John DruganK-8 1st-9 Weeks
Grade: 6th- 8thELAR(Weeks at a Glance) Instructional Days:42 (2-½ days)
2015- 2016
Essential Question: How do we identify, understand, and use figurative language to enrich our writings?
Theme: _Figurative Language in Poetry
Poems:______
Week of: / Language ArtsVocabulary
%=STAAR / Language Arts Reading
(Genre & Comprehension Skill)
%=STAAR / Exploring Literary Nonfiction & Poetry / Social Studies
Theme/Topic/ERA/
Connection
/ Resources
Week 1
July 28- July 31 / Figurative Lang Vocabulary
Social Studies Vocabulary / Poetry
Figurative
Language
M-procedures/rules
T-The Worst Day of My Life
Brainstorm importance of directions, cut n paste
W-Discuss success in school for stdt & tchr make toolbox
Th-Writing Process, model example, write about how stdt will attain success this school yr
F-finish writing piece / 6.1AAdjust fluency when reading aloud grade-level text based on the reading purpose and the nature of the text.6.2 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing.6.2E (68%) Use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words.6.3A (65%) Infer the implicit theme of a work of fiction, distinguishing theme from the topic. / Figurative language posters
The Worst Day of My Life-Mentor text
Effort anchor chart
Week 2
Aug. 3-7 / IWB notes on poetry vocabulary
Remarkable Adventure vocabulary / M-Put together ISN
Reading inventory
T-Power point notes on poetry, anchor charts,
W-Intro Remarkable Adventure,
Prediction-Student adventure
Visualization-anchor chart
Illustration-anchor chart
TH-Remarkable Adventure-
Read& share predictions,illustrations,
pass out poems, read orally, discuss & finish conclusion
F- orally readRemarkable Adventure, practice voice, orally define vocabulary / 6.1AAdjust fluency when reading aloud grade-level text based on the reading purpose and the nature of the text.6.2 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing.6.2E (68%) Use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words.6.3A Infer the implicit theme of a work of fiction, distinguishing theme from the topic.6.4 Reading/Comprehension of Literary Text/Poetry.
Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. 6.4A (65%) Explain how figurative language (e.g., personification, metaphors, similes, hyperbole) contributes to the meaning of a poem. 6.8A Explain how authors create meaning through stylistic elements and figurative language emphasizing the use of personification, hyperbole, and refrains6.13B Recognize how various techniques influence viewers' emotions. 6. Fig19A Establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension. 6. Fig19B Ask literal, interpretive, evaluative, and universal questions of text. 6. Fig19C Monitor and adjust comprehension (e.g., using background knowledge; creating sensory images; rereading a portion aloud; generating questions. 6. Fig19D Make inferences about text / IWB notes
Poetry anchor chart
Visualization anchor chart
Week 3
Aug. 11-14 / IWB notes on poetry vocabulary
Remarkable Adventure vocabulary / M-Remarkable Adventure, discuss poem, answer poetry response chart, Reflection
T-Vocabulary Dictionary
W-Vocabulary Dictionary & vocabulary sentences
TH-make connections to poem
F-My Doggy Ate my Homework / . 6.1AAdjust fluency when reading aloud grade-level text based on the reading purpose and the nature of the text.6.2 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing.6.2E (68%) Use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words.6.3A Infer the implicit theme of a work of fiction, distinguishing theme from the topic.6.4 Reading/Comprehension of Literary Text/Poetry.
Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. 6.4A (65%) Explain how figurative language (e.g., personification, metaphors, similes, hyperbole) contributes to the meaning of a poem. 6.8A Explain how authors create meaning through stylistic elements and figurative language emphasizing the use of personification, hyperbole, and refrains6.13B Recognize how various techniques influence viewers' emotions.6. Fig19A Establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension. . 6. Fig19B Ask literal, interpretive, evaluative, and universal questions of text. 6. Fig19C Monitor and adjust comprehension (e.g., using background knowledge; creating sensory images; rereading a portion aloud; generating questions. 6. Fig19F (60%) Make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres, and provide textual evidence and use textual evidence to support understanding. / Remarkable Adventure poem
ISN notes on poetry
Poetry response chart
Poetry anchor chart
Making connections anchor chart
My Doggy Ate my Homework
Week 4
Aug. 18-21 / My Doggy Ate my Homework
A Remarkable Adventure / M-My Doggy Ate My Homework, discuss
Compare/Contrast 2 super heroes orally as practice
Compare/contrast anchor chart
T-compare/contrast task cards
W- compare/contrast My Remarkable Adventure My Doggy Ate my Homework
TH-F evaluate for understanding / 6.11acompare& contrast the structure and viewpoints of two different authors writing for the same purpose, noting the stated claim and supporting evidence (53%)
. 6.1AAdjust fluency when reading aloud grade-level text based on the reading purpose and the nature of the text.6.2 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing.6.2E (68%) Use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words.6.3A Infer the implicit theme of a work of fiction, distinguishing theme from the topic.6.4 Reading/Comprehension of Literary Text/Poetry.
Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. 6.4A (65%) Explain how figurative language (e.g., personification, metaphors, similes, hyperbole) contributes to the meaning of a poem. 6.8A Explain how authors create meaning through stylistic elements and figurative language emphasizing the use of personification, hyperbole, and refrains6.13B Recognize how various techniques influence viewers' emotions.6. Fig19A Establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension. . 6. Fig19B Ask literal, interpretive, evaluative, and universal questions of text. 6. Fig19C Monitor and adjust comprehension (e.g., using background knowledge; creating sensory images; rereading a portion aloud; generating questions. 6. Fig19F (60%) Make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres, and provide textual evidence and use textual evidence to support understanding. / My Doggy Ate my Homework
Remarkable Adventure
Compare/Contrast anchor chart
Week 5
Aug. 25-28
Early Release- Aug.26 / Figurative Language vocabulary / M-Figurative Language power point, find figurative language in both poems
T-Figurative Language foldables in ISN, figurative language task cards, SHAMPOI foldable
W-read figurative language mentor text, find figurative language in poem
TH-F figurative language task cards, begin writing process on student written poems & illustration / 6.14 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text6..4a(65%)Explain how figurative language (e.g., personification, metaphors, similes, hyperbole) contributes to the meaning of a poem...6.8aExplain how authors create meaning through stylistic elements and figurative language emphasizing the use of personification, hyperbole, and refrains / IWB power point figurative language
Foldables for ISN
Task cards
Mentor text
Week 6
Sept. 2-4 / Freedom Week
Pecos Bill & Paul Bunyan / M-Introduce what a legend is, read & discuss both stories
T-read & perform Reader’s Theatre Paul Bunyan
W-compare/contrast Paul Bunyan & Pecos Bill
Th-F- write a poem using figurative language on one of the given characters / 6.14 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text6..4a (65%)Explain how figurative language (e.g., personification, metaphors, similes, hyperbole) contributes to the meaning of a poem6.11acompare& contrast the structure and viewpoints of two different authors writing for the same purpose, noting the stated claim and supporting evidence (53%)
6.1AAdjust fluency when reading aloud grade-level text based on the reading purpose and the nature of the text.6.2Explain how authors create meaning through stylistic elements and figurative language emphasizing the use of personification, hyperbole, and refrains6.13B Recognize how various techniques influence viewers' emotions.6. Fig19A Establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension. . 6. Fig19B Ask literal, interpretive, evaluative, and universal questions of text. 6. Fig19C Monitor and adjust comprehension (e.g., using background knowledge; creating sensory images; rereading a portion aloud; generating questions. 6. Fig19F (60%) Make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres, and provide textual evidence and use textual evidence to support understanding. / . / Pecos Bill
Paul Bunyan
Compare/contrast anchor chart
Reader’s Theatre Paul Bunyan
Week 7
Sept. 8-11
Labor Day-No School, Sept.7 / Legend of Sleepy Hollow vocabulary
Drama-vocabulary / M- Drama power point notes IWB
Drama anchor chart
T-drama task cards
W-Prediction, paper bag horse
TH-introduce vocabulary
F- share predictions, begin reading Legend of Sleepy Hollow / Exploring Fiction & Drama
6.2B Use context (e.g., cause and effect or compare and contrast organizational text structures) to determine or clarify the meaning of unfamiliar or multiple meaning words.6.2E Use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words.6.3A (65%) Infer the implicit theme of a work of fiction, distinguishing theme from the topic.6.3C Compare and contrast the historical and cultural settings of two literary works. 6.5A Explain the similarities and differences in the setting, characters, and plot of a play and those in a film based upon the same story line.6.Fig19A Establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension6.Fig19C Monitor and adjust comprehension (e.g., using background knowledge; creating sensory images; rereading a portion aloud; generating questions. / Drama anchor chart
Drama task cards
IWB drama power point
Legend of Sleepy Hollow
Week 8
Sept. 14-18
Celebrate Freedom Week
Constitution Day, Sept.17 / Theme vocabulary / M-orally read & discuss story, re-read silently & make notes
T-Power point IWB theme, foldable on theme, task cards theme
W-Using Molly Lou Melon discuss theme & provide text evidence
TH-Using Molly Lou Melon orally write the summary
F-write summary to Legend of Sleepy Hollow / 6.2B Use context (e.g., cause and effect or compare and contrast organizational text structures) to determine or clarify the meaning of unfamiliar or multiple meaning words. 6.2E Use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words. 6.3A (65%) Infer the implicit theme of a work of fiction, distinguishing theme from the topic. 6.3C Compare and contrast the historical and cultural settings of two literary works. 6.5A Explain the similarities and differences in the setting, characters, and plot of a play and those in a film based upon the same story line.6.6A Summarize the elements of plot development (e.g., rising action, turning point, climax, falling action, denouement) in various works of fiction6.6B Recognize dialect and conversational voice and explain how authors use dialect to convey character6.6C Describe different forms of point-of-view, including first- and third-person.6.Fig19B Ask literal, interpretive, evaluative, and universal questions of text.6.Fig19E Summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts(66%) / IWB power point theme
Theme foldable
Theme task cards
Theme anchor chart
Molly Lou Melon
Legend of Sleepy Hollow
Week 9
Sept. 21- 25
Early Release- Sept.23 / Point of view / M-C-Scope assessment
T-Reader’s Theatre Legend of Sleepy Hollow
W-IWB power point point of view, find point of view MollyLou Melon, anchor chart
TH- task cards point of view
F-find point of view Legend ofSleepy Hollow, provide text evidence / 6.2B Use context (e.g., cause and effect or compare and contrast organizational text structures) to determine or clarify the meaning of unfamiliar or multiple meaning words. 6.2E Use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words. 6.3A (65%) Infer the implicit theme of a work of fiction, distinguishing theme from the topic. 6.3C Compare and contrast the historical and cultural settings of two literary works. 6.5A Explain the similarities and differences in the setting, characters, and plot of a play and those in a film based upon the same story line.6.6A Summarize the elements of plot development (e.g., rising action, turning point, climax, falling action, denouement) in various works of fiction6.6B Recognize dialect and conversational voice and explain how authors use dialect to convey character6.6C Describe different forms of point-of-view, including first- and third-person.6.13B Recognize how various techniques influence viewers' emotions.6.Fig19D Make inferences about text and use textual evidence to support understanding. (66%)6.Fig19F Make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres, and provide textual evidence(60%) / Reader’s Theatre script
Point of view task cards
Point of view anchor chart
Molly Lou Melon
Legend of Sleepy Hollow
Author’s Wall: _Poems about Homework, Paul Bunyan & Pecos Bill______
Technology Plan: