bundle 5 grade 6 language arts · 2013. 9. 13. · reading workshop g6 - bundle 5 cc/learning...

EAST ALLEN COUNTY SCHOOLS

Bundle 5

Grade 6

Language Arts

Big Idea: Facts and Opinions Persuasive Writing

Enduring Understandings Essential Questions Speakers can sometimes mislead or confuse the audience. A writer’s passion and voice can hook and hold the audience. The writer must be aware of the audience to address the purpose.

Writers must have an understanding of the prompt and plan/pace writing accordingly.

What are the techniques authors use to persuade? How do readers recognize persuasive techniques? What must an effective speaker consider when persuading an audience?

How does an advanced vocabulary enhance my reading and writing?

CC/Learning Targets Core Vocabulary Links to Technology RI.6 RI.7 RI.8 RI.9 W.1 W.2

L.2 L.3 SL.3 6.1.3 6.2.1 6.5.6 6.6.3

appropriateness arguments counterarguments foreign words online information proposition subordinating conjunctions thesis

-Dictionary (app)

-Snack Words (app) -Speed Typing (app) -Writing and Drawing Journal (app) -My Grammar Lab (app) -Grammar Express (app)

Bundle Performance Task(s) Persuasion and written arguments permeate our daily lives. Movie critics, restaurant critics, book critics, sports critics, video game critics, lawyers, politicians, teachers, parents, and students – the list seems endless. Because all of us need to be able to use the power of persuasion, the task for each student during this bundle is to write a persuasive essay which contains the following: a clear and arguable thesis, at least three facts/examples supporting the thesis, a reference to the opposing point of view, and a conclusion that restates the thesis. Students will need to research and collect evidence to support their position. The argument needs to be written in a formal style using powerful words to clearly convey the information to the audience. When presenting their final persuasive writing to an audience, students may use visuals such as photographs, power points, or photo story when presenting their written arguments. Teachers may find this website helpful: Writing Prompt Support

Grade 6 LA Bundle 5

Quarter 3 Month Jan.-Feb.

http://itunes.apple.com/us/app/dictionary.com-dictionary/id364740856?mt=8&ign-mpt=uo%3D4http://itunes.apple.com/us/app/snack-words/id425786167?mt=8http://itunes.apple.com/us/app/myspeed-typing-speed-test/id346533562?mt=8http://itunes.apple.com/us/app/idiary-for-kids-lite-journaling/id440270116?mt=8&ign-mpt=uo%3D4http://itunes.apple.com/us/app/my-grammar-lab/id516583295?mt=8&ign-mpt=uo%3D4http://itunes.apple.com/us/app/grammar-express-parts-speech/id368018817?mt=8&ign-mpt=uo%3D4http://departments.bcsd.com/cipd/Writing%20Prompts%20and%20Scoring%20Guides%20index.htm

Recommended Read-Alouds G6 - Bundle 5

Big Idea: Facts and Opinions Title Author Relates to…

Siege!: Can You Capture a Castle?, Julia Bruce Informational text

Conquest!: Can You Build a Roman City?, Julia Bruce Informational text

Homerun Robert Burleigh Informational text

More of Paul Harvey’s The Rest of the Story Paul Harvey Author’s purpose

Life During the Black Death John Dunn Integrate information

The Measley middle Ages Terry Deary Integrate information

Extinct Invertebrates and Plants Distinguish claims that are or are not supported by reasons and evidence

Do Whales Have Belly Buttons? Melvin Berger Compare and contrast authors’ presentations of events

Life in the Oceans: Animals, People, Plants Lucy Baker Compare and contrast authors’ presentations of events

Reading Workshop G6 - Bundle 5

CC/Learning Targets Resource of Ideas Evidence of Learning RI.6 Determine an author’s point of view or

purpose in a text and explain how it is conveyed in the text.

-More of Paul Harvey’s The Rest of the Story by Paul Harvey -StudyZone (Author’s Point of View) (choose from lessons or quizzes) -Author’s Purpose Ppt -Author’s Point of View -Author’s Purpose Practice -Author’s Purpose Game -Author’s Purpose Lesson -Denotation and Connotation Ppt Reading Wonders-Unit 4 -(WK 2) pp. T78-T89, R/W Workshop She Had to Walk Before She Could Run pp. 250-255 -(WK 2) pp. T89A-T89N, Anthology Seeing Things His Own Way pp. 276-289

-StudyZone (Author’s Point of View) (interactive quiz) -Reading Wonders Assessments

RI.7 Integrate information presented in different media or formats (e.g. visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

-Life During the Black Death by John Dunn -The Measley Middle Ages by Terry Deary -PowerPoint, Photostory, Excel presentations Reading Wonders-Unit 1 -(WK 5) pp. T270-T281, R/W Workshop Making Money pp. 76-85 -(WK 5) pp. T281A-T285, Anthology The Economic Roller Coaster pp. 92-95 Reading Wonders-Unit 5 -(WK 3) pp. T142-T153, R/W Workshop The Science of Silk pp. 336-341 -(WK 3) pp. T153A-T157, Anthology Before Columbus pp. 376-389

-Reading Wonders Assessments

http://www.studyzone.org/testprep/ela4/j/authorspurposel.cfmfile://Fs01/shared1/shared/District%20Shares/Curriculum%20Team/Summer%20Curriculum%20Work/2012-2013%20final%20October%20bundles/6th%20Grade/LA/Bundle%205/Authors_Purpose.ppthttp://www.studyzone.org/testprep/ela4/j/authorspurposel.cfmhttp://www.studyzone.org/testprep/ela4/j/authorpurposep.cfmhttp://www.oswego.org/ocsd-web/match/term/matchgeneric2.asp?filename=kderitteauthhttp://www.studyzone.org/testprep/ela4/b/authorspurposel.cfmfile://Fs01/shared1/shared/District%20Shares/Curriculum%20Team/Summer%20Curriculum%20Work/2012-2013%20final%20October%20bundles/6th%20Grade/LA/Bundle%205/connotation.ppthttp://www.studyzone.org/testprep/ela4/j/authorspurposel.cfmhttp://www.studyzone.org/testprep/ela4/j/authorspurposel.cfm


RI.8 (6.2.6)

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.

-Extinct Invertebrates and Plants

--Aesop for children (every Aesop fable online-Awesome!)

Reading Wonders-Unit 1 -(WK 5) pp. T270-T281, R/W Workshop Making Money pp. 76-85 -(WK 5) pp. T281A-T285, Anthology The Economic Roller Coaster pp. 92-95 Reading Wonders-Unit 5 -(WK 5) pp. T270-T281, R/W Workshop Tools of the Explorer’s Trade pp. 364-369 -(WK 5) pp. T281A-T285, Anthology Out of This World and Space Shuttles on the Move pp. 414-419

-Teacher observation during independent/guided reading -Class discussion of author’s inferences -Written responses to literature -Reading Wonders Assessments

RI.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).

-Do Whales Have Belly Buttons? by Melvin Berger -Life in the Oceans: Animals, People, Plants by Lucy Baker

6.1.3 Recognize the origins of meanings of frequently used foreign words and use in speaking and writing.

-Lists of English words of foreign origin -GameClassroom.com check out “Learning Tips, Extra Help Problems, Online Resources” near the bottom

-Teacher observation in Writer’s/Reader’s notebook -Oral response to foreign word questions

6.2.1 Identify and use structural features of popular media (newspapers, magazines, online information) to obtain information.

-Guiding Readers and Writers, p. 132 (mini-lessons); pp. 429-439 (research)

-GameClassroom.com (check out “Learning Tips, Online Resources, and Extra Help Problems” near the bottom) -Mrsbutler2006.com (quick 10 question visual quiz) -Time for Kids

-Visual/oral/written quiz on structural features -Student-created magazine or newspaper demonstrating use of structural features

http://www.childrenslibrary.org/icdl/BookReader?bookid=___aeso_00150054&twoPage=false&route=text&size=0&fullscreen=false&pnum1=1&lang=English&ilang=Englishhttp://en.wikipedia.org/wiki/Category:Lists_of_English_words_of_foreign_originhttp://www.gameclassroom.com/skill/3704/foreign-wordshttp://www.gameclassroom.com/skill/3700/using-newspapers-magazines-and-online-informationhttp://mrsbutler2006.com/2.1%20review.pdfhttp://www.timeforkids.com/


Correlating Learning Targets Teacher Notes

RI.1 RI.2 RI.3

RI.4 RI.5 RI.7

RI.10

RL.1 RL.2 RL.4

6.1.1 6.2.3 6.2.4 6.3.1

6.3.9

-Internet4classrooms.com (expansive resource for interactive reading examples and quizzes) -Guiding Readers and Writers, pp. 483-507 (assessment) -All embedded apps included in this curriculum are free.

http://www.internet4classrooms.com/skills-6th-langbuilders.htm

Writing Workshop G6 - Bundle 5

CC/Learning Targets Resource of Ideas Evidence of Learning W.1 (6.4.4) (6.5.4) (6.5.5)

Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s) and organize the reasons and evidence clearly. • Organizational patterns: comparison and contrast/by categories/order of importance/climactic order. b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. • Develop an interpretation that shows careful reading, understanding, and insight. • Support the position with organized and relevant evidence and effective emotional appeals. c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. d. Establish and maintain a formal style. • Persuasive compositions that state a clear position on a proposition or proposal e. Provide a concluding statement or section that follows from the argument presented.

Organizing Writing -Creative Writing Prompts.com (346 writing ideas) -TimeSaversforTeachers.com (100 more writing ideas) -Write Source, pp. 161-198 (process)

Write Responses to Literature -Write Source CD-ROM, Overhead Transparencies folder, Benchmark Papers pp.18-23

-WritingFun.com (Text types) Write Persuasive Compositions -Write Source CD-ROM, Overhead Transparencies folder, Benchmark Papers pp. 12-17

-Smartboard Activity(Persuasive activity) -Writingfun.com (persuasive writing, with examples) -Writing Resource - Lucy Calkins (Teachers College Reading and Writing Project) -Write Source, pp. 218-281 (persuasive writing) Reading Resources-Unit 3 pp. T350-T355 (Genre Writing) Reading Resources-Unit 6 pp. T344-T349 (Genre Writing) Reading Resources-Unit 3-(WK 5) (Ideas) pp. T286-T287, R/W Workshop pp. 230-231 Reading Resources-Unit 4-(WK 1) (Organization) pp. T30-T31, R/W Workshop pp. 246-247 Reading Resources-Unit 5-(WK 4) (Organization) pp. T222-T223, R/W Workshop pp. 360-361 Reading Resources-Unit 6-(WK 1) (Sentence Fluency) pp. T30-T31, R/W Workshop pp. 390-391

Organizing Writing -Teacher observation in Writer’s/Reader’s notebook or in literary responses -Writing rubrics Write Responses to Literature -Writer’s/Reader’s notebook responses -Teacher’s observations in Guided Writing -Written literary responses Write Persuasive Compositions -Writer’s/Reader’s notebook responses -Student-created persuasive composition rubric

http://www.creativewritingprompts.com/http://www.timesaversforteachers.com/index_page0010.htmhttp://www.writingfun.com/http://exchange.smarttech.com/search.html?q=persuasive+writing&subject=All+subjects&grade=All+gradeshttp://www.writingfun.com/http://books.heinemann.com/shared/onlineresources/E00870/writingmsccal.pdf


• Anticipate and address reader concerns and counterarguments.

-Lucy Calkins e-docs The Personal and Persuasive Essay pp. 72-93

W.2 (6.4.3) (6.4.4) (6.5.2)

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. • Engage the interest of the reader • State a thesis (position on a topic) b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate transitions to clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a

Informational Writing -Guiding Readers and Writers, p. 70 (Conventions mini-lessons); pp. 399- 402 (informational text explanations) -Inside Writer’s-Reader’s Notebook, pp. 11-18 (Writer’s-Reader’s notebook) -WritingFun.com (Text types) -Creative Writing Prompts.com (346 writing ideas) -TimeSaversforTeachers.com (100 more writing ideas) -Grammar.ccc.commnet.edu (excellent for descriptive details: halfway down page: “The Royal Order of Adjectives”) -Character Analysis Ppt -Write Source, pp. 161-198 (process) -Lucy Calkins e-docs The Personal and Persuasive Essay pp. 72-93 Reading Resources-Unit 2 pp. T344-T349 (Genre Writing) Reading Resources-Unit 6 pp. T344-T349 (Genre Writing) Reading Resources-Unit 3-(WK 5) (Ideas) pp. T286-T287, R/W Workshop pp. 230-231 Reading Resources-Unit 4-(WK 1) (Organization) pp. T30-T31, R/W Workshop pp. 246-247 Reading Resources-Unit 5-(WK 4) (Organization) pp. T222-T223, R/W Workshop pp. 360-361 Reading Resources-Unit 6-(WK 1) (Sentence Fluency) pp. T30-T31, R/W Workshop pp. 390-391 Descriptive Writing -Comprehension and Fluency, pp. 492-494 (genres and forms of writing) http://books.heinemann.com/shared/onlineresources/E00870/writingmsccal.pdf

Informational Writing -Informational writing assessment using student-created rubric. -Informational writing: book review, advertisement, biography, essay, brochure, lab report, log, magazine, newspaper article or newscast. Writing Ideas -Teacher observation in Writer’s/Reader’s notebook or in literary responses -Organization category of writing rubric Descriptive Writing -Descriptive, explanatory, compare/contrast, or problem/solution writing assessment using student- created rubric. -Descriptive, explanatory, compare and contrast, or problem/solution literary responses

file://FS01/SHARED1/shared/District%20Shares/Curriculum%20Resources/Lucy%20Calkins/eDocs%20for%20Writing%20Calendar%20Plan/CalkCurricPlan_Gr6_WtgWshp%5b1%5d.pdfhttp://www.writingfun.com/http://www.creativewritingprompts.com/http://www.timesaversforteachers.com/index_page0010.htmhttp://grammar.ccc.commnet.edu/Grammar/adjectives.htmfile://FS01/SHARED1/shared/District%20Shares/Curriculum%20Team/Summer%20Curriculum%20Work/2012-2013%20final%20October%20bundles/6th%20Grade/LA/Bundle%204/CharacterAnalysisB4LA.pptfile://FS01/SHARED1/shared/District%20Shares/Curriculum%20Resources/Lucy%20Calkins/eDocs%20for%20Writing%20Calendar%20Plan/CalkCurricPlan_Gr6_WtgWshp%5b1%5d.pdfhttp://books.heinemann.com/shared/onlineresources/E00870/writingmsccal.pdf


concluding statement or section that follows from the information or explanation presented.

(Teachers College Reading and Writing Project – Lucy Calkins) -Creative Writing Prompts.com (346 writing ideas) -TimeSaversforTeachers.com (100 more writing ideas) -Grammar.ccc.commnet.edu (excellent for descriptive details: halfway down page: “The Royal Order of Adjectives”) -Momswhothink.com (huge alphabetical list of adjectives for describing) -Character Sketch Lesson -Write Source, pp. 70-91 (descriptive essay); pp. 161-198 (process)

6.5.6

Use varied word choice to make writing interesting.

-Write Source CD-ROM, Skillsbook folder, Proofreading Activities folder, Using the Right Word

-Launching the Writer’s Workshop, pp. 78-83 (word choice minilessons) -Kimskorner4teachertalk.com (ideas for teaching word choice) -Edina.k12.mn.us (ideas for teaching word choice) -Piggie Pie by Margie Palatini (word choice) -Write Source, pp. 41, 485, 560

-Persuasive writing assessment using student-created rubric

6.6.3

• Use colons after the salutation (greeting) in business letters.

-Write Source CD-ROM, Skills book folder, Proofreading Activities folder, Marking Punctuation pp. 19-20


W.5 W.6

W.9 W.10

-Smartboard Activity 6+1 Traits -Teacher needs to give district writing prompt as a form of assessment in this bundle. -Internet4classrooms.com (expansive resource for interactive grammar examples and quizzes)

http://www.creativewritingprompts.com/http://www.timesaversforteachers.com/index_page0010.htmhttp://grammar.ccc.commnet.edu/Grammar/adjectives.htmhttp://www.momswhothink.com/reading/list-of-adjectives.htmlfile://FS01/SHARED1/shared/District%20Shares/Curriculum%20Team/Summer%20Curriculum%20Work/2012-2013%20final%20October%20bundles/6th%20Grade/LA/Bundle%204/character_sketch1%5b1%5d.pdfhttp://www.kimskorner4teachertalk.com/writing/sixtrait/wordchoice/menu.htmlhttp://www.edina.k12.mn.us/concord/teacherlinks/sixtraits/wordchoice.htmhttp://exchange.smarttech.com/search.html?q=quotes&sbj=ela&grd=g6http://www.internet4classrooms.com/skills-6th-langbuilders.htm

Language and Word Study G6 - Bundle 5

CC/Learning Targets Resource of Ideas Evidence of Learning L.2 (6.6.4) (6.6.5) (6.6.6)

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. + Identify and use main clauses in increasingly complex sentences. + Identify and use subordinate clauses in increasingly complex sentences.

-Write Source CD-ROM, Skillsbook folder, Sentence Activities folder, Sentence Variety pp. 7-12 -Guiding Readers and Writers; Appendix 3 -The Subordinate Clause -Main and Subordinate Clauses Reading Wonders-Unit 1 -(WK 1)(main/subordinate clauses) pp. T226-T227, R/W Workshop pp. 453

-Grammar quiz/test -Teacher’s observations of Writer’s/Reader’s notebook responses

L.3 (6.6.1)

Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Vary sentence patterns for meaning, reader/listener interest, and style. b. Maintain consistency in style and tone. + Define coordinating conjunctions and explain their function in compound sentences. + Define subordinating conjunctions and explain their function in complex sentences to express complete thoughts.

Simple, Compound, and Complex Sentences -Write Source CD-ROM, Skillsbook folder, Sentence Activities folder, Sentence Basics pp.13-26 -Guiding Readers and Writers; Appendix 3 -Quia-Sentence Structure -GameClassroom.com (check out “Learning Tips”, “Extra Help Problems”, and “Online Resources” near the bottom) -Write Source, pp. 248-249, 515 (Use in writing); pp. 248-249, 517 (Complex Sent.) Reading Wonders-Unit 1 -(WK 3)(coordinating/subordinating conjunctions)pp. T162-T163, R/W Workshop pp. 452 -(WK 5)(coordinating/subordinating conjunctions) pp. T290-T291, R/W Workshop pp. 453

Simple, Compound, and Complex Sentences -Written responses as simple/compound/complex sentences -Grammar quiz/test on sentence structure -Sentence fluency category of writing rubric

SL.3 (6.3.1)

Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

Genres -Comprehension and Fluency, pp. 193-208; pp. 368-371 (genre mini-

lessons) -Guiding Readers and Writers, pp. 392-399 (genre mini-lessons)

Genres -Book talks or author talks (teacher questions/observations) -Guided Reading groups (small

http://www.chompchomp.com/terms/subordinateclause.htmhttp://www.slideshare.net/RSJones/the-main-and-subordinate-clausehttp://www.quia.com/rr/126726.htmlhttp://www.gameclassroom.com/skill/3665/using-simple-and-compound-sentences#learning_tips

Language and Word Study G6 - Bundle 5

-Guiding Readers and Writers; Appendix 13-16 -GameClassroom.com Check out “Learning Tips, Extra Help Problems” near the bottom -Reader’s Theater (fiction scripts) -Extra Credit by Andrew Clements (realistic fiction)

group discussion) -Genre quiz/test

6.6.3 • Use semicolons to connect main clauses • Use commas before the conjunction in compound sentences.

Commas and Semi-Colons -Write Source CD-ROM, Skillsbook folder, Parts of Speech folder, Conjunctions -Write Source CD-ROM, Skillsbook folder, Proofreading Activities folder, Marking Punctuation pp. 19-20 -SchoolTube.com “Conjunction Junction” -Grammar monster.com (Conjunctions and commas) -Synonym.com (massive list of synonyms for words) -Write Source, pp. 594-595 (semi-colons); pp. 496-498, 744-746 (conjunctions) Reading Wonders-Unit 1 -(WK 1)(main/subordinate clauses) pp. T226-T227, R/W Workshop pp. 453 -(WK 3)(coordinating/subordinating conjunctions) pp. T162-T163, R/W Workshop pp. 452 -(WK 5)(coordinating/subordinating conjunctions) pp. T290-T291, R/W Workshop pp. 453

Commas and Semi-Colons -Write Source CD-ROM, Skills book folder, Parts of Speech folder, Conjunctions

-Write Source CD-ROM, Skills book folder, Proofreading Activities folder,

Marking Punctuation pp. 19-20 -SchoolTube.com “Conjunction Junction”

-Grammar monster.com (Conjunctions and commas)

-Synonym.com (massive list of synonyms for words)

-Write Source, pp. 594-595 (semi-colons); pp. 496-498, 744-746

(conjunctions)


L.1 L.2 L.3 L.6

SL.3 SL.4 SL.5 6.1.2

-Internet4classrooms.com (expansive resource for interactive grammar examples and quizzes) -All embedded apps included in this curriculum are free.

http://www.gameclassroom.com/skill/3674/identify-different-forms-fictionhttp://www.fictionteachers.com/classroomtheater/theater.htmlhttp://www.schooltube.com/video/6b265f3478554fef993c/Conjunction-Junctionhttp://www.grammar-monster.com/lessons/conjunctions.htmhttp://www.synonym.com/synonyms/http://www.schooltube.com/video/6b265f3478554fef993c/Conjunction-Junctionhttp://www.grammar-monster.com/lessons/conjunctions.htmhttp://www.synonym.com/synonyms/http://www.internet4classrooms.com/skills-6th-langbuilders.htm

G6 Bundle5 Title LAG6 Bundle5 Cover LAG6 Bundle5 RRAG6 Bundle5 RWG6 Bundle5 WWG6 Bundle5 LW

bundle 5 grade 6 language arts · 2013. 9. 13. · reading workshop g6 - bundle 5 cc/learning...

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