John Drugan K-8 1st-9 Weeks
ELAR (Weeks at a Glance) Instructional Days: 42 (2-½ days)
2015- 2016
Essential Question: How do we identify, understand, and use figurative language to enrich our writings?
Theme: _Figurative Language in Poetry
th-
Grade: 6
th
8
Poems: __________________________________
Week of:
Language Arts
Vocabulary
%=STAAR
Language Arts Reading
(Genre & Comprehension Skill)
%=STAAR
Social Studies
Theme/Topic/ERA/
Exploring Literary Nonfiction & Poetry
Resources
Connection
Figurative Lang Vocabulary
Social Studies Vocabulary
Poetry
Figurative
Language
Week 1
July 28- July 31
M-procedures/rules
T-The Worst Day of My Life
Brainstorm importance of
directions, cut n paste
W-Discuss success in school for
stdt & tchr make toolbox
Th-Writing Process, model
example, write about how stdt
will attain success this school yr
F-finish writing piece
6.1AAdjust fluency when reading aloud grade-level text
based on the reading purpose and the nature of the
text.6.2 Reading/Vocabulary Development. Students
understand new vocabulary and use it when reading and
writing.6.2E (68%) 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.6.3A (65%) Infer
the implicit theme of a work of fiction, distinguishing
theme from the topic.
Figurative
language posters
The Worst Day of
My Life-Mentor
text
Effort anchor
chart
IWB notes on poetry vocabulary
M-Put together ISN
Reading inventory
Remarkable Adventure vocabulary
T-Power point notes on poetry,
anchor charts,
Week 2
Aug. 3-7
W-Intro Remarkable Adventure,
Prediction-Student adventure
Visualization-anchor chart
Illustration-anchor chart
TH-Remarkable AdventureRead& share predictions,
illustrations,
pass out poems, read orally,
discuss & finish conclusion
F- orally read Remarkable
Adventure, practice voice, orally
define vocabulary
IWB notes
6.1AAdjust
fluency when reading aloud grade-level
text based on the reading purpose and the nature of the
text.6.2 Reading/Vocabulary Development. Students
understand new vocabulary and use it when reading
and writing.6.2E (68%) 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.6.3A Infer the
implicit theme of a work of fiction, distinguishing
theme from the topic.6.4 Reading/Comprehension of
Literary Text/Poetry.
Students understand, make inferences and draw
conclusions about the structure and elements of poetry
and provide evidence from text to support their
understanding. 6.4A (65%) Explain how figurative
language (e.g., personification, metaphors, similes,
hyperbole) contributes to the meaning of a poem. 6.8A
Explain how authors create meaning through stylistic
elements and figurative language emphasizing the use
of personification, hyperbole, and refrains6.13B
Recognize how various techniques influence viewers'
emotions. 6. Fig19A Establish purposes for reading
selected texts based upon own or others’ desired
outcome to enhance comprehension. 6. Fig19B Ask
literal, interpretive, evaluative, and universal questions
of text. 6. Fig19C Monitor and adjust comprehension
(e.g., using background knowledge; creating sensory
images; rereading a portion aloud; generating
questions. 6. Fig19D Make inferences about text
Poetry anchor
chart
Visualization
anchor chart
IWB notes on poetry vocabulary
Remarkable Adventure vocabulary
M-Remarkable Adventure,
discuss poem, answer poetry
response chart, Reflection
T-Vocabulary Dictionary
W-Vocabulary Dictionary &
vocabulary sentences
TH-make connections to poem
Week 3
Aug. 11-14
F-My Doggy Ate my Homework
6.1AAdjust fluency when reading aloud grade-level text
based on the reading purpose and the nature of the
text.6.2 Reading/Vocabulary Development. Students
understand new vocabulary and use it when reading and
writing.6.2E (68%) 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.6.3A Infer the
implicit theme of a work of fiction, distinguishing theme
from the topic.6.4 Reading/Comprehension of Literary
Text/Poetry.
Students understand, make inferences and draw
conclusions about the structure and elements of poetry
and provide evidence from text to support their
understanding. 6.4A (65%) Explain how figurative
language (e.g., personification, metaphors, similes,
hyperbole) contributes to the meaning of a poem. 6.8A
Explain how authors create meaning through stylistic
elements and figurative language emphasizing the use of
personification, hyperbole, and refrains6.13B Recognize
how various techniques influence viewers' emotions.6.
Fig19A Establish purposes for reading selected texts
based upon own or others’ desired outcome to enhance
comprehension. . 6. Fig19B Ask literal, interpretive,
evaluative, and universal questions of text. 6. Fig19C
Monitor and adjust comprehension (e.g., using
background knowledge; creating sensory images;
rereading a portion aloud; generating questions. 6.
Fig19F (60%) Make connections (e.g., thematic links,
author analysis) between and across multiple texts of
various genres, and provide textual evidence and use
textual evidence to support understanding.
.
Remarkable
Adventure poem
ISN notes on
poetry
Poetry response
chart
Poetry anchor
chart
Making
connections
anchor chart
My Doggy Ate
my Homework
My Doggy Ate my Homework
A Remarkable Adventure
M-My Doggy Ate My Homework,
discuss
Compare/Contrast 2 super
heroes orally as practice
Compare/contrast anchor chart
T-compare/contrast task cards
W- compare/contrast My
Remarkable Adventure & My
Doggy Ate my Homework
Aug. 18-21
Week 4
TH-F evaluate for understanding
6.11acompare& contrast the structure and viewpoints of
two different authors writing for the same purpose,
noting the stated claim and supporting evidence (53%)
. 6.1AAdjust fluency when reading aloud grade-level
text based on the reading purpose and the nature of the
text.6.2 Reading/Vocabulary Development. Students
understand new vocabulary and use it when reading
and writing.6.2E (68%) 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.6.3A Infer the
implicit theme of a work of fiction, distinguishing
theme from the topic.6.4 Reading/Comprehension of
Literary Text/Poetry.
Students understand, make inferences and draw
conclusions about the structure and elements of poetry
and provide evidence from text to support their
understanding. 6.4A (65%) Explain how figurative
language (e.g., personification, metaphors, similes,
hyperbole) contributes to the meaning of a poem. 6.8A
Explain how authors create meaning through stylistic
elements and figurative language emphasizing the use
of personification, hyperbole, and refrains6.13B
Recognize how various techniques influence viewers'
emotions.6. Fig19A Establish purposes for reading
selected texts based upon own or others’ desired
outcome to enhance comprehension. . 6. Fig19B Ask
literal, interpretive, evaluative, and universal questions
of text. 6. Fig19C Monitor and adjust comprehension
(e.g., using background knowledge; creating sensory
images; rereading a portion aloud; generating
questions. 6. Fig19F (60%) Make connections (e.g.,
thematic links, author analysis) between and across
multiple texts of various genres, and provide textual
evidence and use textual evidence to support
understanding.
My Doggy Ate
my Homework
Remarkable
Adventure
Compare/Contras
t anchor chart
Aug. 25-28
Early Release- Aug.26
Week 5
Figurative Language vocabulary
M-Figurative Language power
point, find figurative language in
both poems
T-Figurative Language foldables
in ISN, figurative language task
cards, SHAMPOI foldable
W-read figurative language
mentor text, find figurative
language in poem
TH-F figurative language task
cards, begin writing process on
student written poems &
illustration
6.14 Writing/Writing Process. Students use elements of
the writing process (planning, drafting, revising, editing,
and publishing) to compose text6..4a (65%)Explain how
figurative language (e.g., personification, metaphors,
similes, hyperbole) contributes to the meaning of a
poem...6.8aExplain how authors create meaning through
stylistic elements and figurative language emphasizing
the use of personification, hyperbole, and refrains
IWB power point
figurative
language
Foldables for ISN
Task cards
Mentor text
Freedom Week
Pecos Bill & Paul Bunyan
M-Introduce what a legend is,
read & discuss both stories
T-read & perform Reader’s
Theatre Paul Bunyan
Week 6
Sept. 2-4
W-compare/contrast Paul
Bunyan & Pecos Bill
Th-F- write a poem using
figurative language on one of the
given characters
6.14 Writing/Writing Process. Students use elements of
the writing process (planning, drafting, revising,
editing, and publishing) to compose text6..4a
(65%)Explain how figurative language (e.g.,
personification, metaphors, similes, hyperbole)
contributes to the meaning of a poem6.11acompare&
contrast the structure and viewpoints of two different
authors writing for the same purpose, noting the stated
claim and supporting evidence (53%)
6.1A Adjust fluency when reading aloud grade-level
text based on the reading purpose and the nature of the
text.6.2 Explain how authors create meaning through
stylistic elements and figurative language emphasizing
the use of personification, hyperbole, and refrains6.13B
Recognize how various techniques influence viewers'
emotions.6. Fig19A Establish purposes for reading
selected texts based upon own or others’ desired
outcome to enhance comprehension. . 6. Fig19B Ask
literal, interpretive, evaluative, and universal questions
of text. 6. Fig19C Monitor and adjust comprehension
(e.g., using background knowledge; creating sensory
images; rereading a portion aloud; generating
questions. 6. Fig19F (60%) Make connections (e.g.,
thematic links, author analysis) between and across
multiple texts of various genres, and provide textual
evidence and use textual evidence to support
understanding.
.
Pecos Bill
Paul Bunyan
Compare/contrast
anchor chart
Reader’s Theatre
Paul Bunyan
Week 7
Sept. 8-11
Labor Day-No School, Sept.7
Legend of Sleepy Hollow
vocabulary
M- Drama power point notes
IWB
Drama-vocabulary
Drama anchor chart
T-drama task cards
W-Prediction, paper bag horse
TH-introduce vocabulary
F- share predictions, begin
reading Legend of Sleepy Hollow
Exploring Fiction & Drama
6.2B 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. 6.2E 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. 6.3A (65%) Infer the
implicit theme of a work of fiction, distinguishing theme
from the topic. 6.3C Compare and contrast the historical
and cultural settings of two literary works. 6.5A Explain
the similarities and differences in the setting, characters,
and plot of a play and those in a film based upon the
same story line.6.Fig19A Establish purposes for reading
selected texts based upon own or others’ desired
outcome to enhance comprehension6.Fig19C Monitor
and adjust comprehension (e.g., using background
knowledge; creating sensory images; rereading a portion
aloud; generating questions.
Drama anchor
chart
Drama task cards
IWB drama power
point
Legend of Sleepy
Hollow
Theme vocabulary
M-orally read & discuss story, reread silently & make notes
Celebrate Freedom Week
Constitution Day, Sept.17
Week 8
Sept. 14-18
T-Power point IWB theme,
foldable on theme, task cards
theme
W-Using Molly Lou Melon
discuss theme & provide text
evidence
TH-Using Molly Lou Melon
orally write the summary
F-write summary to Legend of
Sleepy Hollow
6.2B 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. 6.2E 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. 6.3A (65%) Infer the
implicit theme of a work of fiction, distinguishing
theme from the topic. 6.3C Compare and contrast the
historical and cultural settings of two literary works.
6.5A Explain the similarities and differences in the
setting, characters, and plot of a play and those in a film
based upon the same story line.6.6A Summarize the
elements of plot development (e.g., rising action,
turning point, climax, falling action, denouement) in
various works of fiction6.6B Recognize dialect and
conversational voice and explain how authors use
dialect to convey character6.6C Describe different
forms of point-of-view, including first- and thirdperson.6.Fig19B Ask literal, interpretive, evaluative,
and universal questions of text.6.Fig19E Summarize,
paraphrase, and synthesize texts in ways that maintain
meaning and logical order within a text and across
texts(66%)
IWB power point
theme
Theme foldable
Theme task cards
Theme anchor
chart
Molly Lou Melon
Legend of Sleepy
Hollow
Point of view
M-C-Scope assessment
T-Reader’s Theatre Legend of
Sleepy Hollow
Week 9
Sept. 21- 25
Early Release- Sept.23
W-IWB power point point of
view, find point of view Molly
Lou Melon, anchor chart
TH- task cards point of view
F-find point of view Legend of
Sleepy Hollow, provide text
evidence
6.2B 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. 6.2E 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. 6.3A (65%) Infer the
implicit theme of a work of fiction, distinguishing
theme from the topic. 6.3C Compare and contrast the
historical and cultural settings of two literary works.
6.5A Explain the similarities and differences in the
setting, characters, and plot of a play and those in a film
based upon the same story line.6.6A Summarize the
elements of plot development (e.g., rising action,
turning point, climax, falling action, denouement) in
various works of fiction6.6B Recognize dialect and
conversational voice and explain how authors use
dialect to convey character6.6C Describe different
forms of point-of-view, including first- and thirdperson.6.13B Recognize how various techniques
influence viewers' emotions.6.Fig19D Make inferences
about text and use textual evidence to support
understanding. (66%)6.Fig19F Make connections (e.g.,
thematic links, author analysis) between and across
multiple texts of various genres, and provide textual
evidence(60%)
Author’s Wall: _Poems about Homework, Paul Bunyan & Pecos Bill_________
Technology Plan:
Reader’s Theatre
script
Point of view task
cards
Point of view
anchor chart
Molly Lou Melon
Legend of Sleepy
Hollow