Literature Studies Grade 6 Focus Genre: Speaking and Listening. Essential Question. Content/Academic Vocabulary. Focus Questions

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1 Essential Question What speaking and listening skills do I need to participate effectively in conversations, collaborations, and presentations? Content/Academic Vocabulary Active Listening Audience Body Language Clarity Collaboration Descriptive Details Discussion Evidence Expression Fact/Opinion Main Ideas Multimedia Components Opinion Pace Participate/Contribute Relevant Questions Summarize Tone Topic Volume Focus Questions What are the essential components of an effective presentation? How can I use technology to enhance my presentation? How does being an effective listener help contribute to understanding a speaker s purpose? What skills do I need to effectively participate in a collaborative discussion? What information do I need to create an organized presentation? What are the essential characteristics of proper public/dramatic speaking (e.g. poise, expression, eye contact)?

2 Student Outcomes Think about what you want the student to know and be able to do. Engage effectively in a range of collaborate discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics. Practice active listening skills, maintaining focus for increasingly longer amounts of time. Paraphrase portions of a text read aloud or information presented in diverse media and formats. Develop logical arguments to support an opinion in a discussion. Identify the reasons and evidence a speaker provides to support particular points. Adapt oral presentations appropriately according to the intended audience. Create a multimedia presentation that enhances the development of a main idea or theme. Differentiate between contexts that call for formal English (e.g. presentations) and situations where informal discourse is appropriate (e.g. small group discussions); use formal English when appropriate to tasks and situations. Recite poetry with appropriate cadence and phrasing. Maintain appropriate speaking posture, volume and demeanor during oral presentations.

3 ELA Focus Standards: Comprehension and Collaboration CCSS.ELA-Literacy.SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others ideas and expressing their own clearly. o CCSS.ELA-Literacy.SL.6.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. o CCSS.ELA-Literacy.SL.6.1b Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. o CCSS.ELA-Literacy.SL.6.1c Pose and respond to specific questions with elaboration and detail by making o comments that contribute to the topic, text, or issue under discussion. CCSS.ELA-Literacy.SL.6.1d Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. CCSS.ELA-Literacy.SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. CCSS.ELA-Literacy.SL.6.3 Delineate a speaker s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. Presentation of Knowledge and Ideas CCSS.ELA-Literacy.SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. CCSS.ELA-Literacy.SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. CCSS.ELA-Literacy.SL.6.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 here for specific expectations.)

4 Conventions of Standard English CCSS.ELA-Literacy.L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. o CCSS.ELA-Literacy.L.6.1a Ensure that pronouns are in the proper case (subjective, objective, possessive). o CCSS.ELA-Literacy.L.6.1b Use intensive pronouns (e.g., myself, ourselves). o CCSS.ELA-Literacy.L.6.1c Recognize and correct inappropriate shifts in pronoun number and person.* o CCSS.ELA-Literacy.L.6.1d Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).* o CCSS.ELA-Literacy.L.6.1e Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.* CCSS.ELA-Literacy.L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. o CCSS.ELA-Literacy.L.6.2a Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.* o CCSS.ELA-Literacy.L.6.2b Spell correctly. Knowledge of Language CCSS.ELA-Literacy.L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. o CCSS.ELA-Literacy.L.6.3a Vary sentence patterns for meaning, reader/listener interest, and style.* o CCSS.ELA-Literacy.L.6.3b Maintain consistency in style and tone.* Vocabulary Acquisition and Use CCSS.ELA-Literacy.L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. o CCSS.ELA-Literacy.L.6.4a Use context (e.g., the overall meaning of a sentence or paragraph; a word s position or function in a sentence) as a clue to the meaning of a word or phrase.

5 o CCSS.ELA-Literacy.L.6.4b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). o CCSS.ELA-Literacy.L.6.4c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. o CCSS.ELA-Literacy.L.6.4d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). CCSS.ELA-Literacy.L.6.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. o CCSS.ELA-Literacy.L.6.5a Interpret figures of speech (e.g., personification) in context. o CCSS.ELA-Literacy.L.6.5b Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. o CCSS.ELA-Literacy.L.6.5c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty). CCSS.ELA-Literacy.L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. Suggested Individual Poems for Shared Reading A Birthday, Christina Rossetti (CC) Casabianca, Felicia Dorothea Hemans (CC) Casey at the Bat, Ernest Lawrence Thayer (CC) Dreams, Nikki Giovanni (CC) Freedom, William Stafford (CC) How Doth the Little Crocodile, Lewis Carroll (CC) I Hear America Singing, Walt Whitman (CC) I, Too, Sing America, Langston Hughes (CC) I m Nobody! Who Are You?, Emily Dickinson (CC) If, Rudyard Kipling (CC) Jabberwocky, Lewis Carroll (CC) Joyful Noise: Poems for Two Voices, Paul Fleischman (CC)

6 Lives: Poems about Famous Americans, Lee Bennett Hopkins and Leslie Staub (CC) Math Talk: Mathematical Ideas in Poems for Two Voices, Theoni Pappas (CC) Past, Present, Future, Emily Bronte (CC) The Eagle, Alfred Lord Tennyson (CC) The Echoing Green, William Blake (CC) The Mouse s Tale, Lewis Carroll (CC) The New Colossus, Emma Lazarus (CC) Time, Valerie Bloom (CC) Tis the Voice of the Lobster, Lewis Carroll (CC) Twelfth Song of Thunder, (Navajo, Traditional) (CC) Tyger, William Blake (CC) Words Free as Confetti, Pat Mora (CC) Possible Assessments: Formal Assessments- MAP w/ Descartes Special Ed Probes PSSA DRA Summative Assessments- Discussion/Group Participation Self/Teacher Assessment Guided Reading Participation Weekly Response Journals tied to Independent Reading Focus Skills End of Book Tests Q-Matrix Constructed Reponses Story Elements Charting Organizational Constructs Vocabulary (Shared/Guided Reading)

7 Words Their Way Assessments Making Meaning Assessments Writing Pieces using Common Core Writing Standards Oral/Slate Assessment Teacher Created Rubric (Rubistar) Culminating Book Projects Literature Studies

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