2019-2020 HISD @ H.O.M.E. Project-Based Learning English ... · 2019-2020 HISD @ H.O.M.E. – Project-Based Learning English Language Arts – Grade 6 Week of March 30 – April 03,

2019-2020 HISD @ H.O.M.E. – Project-Based Learning English Language Arts – Grade 6 Week of March 30 – April 03, 2020

GLOBAL GRADUATE

- State Process Standard

- Aligned to Upcoming State Readiness Standard

Ⓡ - State Readiness Standard

Ⓢ - State Supporting Standard

© Houston ISD Curriculum 2019-2020

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Student Weekly Learning Targets

1. Students will increase their stamina as readers by reading independently. 2. Students will read and annotate fictional texts. 3. Students will analyze fictional texts and text features. 4. Students will respond in writing to their reading.

Monday

1. Begin by completing 15 minutes of independent reading. This can be a book of your choice. You may use MackinVia (HUB Digital Resources), Houston Publish Library- HPL (HUB Digital Resources), any novels at home, or any other accessible texts.

2. As you read, make note of anything that surprises you, any examples of interesting language, or any words that stand out. Be sure to record this information in your reader’s notebook (or device or available paper).

3. Next, select one text from the fiction section of the ELA Connect Four. Please read and annotate the text using the Reading is Thinking Easy Annotation guide in the Resource Packet.

4. Next, select one option within the Reader’s Response section of the ELA Connect Four and complete the task using the selected text and the resources attached. Keep in mind, the Reader’s Response task can be completed based on the texts you choose within the genre or you independent reading book. All bolded items are resources in your resources packet.

5. Next, select one option within the STAAR Stems section of the ELA Connect Four and complete the stem/question using the selected text.

6. Finally, create a writer’s notebook entry. This entry can be about anything you choose. It can be your thoughts or a reflection regarding your reading. It could be a review of something you’ve watched or read recently. It could also be something about your experiences. For more ideas, see Writing Prompts in the Resource Packet. The entry should be no shorter than half a page.

Tuesday



3. Next, return to the fiction text from yesterday. Please reread your annotations to review the text. 4. Next, select one option within the Graphic Organizer section of the ELA Connect Four and complete the task

using the selected text and the resources attached. All bolded items are resources in your resources packet. 5. Next, select one option within the Writing section of the ELA Connect Four and complete the task. 6. Finally, create a writer’s notebook entry. This entry can be about anything you choose. It can be your thoughts or a

reflection regarding your reading. It could be a review of something you’ve watched or read recently. It could also be something about your experiences. For more ideas, see Writing Prompts in the Resource Packet. The entry should be no shorter than half a page.

http://www.houstonisd.org/cms/lib2/TX01001591/Centricity/Domain/21808/HISD-Graduate-Vision.pdf



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Wednesday



3. Next, select a second text from the fiction section of the ELA Connect Four. Please read and annotate the text using the Reading is Thinking Easy Annotation guide in the Resource Packet.

4. Next, select one option within the Reader’s Response section of the ELA Connect Four and complete the task using the selected text and the resources attached. Keep in mind, the Reader’s Response task can be completed based on the texts you choose within the genre or you independent reading book. All bolded items are resources in your resources packet.

5. Next, select one option within the STAAR Stems section of the ELA Connect Four and complete the stem/question using the selected text.


Thursday



3. Next, return to the fictional text from yesterday. Please reread your annotations to review the text. 4. Next, select one option within the Graphic Organizer section of the ELA Connect Four and complete the task using

the selected text and the resources attached. All bolded items are resources in your resources packet. 5. Next, select one option within the Writing section of the ELA Connect Four and complete the task. 6. Finally, create a writer’s notebook entry. This entry can be about anything you choose. It can be your thoughts or a

reflection regarding your reading. It could be a review of something you’ve watched or read recently. It could also be something about your experiences. For more ideas, see Writing Prompts in the Resource Packet. The entry should be no shorter than half a page.

Friday



3. Create a one-pager on fictional texts as a cumulative project. Please use the Genre One-Pager template in the Resource Packet.





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Student-Produced Weekly Product

By the end of the week, you will have completed a fictional text genre study and will have the following products:

• 2 Reader’s Response tasks

• 2 STAAR Stems tasks

• 2 Graphic Organizer tasks

• 2 Writing tasks

• 5 writer’s notebook entries

• 1 fictional text Genre One-Pager



Houston ISD Home-based Ongoing Mobile Education

(H.O.M.E.)English Language Arts

Grade 6

English Language Arts – Grade 6

Table of Contents

Student Instruction Guide

ELA Connect Four

Easy Annotation

Writing Prompts

Genre One-Pager

Reader Response Resources

• Reader’s Response: Story Pyramid • Story Board • Character Investigation • Reader’s Response: Informational Pyramid • Book Review • Reader’s Response: Check in Letter • Invitation to Imitate • Making Connections • Pro/Con • Cause and Effect

Graphic Organizers

• Character-Change Map • Dialectical Journal • Comic Strip • Plot Diagram • Five W’s • Main Idea and Details Web • Inference Map • Notice-Name-Effect • Venn Diagram • Timeline • Cause and Effect

Writing

• Image Analysis One-Pager

*Resources are included only one time in this document. However, students may use them multiple times depending on the tasks they select.

ELA Student-Self Directed Instruction- Connect Four

Instructions:

The menu below includes tasks you can use to prepare for STAAR. You can complete this with or without

the use of a device, but you do need to make sure you have the adopted textbook for your grade level or

course:

• Grade 6- Pearson myPerspectives Texas Edition grade 6



• English I- Holt McDougal Literature grade 9

• English II- Holt McDougal Literature grade 10

For each genre, you will begin by selecting 1 text. Please read and annotate the texts using the Reading is Thinking Easy Annotation guide. Next, select 1 option within each Task section and complete the task using the selected text and the resources attached. Keep in mind, the Reader’s Response task can be completed based on the texts you choose within the genre or you independent reading book. After you have completed your four choice tasks for your first text, you will repeat this process with a second text. You should choose different activities from each category for your second text. All bolded items are resources in your resources packet.

Task Fiction

• Text 1

• Text 2

• Text 3

• Text 4

Informational

• Text 1

• Text 2

• Text 3

• Text 4

Poetry

• Text 1

• Text 2

• Text 3

• Text 4

Persuasive

• Text 1

• Text 2

• Text 3

• Text 4

Reader’s Response

• Choice 1

• Choice 2

• Choice 3

• Choice 4

• Choice 1

• Choice 2

• Choice 3

• Choice 4

• Choice 1

• Choice 2

• Choice 3

• Choice 4

• Choice 1

• Choice 2

• Choice 3

• Choice 4

STAAR Stems

• Choice 1

• Choice 2

• Choice 3

• Choice 4

• Choice 1

• Choice 2

• Choice 3

• Choice 4

• Choice 1

• Choice 2

• Choice 3

• Choice 4

• Choice 1

• Choice 2

• Choice 3

• Choice 4

Graphic Organizers

• Choice 1

• Choice 2

• Choice 3

• Choice 4

• Choice 1

• Choice 2

• Choice 3

• Choice 4

• Choice 1

• Choice 2

• Choice 3

• Choice 4

• Choice 1

• Choice 2

• Choice 3

• Choice 4

Writing

• Choice 1

• Choice 2

• Choice 3

• Choice 4

• Choice 1

• Choice 2

• Choice 3

• Choice 4

• Choice 1

• Choice 2

• Choice 3

• Choice 4

• Choice 1

• Choice 2

• Choice 3

• Choice 4

Repeated these steps for each genre. By the end, you should have 32 completed tasks. If you have

access to a digital device, you can use the digital textbook through the HUB and/or pick texts from each

genre by accessing the following sites:

Fiction

• Awesome Stories

• LoudLit

Informational

• Commonlit

• Newsela

Poetry

• Academy of American Poets

• Poetry Foundation

Persuasive

• American Rhetoric

You should continue independent reading using either a library book, classroom library book, or from MackinVia (HUB Digital Resources) and Houston Publish Library- HPL (HUB Digital Resources).

Pick 2 texts from

each genre.

Pick 1 choice from each

task for each text.

https://www.awesomestories.com/

http://www.loudlit.org/

https://www.commonlit.org/

https://newsela.com/

https://poets.org/

https://poets.org/

https://www.poetryfoundation.org/

https://www.americanrhetoric.com/

2019-2020 Remote Instruction English Language Arts – Grade 6

GLOBAL GRADUATE

© Houston ISD Curriculum

2019-2020

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ELA Connect Four Task

• Reader Response

• STAAR Stems

• Graphic Organizers

• Writing

Fiction

• “The Sound of Summer Running” p. 95 (my Perspectives)

• “The Four Dragons” (CommonLit)

• “The Elephant and the Crocodile” (CommonLit)

• “The King of Mazy May” p.555 (my Perspectives)

Informational

• “What is a Robonaut?” (CommonLit)

• “Who is Katherine Johnson?” (CommonLit)

• “So What is a Primate?’ by Faith Hickman p. 165 (my Perspectives)

• “The Black Hole of Technology” p. 311 (my Perspectives)

Poetry/Drama

• Fog (CommonLit)

• Nothing Gold Can Stay (CommonLit)

• “Oranges” p. 111 (my Perspectives)

• “The Phantom Tollbooth” p. 363 (my Perspectives)

Persuasive

• “Malala Yousafzai’s Address to the United Nations, July 2013” (CommonLIt)

• Emma Watson’s United Nations Speech (CommonLit)

• “The Sit in Movement” (CommonLit)

• “Biometrics are Not Better” p. 271 (my Perspectives)

Task Fiction Informational Poetry/Drama Persuasive

Reader Response

• Complete the Reader’s Response: Story Pyramid using your independent reading or on one of the texts listed above.

• Complete the Story Board using your independent reading or on one of the texts listed above.

• Complete the Character Investigation based on a character from your independent reading or from a text listed above.

• Complete the Reader’s Response: Informational Pyramid graphic organizer using one of the texts above to investigate a topic of one of the articles.

• Complete a Book Review using your independent reading or on one of the texts listed above.

• Complete Reader’s Response: Check in Letter using your independent reading or on one of the texts listed above.

• Choose an image from one of the poems and sketch a visual.

• Choose a sentence or line from a poem and use the Invitation to Imitation chart to imitate author’s craft.

• Complete one of the Making Connections graphic organizer to compare speakers and/or authors of two texts you have read. (Compare a poem and one other text from another genre of your choice.)

• Some of the poems above present challenges of growing up. List and rank

• Determine if you agree or

disagree with the text by

completing the Pro/Con

graphic organizer with your

reasons from the text.

• Complete the Reader’s Response: Check in Letter over your independent reading or on one of the texts listed above.

• Complete the Making Connections graphic organizer to compare the texts and/or authors of two texts you have read.

• Complete a Reader’s Response using a Cause and Effect graphic organizer to think about how different



https://www.commonlit.org/en/texts/the-four-dragons

https://www.commonlit.org/en/texts/the-elephant-and-the-crocodile

https://www.commonlit.org/en/texts/the-elephant-and-the-crocodile

https://www.commonlit.org/en/texts/what-is-a-robonaut

https://www.commonlit.org/en/texts/who-is-katherine-johnson

https://www.commonlit.org/en/texts/who-is-katherine-johnson

https://www.commonlit.org/en/texts/fog

https://www.commonlit.org/en/texts/nothing-gold-can-stay

https://www.commonlit.org/en/texts/malala-yousafzai-s-address-to-the-united-nations-july-2013



https://www.commonlit.org/en/texts/emma-watson-s-united-nations-heforshe-gender-equality-is-your-issue-too-speech

https://www.commonlit.org/en/texts/emma-watson-s-united-nations-heforshe-gender-equality-is-your-issue-too-speech

https://www.commonlit.org/en/texts/the-sit-in-movement


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challenges of growing up from the poem and from your own life.

ideas are connected in the text you read. This could consider the roles or limits society places on girls and boys.

STAAR Stems • How does the setting influence the plot?

• How would you best describe the main character?

• A summary of the story is…

• How would you describe the conflict of the story?

• The reader can conclude after reading the text that…

• A summary of the story is…

• A new word in the text is… The context clues that help define the word are…

• What is one message the author conveys in this text?

• The poet organizes the poem by…

• Where does the poet include figurative language? What is the impact of the figurative language?

• What is the message of the poem?

• What is the rhyme scheme of the poem?

• What is one message the author conveys in the selection?

• From the speaker’s experience, the reader can learn…

• What is the author’s view on the subject?

• A summary of the text is…

Graphic Organizers

• Using one of the texts, complete the Character-Change Map to help you determine how the main character grows or changes throughout the story.

• Use a Dialectical Journal to track your thinking as you read the story. On the left side of the journal, you will write down important textual quotes or evidence. On the right side of the journal, you will write a personal reaction or connection to the quote you wrote.

• Using one of the texts, complete a Comic Strip Organizer to track the sequence of the major

• Choose one of the texts and complete the Five W’s graphic organizer to summarize the text.

• Choose one of the texts and complete the Main Idea and Details Web graphic organizer to analyze a main idea expressed in the text.

• Choose one of the texts and complete the Inference Map graphic organizer.

• Use a Dialectical Journal to track your thinking as you read the text. On the left side of the journal, you will write down important textual quotes or evidence. On the right side of the journal, you will write a personal reaction, connection, or an inference

• Create a Dialectical Journal to track your thinking about the poem and what it makes you think about.

• Complete one of the Making Connections graphic organizer to make connections from what you read in the poem to yourself, to another text, or to a real-world example.

• Use the Notice-Name-Effect chart to locate and identify poetic elements and then analyze their effects on the reader.

• Using a text you read, use

Venn Diagram to compare

and contrast two sides of an

argument.

• Using one of the texts,

create a Timeline to help

you identify the important

sequence of events that lead

to the author’s main point or

purpose.

• Create an outline of the

author’s main arguments

and supporting details from

one of the texts you read.

• Use a Cause and Effect

graphic organizer to

consider the causes and

effects of an issue from one

of the texts you read.




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events of the story by sketching as you read.

• Using one of the texts, complete a Plot Diagram to track the plot citing text evidence as you read.

you made to the quote you wrote.

Writing • What experience helped you see how people of different generations can influence one another? Include details about a conflict you faced and the reasons the experience was important.

• Many people believe that humanity’s future may depend on space exploration. Would you want to be part of space exploration, why or why not?

• Many cultures have a deep connection and relationship with nature. Do you think a relationship with nature is important?

• Many people move or immigrate in hopes of a better life. What do people need to lead a good life?

• Choose a fact from one of the articles you read and explain how it surprised you, confirmed your thinking, or changed you.

• Pick an article that contained text features and explain how they supported your understanding and why.

• Pick an image from one of the articles and complete the Image Analysis one-pager.

• Pick an article with no text features and add your own. Explain how they help the reader navigate the text.

• Choose one of the poems and write about the theme of nature’s impact on humans.

• Write about your definition of leadership.

• Write about the importance of art in daily life.

• Write about why we should be open to new experiences.

• Choose one of the texts and write about why setting a goal is important.

• Write about how having a positive attitude can make a difference.

• Write about a time you felt treated unfairly because of your gender.

• Should girls be allowed to have the same choices as boys? Why or Why not?



Easy Annotation

Notes or Sketches

This is important!

Key words or details.

I have a question, or I don't understand.

This is surprising!

I made a connection.

This is my favorite part!

I agree!

These help me understand!

Reading is Thinking!

Write about your day in a movie preview voice. ("In a world...").Find a picture that inspires you on onceuponapicture.co.uk and freewrite or answer the questions belowthe picture.How do you think current events will be explained in history books? Write an excerpt from a history booka hundred years from now about things that are happening now. If you had to give a speech right now about any subject, what could you talk about for five minutes?What would you say?Play an autocorrect game! On a cell phone, type 'In the future, I will' and then hit the middlesuggested word button until you get a complete sentence. What did you get? Does it seem true or not?Choose one word from a headline or news story and write a story or poem with that as the title. Choose a scene from your independent reading book and rewrite it from the point of view of anothercharacter. What was your favorite movie or book as a child? Do you think you would feel the same about it if youread or watched it today? Why or why not?Journal about your experience during the shutdown. Write a letter to your future self. What do you hope your future self has learned from this experience?What is the most precious object you own and why? What childhood toy do you wish you still had and why?Cast your independent reading book! If they were to make your independent reading book into a movie,who would play all the characters?If you were to write your memoir (the story of your life), what would the title be and why? What eventswould you write about? If you had an unlimited budget, what would you do for your next birthday party? Who would you invite?Where would it be? What kind of food would be served?

Writing Prompts

Qualities List or Web

Genre One-PagerFor Example

Make A Connection Freewrite

List or make a web of all of the qualities thatmake this genre what it is.

What are some examples of this genre that youhave read? How do you know they fit in thisgenre?

Choose three (3) of the qualities above and findexamples of those qualities in one of the textsyou've read in this genre.

Freewrite in this genre! Write your own story,poem, informational, or persuasive text in fiftywords or fewer.

Reading is Thinking!Reader's Response: Story Pyramid

Title: _______________Author:_________

_____________ Character

____________ ____________ Character Trait Character Trait

____________ ____________ ____________ Describe the Setting

____________ ____________ ____________ ____________ State the Main Character’s Problem

__________ __________ __________ ____________ ____________ Important Story Event

__________ __________ __________ __________ __________ __________ Important Story Event

_________ ___________ __________ __________ __________ __________ _________ Important Story Event

_________ __________ _________ _________ _________ _________ _________ _________ State How the Main Character Solves the Problem

Key TakeAway: WhY is this important? What did I take to heart?


Reader's Response:StoryBoard

Reading is Thinking!Reader's Response: Character Investigation

The Character is ...Saying Thinking

Feeling

Heading To

Coming From

Doing

Other People are saying...

Reading is Thinking!Reader's Response: informational Pyramid

Title: _______________Author:_________

_____________ Subject

____________ ____________ Describe Subject

____________ ____________ ____________ Where the Subject Exists

____________ ____________ ____________ ____________ Subject’s Importance to the World

__________ __________ __________ ____________ ____________ One Interesting Fact on Subject

__________ __________ __________ __________ __________ __________ One More Interesting Fact on Subject

_________ ___________ __________ __________ __________ __________ _________ One Last Interesting Fact on Subject

_________ __________ _________ _________ _________ _________ _________ _________ One Sentence Summary on What You Read

Key TakeAway: WhY is this important? What did I take to heart?

Book ReviewRating

Quick Summary(No Spoilers!)

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Scene Illustration(or Favorite Line!)

Reviewed By: _______________Title:___________________Author:__________________Genre: __________________ Would you recommend this to a friend?

Why/ Why Not: ___________________________________________________________________________________________________________

This book is perfect for...


Reading is Thinking!Reader's Response: Check In Letter

Title: _______________Author:_________This is just a template to help structure your thinking; you may delete or add any information.Remember to show your active reading!

Dear _________________,

I am currently reading ____________________________ by __________________.

It’s about _____________________________________________________________________

______________________________________________________________________________

_________________________________________________________________. One thing

the author does in the book that I really like _____________________________________

______________________________________________________________________________

____________________________________________________________________. This

book makes me think about ____________________________________________________

because ____________________________________________________________________

______________________________________________________________________. I’m

wondering if _________________________________________________________________

______________________________________________________________________________

______________________.

Your student,

______________________

Invitation to ImitateMentor Sentences

MEntor Sentence

We become more skilled by noticing the moves that writers make and trying them out in our own writing.

My teacher's model Sentence

My sentence

Making Connections across texts

(Character 1) (Character 1)

would most likely agree...


because they both...

is similar to

and

Making Connections across texts (Character 1) (Character 2 )

differ because ..


thinks....Unlike ,

and

Making Connections across texts (Text 1) (Text 2 )

because ..

Unlike (Text 1), (Text 2)...

is....

differs from

Making Connections across texts

(Author of Text 1) (Author of Text 2)

would most likely agree...

(Text 1) (Text 2)

because they both...

is similar to

and

Pro/Con Graphic Organizer Argument: _____________________________________________________________

Pro Con

Created by HISD Secondary Curriculum and Development

© Pearson Education, Inc., or its affiliates. All rights reserved. 1

Name: Date:


Name: Date:


Name: Date:

Dialectical Journal

The Text Says…

My Thinking is…


© Pearson Education, Inc., or its affiliates. All rights reserved.

Name: Date:


Name: Date:


Name: Date:


Name: Date:

Inference Graphic Organizer

The Text Says… My Thinking is… I Can Infer…


Notice-Name-Effect Graphic Organizer

Notice Name Effect


Venn Diagram Graphic Organizer


Timeline Graphic Organizer


Name: Date:


Name: Date:

Image AnalysisFirst, just look.

What do you notice in thepicture? What people, places,things, colors, or symbols arein the photo? Make a list.

Next, think big. What are some "big ideas"present in the picture? Youmight not be able to see them,but you know they are there. Some "big idea" words: love, family, war, death, life, anger...

Next, think Facts. What are some facts that thepicture represents? What is"true" in the picture?

Finally, think purpose. Why might an author oreditor have chosen this imagefor their text? What ideas doesthis image reinforce?

Documents

2019-2020 HISD @ H.O.M.E. Project-Based Learning English ... · 2019-2020 HISD @ H.O.M.E. – Project-Based Learning English Language Arts – Grade 6 Week of March 30 – April 03,