HAZLETON AREA SCHOOL DISTRICT

DISTRICT UNIT/LESSON PLAN

Teacher Name: Cassandra Catania Subject: ELA Start Date(s): Quarter 4 Grade Level (s): 6 Building: Maple Manor

Unit Plan
Unit Title: Accomplishments
Essential Questions:
What happens when people share ideas?
What kinds of challenges transform people?
What can people accomplish by working together?
How can one person affect the opinion of others?
What steps can people take to promote a healthier environment?
What is Diversity?
What defines being an American? Who decides this?
What are the reasons people move to new places?
How do people decide where and when to move?
What defines Home?
How does where you are change who you are? / Does it?
What challenges do immigrants face?
Standards: PA Core Standards, PA Academic Standards/Anchors (based on subject)
RL.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.6.2. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RI.6.2. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RL.6.3. Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves towards a resolution.
RI.6.3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.
RL.6.5. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of theme, setting, or plot.
RI.6.5. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of theme, setting, or plot.
RL.6.7. Integrate information presented in different media or formats as well as in words to develop a coherent understanding of a topic or issue.
SL.6.1.B. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
SL.6.2. Interpret information presented in diverse media formats and explain how it contributes to a topic, text, or issue under study.
L.6.1. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
L.6.2.b. Demonstrate command of conventions of standard English capitalization, punctuation, and spelling when writing.
L.6.4.a. Use context and a clue to determine the meaning of a word or phrase.
L.6.6. Acquire and use-accurately grade-appropriate general academic and domain-specific words and phrases.
Summative Unit Assessment :
·  End of Unit Test
Summative Assessment Objective / Assessment Method (check one)
Students will-
·  read closely and analytically to comprehend a range of complex literary and informational texts.
·  produce effective writing for a range of purposes and audiences.
·  employ effective speaking and listening skills. / ____ Rubric ___ Checklist _X_ Unit Test ____ Group
____ Student Self-Assessment
____ Other (explain)
DAILY PLAN
Day / Objective (s) / DOK LEVEL / Activities / Teaching Strategies / Grouping / Materials / Resources / Assessment of Objective (s)
Unit 3 Week 1
1 / Students will:
-interpret information presented in diverse media formats and explain how it contributes to a topic, text, or issue under study.
-engage effectively in a range of collaborative discussions.
-cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
-acquire and use-accurately grade-appropriate general academic and domain-specific words and phrases.
-demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
-demonstrate command of conventions of standard English capitalization, punctuation, and spelling when writing. / 1 / -Build background knowledge on working together to find common ground through whole-group discussions and interactive videos
-Listen for a purpose to a read-aloud (“The Neighborhood Problem”)
-Identify characteristics of realistic fictional text
-Gather vocabulary knowledge when considering a word in text
-Distinguish direct and indirect objects
-Use capital letters, abbreviations, and colons correctly
-Spell vowel team syllables correctly
-Focus on Weekly Skills through daily read of Elijah of Buxton
Direct Instruction
Interactive Instruction / W / -McGraw-Hill Interactive “Common Ground” video
-McGraw-Hill “The Neighborhood Problem” Read Aloud text
-McGraw-Hill Visual Vocabulary Cards & Online Interactive Activities
-McGraw-Hill Grammar Activities
-Daily Language Activity
-Spelling Starter
-Word Work
-PDN/WOD
-Document Camera
-PSSA Released Items
-Short fictional passages
-Elijah of Buxton / Formative-
Please Do Now
Thumbs up/Thumbs down
Turn and Talk
Student Self - Assessment-
Daily Language Activity
Spelling Starter
Word Work
Word of the Day
2 / Students will:
-cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
-determine a theme or central idea of a text, and how it is conveyed through details.
-describe how a particular story’s plot unfolds in a series of episodes as well as how the characters respond or change
-analyze how a particular sentence, chapter, scene, or stanza fits into the structure of a text and contributes to the development of the theme, setting, or plot.
-use context as a clue to determine the meaning of a word or phrase.
-demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
-demonstrate command of conventions of standard English capitalization, punctuation, and spelling when writing. / 1, 2 / -Visualize to enhance understanding while reading “Rockers Build a Soccer Field”
-Close read of “Rockers Build a Soccer Field” identifying theme using a graphic organizer
-Recognize the characteristics of realistic fiction through “Rockers Build a Soccer Field”
-Explore use of context clues to strengthen vocabulary
-Distinguish direct and indirect objects
-Use capital letters, abbreviations, and colons correctly
-Spell vowel team syllables correctly
-Focus on Weekly Skills through daily read of Elijah of Buxton
Direct Instruction
Interactive Instruction / W
S / -McGraw-Hill Reading/Writing Workshop “Rockers Build a Soccer Field”
-Theme Graphic Organizer
-McGraw-Hill Your Turn Practice book
-Daily Language Activity
-Spelling Starter
-Word Work
-PDN/WOD
-Document Camera
-PSSA Released Items
-Short fictional passages
-Elijah of Buxton / Formative-
Please Do Now
Thumbs up/Thumbs down
Turn and Talk
Student Self - Assessment-
Daily Language Activity
Spelling Starter
Word Work
Word of the Day
3 / Students will:
-cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
-determine a theme or central idea of a text, and how it is conveyed through details.
-describe how a particular story’s plot unfolds in a series of episodes as well as how the characters respond or change
-analyze how a particular sentence, chapter, scene, or stanza fits into the structure of a text and contributes to the development of the theme, setting, or plot.
-use context as a clue to determine the meaning of a word or phrase.
-demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
-demonstrate command of conventions of standard English capitalization, punctuation, and spelling when writing. / 1, 2, 3 / -Triumph assignments: Theme, Central Idea, Text Structure
-Study Island: Text Evidence, Inferences, Text Structure, Theme, Central Idea, Plot
-Reading Wonders: Unit 3 Week 1 Vocabulary Practice, Direct/Indirect objects practice, Listen to Leveled Readers
-Focus on Weekly Skills through daily read of Elijah of Buxton
Indirect Instruction
Independent Study / W
I / -Individual Laptops
-Triumph Learning
-Study Island
-Reading Wonders Online
-Daily Language Activity
-Spelling Starter
-Word Work
-PDN/WOD
-Document Camera
-PSSA Released Items
-Short fictional passages
-Esperanza Rising / Formative-
Please Do Now
Online Assignments
Student Self - Assessment-
Daily Language Activity
Spelling Starter
Word Work
Word of the Day
4 / Students will:
-cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
-determine a theme or central idea of a text, and how it is conveyed through details.
-describe how a particular story’s plot unfolds in a series of episodes as well as how the characters respond or change
-analyze how a particular sentence, chapter, scene, or stanza fits into the structure of a text and contributes to the development of the theme, setting, or plot.
-use context as a clue to determine the meaning of a word or phrase.
-demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
-demonstrate command of conventions of standard English capitalization, punctuation, and spelling when writing. / 1,2,3 / -Develop comprehension through close read of “How Tia Lola Came to Stay”
-Analyze theme and central idea through story structure and use of a graphic organizer using assigned text
-Assess author’s purpose
-Connect ideas
-Recognize characteristics of realistic fiction
-Gather vocabulary knowledge when considering a word in text
-Explore use of context clues to strengthen vocabulary
-Distinguish direct and indirect objects
-Use capital letters, abbreviations, and colons correctly
-Spell vowel team syllables correctly
-Focus on Weekly Skills through daily read of Elijah of Buxton
Direct Instruction / W
I / -McGraw-Hill Anthology “How Tia Lola Came to Stay”
-Theme Graphic Organizer
-McGraw-Hill Your Turn Practice book
-Daily Language Activity
-Spelling Starter
-Word Work
-PDN/WOD
-Document Camera
-Elijah of Buxton / Formative-
Please Do Now
Turn and Talk
Collins Type 1 Response
Student Self - Assessment-
Daily Language Activity
Spelling Starter
Word Work
Word of the Day
5 / Students will:
-cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
-determine a theme or central idea of a text, and how it is conveyed through details.
-describe how a particular story’s plot unfolds in a series of episodes as well as how the characters respond or change
-analyze how a particular sentence, chapter, scene, or stanza fits into the structure of a text and contributes to the development of the theme, setting, or plot.
-use context as a clue to determine the meaning of a word or phrase.
-demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
-demonstrate command of conventions of standard English capitalization, punctuation, and spelling when writing. / 1-4 / -Develop comprehension through close read of leveled reader based on Lexile level
-Analyze theme and central idea through a story structure graphic organizer using assigned text
-Assess author’s purpose
-Connect ideas
-Recognize characteristics of realistic fiction
-Explore use of context clues to strengthen vocabulary
-Distinguish direct and indirect objects
-Use capital letters, abbreviations, and colons correctly
-Spell vowel team syllables correctly
-Focus on Weekly Skills through daily read of Elijah of Buxton
Independent Study
Indirect Instruction
Interactive Instruction / W
S
I / -Individual Laptops
-Triumph Learning Online
-Study Island Online
-Reading Wonders Interactive
-Selected passages for skills practice
-Vocabulary workstation cards
-Vocabulary leveled practice sheets
-Vocabulary squares
-McGraw Hill’s “Common Ground”
-McGraw Hill’s “Making Things Happen”
-McGraw Hill’s “Bringing Home the Circus”
-McGraw Hill “Your Turn” Practice Book
-Grammar leveled practice sheets nouns
-Spelling leveled practice sheets
-Triumph Learning Informative Essay Workbook
-Elijah of Buxton / Formative-
Please Do Now
Turn and Talk
“Your Turn”
Selected-response questions
Various practice worksheets
Student Self - Assessment-
Daily Language Activity
Spelling Starter
Word Work
Word of the Day
Center folder checklist
6 / Students will:
-cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
-determine a theme or central idea of a text, and how it is conveyed through details.
-describe how a particular story’s plot unfolds in a series of episodes as well as how the characters respond or change
-analyze how a particular sentence, chapter, scene, or stanza fits into the structure of a text and contributes to the development of the theme, setting, or plot.
-use context as a clue to determine the meaning of a word or phrase.
-demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
-demonstrate command of conventions of standard English capitalization, punctuation, and spelling when writing. / 1-4 / -Develop comprehension through close read of leveled reader based on Lexile level
-Analyze theme and central idea through a story structure graphic organizer using assigned text
-Assess author’s purpose
-Connect ideas
-Recognize characteristics of realistic fiction
-Explore use of context clues to strengthen vocabulary
-Distinguish direct and indirect objects
-Use capital letters, abbreviations, and colons correctly
-Spell vowel team syllables correctly
-Focus on Weekly Skills through daily read of Elijah of Buxton
Independent Study
Indirect Instruction
Interactive Instruction / W
S
I / -Individual Laptops
-Triumph Learning Online
-Study Island Online
-Reading Wonders Interactive
-Selected passages for skills practice
-Vocabulary workstation cards
-Vocabulary leveled practice sheets
-Vocabulary squares
-McGraw Hill’s “Common Ground”
-McGraw Hill’s “Making Things Happen”
-McGraw Hill’s “Bringing Home the Circus”
-McGraw Hill “Your Turn” Practice Book
-Grammar leveled practice sheets nouns
-Spelling leveled practice sheets
-Triumph Learning Informative Essay Workbook
-Elijah of Buxton / Formative-
Please Do Now
Turn and Talk
“Your Turn”
Selected-response questions
Various practice worksheets
Student Self - Assessment-
Daily Language Activity
Spelling Starter
Word Work
Word of the Day
Center folder checklist
7 / Students will:
-cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
-determine a theme or central idea of a text, and how it is conveyed through details.
-describe how a particular story’s plot unfolds in a series of episodes as well as how the characters respond or change
-analyze how a particular sentence, chapter, scene, or stanza fits into the structure of a text and contributes to the development of the theme, setting, or plot.