Topic: Resource English I Semester 2 (Quarter 3, Quarter 4)
Standard (s):
RL.06.KID.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.06.KID.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.06.CS.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
RL.06.CS.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
RIT.06.KID.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
RIT.06.CS.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
W.06.TTP.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
W.06.TTP.2A Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
W.06.TTP.2B Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
W.06.TTP.2C Use appropriate transitions to clarify the relationships among ideas and concepts.
W.06.TTP.2D Use precise language and domain-specific vocabulary to inform about or explain the topic.
W.06.TTP.2E Establish and maintain a formal style.
W.06.TTP.2F Provide a concluding statement or section that follows from the information or explanation presented.
W.06.PDW.6 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
W.06.RBPK.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
SL.06.CC.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
SL.06.CC.1C Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
SL.06.CC.1D Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
SL.06.PKI.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
L.06.CSE.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.06.CSE.1B Use intensive pronouns (e.g., myself, ourselves).
L.06.CSE.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.06.CSE.2A Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*
L.06.KL.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.06.KL.3A Vary sentence patterns for meaning, reader/listener interest, and style.*
L.06.VAU.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
L.06.VAU.4A Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
L.06.VAU.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.06.VAU.5B Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
L.06.CSE.1B Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
L.06.KL.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Essential Skills:
Reading: Prior knowledge, context clues, summarize
Writing: Compose a complete sentence, nouns, verbs, descriptive words (adjectives) and a 1-5 sentence paragraph
Listening/Speaking: eye contact, greeting
Technology: locate information on the Internet
Target Skills:
Reading: Predicting and text structure, Comprehend, context clues, demonstrate understanding details, preview and visualize
Vocabulary: Rhyme, rhythm, repetition, onomatopoeia, alliteration, metaphor, simile, personification, sensory language, lyric, haiku, limerick, idioms, universal theme, fantasy, personification, irony, hyperbole, dialect, setting, folktale, fable and morals, myths, legends, hero, dialogue, stage directions, and props
Writing: write 1-3 paragraphs, a main/topic sentence, and resource paper using 1-2 sources
Listening/Speaking: Interview and introduce classmate, complete a 1-minute oral presentation (1-2 times a quarter), read dialogue/play, p.380 and p.403, debate, p.399, read fables aloud
Technology: Create 1 project using the Internet
Lessons / Materials / Assessments
Quarter 1:
Unit 4: Poetry, Part 1 (p.252-279)
· Rosa Parks
· Water (Helen Keller)
Poetry, Part 2 (p.280-307)
Unit 5: Drama Part 1(p.312-364)
· The Phantom Tollbooth, Act I
Lessons
Suggested Writing Activities
Quarter 1:
· Library Card application, p.295
· Brochure
· Book of 10 poems
· Poster (picture essay), p.311
· Resume, p.293
· Research Report on Poet, p.307
· Exposition: Comparison and contrast essay, p.308-309
· Write own poem using figurative language, p.274
· Summarize and act out a play, p.347
· Write a letter, p.357
Suggested Speech Activities
Quarter 1:
· Conversation between reporter with a partner, p.301
· Plan an interview, p.264
· Read poem aloud, p.274 and p.286
Suggested Internet Activities
Quarter 1:
· Find poems about dinosaurs, copy and make booklet, p.264
· Design a display of poems using the Internet, p.286
Lessons
Quarter 2:
Unit 5: Drama Part (p.365-397)
· The Phantom Tollbooth, Act II
Unit 6: Themes in Folk Literature
Part 1:
· Tiger Who Would be King, p.413
· The Ant and the Dove, p.417
· Arachne, p.420
· Mowgli’s Brothers, p.434
Part 2:
· Why the Tortoise’s Shell is Not Smooth, p.451
· Music for All, p.459
· The Three Wishes, p.463
· Why the North Star Stands Still, p.468
· Icarus and Daedalus, p.470 / Quarter 1:
Language Arts and Literature: Course 1: Pearson AGS Globe (yellow)
Student Workbook
Unit 4
· Poetry, p.22-28
Unit 5
· About Drama, p. 29
· Phantom Tollbooth Act I, p.30
· Milo, p.31
Vocabulary workbook
Next texts
Step Up Writing
Materials
Materials
Quarter 2:
Step Up Writing
Language Arts and Literature: Course 1: Pearson AGS Globe (yellow)
Student Workbook:
· Tiger Who Would be King, p.34
· The Ant and the Dove, p.35
· Arachne, p.36
· Mowgli’s Brothers, p.37
Part 2:
· Why the Tortoise’s Shell is Not Smooth, p.38
· The Three Wishes, p.39
· Why the North Star Stands Still, p.40
Vocabulary Workbook
Video: (The Jungle Book) / Quarter 1:
Unit Mastery Test
Unit Review: student workbook each unit
Formative/Summative Assessments
Options/Strategies:
· Ticket Out
· Windshield Wiper (5,4,3,2,1 hand check for concept being foggy or clear)
· White boards or plastic plate check
· Daily assignments
· Writing exercises
· Cooperative learning exercises
· Projects/demonstrations
· Quizzes
· Tests
· Self-assessments
· 6 Traits Writing, teacher designed writing rubrics
Assessments
Assessments
Quarter 2:
Unit Mastery Test
Unit Review: student workbook each unit
Formative/Summative Assessments
Options/Strategies:
· Ticket Out
· Windshield Wiper (5,4,3,2,1 hand check for concept being foggy or clear)
· White boards or plastic plate check
· Daily assignments
· Writing exercises
· Cooperative learning exercises
· Projects/demonstrations
· Quizzes
· Tests
· Self-assessments
· 6 Traits Writing, teacher designed writing rubrics
Quarter 2:
Suggested Writing Activities
· How words & numbers affect your lives
· Create a menu for a restaurant, p.376
· Research cryptography
· List questions to ask Milo p.291 or interview
· Compare Novel to a play, p.396
· Cause and Effect essay, p.404-405
· Write about lessons you have learned in life, p.429
· Report compare fictional and real animals
· Application forms, p.463
· Essay: compare comedy to drama, p.483
Quarter 2:
Suggested Speech Activities
· Oral report on spiders, p.429
· Pick a partner or two and read aloud some of the dialogue from the story, p.449
· Choose a scene from the story in which the characters are speaking and present to class, p.458
Updated 09.19.12 Page 2 Page 2