John Drugan K-8 3rd 9 Weeks
th
Grade: 6 ELAR (Weeks at a Glance) 43 Instructional Days:
2015- 2016
Essential Question: How does written and visual media forms (movies, art, T.V.) relate to verbal or written elements in media?
How do the forms relate? How do they differ?
Language Arts
Vocabulary
%=STAAR
Week of:
Language Arts Reading
(Genre & Comprehension Skill)
%=STAAR
Social Studies
Theme/Topic/ERA/
Exploring Fiction & Drama
Resources
Connection
Literary Elements
M-Staff Development.
Week 1
Jan 4- Jan 8
Holocaust Vocab
Unit 04A: Exploring Persuasive Text and Media
6.2 Reading/Vocabulary Development. Students understand new
Bandwagon appeal
T-TR
vocabulary and use it when reading and writing. Students are expected to:
Red herring
Writing Process Expository: Persuade
6.2B 65.15% Use context (e.g., cause and effect or compare and contrast
False authority
other students which pet is better.
organizational text structures) to determine or clarify the meaning of
Testimonial
F-Holocaust Vocabulary/Suitcase
unfamiliar or multiple Targeted TEK meaning words. Readiness
Critique
Activity
Standard Reading/Comprehension Skills (C) Monitor and adjust
comprehension (e.g., using background knowledge; creating sensory images;
Prentice Hall Literature Language and
rereading a portion aloud; generating questions. (D)Make inferences about
Literacy Textbook
text and use textual evidence to support understanding. Make inferences
about text and use textual evidence to support understanding. Readiness
Standard /Supporting Standard (E) 63.86% Summarize, paraphrase,
and synthesize texts in ways that maintain meaning and logical order within a
text and across texts. Readiness Standard /Supporting Standard (F)
Make connections (e.g., thematic links, author analysis) between and across
multiple texts of various genres, and provide textual evidence. Readiness
Standard 6.14 Writing Process A-D
6.1B Analyze the historical
background of various
contemporary societies to evaluate
relationships between past conflicts
and current conditions.
6.2A Identify and describe the
influence of individual or group
achievements on various historical
or contemporary societies American
Revolution on the French
Revolution.
6.2B Evaluate the social, political,
economic, and cultural contributions
of individuals and groups from
various societies, past and present
6.3A Pose and answer geographic
questions, including: Where is it
located?
Anchor Chart-Writing
Holocaust Voc.
Fig19 Reading/Comprehension Skills. Students use a flexible range of
metacognitive reading skills in both assigned and independent reading to
M- Suitcase Activity
understand an author’s message. Students will continue to apply earlier
standards with greater depth in increasingly more complex texts as they
T-W Holocaust Vocabulary
become self-directed, critical readers. 6. Fig19E Summarize, paraphrase,
and synthesize texts in ways that maintain meaning and logical order within a
TR-United Streaming Holocaust video
text and across texts. Readiness Standard (6.Fig19F Make connections
(e.g., thematic links, author analysis) between and across multiple texts of
F-Reflection
various genres, and provide textual evidence. Readiness Standard
Jan 11- Jan 15
Week 2
Supporting Standard 6.9A Reading/Comprehension of Informational
Prentice Hall Literature Language and
Text/Culture and History. Students analyze, make inferences and draw
Literacy Textbook
conclusions about the author's purpose in cultural, historical, and
contemporary contexts and provide evidence from the text to support their
understanding. 6.13A Explain messages conveyed in various forms of
media. Supporting Standard 6.13B Recognize how various techniques
influence viewers' emotions. Supporting Standard 6.13C Critique
persuasive techniques (e.g., testimonials, bandwagon appeal) used in media
messages.
6.15F - Identify and explain
examples of conflict and
cooperation between and among
cultures
6.16B Compare characteristics of
institutions in various contemporary
societies.
6.16C - Analyze the efforts and
activities institutions use to sustain
themselves over time
6.21A Differentiate between,
locate, and use valid primary and
secondary sources such as
computer software; interviews;
biographies.
6.21B Analyze information by
sequencing, categorizing, identifying
cause-and-effect relationships,
comparing, contrasting, finding the
main idea, summarizing, making
generalizations and predictions, and
drawing inferences and conclusions.
6.21C Organize and interpret
information from outlines, reports,
databases, and visuals, including
graphs, charts, timelines, and maps.
6.22B Incorporate main and
supporting ideas in verbal and
written communication based on
research
6.23B Use a decision-making
process to identify a situation that
requires a decision, gather
information, identify options, predict
consequences, and take action to
implement a decision.
Suitcase template
Mood masks
IWB notes/United
Streaming
M-Show illustration of front cover/make
6.13C Critique persuasive techniques (e.g., testimonials, bandwagon
prediction, make paper bag vocabulary
appeal) used in media messages.6.2D Explain the meaning of foreign
M- Suitcase Activity
words and phrases commonly used in written English (e.g., RSVP, que sera
T-finish paper bag/orally define vocabulary
sera). 6.3 Reading/Comprehension of Literary Text/Theme and Genre.
T-W Holocaust Vocabulary
& discuss
Students analyze, make inferences and draw conclusions about theme and
TR-United Streaming Holocaust video
W-listen to predictions/orally read &
provide evidence from the text to support their understanding 6.3A Infer
discuss Benno & the Night of Broken
the implicit theme of a work of fiction, distinguishing theme from the topic.
glass/ do double sided journal
Targeted TEK Supporting Standard 6.3B Analyze the function of
genre in different cultural, historical, and contemporary contexts and
Week 3
Jan 18-Jan 22
Jan 18 Martin Luther King
F-Reflection
6.21A Differentiate between,
locate, and use valid primary and
secondary sources such as
computer software; interviews;
biographies.
6.21B Analyze information by
sequencing, categorizing, identifying
cause-and-effect relationships,
comparing, contrasting, finding the
main idea, summarizing, making
generalizations and predictions, and
drawing inferences and conclusions.
Remarkable Adventure
poem
ISN notes on poetry
Poetry response chart
Poetry anchor chart
stylistic elements (e.g., magic helper, rule of three) in traditional and classical
Making connections
TR-F Rd The Jolly Postman
literature from various cultures. Supporting Standard 6.3C Compare and
anchor chart
learn parts of a friendly letter
contrast the historical and cultural settings of two literary works.
6.4Reading/Comprehension of Literary Text/Poetry.
My Doggy Ate my
Prentice Hall Literature Language and
Students understand, make inferences and draw conclusions about the
Homework
Literacy Textbook
structure and elements of poetry and provide evidence from text to support
their understanding 6.4A 48.87% Explain how figurative Language (e.g.,
personification, metaphors, similes, hyperbole) contributes to the meaning
of a poem 6.5Reading/Comprehension of Literary Text/Drama.
Students understand, make inferences and draw conclusions about the
structure and elements of drama and provide evidence from text to support
their understanding. Supporting Standard 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. 6.6 Reading/Comprehension of
Literary Text/Fiction. Students understand, make inferences and draw
conclusions about the structure and elements of fiction and provide
evidence from text to support their understanding 6.6A Summarize the
elements of plot development (e.g., rising action, turning point, climax, falling
action, denouement) in various works of fiction. Readiness Standard
(Targeted TEK) 6.6C Describe different forms of point-of-view,
including first- and third-person. Supporting Standard 6.8
Reading/Comprehension of Literary Text/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. 6.8A Explain how
authors create meaning through stylistic elements and figurative language
emphasizing the use of personification, hyperbole, and refrains. Targeted
TEK Readiness Standard 6.13B Recognize how various techniques
influence viewers' emotions. Supporting Standard 6.14 A-F Writing
Process
M-T Students will write a friendly letter
Benno & The Night of Broken Glass
to……
Unit 04B: Generating Connections : Literary Text
6.13C Critique persuasive techniques (e.g., testimonials, bandwagon
appeal) used in media messages.6.2D Explain the meaning of foreign
Number the Stars
Implicit Theme
Thematic link
Exposition
Rising Action
Climax/turning point
Denouement
T-W Character traits power point/IWB
words and phrases commonly used in written English (e.g., RSVP, que sera
notes, foldable…orally do character trait on
sera). 6.3 Reading/Comprehension of Literary Text/Theme and Genre.
Molly Lou Melon
Students analyze, make inferences and draw conclusions about theme and
genre in different cultural, historical, and contemporary contexts and
TR-F Literary Elements chart
provide evidence from the text to support their understanding 6.3A Infer
the implicit theme of a work of fiction, distinguishing theme from the topic.
Prentice Hall Literature Language and
TARGETED TEK
Literacy Textbook
Supporting Standard in traditional and classical literature from various
cultures. Supporting Standard 6.3C Compare and contrast the historical
6.21C Organize and interpret
information from outlines, reports,
databases, and visuals, including
graphs, charts, timelines, and maps.
6.22B Incorporate main and
supporting ideas in verbal and
written communication based on
research
6.23B Use a decision-making
process to identify a situation that
requires a decision, gather
information, identify options, predict
consequences, and take action to
implement a decision.
Benno & the Night of
Broken Glass
Daniel’s Story
Power Point-Chrctr
traits,
ISN, foldables
Character traits anchor
chart
and cultural settings of two literary works. 6.4 Reading/ Comprehension of
Literary Text/Poetry. Students understand, make inferences and draw
Molly Lou Melon
Week 4
Jan 25-Jan 29
Jan 27 – Early Release
conclusions about the structure and elements of poetry and provide
evidence from text to support their understanding 6.5
Reading/Comprehension of Literary Text/Drama. Students
understand, make inferences and draw conclusions about the structure and
elements of drama and provide evidence from text to support their
understanding. Supporting Standard 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. 6.6 Reading/Comprehension of Literary
Text/Fiction. Students understand, make inferences and draw
conclusions about the structure and elements of fiction and provide
evidence from text to support their understanding 6.6A Summarize the
elements of plot development (e.g., rising action, turning point, climax, falling
action, denouement) in various works of fiction. Readiness Standard
(Targeted TEK) 6.6C Describe different forms of point-of-view,
including first- and third-person. Supporting Standard 6.8
Reading/Comprehension of Literary Text/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. 6.8A Explain how
authors create meaning through stylistic elements and figurative language
emphasizing the use of personification, hyperbole, and refrains.
TARGETED TEK Readiness Standard 6.13B Recognize how
various techniques influence viewers' emotions. Supporting Standard
.
Cat stationary
Propaganda/Nazi
M-T view propaganda slides/take notes
6.2 Reading/Vocabulary Development. Students understand new
Slides
You Tube,
vocabulary and use it when reading and writing. Students are expected F
Make connections (e.g., thematic links, author analysis) between and across
You Tube-propaganda
T-W present presentations
multiple texts of various genres, and provide textual evidence. Readiness
Standard Reading/Comprehension of Literary Text/Theme and
The Cats in Krasinski Square
TR-F make prediction/orally define
Genre. Students analyze, make inferences and draw conclusions about
Number the Stars
vocabulary
theme and genre in different cultural, historical, and contemporary contexts
and provide evidence from the text to support their understanding 6.3A
Prentice Hall Literature Language and
Infer the implicit theme of a work of fiction, distinguishing theme from the
Literacy Textbook
topic.6. Fig19 Reading/Comprehension Skills. Students use a flexible
range of metacognitive reading skills in both assigned and independent
reading to understand an author’s message. Students will continue to apply
Feb 1-Feb 5
Week 5
earlier standards with greater depth in increasingly more complex texts as
they become self-directed, critical readers. 6. Fig19E Summarize,
paraphrase, and synthesize texts in ways that maintain meaning and logical
order within a text and across texts. Readiness Standard (6.Fig19F Make
connections (e.g., thematic links, author analysis) between and across
multiple texts of various genres, and provide textual evidence. Readiness
Standard Supporting Standard 6.9A Reading/Comprehension of
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.6.13A Explain messages conveyed in various
forms of media. Supporting Standard 6.13B Recognize how various
techniques influence viewers' emotions. Supporting Standard 6.13C
Critique persuasive techniques (e.g., testimonials, bandwagon appeal) used
in media messages. 6.27 Listening and Speaking/Speaking 6.27A Give
an organized presentation with a specific point of view, employing eye
contact, speaking rate, volume, enunciation, natural gestures, and
conventions of language to communicate ideas effectively.
6.15C - Define a multicultural
society and consider both the
positive and negative qualities of
multiculturalism
6.17B Identify and describe factors
that influence cultural change.
6.17D Identify and define the
impact of cultural diffusion on
individuals and world societies.
The Cats in Krasinski
Square
Daniel’s Story
You Tube
IWB Notes
The Cats in Krasinski Square
M-W Rd & discuss story
6.9 Reading/Comprehension of Informational Text/Culture and History.
Students analyze, make inferences and draw conclusions about the
Survivor’s Stories
TR- Compare/contrast both stories read
author's purpose in cultural, historical, and contemporary contexts and
provide evidence from the text to support their understanding 6.9A
Fri- Literary Elements foldable
Compare and contrast the stated or implied purposes of different authors
writing on the same topic. Supporting Standard 6.10
Prentice Hall Literature Language and
Reading/Comprehension of Informational Text/Expository Text.
Literacy Textbook
Students analyze, make inferences and draw conclusions about expository
Week 6
Feb 8- Feb 8- Feb 12
text and provide evidence from text to support their understanding.
Students are expected to: 6.10A Summarize the main ideas and
supporting details in text, demonstrating an understanding that a summary
does not include opinions. Readiness Standard 6.10B Explain whether
facts included in an argument are used for or against an issue. Supporting
Standard 6.10C Explain how different organizational patterns (e.g.,
proposition-and-support, problem-and-solution) develop the main idea and
the author's viewpoint.
Readiness Standard 6.10D Synthesize and make logical connections
between ideas within a text and across two or three texts representing
similar or different genres. Readiness Standard Reading/ Comprehension
of Informational Text/Persuasive Text.
Students analyze, make inferences and draw conclusions about persuasive
text and provide evidence from text to support their analysis. Students are
expected to: 6.11A Compare and contrast the structure and viewpoints of
two different authors writing for the same purpose, noting the stated claim
and supporting evidence. Supporting Standard
The Cats in Krasinski
6.15C - Define a multicultural
society and consider both the
positive and negative qualities of
multiculturalism
6.17B Identify and describe factors
that influence cultural change.
Square
Survivors Stories
The Cats in Krasinksi Square
M- T Literary Elements foldable
Unit 05A: Generating Connections : Informational Text
6.8 Reading/Comprehension of Literary Text/Sensory Language.
Week 7
Feb 15- Feb 19
Benno & the Night of Broken Glass
Daniels Story,
Survivor’s Story
Reader’s Theatre
W- Readers Theatre/Traipsing to
Students understand, make inferences and draw conclusions about how an
Auschwitz
author's sensory language creates imagery in literary text and provide
evidence from text to support their understanding. Students are expected
6.15C - Define a multicultural
society and consider both the
positive and negative qualities of
multiculturalism
6.17B Identify and describe factors
that influence cultural change.
The Cats in Krasinksi
Square
Benno & the Night of
Broken Glass
TR-F Narrative poem reflecting the impact
to: 6.8A Explain how authors create meaning through stylistic elements and
of racial discrimination/listen to various
figurative language emphasizing the use of personification, hyperbole, and
Daniels Story,
poems about peace/On the Wings of
refrains. TARGETED TEK
Survivor’s Story
Peace
Readiness Standard 6.Fig19B Ask literal, interpretive, evaluative, and
On The Wings of Peace
universal questions of text. Writing Process 6.14 A-D
Reader’s Theatre
Prentice Hall Literature Language and
Literacy Textbook
On The Wings of
Peace
Anchor Chart-Drama
6.11B Identify simply faulty reasoning used in persuasive texts.
United Streaming
You Tube
M-W
Supporting Standard 6.12B Interpret factual, quantitative or technical
Student made graphs representing the
information presented in maps, charts, illustrations, graphs, timelines, tables,
impact of deaths among the various groups
and diagrams. Supporting Standard 6.17A.ii-iv Writing/Expository and
killed
Procedural Texts. Students write expository and procedural or work-
Week 8
Feb 22 – Feb 26
related texts to communicate ideas and information to specific audiences for
TR-F students will make a connection with
specific purposes. Fig 19 Reading/Comprehension Skills. Students use a
Japanese internment camps of the
flexible range of metacognitive reading skills in both assigned and
U.S./POWS in Japan
independent reading to understand an author’s message. Students will
continue to apply earlier standards with greater depth in increasingly more
Students will write a skit or news article
complex texts as they become self-directed, critical readers. The student is
informing the citizens of events that will
expected to: Fig 19C Monitor and adjust comprehension (e.g., using
affect them
background knowledge; creating sensory imagery Make inferences about
text and use textual evidence to support understanding. Readiness
Prentice Hall Literature Language and
Standard (Fiction, Expository) Supporting Standard (e); rereading a
Literacy Textbook
portion aloud; generating questions. Fig19D Make inferences about text
and use textual evidence to support understanding. TARGETED
TEK Readiness Standard Supporting Standard Fig19E Summarize,
paraphrase, and synthesize texts in ways that maintain meaning and logical
order within a text and across texts. Readiness Standard /Supporting
Standard Fig19F Make connections (e.g., thematic links, author analysis)
between and across multiple texts of various genres, and provide textual
evidence. Readiness Standard
6.15C - Define a multicultural
society and consider both the
positive and negative qualities of
multiculturalism
6.17B Identify and describe factors
that influence cultural change.
United Streaming
You Tube
W-F Reading comp test
Week 9
Feb 29 – March 4
District Benchmarks
March 1- Reading
March 2- Math
United Streaming
Readiness Standard 6.Fig19B Ask literal, interpretive, evaluative, and
Reader’s Theatre
universal questions of text.
script
Prentice Hall Literature Language and
You Tube
Literacy Textbook
9 Weeks Test
Point of view task cards
Point of view anchor
chart
Reading Comp test
Molly Lou Melon
Legend of Sleepy
Hollow
Author’s Wall: students. Examine persuasive texts & media to help identify purpose, structure & persuasive techniques across multiple text?
Technology Plan:
Novel: Holocaust Unit/Benno & the Night of Broken Glass, the Cats of Krasinski Square/Number the Stars
Author’s Wall: imaginative story The Black Cat/Headless Teacher/Student