life, events in a story plot are often linked by cause and effect. One event (the cause) often makes another event (the effect) happen. Sometimes, an effect then becomes the cause of another event, creating a cause-and-effect chain.
Directions:In the chain graphic organizer, record two cause-and-effect relationships in the story. One cause-and-effect relationship is provided as an example.
See the chart below:
NameDate
THE TRUE STORY OF THE THREE LITTLE PIGSCopy Master
Reading Check
Directions:Recall the events in Jon Scieszka’s storybook parody. Then answer the questions in phrases or sentences.
1.What reason does the wolf give for visiting the three little pigs?
2.What does the wolf think of the pig who lived in the straw house?
3.What makes the first two pigs’ houses fall down?
4.What does the wolf do when he finds the first two pigs dead?
5.At the end of the story, how does the wolf explain his bad reputation?
MY Y Chart. Looks Like
Name:
Character’s Thoughts and Actions Feels Like
Acts like
Copy Master Answer Key
The True Story of the Three Little Pigs
Literary Analysis
p. 43
Answers will vary. Examples of events that occur three times: Wolf visits pigs, Wolf sneezes, Wolf knocks or rings bell. Students should describe the differences between each occurrence.
Reading Skill
p. 45
Responses will vary. Possible examples are provided.
Cause: Wolf sneezed.
Effect/Cause: The straw house fell down.
Effect: The first pig died.
Cause: The third pig wished something bad on the wolf’s grandmother.
Effect/Cause: Wolf gets angry and tries to break down the door.
Effect: Cops and reporters arrive on the scene after hearing the noise.
Reading Check
p. 47
1.He needed a cup of sugar to make a birthday cake for his granny.
2.The wolf thinks that the pig was not very smart.
3.the wolf’s sneezes
4.He eats them for dinner.
5.Newspaper reporters did not think that the real story was exciting enough, so they changed it to make the wolf into the Big Bad Wolf.
Question Support
p. 48
Literary Analysis
5.The wolf tries to break down the third pig’s door (cause), and the news reporters find out about the two pigs he ate for dinner. (effect)
6.Someone might expect that the wolf would sneeze again and blow the third house down. What really happens is that the police come and take him away.
7.Answers may vary. Sample answer: The author makes the wolf sneeze when he visits the pigs. This allows the wolf to claim that he didn’t mean any harm.
8.I believe the wolf’s retelling of the story because it is interesting to read this classic tale told from the point of view of the so-called villain.
I do not believe the wolf’s retelling of the story because the wolf puts himself in a good light. The wolf also benefits from the death of the pigs.
Name: ______Class: ______Score: ______(10 points each)
THE TRUE STORY OF THE THREE LITTLE PIGSSelection Test A
Comprehension
Read each of the following questions. Then choose the letter of the best answer.
Teacher Name: Thompson, (Swanzy, Choate )
Subject: 6th grade ELA Week of: October 20 - 24, 2014
3rdWeek2nd6thwk
1. The wolf explains that wolves have a bad
name because they
A. huff and puff
B. eat cute animals
C. knock over houses
D. eat cheeseburgers
2. The wolf says that the first pig’s door fell
in because the
A. pig left it open
B. wolf sneezed on it
C. house pushed it over
D. wolf knocked on it
3. What is the effect of the first two pigs’
houses falling down?
A. The wolf is scared away.
B. The pigs run to the third pig’s house.
C. The pigs die in the accidents.
D. The wolf starts sneezing.
4. The wolf goes to the third pig’s house
because he
A. is feeling hungry
B. still needs a cup of sugar
C. is angry at the first two pigs
D. has a point to make about pigs
5. The wolf thinks that the third pig is
smarter than the others because the pig
A. built his house of bricks
B. talks back to the wolf
C. has enough sugar to share
D. has the strongest door
6. What does the wolf decide to do before
sneezing at the third pig’s house?
A. make his granny a card
B. go home and finish his cake
C. eat the third pig for dinner
D. blow the pig’s house down
7. How does the third pig react to the wolf?
A. He invites the wolf in.
B. He is rude to the wolf.
C. He acts afraid of the wolf.
D. He hides from the wolf.
8. Which line shows that this story is a
humorous parody?
A. “I ran out of sugar.”
B. “I felt a sneeze coming on.”
C. “I rang the bell on the stick house.”
D. “I was getting awfully full.”
9. The wolf explains that he got in trouble
because the
A. cops caught him going crazy
B. third pig called reporters
C. third pig was rude to him
D. reporters never talked to him
10. Who changed the real story, according to
the wolf?
A. the third pig
B. other wolves
C. his granny
D. news reporters
Teacher Name: Thompson, (Swanzy, Choate )
Subject: 6th grade ELA Week of: October 20 - 24, 2014
3rdWeek2nd6thwk
Name: ______Class: ______Score: ______(33.3 Points each)
THE TRUE STORY OF THE THREE
LITTLE PIGS
Written Response
Short Response On a separate sheet of paper, answer the following questions based
on your knowledge of the story.
11. Name two things that the wolf explains that wolves eat.
_
______
12. What happens to the third pig at the end of the story?
__
Extended Response Answer the following question based on your knowledge of the
story. Write one or two paragraphs
13. Why does the wolf think the label “Big and Bad” is wrong? Use three details
from the story to support your response. Use quotation marks when quoting directly from the excerpt.
Answer Key to Selection Test The True Story of the Three Little
Pigs
Selection Test A
pp. 131– 132
Teacher Name: Thompson, (Swanzy, Choate )
Subject: 6th grade ELA Week of: October 20 - 24, 2014
3rdWeek2nd6thwk
Comprehension
1. B
2. D
3. C
4. B
5. A
6. A
7. B
8. D
9. A
10. D
Short Response
11. Responses will vary. Students may name
any two of the following things that a wolf
eats: )
a. bunnies (line 9)
b. sheep (line 10)
c. pigs (line 11)
12. The third pig survives the wolf’s attack
because the wolf cannot blow down the
brick house (lines 95–96).
Extended Response
13. Responses will vary. Students may say
that the wolf thinks “Big and Bad” is all
wrong because he does not see himself as
evil but as a normal, ordinary wolf. In
some cases, he does things that a wolf
does; in other cases, the events of the story
are not his fault. Students may supply
three of the following details as support:
a. The wolf explains that his diet is normal
for a wolf and that people think it is bad
only because the animals he eats are
“cute” (lines 9–11).
b. The wolf says that the story of himself
and the pigs is a misunderstanding. He
says that the story is about a sneeze and a
cup of sugar, both ordinary things (lines
12–13 and 101–105).
c. The wolf explains that he was doing a
good thing by making a cake for his
granny (lines 15–16).
d. The wolf says that he did not mean to
blow the houses down and that they fell
over because they were made of such
weak material (lines 30–36 and 58–62).
e. The wolf explains that the pigs were
dead already, so it made sense to eat them
(lines 40–44 and 65–67). He just does
what wolves do.
f. Finally, the wolf explains that the third
pig was rude and said bad things about the
wolf’s granny (lines 90–93). For this
reason, the wolf thinks he was justified in
trying to blow down the pig’s house
Teacher Name: Thompson, Swanzy, Choate Subject: 6th grade ELA Week of:October 20 -24, 2014
3rdWeek2nd6thwk
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.