Grade: 6

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					Grade: 6     Unit: 1         Week: 4         Content: ELA Dates: 9/10-9/14

Theme: How are authors influenced by their life experiences?

Essential Questions:
         How does a reader determine an author’s purpose for writing a text?
         How are characters’ actions affected by the conflicts they face?
         What are the two types of conflict?
         How does a writer create a particular tone?

Focus Standards:
     L.6.1 Demonstrate command of the conventions of standard English grammar and
        usage when writing or speaking.
     L.6.5 Demonstrate understanding of figurative language, word relationships, and
        nuances in word meanings.
     L.6.6 Acquire and use accurately grade-appropriate general academic and domain-
        specific words and phrases; gather vocabulary knowledge when considering a word or
        phrase important to comprehension or expression.
     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 toward a
        resolution.
     RL.6.4 Determine the meaning of words and phrases as they are used in a text,
        including figurative and connotative meanings; analyze the impact of a specific word
        choice on meaning and tone.
     RL.6.9 Compare and contrast texts in different forms or genres (e.g., stories and
        poems; historical novels and fantasy stories) in terms of their approaches to similar
        themes and topics.

Ongoing Standards:
     W.6.9a Apply grade 6 Reading standards to literature (e.g., “Compare and contrast
       texts in different forms or genres [e.g., stories and poems; historical novels and fantasy
       stories]in terms of their approaches to similar themes and topics”).
     RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as
       well as inferences drawn from the text.
     L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and
       phrases based on grade 6 reading and content, choosing flexibly from a range of
       strategies.
     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 the theme, setting, or
       plot.
     RL.6.7 Compare and contrast the experience of reading a story, drama, or poem to
       listening to or viewing an audio, video, or live version of the text, including contrasting
       what they “see” and “hear” when reading the text to what they perceive when they
       listen or watch.
     W.6.10 Write routinely over extended time frames (time for research, reflection, and
       revision), and shorter time frames (a single sitting or a day or two) for a range of
       discipline-specific tasks, purposes, and audiences.

Objectives:
     TLW identify the two types of conflict from three different texts.
     TLW compare and contrast speakers from two different poems.



     CCSS Lesson Plan Template, revised 9/2011
      TLW will identify the tone of specific literary texts and tell how the tone is achieved.

Assessment:
Product
Given a set of sentences from a passage, the student will identify the literary device(s) and
technique(s) the author uses and discuss the effect of these device(s) and technique(s) on the
passage’s tone.
Students will complete a graphic organizer that compares and contrasts the speakers from two
different poems.
Students will complete a graphic organizer that identifies items from a passage that contribute to
the passage’s tone.
Given a list of emotions, students will create a paragraph about a time when they experienced a
particular emotion without using the “emotion” word in the paragraph itself.
Continue to work on the year-long video project by working in groups to set up a task timeline.

Key Questions
What is internal conflict?
What is external conflict?
What is tone?
How is tone determined?
What are the elements of the plot of a short story?

Observable Student Behaviors
Students are engaged and participating in group activities.
Students are verbalizing their understanding of conflict on characters in a work.
Students are verbalizing their understanding of the elements that contribute to a work’s tone.
Students are continuing to read Island of the Blue Dolphins and are completing their annotated
reading logs as they finish each chapter.




Vocabulary
  ELA
  Climax
  Conclusion
  External conflict
  Falling action
  Homonym
  Internal conflict
  Introduction
  Rising action
  Tone

Suggested Activities [see Legend to highlight MCO and HYS]
     Read “The Good Deed” [HMU1, pages 48-61] and follow standard discussion norms to
       review the importance to the story of conflict, characterization, and descriptive details.
     Read “Life Doesn’t Frighten Me” [HMU2, pages 290-292] and “On Turning Ten”
       [HMU2, pages 293-294] and follow standard discussion norms to review the
       similarities/differences of the poems’ two speakers.
     Complete a graphic organizer comparing/contrasting the speakers from “Life Doesn’t
       Frighten Me” and “On Turning Ten.”


     CCSS Lesson Plan Template, revised 9/2011
         Complete a graphic organizer that focuses on the literary devices and techniques
          found in a passage from “The Good Deed” that contribute to its tone.
         Write a paragraph that describes a time when you felt a particular emotion. Do not use
          the “emotion” word in the paragraph.
         Continue reading Island of the Blue Dolphins and working on the annotated reading
          log and timeline.

Homework:

Terminology for Teachers


                                        Multicultural Concepts
 Ethnicity/Culture | Immigration/Migration | Intercultural Competence | Socialization | Racism/Discrimination
                                         High Yield Strategies
Resources
   Similarities/Differences | Summarizing/Notetaking | Reinforcing/Recognition | Homework/Practice |
                 Non-Linguistic representation | Cooperative Learning | Objectives/Feedback |
                        Generating-Testing Hypothesis | Cues, Questions, Organizers


****************************************************************************************************
Resources
Professional Texts

Literary Texts

Informational Texts

WebQuests
Island of the Blue Dolphins: Exploring the Lone Woman of San Nicolas Island
http://questgarden.com/16/89/3/060428052129/
This WebQuest is designed to give students background information on the setting for "Island of
    the Blue Dolphins" in order to promote deeper understanding of the novel. It aslo
    encourages higher level thinking skills.
Island of the Blue Dolphins
http://questgarden.com/102/63/7/100428135955/
Island of the Blue Dolphins is a great book that can be very interestig once you know
    every""thing about it's history.
"Island of the Blue Dolphins"
http://questgarden.com/51/98/1/070602122700/
This is, approximately, a three to four week unit that will integrate reading, writing and research
    based on the book "Island of the Blue Dolphins" by Scott O'Dell. My goal is to adhere to as
    many of the 4th Grade Sunshine State Standards for reading and writing as possible while
    offering an engaging long term lesson plan for students.
Stop the Presses: The Island of the Blue Dophins WebQuest
http://questgarden.com/42/06/8/061116080634/
Based off of The Island of the Blue Dolphins, this WebQuest gives students the opportunity to
    develop interviewing, researching, and writing skills through creating their own article to be
    published in a class newspaper

Art, Music, and Media




      CCSS Lesson Plan Template, revised 9/2011
Manipulatives

Games

Videos

Sight Words

SMART Board Lessons, Promethean Lessons

Other Activities, etc.
     Examining Island of the Blue Dolphins through a Literary Lens
http://www.readwritethink.org/classroom-resources/lesson-plans/examining-island-blue-
    dolphins-1068.html
In this lesson, students connect with Island of the Blue Dolphins by looking at the text through
    three literary lenses: a mirror that allows them to find themselves in the text world, a
    microscope through which to understand the text’s literary elements, and a telescope that
    helps them see beyond the text. Students first reflect on the meanings of courage and
    adversity through journal writing and skits. They then read the novel with a focus on
    Karana’s character, setting, and vocabulary. Next, students reflect on the story by imagining
    how they would have reacted in the same situations faced by Karana. After sharing journal
    responses, students look outwards to their community for people who have overcome
    adversity with courage, and brainstorm ways they could recognize these people. The lesson
    works well with English Language Learners (ELLs) and includes strategies for working with
    students at all levels of English proficiency.




     CCSS Lesson Plan Template, revised 9/2011

				
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