Subject: 6th Grade ELA - Get as DOC by a5Z45O14

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									 Subject: 6th Grade ELA
 Unit : III Lesson #1 Text: Volcano Glencoe textbook pp. 565-572

Key Questions:                             What can you infer from the story? Explain the validity of your
                                            inference.
                                           What can you conclude from the story?
                                           Why did the author include illustrations in the story? How do these
                                            text features help the reader?
                                           Why did the author capitalize the very first sentence in the
                                            introduction?
                                           What other text feature is used by the author? How does it
                                            contribute to the organization of the article?

TEKS:                     (9). Students analyze, make inferences, and draw conclusions about the author’s
                          purpose in cultural, historical, and contemporary contexts and provide evidence from
                          the text t o support their understanding. Students are expected to compare and
                          contrast the stated or implied purposes of different authors writing on the same topic.
                          (10) Students analyze, make inferences, and draw conclusions about expository text
                          and provide evidence from text to support their understanding.

ELPS:                     4(J) demonstrate English comprehension and expand reading skills by employing
                          inferential skills such as predicting, making connections between ideas, drawing
                          inferences and conclusions from text and graphic sources, and finding supporting text
                          evidence commensurate with content-area needs.
                          4(K) demonstrate English comprehension and expand reading skills by employing
                          analytical skills such as evaluating written information and performing critical analyses
                          commensurate with content-area and grade-level needs.
Concepts / Skills               To read and analyze an article
to be taught:                   To identify text structures
                                To compare and contrast a volcano before and after an eruption



Vocabulary:               Compare
                          Contrast
                          Analyze
                          Inferences
                          conclusions
Literature / Resources:   Volcano Lesson
                          Glencoe Literature Book – pages 565-572



Considerations for            ELL. The students should be given the Volcano Root Word Study…..
Struggling Students:          ELL & SPED students should be given the Vocabulary Builder Chart
                              ELL & SPED students should be given the Analyze Literature Chart

                              Special Education/Co-Teach –
                              Co-Teach – Visualization/KWL - Team Teach
                                          Vocabulary, Root Word Study, and Participles – Station Teaching
                                           Features of Non-Fiction and Review Text Structures – Team
                              Teach,
                                          Read and Questions to Guide – One Teach/One Drift,
                                           KWL, Context Clues Practice, Analyzing Literature – Alternative Teach
                              Differentiation – Vocabulary – See ELL Strategies for Vocabulary and Root Word
Lesson:   Vocabulary
          Fell
          Yield
          Avalanche
          Register
          Relieve

          Before Reading:
               Visualization activity - What do you know about volcanoes? What do they
                  look like? What signs warn of an eruption? Feel free to gather pictures of
                  different volcanoes from the internet to help get the students interested in
                  reading this nonfiction article.
               K-W-L Chart – With a partner, record what you know and what you would like
                  to find out about volcanoes.

             K (WHAT YOU KNOW)           W (WHAT YOU WOULD             L (WHAT YOU LEARNED)
                                          LIKE TO FIND OUT)




                 Root word study – rupt – to break, burst (eruption) Have students think of
                  other words that share this Latin root. (interrupt, disrupt, rupture, abrupt,
                  bankrupt)

                 Grammar mini lesson – participles
                  Write the following sentence on the board: Working day and night, the
                   geologists began to make sense of the volcano.
                  working is a participle – a verb form that functions as an adjective and
                  describes a noun
                  Have students underline the participle in each sentence:
                  1. It was an active volcano, erupting every hundred years.
                  2. Soaring into the air, volcanic ash spread over 250 square miles.
                  3. Exploding rocks as big as cars showered the area.
                  4. It was the sign of a waking volcano that might soon erupt again.

                 Review the different features of nonfiction texts. (title, subheadings,
                  photographs, maps)
                  What do these features tell you about this selection?

                 Review different text structures.

          During Reading:

                  Read pp. 565 – 572 ORALLY.

                  Involve the students in active reading strategies.
                                Questions that guide the reading.
                                    1. What do the words molten, magna, and lava mean?
                                    2. How was the mountain built? Visualize the mountain. Have a
                                          volunteer illustrate what they see.
                                    3. Review the term MOOD. page 567 – What is the mood of this page?
                                    4. Discuss what the geologists were doing. page 568
                                    5. Venn diagram foldable - Compare and contrast the scene around the
                                          mountain just before and just after the eruption.
                                    6. Have a student describe what they might have seen from an
                                          airplane.
                                    7. pg. 570 optional Tactile/Kinesthetic activity – several dozen bowling
                                          pins
                                    Have the students create a “stone wind.” The bowling pins represent the
                                    fir trees. Have the students throw rubber balls the pins. Point out how
                                    far the force of the thrown balls scatters the pins. Remind the students
                                    that the rocks on Mount St. Helens were traveling 200 miles an hour and
                                    the “pins” were huge trees 180 feet tall.
                                    8. Respond – How would you react to the sight of destruction?

                        After reading:

                               Look over your K-W-L chart. Discuss what you learned about volcanoes from
                                this selection. What especially stood out to you about Mount St. Helens
                                eruptions? Complete your chart. Write what you learned.

                               Additional context clues practice
                                1. A scalding blast of steam and hot ash shot from the mouth of the volcano.
                                2. The remaining trees were scorched. They were blackened and dead.
                                3. Many uprooted trees, with their broken roots trailing, floated down the
                                    river.


                               Analyzing Literature
                                1. What does Mount St. Helens look like before the may 18, 1980, eruption?
                                    How is the mountain being used by various living things? Must give
                                    textual evidence.
                                2. What is the “bulge”? How fast does it grow? How big is it before the
                                    eruption? Must give textual evidence.
                                3. What causes the avalanche? Where does each part of the avalanche end
                                    up? Must give textual evidence.
                                4. What is a “stone wind”? What causes it? What does it do?
                                5. Do geologists view the mountain in the same way as the people in the
                                    area do? Explain.
                                6. What is the role of the geologists at Mount St. Helens? Do they control
                                    the volcano in any way?
                                7. How are the mudflows created? How do you know their destructive
                                    force?
                                8. In what ways is the mountain, before the explosion, “like a gaint
                                    pressure-cooker”?



Additional Resources:
Assessment/Evaluation   Have the students identify the text feature and make inference.
                         Text Feature                 Why is it important to the Conclusion (What can you
                                                      story?                       conclude based on the
                                                                                   text feature given)

								
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