Teacher:
Rainville / Grade & Subject:
6th Grade Language Arts / Week of:
February 9- February 13, 2015 / Unit & Essential Questions:
· How do media influence our choices in products we purchase/use?
· How do I recognize the different persuasive techniques?
TEKS/Learning Objectives: 6.2A- Determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes. 6.Fig19D- Make inferences about text and use textual evidence to support understanding. 6.Fig19F- Make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres, and provide textual evidence. 6.Fig19E- Summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts. 6.11B- Identify simply faulty reasoning used in persuasive texts. 6.13A- Explain messages conveyed in various forms of media.6.13B- Recognize how various techniques influence viewers' emotions6.13C- Critique persuasive techniques (e.g., testimonials, bandwagon appeal) used in media messages / Learning Targets:
· We will determine the meaning of grade-level vocabulary words.
· We will identify and correct grammar errors in sentences.
· We will use our reading strategies to show knowledge of reading comprehension.
Word Study: anachronism, chronic, chronicle, chronology, synchronize, megaphone, cacophony, euphonious, phonics, symphony, bustling, manifest, discombobulated, universal, satchel, iniquity, perdition, quandary, wobbly, yammer
Academic Vocabulary of Instruction: plot, exposition, rising action, climax/turning point, falling action, denouement/resolution, conflict, sensory detail, dialect, conversational voice, theme, first person point-of-view, third person point-of-view, refrain, figurative language, personification, hyperbole, simile, metaphor, stylistic elements, traditional and classical literature, bandwagon, testimonial, appeal, exaggeration, contradiction, misleading statements, sentimental appeals, scare tactics, false authority. / AI: SRA, MobyMax, Review of benchmark
A
Engage / Explore / Explain / Elaborate/Extend / Evaluate/Assess
Essential Question(s) & Hook / Instruction and Mini-Lesson / Guided Practice: / Independent Practice
(I do, we do, you do)
MONDAY / Moon Over Manifest reading Santa Fe Railway and Hattie Mae’s News Auxiliary / Introduce Moon Over Manifest
Daily Language Review Week 21 / Academic Vocabulary Test
TUESDAY / Moon Over Manifest reading Path to Perdition and Shady’s Place / Daily Language Review Week 21 / Review media techniques and examples for C-Scope assessment. / Work in groups to complete the effective advertisement paper using a sample advertisement.
WEDNESDAY
Library Day / Moon Over Manifest reading First Morning and Sacred Heart / Daily Language Review Week 21 / C-Scope Unit 4A Assessment
THURSDAY / Moon Over Manifest reading Fort Treeconderoga and Main Street Manifest / Daily Language Review Week 21 / C-Scope Unit 4A Assessment
FRIDAY
Early Release / Word Study Quiz
Grammar Quiz
Customized Learning: Extra time for completing assignments: 1, 2, 3, 5, 6, 7, 9, 10 Emphasis on major points: 1, 3. Shorten instructions to one or two steps:1, 2, 3. Opportunity to repeat and explain instructions: 3.Extra time for written response:1, 2, 3. Oral exams:1, 3, 5, 6, 7, 10. Frequent feedback: 1, 2, 3. Encouragement for classroom participation: 1. Peer tutoring/ paired working arrangement:5, 6, 7. Teacher check for understanding: 1, 2, 3. Directions in simple vocabulary: 3, 7. Study aids/manipulatives/graphic organizers:3, 5. Reteach difficult concepts: 6, 7, 9. Spell check: 3. Whisper phone 5, 6. Chuck instruction: 6. Preferential seating: 4, 5, 7, 8, 10. Color transparencies: 10. Follow BIP: 1, 10.
ELL Visual aids: 11. Modeling: 11. ESL materials: 11.