DISTRICT UNIT/LESSON PLAN€¦ · RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development

HAZLETON AREA SCHOOL DISTRICT

DISTRICT UNIT/LESSON PLAN

Teacher Name : John Tarone Subject : E.L.A Reading Start Date(s): 04_25_16 to 05_06_16 Grade Level (s): 6th Building : Heights Terrace

Unit Plan

Unit Title: Milestones

Essential Questions: How do new experiences offer new perspectives? Why do people form alliances? How do life forms vary in different environments? How do natural forces affect earth? What factors influence how people use money? How do the events of the past affect the future changes in our world? How does changing something make it better? What are the significant world changes that affect our lives? Can I make a change/difference in the world? In what ways do we change as we grow up? How do experiences cause us to change? What distinguishes childhood from adulthood? How can you keep your individuality as you grow up?

Standards: PA Core Standards, PA Academic Standards/Anchors Studyisland.com ELA (PACCS) L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. [1 lesson] L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. [7 lessons] L.6.2b Spell correctly. [11 lessons] L.6.3b Maintain consistency in style and tone. [1 lesson] L.6.4a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. [16 lessons] L.6.4c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. [1 lesson] L.6.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [1 lesson] L.6.5b Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. [1 lesson] 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. [19 lessons]

RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. [12 lessons] RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, causally). [2 lessons] RH.6-8.10 By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently. RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [9 lessons] 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. [10 lessons] RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). [8 lessons] RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. [3 lessons] RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. [20 lessons] RI.6.9 Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person). [4 lessons] RI.6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. [1 lesson] SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. [4 lessons] SL.6.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. [3 lessons] SL.6.1b Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. [2 lessons] SL.6.1c Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. SL.6.1d Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. [2 lessons] SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. [5 lessons] W.6.1 Write arguments to support claims with clear reasons and relevant evidence. [1 lesson] W.6.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. [1 lesson] W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. [6 lessons] W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. [1 lesson] W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. [1 lesson] W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. [1 lesson] 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. [7 lessons] W.6.9b Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”). [3 lessons] WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research. [6 lessons] WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research. [6 lessons]

DAILY PLAN

Days Objective (s) DOK

LEVEL Activities / Teaching Strategies

Gro

up

ing

Materials / Resources Assessment of Objective (s)

10

Students will- E06.A-V.4.1.2

Demonstrate

understanding of

figurative language, word

relationships, and nuances

in word meanings.

Interpret figurative language

(simile, metaphor,

personification, and hyperbole)

in context.

Use the relationship between

particular words (e.g.,

cause/effect, part/whole,

item/category,

synonym/antonym) to better

understand each of the words.

Distinguish among the

connotations (associations) of

1 2 3

Word Relationships

1st View the lesson video on 6th Grade Word Relationships and read/discuss the notes. 2nd Model a few questions and answers. 3rd Students will practice on grade level material. 4th PDNs (10) will be constructed from the worksheet page. They will be utilized at the beginning of each class. Students will read and discuss.

W I S

Projector Computers Overhead Studyisland.com PDN Notebooks Studyisland.com

Formative- Thumbs up/Thumbs Down Summative- Answers in PDN Student Self - Assessment-

Summative Unit Assessment :

McGraw Hill Unit 3 assessment

Summative Assessment Objective Assessment Method (check one)

Students will- Understand the positive and negative aspects of change Understand and draw own conclusions to whether change is a good thing

or bad thing Understand factors that create change Understand the knowledge and changes of the past that have influenced

the present Understand how changes of the past affect the present and the future Understand how change transforms the way people look at the world

__x__ Rubric ___ Checklist _X___ Unit Test ____ Group __X__ Student Self-Assessment (Studyisland.com & Triumph) ____ Other (explain)

words with similar denotations

(definitions) (e.g., stingy,

scrimping, economical,

untasteful, thrifty).

1

Students will- Interpret

information presented in

diverse media and

formats (e.g., visually,

quantitatively, orally) and

explain how it contributes

to a topic, text, or issue

under study. SL.6.2

Engage effectively in a

range of collaborative

discussions (one-on one,

in groups, and teacher-

led) with diverse partners

on grade 6 topics, texts,

and issues, building on

others’ ideas and

expressing their own

clearly. Follow rules for

collegial discussions, set

specific goals and

deadlines, and define

individual roles as

needed. SL.6.1b

1 2 3

T202

Introduce the Concept

Build Background, Milestones

Reading/Writing Workshop

Lesson Resources Essential Question How can one person affect the opinions of others? Talk About It Ask: How can the accomplishments and perseverance of a trailblazer inspire people to reach milestones of their own? Have students discuss in small groups.

W I S

Projector Overhead

McGraw-Hill Unit 3 Resources; Anthology and Reading

Formative- Choral Response

Summative- Unit 3 Week 4 On level and Approaching skills test Student Self - Assessment-

1

Students will- Interpret

information presented in

diverse media and

formats (e.g., visually,

quantitatively, orally) and

explain how it contributes

to a topic, text, or issue

under study. SL.6.2.

1 2 3

T204

Listening Comprehension

Interactive Read Aloud, “Benjamin Reifel and

the IRA” Lesson Resources Connect to Concept: Milestones Preview Genre: Biography Preview Comprehension Strategy: Summarize Respond to Reading

W I S

Projector Overhead


Formative- Think-Pair-Share


Cite textual evidence to

support analysis of what

the text says explicitly as

well as inferences drawn

from the text. RI.6.1.

Listen for a

purpose.

Identify

characteristics of a

biography.

1

Students will- 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. L.6.6

1 2 3

T206

Vocabulary

Words in Context


Lesson Resources In Presentation

Model the Routine

Introduce each vocabulary word using the

Vocabulary Routine found on the Visual

Vocabulary Cards.

Vocabulary Routine

Define: Spectators are people who are part of

an audience.

Example: The spectators watched players at the

tournament with interest.

Ask: Where else might you find spectators? Talk About It Have partners review each photograph and discuss the definition of each word. Then have students choose three words and use the words to write three questions for their partner to answer.

W I S

Projector Overhead




1

Students will- Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the

1 2 3

T208

Shared Read

Marian Anderson: Struggles and Triumphs

Reading/Writing Workshop Lesson Resources

W I S

Projector Overhead


Formative- Thumbs up/Thumbs Down Summative- Unit 3 Week 4 On level and Approaching skills test

text. RI.6.1 Connect to Concept: Milestones Close Reading Make Connections Continue Close Reading

Summarize, pp. T210–T211

Text Structure: Cause and Effect, pp.

T212–T213

Biography, pp. T214–T215

Context Clues, pp. T216–T217

Student Self - Assessment-

1

Students will- Cite textual

evidence to support

analysis of what the text

says explicitly as well as

inferences drawn from the

text. RI.6.1

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 Summarize main ideas to

increase understanding

1 2 3

T210

Comprehension Strategy

Summarize


Lesson Resources In Presentation 1 Explain Explain that when students read a biography, they learn about many events in a person’s life. In order to identify and remember the most important information, students can summarize the main events. 2 Model Close Reading: Text Evidence 3 Guided Practice of Close Reading

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Projector Overhead




1

Students will- Analyze in

detail how a key

individual, event, or idea

is introduced, illustrated,

and elaborated in a text

(e.g., through examples or

anecdotes). RI.6.3

Analyze how a particular

1 2 3

T212

Comprehension Skill

Text Structure: Cause and Effect


Lesson Resources 1 Explain Explain to students that when authors want readers to see how certain events influence other events, they use cause-and-effect text

W I S

Projector Overhead


Formative- Thumbs up/Thumbs Down Summative- Unit 3 Week 4 On level and Approaching skills test Student Self - Assessment-

sentence, paragraph,

chapter, or section fits

into the overall structure

of a text and contributes

to the development of the

ideas. RI.6.5

structure to organize their ideas and show how or why something happened. 2 Model Close Reading: Text Evidence 3 Guided Practice of Close Reading Access Complex Text

1

Students will- By the end of

the year, read and

comprehend literary

nonfiction in the grades

6–8 text complexity band

proficiently, with

scaffolding as needed at

the high end of the range.

RI.6.10 By end of grade 8, read

and comprehend

history/social studies

texts in the grades 6–8

text complexity band

independently and

proficiently. RH.6.10

Recognize characteristics

and text features of

biographies.

1 2 3

T214

Genre

Informational Text: Biography


Lesson Resources In Presentation

1 Explain

Share with students the following key

characteristics of biography.

A biography is a nonfiction account of a

person’s life written by another person. The

narrator of a biography is always a third person

narrator.

A biography provides information that includes

facts about real people, places, and events.

Sometimes fictionalized but realistic dialogue

or insights into the thoughts and feelings of the

subject are added to bring a biography to life.

A biography may include suspense, adding

drama to events, accomplishments, and/or

obstacles in the subject’s life.

2 Model Close Reading: Text Evidence

3 Guided Practice of Close Reading

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Projector Overhead




1

Students will- 1 2 3

W I S

Projector Overhead

McGraw-Hill Unit 3 Resources;


Summative- Unit 3 Week 4 On level and Approaching skills test

Anthology and Reading Student Self - Assessment-

1

Students will-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. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. L.6.4a

1 2 3

216

Vocabulary Strategy

Context Clues


Lesson Resources In Presentation 1 Explain Explain to students that when using context to determine the meanings of words and phrases in informational text, paragraph clues can help. 2 Model Close Reading: Text Evidence 3 Guided Practice of Close Reading

W I S

Projector Overhead




1

Students will- Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.6.1

1 2 3

T217a

Close Reading

Major Taylor: Champion Cyclist

Literature Anthology

Lesson Resources

In Presentation

Read and discuss:

pp. 230-231

pp. 232-233

pp. 234-235

pp. 236-237

pp. 238-239

pp. 240-241

pp. 242-243

W I S

Projector Overhead


Formative- Summative- Unit 3 Week 4 On level and Approaching skills test Student Self - Assessment-

1

Students will-Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.6.1

1 2 3

T217q

Close Reading

“Margaret Bourke-White: Fearless

Photographer”

Literature Anthology

Lesson Resources

In Presentation

pp. 246-247

W I S

Projector Overhead




Literature Anthology pp. 246–247

Compare Texts

(1) Ask and Answer Questions

How did living in the early 1900s affect the

attitudes that people had toward Margaret

Bourke-White as a photographer? Write About Reading Write a response using details from the text. (2) Ask and Answer Questions

Access Complex Text

What makes this text complex?

Sentence Structure

Connection of Ideas

pp. 248-249

Literature Anthology pp. 248–249

(3) Ask and Answer Questions

Why do you think the author subtitles this

biography “Fearless Photographer”? Make Connections

1 Students will- Students will- Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. RF.5.3a

1 2 3

218

Word Study

Prefixes

Lesson Resources

In Presentation

Explain to students that a prefix is a group of letters added to the beginning of a word. A prefix changes the word’s meaning. Explain that knowing the meaning of the prefix in a word can help you determine the meaning of the entire word. 2 Model 3 Guided Practice

uninhabited submerge disloyal

remade misinterpret nonstandard

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Projector Overhead




unlovable illogical overextended

1 Students will-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.

W.6.10

Distinguish

between fact and

opinion

Understand

persuasive

techniques used in

presentations

1 2 3

T220

Integrate Ideas

Research and Inquiry

Lesson Resources

Present an Award

Students will work in groups to create and

present a “Person of the Year” award. They will

share facts and opinions about their award-

winners on the Shared Research Board. Discuss

the following steps:

(1) Choose a Topic Have students brainstorm

names of people that they believe deserve an

award. Encourage them to defend their choices

with both opinions and facts. Have groups

select a recipient who will be easy to research

for supporting materials.

(2) Find Resources Discuss with students

which online sources are appropriate for

learning about the recipient of their award.

Students should be sure to check their facts

among all sources and to clearly distinguish

between facts and opinions.

(3) Guided Practice Suggest that students use

an Accordion Foldable® to organize and

separate facts from opinions. Have groups

complete online Research Process Checklist 3.

(4) Create the Project Have students work

together to create the award and to plan out a

brief presentation ceremony. Remind them to

support their opinions with facts and examples

chosen from their research.

W I S

Projector Overhead


Formative- Thumbs up/Thumbs Down Summative- Unit 3 Week 4 On level and Approaching skills test Student Self - Assessment-

10 Students will-Use verb tense

to convey various times,

sequences, states, and

1 2 3

T220

Grammar

Linking Verbs: Introduce Linking Verbs

CLASS PRESENTATION ROUTINE

W I S

Projector Overhead

McGraw-Hill Unit 3 Resources;


Summative- Unit 3 Week 4 On level and Approaching skills test

conditions. L.5.1c

Demonstrate command of

the conventions of

standard English

capitalization,

punctuation, and spelling

when writing. L.6.2

Recognize linking

verbs.

Recognize

predicate nouns

and adjectives.

Understand the

conventions of

titles.

Grammar

Select Daily Language Activity: Day 1-

5

Display the sentences on the

whiteboard.

Have students correct the sentences,

rewriting them in their Writer’s

Notebooks.

Invite volunteers to use editing marks to

correct the sentences on the whiteboard.

Then display the answers on the

whiteboard.

Ask students to check their sentences

against the corrected version.

Introduce Linking Verbs

A linking verb links the subject of a

sentence with an adjective or a noun.

The girls are athletes.

Forms of be,when they stand alone, are

always linking verbs. She is a gymnast. I

am a swimmer. They will be runners.

The verbs seem, appear, look, taste,and

feelcan also be linking verbs. The

swimmers look ready. The crowd

appears excited. The water feels warm.

Predicate Nouns and Adjectives

A sentence is made up of a subject and a

predicate. Harry’s new hat | is bright

red.

A predicate noun is a noun that follows

a linking verb and tells what the subject

is. Harry’s hat was a gift.

A predicate adjective is an adjective

that follows a linking verb and tells

Anthology and Reading Student Self - Assessment-

what the subject is like. The hat looks

warm.

Mechanics and Usage: Titles

Italicize or underline titles of long

works, such as novels, plays, films,

newspapers, magazines, artworks, and

albums. Use quotation marks around

titles of short works, such as short

stories, essays, magazine articles, songs,

and poems.

Capitalize all the important words in

titles, along with the first and last words

of the title.

Capitalize linking verbs in titles.

As students write, refer them to Grammar

Handbook pages 475 and 480.

Proofread

Have students correct errors in these sentences.

1. Nicole’s favorite book is “The Secret

Garden.” (The Secret Gardenor The Secret

Garden)

2. Tomas titled his essay “Sea Turtles are worth

Our Concern.” (1: Are; 2: Worth)

3. Ellie got the lead role in the play “Our

Town.” (Our Townor Our Town)

4. Kevin found a copy of the Thief Of Alwaysat

the library. (1: The; 2: of)

Have students check their work using Grammar

Handbook pages 475 and 480.

Assess

Use the Daily Language Activity and Grammar

Practice Reproducibles page 70 for assessment.

1 Students will- Demonstrate command of the

1 2 3

T228

Spelling W I S

Projector Overhead

Formative- Thumbs up/Thumbs Down

conventions of standard English capitalization, punctuation, and spelling when writing. Spell correctly. L.6.2b 1.superhuman 2.independent 3.incomplete 4.supermarket 5.outstanding 6.uncommon 7.untangle 8.incredible 9.outpost 10.enlist 11.superstar 12.outlaw 13.proclaim 14.unsightly 15.unknown 16.prolong 17.enrich 18.enlarge 19.outfield 20.outcry

Words with Prefixes: Assess Prior Knowledge Lesson Resources

Read the spelling words aloud, segmenting the

words syllable by syllable.

Point out that each word is made up of a prefix

and a base word. Write unknown, prolong,and

outfieldon the board and draw a line between

the prefix and base word in each: un | known,

pro | long, out | field. Spiral Review

Review frequently misspelled words.Then read

each sentence below, repeat the review word,

and have students write the word.

1. I sent you my new address.

2. My cousin is a famous author.

3. The people voted for their leader.

Have students trade papers and check the

spellings.

Challenge Words Remind students that this

week’s words have prefixes added to familiar

base words. Then read each sentence below,

repeat the challenge word, and have students

write the word.

1. The image is blurry and Indistinct.

2. The two pieces were unequal.

Have students write the words in their word

study notebooks.

Word Meanings

Have students copy the words below into their

word study notebooks. Say the words aloud and

ask students to name the word from this week’s

word list that has a similar meaning.

1. protest (outcry)

2. unappealing (unsightly)

3. unusual (uncommon)

4. increase (enlarge)

Challenge students to generate words with

similar meanings for spelling, review, or

challenge words. Ask them to discuss their



word pairs with a partner and then write them in

their word study notebooks.

Phrasing and Rate

Explain/Model Tell students that strong

readers pay close attention to the way they

phrase words as they read. Explain that

phrasing words means grouping them together

and then pausing for a brief moment before

reading the next group of words. Tell students

that when you read with good phrasing, you can

increase the rate, or speed, at which you read.

Documents

DISTRICT UNIT/LESSON PLAN€¦ · RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development