fundación gimnasio los portales web viewgathering the general characteristics of an object in...

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ENGLISH AREAENGLISH LITERATURE

6TH GRADE2010-2011

TEACHER: Mauricio Martinez Martinez

GUIDE: 1 Estimated Time: From: August 11th to September 3rd Total number of hours: 20THEME: PERSONAL BEST

SUBTOPICS: Reading selection: “The Best School Year Ever” by Barbara Robinson. Literary genre: realistic fiction Reading skills: reading strategies Literary devices: character, setting, plot, and theme. Writer´s workshop: write a paragraph about people giving compliments. Research: project -Social studies: research a biography about a famous person

in history. Vocabulary Power

PERFORMANCES Identifies reading strategies to better develop reading comprehension Identifies the narrative elements of stories Identifies the characteristics of realistic fiction in a story Codes and decodes new vocabulary Analyzes and synthesizes the story "The Best School Year Ever" Uses divergent thinking to express personal opinions and facts by means of

writing and research projects.

MENTAL OPERATION DEFINITIONIdentifying Gathering the general characteristics of an object in order to

express them in a word which defines them.Divergent thinking Adopting a new position changing a point of view, through

creativity and imagination.Analyzing and synthesizing

Breaking down into parts and forms describing what is really relevant.Combining elements by selecting and abbreviating.

CodingDecoding

Expressing ideas or concepts through different kinds of codes.Interpreting different types of codes.

CONTENT FRAMEWORKThe following subtopics can be found on Trophies Timeless Treasures (Theme I). Harcourt

Using reading strategies pp 16-17 Vocabulary power pp 20-21 Realistic fiction p 22 Narrative elements pp 38-39 “The Best School Year Ever” By Barbara Robinson pp 23-34

NEW VOCABULARY

June 11th, 2010

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1.compliment 7.enterprising 13.brave 19.scatter 25.encyclopedia2.inventive 8.embarrassment 14.optimism 20.hospitality 26.industrious3.quality 9.rowdiest 15.convenient 21.contagious 27hysterical4.resourceful 10.thrifty 16.slouch 22.mischief 28.cooperative5.shrewd 11.bike rack 17.outlaw 23.mischievous 29.commotion6.squealed 12.patriotic 18.sympathetic 24.ashamed 30.impressed

CONTENT METHODOLOGY

SUBTOPICSACTIVITIES

Background Knowledge

Concept Apprehension

Closure

Reading skills: Reading Strategies.

3hrs

Students will read the passage about "Adidas” in practice and application and will discuss the types of reading strategies that they used last year in order to understand better the text. Teacher will pose some inferential questions about the text to check out the level of reading comprehension and reading strategies application.

Teacher will present the new reading strategies for this year. Then students will announce the new ones that they used when reading the text. The students will consolidate both sets of reading strategies, last and new year´s.

Students will take a pop quiz.They will read a short text and will explain the reading strategies they used when reading it.

SUBTOPICSACTIVITIES



Closure

Literary genre: Realistic Fiction.

3hrs

Students will present their bookmark to the class by defining the reading strategies.

Students will share orally the stories they read the previous years. They will discuss and determine the literary genres the stories belong to.

Teacher will introduce Realistic Fiction by means of an excerpt of the story “Fall Secrets” on page 392.

Students will analyze, define and explain the characteristics of realistic fiction.

Students will preview the short story “The Best School Year Ever” by Barbara Robinson and will say why the story belongs to the realistic fiction genre.

Homework:Students will read “The Best School Year Ever” and will do the context clues for the vocabulary power.

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SUBTOPICS Background Knowledge

Vocabulary Power

3hrs

Students will read an excerpt of the story “My Name is San Ho” on page 506 and will explain the features of the realistic fiction genre.

Teacher will check

homework about context clues.

synonym or antonym.Students will consolidate their knowledge by practicing their vocabulary skills on the erasable boards.

Homework: Students will read the selection and write a summary of the story. They will send the summary to mr.mrtz.hotmail.com

SUBTOPICSACTIVITIES



Closure

“The Best School Year Ever”

Narrative elements.

3hrs

Students will brainstorm about the most appropriate reading strategies they used to read the selection.Teacher will draw five summaries from the homework ballot and will read them for the class.Homework check

Students will listen to the selection “The Best School Year Ever” They will check pronunciation and listening skills. Students will identify and discuss the narrative elements: theme, setting, character and plot in the selection.

Students will complete the star graphic of the narrative elements in practice and application.

Homework: Students will do content evaluation.

SUBTOPICSACTIVITIES



Closure

Writer´s workshop

3hrs

Students will read the passage about Keiko and will do the exercises in practice and application.

Content evaluation Homework check

Teacher will introduce the writing process guidelines.POWER:Prewriting, Organizing, Writing, Editing and Rewriting.Students will write a paragraph about people giving compliments.

Students will write compliments for their peers on their fan card.

Homework: Students will research a famous person in world history and will design a display board.

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CONTENT EVALUATION

Answer the following questions in the notebook.

1. What reading strategies help you understand better when you read? Define them? (Identifying)2. What is theme? What information helps you know the theme? (Identifying)3. What are the narrative elements for a literary analysis? Explain each one. (Classifying)4. Answer these questions based on the story "The Best School Year ever":

a. a-What reading strategies helped you better understand the story "The Best School Year ever"? (Identifying)

b. Why does Miss Kemp say that the last day of school is important to the students this year? (Analyzing and synthesizing)

c. Why has it been hard to find compliments for Imogene? (Deducing)d. According to the narrator, what is one thing that Imogene had done? (Making

inferences)e. Who had scared Boyd the most? (Analyzing and synthesizing)f. Why does Boomer change the color of his face? (Analyzing and synthesizing)

5. Tell three things that a resourceful person can do. (Coding and decoding)6. How do you act when feeling embarrassment? (Coding and decoding)7. What words can be synonyms of shrewd? (Coding and decoding)8. Provide a clear definition for realistic fiction. Give an example. (Identifying)

SUBTOPICSACTIVITIES



Closure

Oral skills and tracking the narrative elements of a realistic fiction story.

3hrs

Students will present their display boards.

Students will present their skit and display boards to the audience.

Students will report the strengths and weaknesses about the oral presentation of their classmates.

Homework:Students will study for formal test one.

SUBTOPICSACTIVITIES



Closure

Research project

1hrFormal test one1hr

Students will participate in the homework ballot in which the teacher will draw a name of a student from the box, then, she will have to present her homework.

Students will present their research project in a round table.

Students will discuss the strengths and weaknesses of the presentations.

Homework:Students will do checklist of selection one. Students will start their dictionary project.

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PRACTICE AND APPLICATION(Analyzing and synthesizing, coding and decoding and divergent thinking)

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Narrative Elements

Read the text below and identify the narrative elements: Characters, setting, plot, and theme. The theme is the author’s message to the reader. The theme of a story is usually shown through the characters and their actions. (Analyzing and synthesizing)

Example:

Keiko glanced nervously at the clock in the school library and saw that she only had five minutes before her English class. What was she going to do? Together, she and Hector were supposed to give their presentation today, but Hector was absent. Keiko had spent her lunch period trying to figure out how she could do the presentation by herself.

“Ms. Thayer will probably give both of us a bad grade,” Keiko thought as she entered her classroom. She walked over to Ms. Thayer, who was sitting at her desk. “Ms. Thayer,” she said, “Hector isn’t here today. I’ll have to do our presentation by myself.”

Ms. Thayer looked up and saw the worried look on Keiko’s face.

“Don’t worry, Keiko,” Ms. Thayer said. “I understand. You can do your presentation tomorrow when you are both here.”

Once you have read the passage, complete the following star graphic organizer based on the previous text. (Using mental representation)

When?Who?

What?Why?

Where?

Story

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Writer´s workshop: write a paragraph about people giving compliments. Students will be exposed to the different generating ideas techniques in order to know how to start their paragraphs. (Divergent thinking)

1. Free writing2. Listing key words3. Asking questions4. Clustering5. Clippings (Further information, visit www.mrtz08.wordpress.com)

GRAPHIC SUMMARY

Design your graphic summary about the topics we studied in this guide in your notebook, include: “The Best School Year Ever”, narrative elements (plot, setting, character and theme) reading strategies, and vocabulary power. (Using mental representation)

NEW CONCEPTS Define the concepts in the notebook.

1.Decoding phonics2.Make and confirm predictions3.Create mental images4.Read ahead5.Reread to clarify6.Use context to confirm meaning7.Use text structure and format8.Adjust reading rate9.Self question10.Summarize 11.Realistic fiction12.Characters 13.Setting14.Plot

RESEARCH

PROJECTFUNDACION GIMNASIO LOS PORTALES

ENGLISH DEPARTMENTLITERATURE

2010 -2011Name: __________________________Grade:_____ Date:________________

-A Famous Person-Mini-Scale Project - Part I

Due on/due by:___________DIRECTIONS

Look for information about a famous person that has made a difference in the world. Write a short essay about him/her work. Design a poster and prepare a report for the entire class.

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GUIDELINES1. First, go online and look for names about famous politicians, leaders,

scientists or authors whose work has been relevant and important for the humanity.

2. Once you have your list, choose the person that called your attention. Justify your choice.

3. Be careful. Plagiarism is not allowed. You have to cite sources of information.

CHECKLIST

Tasks Due date Student`s signature

Teachers` initials

1. Information about famous people. Friday, August 21

2. Choose one person that appeals to you. Justify your choice.3. Write your first draft about his or her personal, professional and historical background.

Friday, August 28

FINAL EVALUATION

Part 1: Narrative Elements. Read the text quickly and answer the questions below. (Analyzing and synthesizing)

“THE FIRST DAYS OF SCHOOL”

l'll never forget the uneasiness I felt when Ms Gordon called me aside before class on the first day of sixth grade. Fifth grade had been so bad that this year had to be an improvement. I wondered what I could have done wrong already. My heart was thumping so loudly I was certain Ms Gordon could hear it a mile away. Then I noticed that a girl was standing next to her in the hallway. "Oh, no" I thought. "She looks like I did before I got rid of my old fashioned-clothes. What does Ms Gordon want from me?"

Ms Gordon grinned and introduced us by saying, "Marci Lawrence, meet our new transfer student, Grace Reilly. Would you please show Grace around for a few days? Marci is one of our best students, and I know you two will get along just fine."

I smiled back at them, but I really was crestfallen. How could I get to be friends with the cool kids like Keema and Amy if I had to show Grace around? I know they all gawked at us when we walked into the class. In my school, you either hang out with the best kids, or you try to hang out with them. The way Grace Reilly looked, I knew she wouldn't fit, and if I hung out with her, I wouldn't fit either.

Our lunch together that first day went well enough, but when Grace got up to get dessert, Amy and Keema looked at her and rolled their eyes.

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Grace didn't say much at first, but she settled in when by the second week. Besides amazing us by being a real academic whiz, she showed that she was very nice and had a great sense of humor. I stopped noticing her clothes because I thought that if Grace didn't care, why should I? I wanted sixth grade to be better, and those first few weeks, indicated that it would be. I made a great new friend and stopped worrying about winning acceptance from the "in" crowd.

(Taken from “Extra Readings for Advanced Learners”)1. The characters of the story are: (Identifying)a. Marci, Grace, Keema, Amy, the classmates.b. Marci and Grace.c. Ms Gordon, Grace and Marci.d. Mr. Lawrence, Amy and Keema.

Explain why you chose this answer.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________2. The setting of this story is: (Analyzing and synthesizing)a. the hallwayb. the school cafeteriac. the classroom.d. all of the above.

Explain why you chose this answer.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. The problem of this story is: (Hypothetical reasoning)a. Marci is new in the school and she does not know anyone.b. Grace Reilly wants to be friends with Keema and Amy.c. Marci was afraid she could not be with the popular kids of the school.d. Amy and Keema did not want to have lunch with Grace.


4. The resolution of this story is: (Deducing)a. The teacher found a new person to show Grace around.b. Amy and Keema went to a new school.c. Marci decided to wear the clothes she used to wear the previous year.d. Grace demonstrated Marci being cool has nothing to do with clothes.


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5. The theme of this story is: (Hypothetical reasoning)a. a new year is always a new experience for students.b. people worry too much about personality but what really matters is to feel comfortable with themselves.c. the best students of school are the best guides for new students.d. the best thing you can do to be popular is wearing the most expensive clothes.


Part 2: Oral skills and tracking “The Best School Year Ever” (Analyzing synthesizing)

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Part 3: Vocabulary Power (Identifying)

Word Meaning_____quality_____compliment_____inventive_____resourceful _____shrewd_____enterprising _____embarrassment

A. able to find and use different ways to help achieve your goals.B. able to judge a situation accurately and turn it to your own advantage.C. a remark or action that expresses approval, admiration, or respect.D. (of a person) good at thinking of and doing new and difficult things, esp. those that will make money.E. a situation where a person feels anxious, ashamed, or uncomfortable.F. having or showing the ability to design or create something new.G. the degree of excellence of something, often a high degree of it.

Part 4: Writing section: Vocabulary Power in context (Divergent thinking)Students will use the following vocabulary power to write a descriptive essay about a person they know. Students will write the descriptive essay in their notepad paper to be filed up in the academic writing portfolio.Key words: enterprising, patriotic, shrewd, inventive, rowdiest, embarrassed, thrifty, ashamed, impressed, cooperative.

Follow the model introductory paragraph, supporting paragraphs and concluding paragraph. Give a title to your essay.

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