*Required Reading: Freak the Mighty

Transcription

1 Quarter 1 6 th Grade TN Ready Blueprint; Parts I and II Written Expression Writing Conventions Reading Literature Reading Informational Reading Vocabulary 25% 11% 22-28% 22-28% 8-13% *Required Reading: Freak the Mighty ******Materials needed: Encyclopedias, FTM trade books, science textbooks, teacher selected informational websites, graphic organizers, daily grammar, and FTM handouts. (Daily grammar and FTM handouts will be shared at county wide kick off meeting.)****** Essential Question: How do I locate and cite evidence to improve my comprehension? How do I effectively use the writing process? How do I analyze literary text structure to improve my comprehension and writing? Final Product/Assessment: Informative/explanatory essay to convey ideas through analysis of content. Week 1-9 Standards Skills: Instruction/Strategies RL.6.1 Cite textual evidence and infer In whole class, small group, and/or pair/share RL.6.2 Find central ideas and details/summarize without opinion discussions, students will share evidence that RL.6.3 Find plot elements supports the inferences they make RL.6.5 Recognize contributions to theme, setting, and plot Students will complete an anticipation guide RL.6.6 Determine point of view Summarize a chapter from the book that includes, RL.6.9 characters, plot development, sequence of events, Compare/contrast texts in different forms/genres, in terms of W.6.2 similar themes and topics with an emphasis on using transitional words Select, organize, analyze relevant content Diagram the plot elements, including; Exposition, (charts and Introduction, formatting, (headings), graphics, rising action, climax, falling action, and resolution graphics), multimedia Use graphic organizer to include; (details, plot, Organize using definition, classification, compare and contrast, and cause and effect character, setting, dialogue, inferred theme, and character changes, from the text) Determine relevant facts, definitions, details, definitions, quotations, etc. Explain the different points of view, to include: 1 st, 2 nd 3 rd, and omniscient. Determine how point of Use transitions appropriately view affects the text. Understand and apply precise language and domain specific Pull various informational texts (encyclopedia, vocabulary science textbook, websites) to compare/contrast Establish and maintain a formal style different presentations of scientific subjects L.6.1 Provide a concluding statement discussed by Freak and Max throughout the book Office of Instruction Page 1 of 12

2 Recognize and use proper pronouns Apply subjective, objective, and possessive pronouns Peer edit and review chapter summary (CUPS) (Capitalization, usage, punctuation, spelling) Quarter 1 Continued Standards Student Learning Target: Instruction/Strategies: Weeks 1-9 L.6.1 Continued L.6.2 L.6.3 L.6.4 L.6.5, RL.6.4 & RI.6.4 W.6.7 RI.6.1 &2 Recognize and correct inappropriate shifts in number and person Recognize and correct vague pronouns Recognize variation in standard English from their own and in others writing and speaking and identify and use strategies to improve written expression Command of capitalization, punctuation, spelling in writing Vary sentence patterns for meaning, interest, and style Maintain consistency in style and tone Apply context clues, multiple meaning words, affixes and roots. Dictionaries, glossaries, and thesauruses Verify definitions (inferred meaning in context, or with a dictionary) Recognize and use figurative language and speech, analogies, cause and effect, denotations, and connotations, in meaning and tone Conduct short research projects to answer a question, drawing on several sources Cite text evidence, determine a central idea, details, and summarize Throughout the nine weeks, teachers will periodically ask students to choose one of the statements from the anticipation guide to develop into essays. These essays should be edited and revised with a partner or with small groups. Language conventions will be covered daily with each school s version of daily grammar practice. (Year long) Peer editing Rough drafts and final drafts Editing checklists Conduct a short research project, drawing on several sources. Students may choose one of the scientific discussions from the book or research on bullying and the social aspects of the book. Office of Instruction Page 2 of 12

3 6 th Grade TN Ready Blueprint; Parts I and II Written Expression Writing Conventions Reading Literature Reading Informational Reading Vocabulary 25% 11% 22-28% 22-28% 8-13% *****Required Reading: The Great Fire***** Weeks 1-9 RI.6.6 RI.6.8 RI.6.9 RL.6.9 Analyze the structure (sentence, paragraph, chapter, section, etc) and the developments of the text and its contributions to the development of the main idea Determine the author s purpose, point of view, and how each is conveyed in a text Distinguish between claims that are supported by evidence and claims that are not Compare/contrast one author s coverage of an event or person, with that of another author Quarter 2 ***Materials needed: TGF (textbook),and supplemental materials from teacher kit. Also need teacher selected graphic organizers, and teacher chosen various versions of the story of Mrs. O Leary from TGF.******* Essential Question: How do I use all of the steps of the writing and reading processes to produce an argumentative essay? Final Product/Assessment: Argumentative essay explaining opinion about prevention of the Great fire and citing evidence to prove and support ideas. Standards Student Learning Target: Instruction/Strategies: RI. 6.1 Cite textual evidence and infer Students will restate and answer a question, RI.6.2 Find central ideas and details/summarize without opinion with explanation, while citing evidence from RI.6.3 Analyze key individuals, events, ideas, and details elaborated in a the text. text Type a summary of a piece of informational text Students will produce a timeline that RI.6.5 illustrates the development of an individual/event in a text. Office of Instruction Page 3 of 12 Students will produce a graphic organizer that illustrates the structure of the main idea Students will write a paragraph in which another student will determine the author s purpose and how a change in point of view will affect the purpose. Students differentiate between fact and opinion as demonstrated on a graphic organizer. Use a Venn diagram to compare/contrast

4 Quarter 2 continued RI.6.4 L.6.4 L.6.5 W.6.1 W.6.7 Compare/contrast texts in different forms/genres, in terms of similar themes and topics Determine the meanings of words and phrases as they are used in text, including figurative, connotative, or technical meanings Apply context clues, multiple meaning words, affixes and roots. Dictionaries, glossaries, and thesauruses Understand figurative language Write arguments to support claims with clear reasons and relevant evidence Conduct short research projects to answer a question, drawing on several sources similarities and differences on an assigned continued topic from the text Students will write a short essay comparing and contrasting the coverage of Mrs. O Leary (continued) in TGF, and another account of her in another genre Students will produce a response that explains the figurative, connotative, or technical meaning of selected readings. (poetry, lyrics, rap, reader s theater, etc) Students will use the Frayer model to demonstrate understanding of context clues, multiple meaning words, figurative language, affixes, and root words, from the text(synonym, definition, drawing, and definition in own words) Students will produce a written conclusion based on presented arguments. Two column notes or note cards that summarize research from various sources. Office of Instruction Page 4 of 12

5 L.6.1 L.6.2 L.6.3 Understand and apply precise language and domain specific vocabulary Establish and maintain a formal style Provide a concluding statement Recognize and use proper pronouns Apply subjective, objective, and possessive pronouns Recognize and correct inappropriate shifts in number and person Recognize and correct vague pronouns Recognize variation in standard English from their own and in others writing and speaking and identify and use strategies to improve written expression Command of capitalization, punctuation, spelling in writing Vary sentence patterns for meaning, interest, and style Maintain consistency in style and tone Language conventions will be covered daily with each school s version of daily grammar practice. (Year long) Reading response journal (ongoing) o Writing journal (ongoing) o Word study (ongoing) o Illustrate literal and figurative meanings o Graphic organizer o Text dependent questions Class discussion Office of Instruction Page 5 of 12

6 6 th Grade TN Ready Blueprint; Parts I and II Quarter 3 *Required reading: Freedom Walkers *Materials needed: FW book and supplemental supplies from the teacher kit. Teacher selected graphic organizers, teacher selected publications on Rosa Parks, and Martin Luther King Jr., and teacher selected informational websites. Written Expression Writing Conventions Reading Literature Reading Informational Reading Vocabulary 25% 11% 22-28% 22-28% 8-13% Essential Question: What is my position on this topic and how do I support it with evidence? Final Product/Assessment: Three part argumentative essay on an assigned topic. Standards Student Learning Target: Instruction/Strategies: RI. 6.1 Cite textual evidence and infer Students will restate and answer questions, RI.6.2 Find central ideas and details/summarize without opinion with explanation, while citing evidence from RI.6.3 Analyze key individuals, events, ideas, and details elaborated in a the text. text Type a summary of a piece of informational text Students will produce a timeline that RI.6.5 illustrates the development of an individual/event in a text. RI.6.6 RI.6.8 Analyze the structure (sentence, paragraph, chapter, section, etc) and the developments of the text and its contributions to the development of the main idea Determine the author s purpose, point of view, and how each is conveyed in a text Distinguish between claims that are supported by evidence and claims that are not Students will produce a graphic organizer that illustrates the structure of the main idea Students will write a paragraph in which another student will determine the author s purpose and how a change in point of view will affect the purpose. Students differentiate between fact and opinion as demonstrated on a graphic organizer. Weeks 1-9 Office of Instruction Page 6 of 12

7 Quarter 3 continued RI.6.9 & RL.6.9 Compare/contrast one author s coverage of an event or person, Use a Venn diagram to compare/contrast with that of another author similarities and differences on an assigned topic from the text RI.6.4 Students will write a short essay comparing Compare/contrast texts in different forms/genres, in terms of and contrasting the coverage of Rosa Parks, or similar themes and topics of Martin Luther King Jr. in FW, and another Determine the meanings of words and phrases as they are used in account of either of them, in another text, including figurative, connotative, or technical meanings publication L.6.4 Apply context clues, multiple meaning words, affixes and roots. Dictionaries, glossaries, and thesauruses Students will produce a response that explains the figurative, connotative, or technical L.6.5 Understand figurative language meaning of selected readings. (poetry, lyrics, rap, reader s theater, etc) Students will use the Frayer model to demonstrate understanding of context clues, multiple meaning words, figurative language, W.6.1 Write arguments to support claims with clear reasons and affixes, and root words, from the relevant evidence text(synonym, definition, drawing, and W.6.7 Conduct short research projects to answer a question, drawing on definition in own words) several sources Students will produce a written conclusion L.6.1 Understand and apply precise language and domain specific based on presented arguments. vocabulary Two column notes or note cards that Establish and maintain a formal style summarize research from various sources Provide a concluding statement Language conventions will be covered daily Recognize and use proper pronouns with each school s version of daily grammar Apply subjective, objective, and possessive pronouns practice. (Year long) Recognize and correct inappropriate shifts in number and person Reading response journal (ongoing) Recognize and correct vague pronouns Writing journal (ongoing) Recognize variation in standard English from their own and in Word study (ongoing) others writing and speaking and identify and use strategies to Illustrate literal and figurative meanings improve written expression Graphic organizer L.6.2 Command of capitalization, punctuation, spelling in writing Text dependent questions Vary sentence patterns for meaning, interest, and style Class discussion Office of Instruction Page 7 of 12

8 L.6.3 Maintain consistency in style and tone Office of Instruction Page 8 of 12

9 ***Required reading: Where the Red Fern Grows Quarter 4 ****Materials needed: WRFG trade books, teacher selected informational websites, and teacher selected handouts. (handouts to be shared at county wide kick off meeting) Teacher selected graphic organizers, and creative writing handouts.***** Written Expression Writing Conventions Reading Literature Reading Informational Reading Vocabulary 25% 11% 22-28% 22-28% 8-13% Essential Question: What makes a story great and how can I tell one of my own? Final Product/Assessment: Students will produce and present an original literary piece (narrative, poetry, or drama). Standards Student Learning Target: Instruction/Strategies: In whole class, small group, RL.6.1 Cite evidence from the text to support an analysis of what the text says and and/or pair-share discussions, inferences made. students will share evidence that supports the inferences they make. Week 1-9 RL.6.2 RL.6.3 RL.6.5 Determine a central idea or theme and summarize a text without personal opinion. Describe how the plot unfolds using a series of episodes and explain how the characters respond or change with the plot. Explain how a particular sentence, chapter, etc, fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. Students use a graphic organizer to identify the main idea and the supporting details, and use it to write a summary of a chapter. Students use a graphic organizer to illustrate the plot elements and how the character evolves over time. Students highlight selected texts to identify transitional words and phrases to convey sequence. *Students also need to take pieces of text that are out of order, and put them in order. Office of Instruction Page 9 of 12

10 Weeks 1-9 Quarter 4 Continued Standards Student Learning Target: Instruction/Strategies: Students will rewrite a piece RL.6.6 Explain how an author develops the point of view. from another point of view and discuss how the story changes. A short, three part, comparecontrast RL.6.9 essay. Compare and contrast texts of different forms on their treatment of the same topic. Students will restate and answer RI.6.1 Cite textual evidence and make inferences based on the text. questions, with explanation, while citing evidence from the RI.6.2 Find central ideas and details/summarize without opinion. text. Type a summary of a piece of RL.6.4 Analyze the impact of specific word choice on the meaning and tone of the informational text passage. Students will identify impactful words and describe how they L.6.4 Apply context clues, multiple meaning words, affixes and roots. Dictionaries, contribute to the tone of the glossaries, and thesauruses. piece. After reading an editorial, students will identify the words that convey multiple meanings. L.6.5 Distinguish among connotations and denotations of words. Students will complete a graphic organizer to demonstrate the W.6.3 positive and negative Write narratives to develop real or imagined events, using descriptive details, connotations. effective techniques, and well structured event sequences. Students will complete creative writing assignments. Newspaper reporter, open mind, etc. (See handouts from county wide meeting.) W.6.7 Conduct a short research project, to answer a question, drawing on several sources. Office of Instruction Page 10 of 12 Students will write a research project, using the informational websites the teacher will supply, including a bibliography.

11 Quarter 4 continued L.6.1, L.6.2, & L.6.3 Understand and apply precise language and domain specific vocabulary Establish and maintain a formal style Provide a concluding statement Recognize and use proper pronouns Apply subjective, objective, and possessive pronouns Recognize and correct inappropriate shifts in number and person Recognize and correct vague pronouns Recognize variation in standard English from their own and in others writing and speaking and identify and use strategies to improve written expression Command of capitalization, punctuation, spelling in writing Vary sentence patterns for meaning, interest, and style Maintain consistency in style and tone Language conventions will be covered daily with each school s version of daily grammar practice. (Year-long) Office of Instruction Page 11 of 12

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