Name: _Sheila Carroll_ Date Submitted: __9/24/2010_
To Whom: C. Nassis_________________
Webster Diary Map (proposed template)
Grade: ____6__
Subject: Reading
Week or Month: September 2010
Big Ideas
Key (Power) Standards:
6.4.17: Determine the meaning of unfamiliar words using context clues
8.19: Identify and analyze sensory details
8.14 Make judgments about setting, characters and support them with evidence from the text
9.4 Relate a literary work to information about its setting.
12.2 Identify and analyze the elements of plot, character, and setting in the stories they read and write
12.3 Identify and analyze the elements of setting, characterization, and plot
13.20: Identify and use knowledge of common organizational structures (compare & contrast)
Content (what students will know) TSWK:
* that they will find unfamiliar words while reading, and they need to use the words and sentences around the unknown
word to determine the meaning of the unknown word
*that details from the text that appeal to the human senses help them visualize the story as a”movie” in their head
* that they will need to attend to hints from the author, title, and any illustrations to determine setting (time and place)
* that setting (time and place), will effect events (what could or could not happen) and the character’s actions in a story
* that characterization is the development of the character
* that characters can be analyzed through their actions, thoughts, what they say, and what other characters think, say , or
do to them
* that every story has a plot, which must have conflict or there is no story
*that they can find the compare and contrast text structure in a narrative text
Name: _Sheila Carroll_ Date Submitted: __9/24/2010_
To Whom: C. Nassis_________________
Skills (what students will be able to do) SWBAT:
+ Identify the setting in a story (both time AND place)
+Describe how the setting effects the actions of the characters and events in a story
+Identify sensory language in a text
+Draw a picture of what they “saw” after reading or listening to a passage
+Describe how a character develops from the beginning to the end of a story
+Analyze a character’s development by looking at their words, thoughts, and actions, as well as looking at what other
characters say, think, or do to the character being analyzed
+Compare and Contrast two characters from Viva New Jersey
Assessments
Formative: S-F Baseline, STAR Reader, Exercises in Reading Street, Practice Sheets related to passages read
Summative: Character Quiz, Selection Tests
Self:
Key Instructional Experiences
Resources (including technology)
LCD projector, Powerpoint on Setting, Reading Texts, Leveled Readers, Practice book pages
Visualization, LCD projector; Charlotte’s Web, Music, paper, colored pencils
Characterization and Plot, LCD Projector, discussion of examples (Harry Potter), Thinking Maps on Mother Fletcher