6 ELA Unit 2 Overview

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6thGrade Unit 2: / Growth and Change / Suggested Time Frame: / 2nd Six Weeks
TAKS Objective: / 1, 2, 3, 4 / TEKS: / 6.10A, 6.10H, 6.10F, 6.10J, 6.10E, 6.10G, 6.11C, 6.12F, 6.12H, 6.7F.
Unit Overview
Growth and Change: Growth and change are facts of existence. This unit highlights not only where we come from but also where we are going as we grow and change.
Enduring Understandings

Change is an inevitable part of life.
How one responds to growth and change is important.

/ Essential Questions

Is growth and change threats to be feared or challenges to be welcomed?
What personal qualities does one need to deal with growth and change?

Writing Purpose

Publish a work that uses the writing process.
Model using:
Diaries
Journals
Descriptions related to Social Studies
Observations
Acrostic poems
Classified ads

Focus and Coherence

Pre-Intro (effective attention grabbers)
Creative opening sentences-paragraph
Avoid redundancy

Organization

Narrative Expressive (personal narrative)
Analyze published work from “The Story of My Life”, p. 382—(found in Grade 6 McDougal Littell’s The Language of Literature)
Select and imbed organizational modes
Personal narrative (writing to entertain)
Short stories
Humorous stories

Depth of Development

Read and respond to prompts from a variety of texts
Develop ideas within a paragraph
Build writing vocabulary
Choose words that create vivid in-depth descriptions
Literary devices
Metaphors
Similes
Personifications
Sensoryimages

Voice

Focus: Vivid descriptions

Unique approaches using literary devices letting own joy, excitement, sadness, and passion show in descriptions

Conventions

Review 6th grade expectations including: A4, A8,A15, B4, B5, B6, B9, C2, C3, C4, C12, C22, F1, F7, G2, G3, G4, G5, G6, H7,J2, J3
Language of Instruction

characterization
descriptive words
elaborate
fiction/non-fiction
genre
mood

Core Vocabulary
distinct
distribute
durable
enthusiasm
former
fret
grope
hoist
ideal
impose
impulse
incident
initial
inspire
intense / jest
kerchief
kindle
lanky
leisure
majestic
mellow
minor
navel
nestle
oaf
origin
outrage
proclaim
rank
/ Relationships and/or Connections that should emerge

Students should learn that they are capable of preparing themselves, emotionally and intellectually, to cope with the changes that accompany movement into young adulthood.
See Real World Links, McDougal Littell Literature, p.xxvi.

Products students will develop
Select from:

book report
dramatic reading
diaries
oral presentations
book reviews
time line
press conference
debate
role playing

It Seems I Test People
The Circuit
Words Like Freedom
Life Doesn’t Frighten Me
Lob’s Girl
Crow Call
Aaron’s Gift
The Scribe
Peers Talk it Out

6th grade novels:

Roll of Thunder
Hear My Cry
The Swiss Family Robinson
The Cay
My Side of the Mountain
Where the Red Fern Grows
Number the Stars
The SecretGarden

Selected Children’s Stories:

Chrysanthemum
The Giving Tree
One Tiny Turtle
Tacky the Penguin
Two Bad Ants
The Pain and the Great One
The Very Hungry Caterpillar

/ Enrichment Workstations
Whole group
Small group
Paired learning (partners)
Library
Computer Lab

Writing/Grammar
Vocabulary
Literature Circles
Library
Computer
Independent/buddy reading
Listening
Writing station

Technology & Electronic Resources

Online reading resources

Online video clips

Internet research

TEA website: interactive TAKS practice

Other (i.e., Speakers, Field Trips) / Speaking/ Listening Skills/Processes
6.1A
6.1B
6.1C
6.1D
6.2A
6.2D / 6.2E
6.3A
6.3B
6.3C
6.4A
6.4C / 6.5A
6.5B
6.5C
6.5D
6.5E
6.5F
Reading Skills and Processes
6.6A
6.6B
6.6C
6.7A
6.7B
6.7C
6.7D
6.7E
6.8A
6.8B
6.8C
6.9A / 6.9B
6.9C
6.9D
6.9E
6.10K
6.10M
6.11A
6.11B
6.11D
6.12B
6.12D / 6.13A
6.13B
6.13C
6.13D
6.13E
6.13G
6.13H
6.13I
6.14A
6.14B
6.14C
Writing Skills/Processes
6.15F
6.15H
6.16A
6.16B
6.16C
6.16D
6.16E
6.16F
6.16G
6.18A
6.18B / 6.18C
6.18D
6.18E
6.18F
6.18G
6.18H
6.18I
6.19A
9.19B
6.19C
6.19D / 6.19E
6.20B
6.20C
6.20D
6.20E
6.20F
6.20G
6.21A
6.21B
ViewingRepresenting Skills/Processes
6.22A
6.22B
6.22C
6.23A
6.23B / 6.23C
6.23D
6.24A
6.24B
6.24C
WRITING MINILESSONS: / NOTES: / Method(s) of Assessment
Observation
AObservation evaluated by peers
BStudents engaged in learning activities
CDirect questioning
DObservation of performance or process
Constructed Response

TEKS Check
Open-ended
R2R:
“Amelia Earhart” and
“Two Travelers and the Bear”
Essay
Research Paper
Log / Journal
Story / Play / Poem
Model / Map / Video
Oral / Visual / Multimedia Presentation

Selected Response
1Fill-in-the-blank test
2Matching test
3Multiple choice test
4True/False test

Sixth Grade ELA 2nd Six Weeks Overview

In this brief summary, the dates will fluctuate according to your students, calendar, and special events.

Reflections

Suggested 5 Days

Skills: Use background knowledge to comprehend. Teach strategies to monitor own comprehension.
Modeling: Oh the Places You’ll Go
Reading: Choose from the collection of short stories, poetry, etc. in McDougall Littell's The Language of Literature
Novel Study: (can choose from the following): Roll of Thunder, Hear my Cry; The Swiss Family Robinson; The Cay; Number the Stars; My Side of the Mountain; The Secret Garden; Where the Red Fern Grows
Writing: Begin Prewriting (brainstorming) for descriptive writing

Suggested 5 Days

Skills: Drawing inferences with text support and using study strategies to recall information in text
Modeling: The Giving Tree
Reading: Choose from the collection of short stories, poetry, etc. in McDougall Littell's The Language of Literature
Novel Study: (can choose from the following): Roll of Thunder, Hear my Cry; The Swiss Family Robinson; The Cay; Number the Stars; My Side of the Mountain; The Secret Garden; Where the Red Fern Grows
Writing: Continue Prewriting (mapping ideas using graphic organizer) for descriptive writing

Suggested 5 Days

Skills: Teach fact and opinion. Discuss main idea with supporting details.
Modeling: One Tiny Turtle
Reading: Choose from the collection of short stories, poetry, etc. in McDougall Littell's The Language of Literature
Novel Study: (can choose from the following): Roll of Thunder, Hear my Cry; The Swiss Family Robinson; The Cay; Number the Stars; My Side of the Mountain; The Secret Garden; Where the Red Fern Grows
Writing: Continue Prewriting (writing rough draft) for descriptive writing.

Suggested 5 Days

Skills: Use text structure, such as cause/effect to recall information.
Modeling: Tacky the Penguin
Reading: Choose from the collection of short stories, poetry, etc. in McDougall Littell's The Language of Literature
Novel Study: (can choose from the following): Roll of Thunder, Hear my Cry; The Swiss Family Robinson; The Cay; Number the Stars; My Side of the Mountain; The Secret Garden; Where the Red Fern Grows
Writing: Editing and revising descriptive writing

Suggested 5 Days

Skills: Analyze characters in a story (characterization).
Modeling: Chrysanthemum
Reading: Choose from the collection of short stories, poetry, etc. in McDougall Littell's The Language of Literature
Novel Study: (can choose from the following): Roll of Thunder, Hear my Cry; The Swiss Family Robinson; The Cay; Number the Stars; My Side of the Mountain; The Secret Garden; Where the Red Fern Grows
Writing: Publishing (final copy) of descriptive writing

Suggested 5 Days

Skills: Discuss summarization.
Modeling: The Very Hungry Caterpillar
Reading: Choose from the Unit 2 collection of short stories, poetry, etc. in McDougall Littell's The Language of Literature
Novel Study: (can choose from the following): Roll of Thunder, Hear my Cry; The Swiss Family Robinson; The Cay; Number the Stars; My Side of the Mountain; The Secret Garden; Where the Red Fern Grows
Writing: Journalwriting

8/27/2007DRAFT 2