grade 6 fifth six weeks february 22 – april 15, 2016 pages/ela_depart… · · 2016-02-15grade...

GRADE 6 Fifth Six Weeks February 22 – April 15, 2016

Weeks 1 & 2 (February 22- March 4) Thursday, Feb. 22 (Half-day)

Friday, Feb. 23 (Holiday)

Reading: Elements of Plot, Conflict, and Setting in Fiction Writing: Expository Writing

Textbook Resources: Reading Reader’s Workshop: What Makes a Good Story? Pgs. 28-33 WORKSHOP LITERATURE Trouble River; novel by Betsy Byars “Zlateh the Goat”, short story by Isaac Bashevis Singer “The Bracelet”, short story by Yoshiko Uchida “You’re Not a Winner Unless Your Picture’s in the Paper”, short story by Avi “Boar Out There”, short story by Cynthia Rylant Selections: Lob’s Girl by Joan Aiken (pgs. 86-103) The Red Guards from Red Scarf Girl by Ji-li Jiang (pgs. 274-287) OVERVIEW AND PURPOSE The following key terms and concepts are introduced in the Reader’s Workshop for Unit 1. They will be reviewed and reinforced throughout the unit, and assessed on the Unit 1 Test. • Setting • Characters • Conflict • Stages of plot (exposition, rising action, climax, falling action, resolution) Additional Resources listed are only recommendations. Teachers may make use of other available resources to support instruction of TEKS). Textbook Resources: English Weekly Grammar Focus: Punctuate Possessives Correctly (Holt McDougal) HO p.110 Possessive Nouns (Texas Write Source) pgs. 650-653 Language of Expository Writing (Texas Write Source) pgs. 480-485 Reading and Writing Connection: This week, students are learning about conflict in literature, and the relationship between conflict in literature, and the relationship between conflict and the climax of the story. Students should learn to include these plot elements in their own writing. Vocabulary/Word Study

Summarize Elements Paragraph Reason Fiction Rising Action Contribute Plot development Turning Point Description Rising action Event

Reading English TEKS: 6.6A; 6.2E; 6.6Fig.10D; 6.6Fig.19E TEKS FOCUS • Foreshadowing • Identify Sequence

Lob’s Girl by Joan Aiken (pgs. 86-103) LESSON RESOURCES

Plan and Teach Lesson Plan and Resource Guide . . . . . . . . . . . . 92 Additional Selection Questions . . . . . . . . . . . . . 95

TEKS: 6.14; 6.17; 6.20; 6.19A Weekly Grammar Focus: Punctuate Possessives Correctly (Holt McDougal) HO p.110 Possessive Nouns (Texas Write Source) pgs. 650-653 Compare Correctly (Holt McDougal) HO 148 Predicate Adjectives (Texas Write Source) pgs. 258-259 Language of Expository Writing (Texas Write Source) pgs. 480-485

Reading TEKS: 6.6A(RC2)Readiness - summarize the elements of plot development (e.g., rising action, turning point, climax, falling action, denouement) in various works of fiction; 6.2E(RC1)Readiness - use a dictionary or glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words; 6.6Fig.19D(RC2)Readiness - make inferences about text and use textual evidence to support understanding; 6.6Fig.19E(RC2)Readiness - summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts READING: 6.7 - Understand, make inferences, and draw conclusions about the varied structural patterns and features of literary nonfiction. Identify the literary devices used in memoirs. 6.2A Determine the meaning of grade-level academic English words derived from Latin affixes.

Writing TEKS: 6.14(RC1) Readiness - Writing/Writing Process 6.17(RC1) Readiness - Writing/Expository and Procedural Texts. Students 6.19-Oral and Written Conventions/Conventions; 6.20(RC3) Supporting - Oral and Written Conventions/Handwriting, Capitalization, and Punctuation; ORAL AND WRITTEN CONVENTIONS 6.19A Understand predicate adjectives and their comparative and superlative forms.

Understand Turning point Narrator’s inner conflict Leads Climax Story Reveals Falling action Narrator Denouement Resolution Use Dictionary Dictionary entry Matches/Best matches Determine Glossary Definition Best fits Thesaurus Paragraph Meanings Syllabication Pronunciations Parts of speech Make inferences Textual evidence Paragraph Qualities Use Understanding Author Described, Description Support Sentence Most closely Story Related Narrator Associated Infer Most likely Conclude Experiences Reveal Illustrate Summarize Logical order Summary/Best Summary

Ideas for Extension . . . . . . . . . . . . . . . . . . . . . . 96 Teacher Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . 98

Student Copy Masters Summary (English, Spanish) . . . . . . . . . . . . . . . 99 Literary Analysis: Foreshadowing . . . . . . . . . . 101 Reading Skill: Identify Sequence . . . . . . . . . . . 103 Vocabulary Study . . . . . . . . . . . . . . . . . . . . . . . 105 Vocabulary Practice . . . . . . . . . . . . . . . . . . . . . 106 Vocabulary Strategy . . . . . . . . . . . . . . . . . . . . . 107 Reading Check . . . . . . . . . . . . . . . . . . . . . . . . . 108 Question Support . . . . . . . . . . . . . . . . . . . . . . . 109 Grammar in Context . . . . . . . . . . . . . . . . . . . . . 110 Reading Fluency . . . . . . . . . . . . . . . . . . . . . . . 111

Note: Resources are available on ELA Website http://tinyurl.com/ms-frameworks-1516

The Red Guards from Red Scarf Girl by Ji-li Jiang

(pgs. 274-287) TEKS: 6.7; 6.2A; 6.19A ELPS: 2B; 3D; 4J; 5B; 1E TEKS FOCUS • Author’s Perspective • Identify Symbol

LESSON RESOURCES Plan and Teach

Lesson Plan and Resource Guide . . . . . . . . . . . 130 Additional Selection Questions . . . . . . . . . . . . 133 Ideas for Extension . . . . . . . . . . . . . . . . . . . . . 134

Teacher Notes . . . . . . . . . . . . . . . . . . . . . . . . . . 136 Student Copy Masters

Summary (English, Spanish) . . . . . . . . . . . . . . 137 Literary Analysis: Author’s Perspective . . . . . . 139 Reading Strategy: Identify Symbol . . . . . . . . . 141 Vocabulary Study . . . . . . . . . . . . . . . . . . . . . . . 143

Expository Writing Prompt: The telephone has become a most important part of everyone's life. Most of us have difficulty imagining what it could be like to live without it. Write an essay explaining how the American family uses it for business, pleasure, and emergencies. Notes: Expository writing: Writing that enhances the reader’s understanding of a topic by instructing, explaining, clarifying, describing, or examining a subject or concept. Provides:

• Facts • Statistics • Descriptive details • Comparison/contrast • Analysis • Evaluation • Definition • Humor • Personal anecdotes

An effective expository composition…

• Establishes a clear controlling idea • Uses clear, complete descriptions and/or explanations

to develop the controlling idea • Contains an appropriate organizational strategy for the

purpose of explanation, description, comparison and contrast, or problem and solution

• Fully develops the controlling idea with specific details and examples

• Blends personal experience and knowledge to inform the reader about the topic

• Uses a lively writing voice that develops the reader’s interest

• Uses engaging language and varied sentences • Introduces the reader to the topic, fully develops the

topic, and provides a sense of closure • Contains correct sentences, usage, grammar, and

spelling that make the writer’s ideas understandable

http://tinyurl.com/ms-frameworks-1516

Strategies for Student Engagement: Release of Responsibility: The teacher should be modeling the comprehension skills (Conflict & Perspective) using the passage, Lob’s Girl, but then the teacher should release responsibility to the students to replicate the same process modeled using another passage of text (Recommended Text: Teacher Choice). Students will be more engaged if they can work in collaborative groups to read the passage, summarize the plot, identify the conflict, describe the importance of the point-of-view, etc. Best Practices (ELPS, GT, Differentiation): Struggling students often feel embarrassed about their abilities, and they don’t want their friends to know they are having problems. But at the same time, they learn more if they have peers to help them and explain things to them. Working in collaborative groups is a great opportunity for strong students to become the “teacher” (meaning they learn the material more deeply) and for struggling students to get additional support from a second source. However, teachers must be strategic in creating and supporting those groups so students work well together. Fluency: Use page 53 from the Unit 1 Resource Manager to teach students about proper phrasing when reading aloud. Have students repeatedly practice reading the first two paragraphs from Lob’s Girl (Holt McDougal) aloud with a partner until they are able to read it with proper phrasing.

Anchors of Support: Students should be reminded of the different types of conflict that are encountered in literary texts. Generally the conflict is either internal or external, but there are more specific conflict schema in literature that students should be aware of (man vs. man, man vs. nature, etc.).

Paraphrase Story Synthesize

Vocabulary Practice . . . . . . . . . . . . . . . . . . . . . 144 Vocabulary Strategy . . . . . . . . . . . . . . . . . . . . . 145 Reading Check . . . . . . . . . . . . . . . . . . . . . . . . . 146 Question Support . . . . . . . . . . . . . . . . . . . . . . . 147 Grammar in Context . . . . . . . . . . . . . . . . . . . . . 14


Last thoughts: Revise, revise, revise!

• Revision does not mean checking for spelling, punctuation, capitalization.

• It means to reread your writing. • It means to ask yourself questions such as, • “Have I used vivid adjectives and adverbs?” and

“Have I used specific nouns and verbs that give a vivid picture to my reader?”

• Writing is a process. • Your first draft should not be your last draft! • Brainstorming is important. It gives you the structure

for your writing. You don’t want to digress or repeat yourself!

“Genius is 99% perspiration and 1% inspiration.”

-- Thomas Edison

You have to work hard to create a great piece of writing!




Additionally, students should discuss different point-of-view perspectives. The Good Deed was written from a first-person perspective. The story last week (The School Play) was written from an omniscient 3rd person (typically found in fiction) and limited 3rd person (typically found in informational text). Students have now been exposed to works by a few very popular authors of adolescent literature (Cynthia Rylant, Gary Soto, Gary Paulsen). This is a good stepping stone to start a series of author-study literature circle, students read 2 or 3 works by the same author and they talk about what they like about that author’s writing, the topics, etc. In a few weeks, students can present posters explaining what they read and why they like that author.

GRADE 6 Fifth Six Weeks February – April 15, 2016

Week 3 (March 7 - 11) District Benchmarks

Spring Break (March 14-18)

Reading: Understanding Theme in Fiction and Poetry Writing: Expository Writing

Textbook Resources: Reading (Holt McDougal) Selection: The Dog of Pompeii (Short Story by Louis Untermeyer) pgs. 324-339 Part 1: Topic Versus Theme – pg. 318 Part 2: Clues to Theme – pg. 320 Part 3: Analyze the Literature – pg. 321 Pompeii and Vesuvius (Nonfiction Book Excerpt) pg. 341 Online Article (pg. 346) Additional Resources listed are only recommendations. Teachers may make use of other available resources to support instruction of TEKS). Textbook Resources: English Weekly Grammar Focus: PUNCTUATE DIALOGUE CORRECTLY (Holt McDougal) HO 30 Quotation Marks (Texas Write Source) pgs. 644-647 Mechanics: Punctuation (Texas Write Source) pg. 127 Language of Expository Writing (Texas Write Source) pgs. 480-485 Reading and Writing Connection: This week, students are learning about conflict in literature, and the relationship between conflict in literature, and the relationship between conflict and the climax of the story. Students should learn to include these plot elements in their own writing.

Vocabulary/Word Study Summarize Main idea Best title Diagram Demonstrating Supporting details Summary/Best summarizes Best expresses Understanding Paragraph Identify Summary Main idea Structures Opinions Selection Mainly about Sentence Explain Organizational pattern Author Organizes, Organization Proposition and support Paragraphs

Reading English TEKS: 6.10A; 6.10C; 6.12B; 6.6 TEKS FOCUS • Theme Versus Topic • Reading Historical Fiction

The Dog of Pompeii (Short Story by Louis Untermeyer) pgs. 324-339

LESSON RESOURCES

Plan and Teach Lesson Plan and Resource Guide . . . . . . . . . . . . 12 Additional Selection Questions . . . . . . . . . . . . . 15 Ideas for Extension . . . . . . . . . . . . . . . . . . . . . . 16

Teacher Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Student Copy Masters

Summary (English, Spanish) . . . . . . . . . . . . . . . 19 Literary Analysis: Theme Versus Topic . . . . . . . 21 Reading Strategy: Reading Historical Fiction . . 23 Vocabulary Study . . . . . . . . . . . . . . . . . . . . . . . . 25 Vocabulary Practice . . . . . . . . . . . . . . . . . . . . . . 26 Vocabulary Strategy . . . . . . . . . . . . . . . . . . . . . . 27 Reading Check . . . . . . . . . . . . . . . . . . . . . . . . . . 28

TEKS: 6.14; 6.17; 6.20 Weekly Grammar Focus: PUNCTUATE DIALOGUE CORRECTLY (Holt McDougal) HO 30 Quotation Marks (Texas Write Source) pgs. 644-647 Mechanics: Punctuation (Texas Write Source) pg. 127 Language of Expository Writing (Texas Write Source) pgs. 480-485 Expository Writing Prompt: The telephone has become a most important part of everyone's life. Most of us have difficulty imagining what it could be like to live without it. Write an essay explaining how the American family uses it for business, pleasure, and emergencies. Notes: Expository writing:

Reading TEKS: 6.10A (RC3) Readiness – summarize the main idea and supporting details in text, demonstrating an understanding that a summary does not include opinions; 6.10C (RC3) Readiness –explain how different organizational patterns (e.g., proposition and support, problem and solution) develop the main idea and the author’s viewpoint; 6.12B (RC3) Supporting – interpret factual, quantitative, or technical information presented in maps, charts, illustrations, graphs, timelines, tables, and diagrams; 6.6 (RC2) Readiness - Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. 6.9 (RC1) Supporting - Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence 6.3 6.3 Fig.19D 6.3 Fig.19E 6.3 Fig.19F

Writing TEKS: 6.14(RC1) Readiness - Writing/Writing Process 6.17(1) Readiness - Writing/Expository and Procedural Texts. 6.220B (RC3) Supporting - WRITTEN CONVENTIONS Use proper punctuation for quotations.

Purpose Problem and solution Main idea Describing Develop Organizational pattern Contributes Main idea Article Develops Author’s viewpoint

Question Support . . . . . . . . . . . . . . . . . . . . . . . . 29 Grammar in Context . . . . . . . . . . . . . . . . . . . . . . 30 Reading Fluency . . . . . . . . . . . . . . . . . . . . . . . . 31


Pompeii and Vesuvius (Nonfiction Book Excerpt) pg. 341

Online Article (pg. 346)


Lesson Plan and Resource Guide . . . . . . . . . . . . 34 Additional Selection Questions . . . . . . . . . . . . . 36 Teacher Notes . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Student Copy Masters Summary (English, Spanish) . . . . . . . . . . . . . . . 39 Skill Focus: Author’s Purpose and Main Idea . . 41

Read for Information: Author’s Purpose and Main Idea . . .42 Reading Check . . . . . . . . . . . . . . . . . . . . . . . . . . 45

Question Support . . . . . . . . . . .46


Writing that enhances the reader’s understanding of a topic by instructing, explaining, clarifying, describing, or examining a subject or concept. Provides:

• Facts • Statistics • Descriptive details • Comparison/contrast • Analysis • Evaluation • Definition • Humor • Personal anecdotes

An effective expository composition…

• Establishes a clear controlling idea • Uses clear, complete descriptions and/or explanations

to develop the controlling idea • Contains an appropriate organizational strategy for the

purpose of explanation, description, comparison and contrast, or problem and solution

• Fully develops the controlling idea with specific details and examples

• Blends personal experience and knowledge to inform the reader about the topic

• Uses a lively writing voice that develops the reader’s interest

• Uses engaging language and varied sentences • Introduces the reader to the topic, fully develops the

topic, and provides a sense of closure • Contains correct sentences, usage, grammar, and

spelling that make the writer’s ideas understandable

Last thoughts: Revise, revise, revise!

• Revision does not mean checking for spelling, punctuation, capitalization.

• It means to reread your writing. • It means to ask yourself questions such as,



• “Have I used vivid adjectives and adverbs?” and “Have I used specific nouns and verbs that give a vivid picture to my reader?”

• Writing is a process. • Your first draft should not be your last draft! • Brainstorming is important. It gives you the structure

for your writing. You don’t want to digress or repeat yourself!

“Genius is 99% perspiration and 1% inspiration.”

-- Thomas Edison

You have to work hard to create a great piece of writing!




Week 4 (March 21 – March 25) Holiday (March 25)

Reading: Sensory Language, Imagery and Style Writing: Expository Writing

Textbook Resources: Reading (Holt McDougal) Selection: Reader's Workshop: Sensory Language, Imagery, and Style (pgs. 436-441) Part 1: Imagery and Sensory Language – Words That Create Pictures (pg. 436-437) Part 2: What Is Style? (pg. 438-439) Part 3: Analyze the Literature (pg. 440-441) Tuesday of the Other June Short Story by Norma Fox Mazer (pgs. 468-481) Additional Resources listed are only recommendations. Teachers may make use of other available resources to support instruction of TEKS). Textbook Resources: English Weekly Grammar Focus: USE CORRECT VERB TENSE (Holt McDougal) HO 70 Quotation Marks (Texas Write Source) pgs. 644-647 Mechanics: Punctuation (Texas Write Source) pg. 127 Language of Expository Writing (Texas Write Source) pgs. 480-485 Reading and Writing Connection: This week, students are learning about conflict in literature, and the relationship between conflict in literature, and the relationship between conflict and the climax of the story. Students should learn to include these plot elements in their own writing.

Vocabulary/Word Study Explain

Authors Paragraph Illustrate Create Author Includes Stylistic elements Narrator Suggest Figurative language Phrase Personification Hyperbole Refrains Emphasizing

Reading English TEKS: 6.8; 6.2B; 6.6 Fig.19D TEKS FOCUS: Sensory language • Imagery • Style Reader's Workshop: Sensory Language, Imagery, and Style (pgs. 436-441)

Part 1: Imagery and Sensory Language – Words That Create Pictures (pg. 436-437)

Part 2: What Is Style? (pg. 438-439) Part 3: Analyze the Literature (pg. 440-441)


LESSON RESOURCES

Student Copy Masters

These copy masters may be used to provide note-taking support for students at lower readiness levels.

• Note Taking, p. 9

TEKS: 6.14; 6.17; 6.20 Weekly Grammar Focus: PUNCTUATE DIALOGUE CORRECTLY (Holt McDougal) HO 30 Quotation Marks (Texas Write Source) pgs. 644-647 Mechanics: Punctuation (Texas Write Source) pg. 127 Language of Expository Writing (Texas Write Source) pgs. 480-485 Expository Writing Prompt:

Reading TEKS: 6.8 (RC2) Readiness - explain how authors create meaning through stylistic elements and figurative language emphasizing the use of personification, hyperbole, and refrains 6.2B (RC1) Readiness - use context (e.g., cause and effect or compare and contrast organizational text structures) to determine or clarify the meaning of unfamiliar or multiple meaning words 6.6 Fig.19F (RC2) Fiction - make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres, and provide textual evidence

Writing TEKS: 6.14(RC1) Readiness - Writing/Writing Process 6.17(RC1) Readiness - Writing/Expository and Procedural Texts. 6.19A (RC3) Editing- ORAL AND WRITTEN CONVENTIONS 19A Use and understand the function of verbs. use and understand the function of the following parts of speech in the context of [reading], writing, [and speaking] (i)* verbs (irregular verbs and active and passive voice) (ii)* non-count nouns (e.g., rice, paper) (iii)* predicate adjectives (She is intelligent.) and their comparative and superlative forms (e.g., many, more, most) (iv)* conjunctive adverbs (e.g., consequently, furthermore, indeed) (v)* prepositions and prepositional phrases to convey location, time, direction, or to provide details (vi)* indefinite pronouns (e.g., all, both, nothing, anything) (vii)* subordinating

conjunctions (e.g., while, because, although, it) (viii)* transitional words with phrases that demonstrate an understanding of the function of the transition related to the organization of the writing (e.g., on the contrary, in addition to)


• Note Taking, p. 10 Note: Resources are available on ELA Website http://tinyurl.com/ms-frameworks-1516

Tuesday of the Other June Short Story by Norma Fox Mazer (pgs. 468-481)

TEKS FOCUS: • Sensory Language and Imagery • Connect


Lesson Plan and Resource Guide . . . . . . . . . . . . 52 Additional Selection Questions . . . . . . . . . . . . . 54 Ideas for Extension . . . . . . . . . . . . . . . . . . . . . . 55


Summary (English, Spanish) . . . . . . . . . . . . . . . 59 Literary Analysis: Sensory Language and

Imagery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 Reading Strategy: Connect . . . . . . . . . . . . . . . . 63 Vocabulary Study . . . . . . . . . . . . . . . . . . . . . . . . 65 Vocabulary Practice . . . . . . . . . . . . . . . . . . . . . . 66 Vocabulary Strategy . . . . . . . . . . . . . . . . . . . . . . 67 Reading Check . . . . . . . . . . . . . . . . . . . . . . . . . . 68 Question Support . . . . . . . . . . . . . . . . . . . . . . . . 69 Grammar in Context . . . . . . . . . . . . . . . . . . . . . . 70 Reading Fluency . . . . . . . . . . . . . . . . . . . . . . . . 71


Resources:

Graphic Organizer for Expository Essay available on http://tinyurl.com/ms-frameworks-1516





Week 5 (March 28 - April 1)

Reading: The Language of POETRY Writing: Expository Writing

Textbook Resources: Reading (Holt McDougal) Selection: Reader's Workshop: Reading Poetry Part 1: What Makes Poetry Different? (pg. 578-579) Part 2: What Are the Element of Poetry? (pg. 580-582) Part 3: Analyze the Literature (pg. 583) Additional Resources listed are only recommendations. Teachers may make use of other available resources to support instruction of TEKS). Textbook Resources: English Weekly Grammar Focus: Confusing Verb Tenses (Holt McDougal) HO 5 Quotation Marks (Texas Write Source) pgs. 644-647 Verbs…Tenses of Verbs (Texas Write Source) pgs. 754-765 Language of Expository Writing (Texas Write Source) pgs. 480-485 Reading and Writing Connection: This week, students are learning about conflict in literature, and the relationship between conflict in literature, and the relationship between conflict and the climax of the story. Students should learn to include these plot elements in their own writing.

Vocabulary/Word Study Latin Paragraph Greek English Root Roots Affixes Explain Authors Paragraph Illustrate Create Author Includes Stylistic elements Narrator Suggest Figurative language Phrase Personification Hyperbole Refrains Emphasizing Summarize Main idea Best title Diagram Demonstrating Supporting details Summary/Best summarizes Best expresses

Reading English TEKS: 6.2A; 6.8; 6.10A; 6.6 Fig.19D-E TEKS FOCUS: Poetry

Reader's Workshop: Reading Poetry Part 1: What Makes Poetry Different? (pg. 578-579)

Part 2: What Are the Element of Poetry? (pg. 580-582) Part 3: Analyze the Literature (pg. 583)

LESSON RESOURCES


Academic Vocabulary Additional Academic Vocabulary

Grammar Focus Answer Key for Student Copy Masters


TEKS: 6.14A-E; 6.17Ai-iv; 6.19A Weekly Grammar Focus: Confusing Verb Tenses (Holt McDougal) HO 5 Verbs…..Tenses of Verbs (Texas Write Source) pgs. 754-765 Language of Expository Writing (Texas Write Source) pgs. 480-485

Expository Writing Prompt

Resources: Graphic Organizer for Expository Essay available

Reading TEKS: 6.2A (RC1) Readiness- determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes 6.8(RC2) Readiness - Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding 6.10A (RC3) Readiness - summarize the main ideas and supporting details in text, demonstrating an understanding that a summary does not include opinions 6.6Fig.19D(RC2) Readiness - make inferences about text and use textual evidence to support understanding; 6.6Fig.19E(RC2) Readiness - summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts

Writing TEKS: 6.14A (RC1) Supporting - plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea 6.14B (RC1) Readiness - develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing 6.14C (RC1) Readiness - revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed 6.14D (RC1) Readiness - edit drafts for grammar, mechanics, and spelling 6.14E (RC1) Supporting - revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences 6.17A (RC1) Readiness - create multi paragraph essays to convey information about the topic that: (i)* presents effective introductions and concluding paragraphs (ii)* guide and inform the reader's understanding of key ideas and evidence (iii)* include specific facts, details, and examples in an appropriately organized structure (iv)* use a variety of sentence structures and transitions to link paragraphs 6.19(A) (RC3) Supporting - use and understand the function of the following parts of speech in the context of [reading],


Understanding Paragraph Identify Summary Main idea Structures Opinions Selection Mainly about Sentence




Week 6 (April 4 - 8)

Reading: Myths, Legends, and Tales Writing: Expository Writing

Textbook Resources: Reading (Holt McDougal) Selection: Reader's Workshop: Myths, Legends, and Tales Part 1: What Stories Live On? (pg. 676-677) Part 2: What Can Stories Teach Us? (pg. 678-679) Part 3: Analyze the Literature (pg. 680-681) Selection: Apollo's Tree retold by Mary Pope Osborne / Arachne retold by Olivia E. Coolidge (Pgs. 692-705) Additional Resources listed are only recommendations. Teachers may make use of other available resources to support instruction of TEKS). Textbook Resources: English Weekly Grammar Focus: Use Correct Sentence Structure (Holt McDougal) HO 52 Combining Sentences (Texas Write Source) pgs. 560-562 Expanding Sentences (Texas Write Source) pgs. 567-568 Language of Expository Writing (Texas Write Source) pgs. 480-485 Reading and Writing Connection: This week, students are learning about conflict in literature, and the relationship between conflict in literature, and the relationship between conflict and the climax of the story. Students should learn to include these plot elements in their own writing.

Vocabulary/Word Study Magic Helper Rule of Three Myth Legend Tales Simple sentences Compound sentences Subject-verb agreement

Reading English TEKS: TEKS FOCUS: Poetry

Reader's Workshop: Myths, Legends, and Tales Part 1: What Stories Live On? (pg. 676-677)

Part 2: What Can Stories Teach Us? (pg. 678-679) Part 3: Analyze the Literature (pg. 680-681)

LESSON RESOURCES




TEKS: 6.14A-E; 6.17Ai-iv; 6.19C Use Correct Sentence Structure (Holt McDougal) HO 52 Combining Sentences (Texas Write Source) pgs. 560-562 Expanding Sentences (Texas Write Source) pgs. 567-568 Language of Expository Writing (Texas Write Source) pgs. 480-485

Expository Writing Prompt:

Reading TEKS: 6.3(RC1) Readiness - Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. 6.3B (RC2) Supporting - analyze the function of stylistic elements (e.g., magic helper, rule of three) in traditional and classical literature from various cultures 6.2A (RC1) Readiness -

Writing TEKS: 6.14A (RC1) Supporting - plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea 6.14B (RC1) Readiness - develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing 6.14C (RC1) Readiness - revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed 6.14D (RC1) Readiness - edit drafts for grammar, mechanics, and spelling 6.14E (RC1) Supporting - revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences 6.17A (RC1) Readiness - create multi paragraph essays to convey information about the topic that: (i)* presents effective introductions and concluding paragraphs (ii)* guide and inform the reader's understanding of key ideas and evidence (iii)* include specific facts, details, and examples in an appropriately organized structure (iv)* use a variety of sentence structures and transitions to link paragraphs 6.19(C) (RC 3) Supporting - use complete simple and compound sentences with correct subject-verb agreement


TEKS: 6.3; 6.3B; 6.2A TEKS FOCUS • Cultural Values in Myths • Predict

Apollo's Tree retold by Mary Pope Osborne /

Arachne retold by Olivia E. Coolidge (Pgs. 692-705)

LESSON RESOURCES



Summary (English, Spanish) . . . . . . . . . . . . . . . 41 Literary Analysis: Cultural Values in Myths . . . 43 Reading Strategy: Predict . . . . . . . . . . . . . . . . . 45 Vocabulary Study . . . . . . . . . . . . . . . . . . . . . . . . 47 Vocabulary Practice . . . . . . . . . . . . . . . . . . . . . . 48 Vocabulary Strategy . . . . . . . . . . . . . . . . . . . . . . 49 Reading Check . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Question Support . . . . . . . . . . . . . . . . . . . . . . . . 51 Grammar in Context . . . . . . . . . . . . . . . . . . . . . . 52 Reading Fluency . . . . . . . . . . . . . . . . . . . . . . . . 53


Resources:






Week 7 (April 11 - 15) End of 5th Six Weeks 33 Instructional Days

Reading: Information, Argument, and Persuasion Writing: Expository Writing

Textbook Resources: Reading (Holt McDougal) Selection: Reader's Workshop: Reading for Information Part 1: Organizational Patterns? (pg. 894-895) Part 2: Summarizing Informational Text? (pg. 896) Part 3: Analyze the Literature (pg. 897) Selection: Additional Resources listed are only recommendations. Teachers may make use of other available resources to support instruction of TEKS). Textbook Resources: English Weekly Grammar Focus: Use Correct Sentence Structure (Holt McDougal) HO 52 Subject Verb Agreement(Texas Write Source) pgs. 554-557 Expanding Sentences (Texas Write Source) pgs. 567-568 Thesis Statement (Texas Write Source) pgs. 408-410 Reading and Writing Connection: This week, students are learning about conflict in literature, and the relationship between conflict in literature, and the relationship between conflict and the climax of the story. Students should learn to include these plot elements in their own writing.

Vocabulary/Word Study Use Dictionary Dictionary entry Matches/Best matches Determine Glossary Definition Best fits Thesaurus Paragraph Meanings Syllabication Pronunciations Parts of speech

Reading English TEKS: 6.7; 6.2E; 6.9; 6.9Fig.19E; 6.6C; 6.12 TEKS FOCUS: Poetry

Reader's Workshop: Myths, Legends, and Tales Part 1: What Stories Live On? (pg. 676-677)

Part 2: What Can Stories Teach Us? (pg. 678-679) Part 3: Analyze the Literature (pg. 680-681)

LESSON RESOURCES




TEKS: 6.14A-E; 6.17Ai-iv; 6.19C Use Correct Sentence Structure (Holt McDougal) HO 52 Combining Sentences (Texas Write Source) pgs. 560-562 Expanding Sentences (Texas Write Source) pgs. 567-568 Language of Expository Writing (Texas Write Source) pgs. 480-485

Expository Writing Prompt:

Reading TEKS: 6.7(RC2) Supporting - Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. 6.2E (RC1) Readiness - use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words 6.9 (RC 1) Supporting - Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. 6.9 Fig.19E (RC1) Supporting - summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts 6.6C (RC2) Supporting - describe different forms of point-of-view, including first- and third-person 6.12 (RC3) Supporting - Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents.

Writing TEKS: 6.14A (RC1) Supporting - plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea 6.14B (RC1) Readiness - develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing 6.14C (RC1) Readiness - revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed 6.14D (RC1) Readiness - edit drafts for grammar, mechanics, and spelling 6.14E (RC1) Supporting - revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences 6.17A (RC1) Readiness - create multi paragraph essays to convey information about the topic that: (i)* presents effective introductions and concluding paragraphs (ii)* guide and inform the reader's understanding of key ideas and evidence (iii)* include specific facts, details, and examples in an appropriately organized structure (iv)* use a variety of sentence structures and transitions to link paragraphs 6.19(C) (RC 3) Supporting - use complete simple and compound sentences with correct subject-verb agreement


TEKS: 6.3; 6.3B; 6.2A TEKS FOCUS • Cultural Values in Myths • Predict

Apollo's Tree retold by Mary Pope Osborne /

Arachne retold by Olivia E. Coolidge (Pgs. 692-705)

LESSON RESOURCES



Summary (English, Spanish) . . . . . . . . . . . . . . . 41 Literary Analysis: Cultural Values in Myths . . . 43 Reading Strategy: Predict . . . . . . . . . . . . . . . . . 45 Vocabulary Study . . . . . . . . . . . . . . . . . . . . . . . . 47 Vocabulary Practice . . . . . . . . . . . . . . . . . . . . . . 48 Vocabulary Strategy . . . . . . . . . . . . . . . . . . . . . . 49 Reading Check . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Question Support . . . . . . . . . . . . . . . . . . . . . . . . 51 Grammar in Context . . . . . . . . . . . . . . . . . . . . . . 52 Reading Fluency . . . . . . . . . . . . . . . . . . . . . . . . 53

Note: Resources are available on ELA Website http://tinyurl.com/ms-frameworks-1516 Additional Resources are available on ELA Website- Level 4 Measuring Up STAAR Ready Coach Jumpstart Plus http://tinyurl.com/ms-frameworks-1516

Resources:






grade 6 fifth six weeks february 22 – april 15, 2016 pages/ela_depart… · · 2016-02-15grade...

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