Feb 14, 2014 ... topics, texts, and issues, building on others' ideas and expressing their own
clearly. ... conduct research on a country ... and the Great Bird.”.
Mr. Gass’s 6th Grade Language Arts Plans for Week of February 10th to 14th, 2014 SSR will be the first ten minutes of every class period. Students are expected to be ready to give a booktalk every Friday. Our JJIP for February includes a review of all of our previously learned skills for the year so far. Every Tuesday is library day.
1. Common Core Learning Standards Addressed: L.6.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.6.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. RL.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 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 or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibility from a range of strategies. RI.6.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. 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. SL.6.4: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
2. Learning Targets: (What will students know & be able to do as a result of this unit?) ● Students will be able to understand unknown words using knowledge of affixes and root words. ● Students will be able to spell grade appropriate words. ● Students will be able to read, compare, and contrast myths, legends, and tall and pourquoi tales from a variety of countries and cultures. ● Students will be able to compare and contrast one author’s presentation of events with that of another. ● Students will be able to compose their own myth, legend, tall tale, or pourquoi tale, exhibiting the form’s essential characteristics. ● Students will be able to compare and contrast the reading of a story to an audio version. ● Students will be able to conduct research on a country of choice and compare the research with what was learned in class about that country’s folklore and culture.
Essential Questions: (What will students know & be able to do as a result of this unit?) ● How is folklore simultaneously revealing and limiting?
2a. I can statements: ● I can demonstrate how to use the correct punctuation, capitalization, and spelling when I write. ● I can demonstrate how to use common affixes and roots as clues to the meaning of words. ● I can make generalizations, draw conclusions and inferences, and understand how to interpret visual data. ● I can take Cornell notes on folklore. ● I can identify characteristics of a myths, fables, and folktales. ● I can give a booktalk.
New Bloom’s
3. Formative Assessment Criteria for Success: (List examples in box below) Summative Assessment for Success: (How will you & your students know if they have successfully met the outcomes? What specific criteria will be met in a successful product/process? What does success on this lesson’s outcomes look like?)
Monday-Friday Formative ●
Affix Study Guides
Comments:
Monday-Friday Summative • •
Affix Test Spelling Test
Comments:
DIFFERENTIATION
4. Gradual Release of Learning: (What learning experiences will students engage in? How will you use these learning experiences or their student products as formative assessment opportunities? How and where will you differentiate?) Focus Lesson, Guided Instruction, Collaborative Instruction, Independent Tasks
Components of Gradual Release:
Day 1
Day 2
Day 3
Day 4
Day 5
Affixes: I will introduce the affixes and definitions.
Focus Lesson (I do) Guided Instruction (We do)
Collaborative (We do together)
Reading: 1st Hour - We will discuss the literary elements of motifs and superheroes before reading “Oni and the Great Bird.”
Affixes: Students and I will brainstorm words to include on the list of examples for each affix (cor-, tract, -an/-ian).
Reading: 1st Hour - We will read and discuss “Oni and the Great Bird.”
Listening/Speaking: Students will share what they learned about the tales they have read from different countries.
5th and 7th Hour - We will read and discuss “Master Frog.” (Pg. 707)
Reading: We will read and discuss three versions of the Cinderella story.
Independent (You do)
Reading: 1st Hour - Students will annotate the text as they read and complete a vocabulary and comprehension worksheet. 5th - 7th Hour 1)Students will do a quickwrite activity (Pg.707). 2)Students will complete a vocabulary organizer. 3) Students will answer questions about the story before and after reading.
Reading: Students will read a variety of tales from various countries and chart characteristics on an organizer.
Reading: 1)Students will give booktalks during SSR. 2)Students will chart comparisons between the three Cinderella stories.
5. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?) Day 1 “Oni and the Great Bird” Story Packet • Blank Paper ● 7th Grade Lit Books (yellow) • Vocabulary Organizers • Comprehension Worksheet •
Day 2 ● No School for students ● P/T Conf.
Day 3 ● No School
Family Connection (How will you communicate with and extend into the home?) Students will read silently in class and at home. Parents should share his/her favorite folktale with their child. Teacher Reflection:
Day 4 ● Affix Notebook ● Chart organizers ● Books from library cart
Day 5 ● SSR books ● Computers
