Mrs. Beebe s 6 th Grade Language Arts Plans for Week of February 3 to 7, 2014 SSR will be the first ten minutes of every class period. Students are expected to give a book talk in front of class. Our JJIP for February includes a review of all of our previously learned skills for the year. Every Tuesday is library day. 1. Common Core Learning Standards Addressed: L.6.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.6.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. RL.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.6.3: Describe how a particular story s or drama s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. RL.6.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibility from a range of strategies. RI.6.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. 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. 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.
2. Learning Targets: (What will students know & be able to do as a result of this unit?) Students will be able to understand unknown words using knowledge of affixes and roots. Students will be able to spell gradeappropriate words. Students will be able to read, compare, and contrast myths, legends, tall tales and pourquoi tales from a variety of countries and cultures. Students will be able to compare and contrast one author s presentation of events with that of another. Students will be able to compose their own myths, legends, tall tales, or pourquoi tales, exhibiting the form s essential characteristics. Students will be able to compare and contrast the reading of a story with the audio version. Students will be able to conduct research on a country of choice and compare the research with what was learned in class about that country s folklore and culture. Essential Questions: (What will students know & be able to do as a result of this unit?) How is folklore simultaneously revealing and limiting? 2a. I can statements: I can demonstrate how to use the correct punctuation, capitalization, and spelling when I write. I can demonstrate how to use common affixes and roots as clues to the meaning of words. I can make generalizations, draw conclusions and inferences, and understand how to interpret visual data. I can revise and add notes to my Cornell notes on folklore. I can identify characteristics of a myth, fable, and folk tales. I can give a book talk in front of the class. New Bloom s
3. Formative Assessment Criteria for Success: (List examples in box below) Summative Assessment for Success: (How will you & your students know if they have successfully met the outcomes? What specific criteria will be met in a successful product/process? What does success on this lesson s outcomes look like?) Monday-Friday Formative Affix Study Guide Comments: Monday-Friday Summative Affix and Spelling Test Book Talks Comments: DIFFERENTIATION 4. Gradual Release of Learning: (What learning experiences will students engage in? How will you use these learning experiences or their student products as formative assessment opportunities? How and where will you differentiate?) Focus Lesson, Guided Instruction, Collaborative Instruction, Independent Tasks Components of Gradual Release: Focus Lesson (I do) Day 1 Day 2 Affixes: I will introduce the affixes and definitions. Day 3 Reading: I will model how to choose a tale to read, identify the type of tale, and chart characteristics. Day 4 Day 5 Guided Instruction (We do) of tall tales/legends. Affixes: Students and I will brainstorm words to include on the list of examples for each affix (a-, cent, -ic) discuss the literary element motifs and superheroes.
Guided Instruction (We do) of tall tales/legends. Affixes: Students and I will brainstorm words to include on the list of examples for each affix (a-, cent, -ic) of pourquoi tales. discuss the literary element motifs and superheroes. Collaborative (We do together) Spelling: We will work together to complete the word sort for this week s pattern (Noun Suffix ship, -ment, -ity). Reading: 1) We will read and discuss John Henry and then watch a video of the same tale and compare. We will also chart characteristics of tall tales from this story. 2) We will read and discuss Pecos Bill and chart characteristics. 3) Students will work with a partner to read watch a video that tells the story of Why Mosquitoes Buzz and complete a questionnaire. Affixes: We will complete the first two sections of the study guide together for the examples, definitions, and matching. Speaking and Listening: Students will share what they learned about the tales they have read from different countries. Reading: Read and discuss Oni the Great Bird.
Independent (You do) Spelling: Students will complete the spelling activities to be turned in on Friday. Reading: Speaking and Listening: Students will give book talks. will add notes about tall tales/legends to their Unit 2 Cornell notes. Spelling/Affixes: Students will complete a test. Reading: 1) Students will add notes about pourquoi tales to their Unit 2 Cornell notes. 2) Students will read several other pourquoi tales and choose 2 to chart characteristics. Affixes: Students will write meaningful sentences for each word. will read a variety of tales from various cultures and chart characteristics for each tale. will read a variety of tales from various cultures and chart characteristics for each tale. Spelling/Affixes: Students will complete a test. will annotate the text as they read. Students will also complete vocab and comprehension worksheets. SLC: 1 st hour students will complete required elements for conferences. 5. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?) Day 1 Day 2 Day 3 Day 4 Day 5 Spelling Menu 6 th Grade Literature books Organizers for tall tales/legends Pecos Bill picture book Computers Vocabulary notebook Library Books Pourquoi tales and questionnaires Affix Study Guide Graphic Organizer for Folk Tales Book baskets with various tales Graded Affix Study Guides Graphic Organizer for Folk Tales Book baskets with various tales Spelling and Affix tests Oni and the Bird story packets
Family Connection (How will you communicate with and extend into the home?) Students will read silently in class and at home. Parents should discuss Cornell Notes with students. Parents should share their favorite folktale with their child. Teacher Reflection: