Draft 2011-2012

Sixth Grade Language Arts - Instructional Focus Calendar – Week #1
Core Text and Additional Selections / Benchmarks / Strategies / Assessments / Essential Questions
Core Text-Poetry
“Life Doesn’t Frighten Me” by Maya Angelou p.74
Literary Analysis:
Theme
Tone/mood
Writing:
Diagnostic Writing Sample
Student Writing Folders/ Portfolios
Six Traits –
Ideas, Organization and
Conventions
Writing Process:
Prewriting
Drafting
Grammar/Conventions in Context
Sentence Fragments and complete sentences (find examples of both in the poem.) / LA.6.1.6.1
Use new vocabulary that is introduced and taught directly
LA.6.1.6.3
Use context clues
LA.6.3.1.1.
Generate ideas from multiple sources based upon teacher directed topic and personal interest
LA.6.3.1.2
Make a plan for writing that prioritizes ideas,
LA.6.3.2.1
Develop main ideas from the prewriting plan
LA.6.3.2.2
Organize information into a logical sequence
LA.6.1.75
Analyze and evaluate similar themes or topics by different authors
LA.6.3.4.4
Use parts of speech correctly / Instructional Focus Activities for Reading:
Before and During Reading
Predict
Connect to life
Ask Questions (Read and Say Something)
Visualize
Context Clues
After Reading
TP-CASTT (Poetry Analysis)
Instructional Focus Activities for
Writing:
Review
Prewriting/planning strategies:
Brainstorming, listing, webbing Outlining
Drafting
Revising / Diagnostic Writing
(Record data & store papers in portfolios)
Sample Diagnostic Writing Topic:
We have all been afraid of something.
Think about something that has frightened you.
Now write to explain who or what frightened you. / What is effective Writing?
Are there some things we should be afraid of?
Reporting Category 1: Vocabulary / Reporting Category 2: Reading Application / Reporting Category 3: Literary Analysis Fiction/Nonfiction / Reporting Category 4: Informational Text/Research Process / Supplemental Resources
Context Clues (LA.6.1.6.3)
Read this line from the poem:
“Dragons breathing flame on my counterpane.”
What does the word counterpane mean? / Main Idea (LA.6.1.7.3)
Which sentence best summarizes the emotion the character expresses?
How does the character deal with that emotion?
Relevant Details (LA.6.1.7.3)
What strategies does the character use to deal with her fear?
Cause & Effect (LA.6.1.7.4)
How do the fears react to those verbs actions? / Character Point of View (LA.6.2.1.2)
Why does the character keep repeating, “Life doesn’t frighten me at all.”?
How does the character deal with that emotion?
Theme (LA.6.2.1.2)
What point is the author making about being afraid?
Figurative Language (LA.6.2.1.7)
This reaction is what type of figurative language?
(See Reporting Cat. 2; Cause & Effect ) / Text Feature(LA.6.6.1.1)
Which text feature of the article/text provides the most accurate information about the locations of (something specific to the article/text)?
The specific text feature is important to the passage because it. . .
Determines Validity & Reliability of Information
(LA.6.6.2.2)
Based on information in the article, which is the most accurate statement regarding. . . / *BEEP Lessons
Grammar Texts
Writing and Grammar: Communication in Action, Prentice Hall
Writer’s Choice, Glencoe
Write Source, Great Source

Draft 2011-2012

Sixth Grade Language Arts - Instructional Focus Calendar – Week #2
Core Text and Additional Selections / Benchmarks / Strategies / Assessments / Essential Questions
Core Text
“Eleven” p.27
Literary Elements
Characters and their traits
Plot
Theme
Writing
• Write a letter from Rachel to a friend explaining how difficult your day was.
or
• Write a letter from Ms. Price apologizing to Rachel.
Six Traits –
Ideas, Organization and
Conventions
Writing Process
Prewriting, Ideas, Focus, Organization Conventions
Grammar/Conventions in Context:
Sentence Fragments and complete sentences (find examples of both in the story.)
Correct format, capitalization and punctuation in letter.
Descriptive images
Sensory language
Vivid verbs
/ LA.6.1.6.1
use new vocabulary that is introduced and taught directly
LA.6.1.6.3
use context clues
LA.6.3.1.1.
generate ideas from multiple sources based upon teacher directed topic and personal interest
LA.6.3.1.2
make a plan for writing that prioritizes ideas, addresses purpose, audience, main idea, and logical sequence.
LA.6.3.2.1
develop main ideas from the prewriting plan
LA.6.3.2.2
organize information into a logical sequence and combining or deleting sentences to enhance clarity.
LA.6.1.7.5
analyze and evaluate similar themes or topics by different authors
LA6.4.2.3
write informational expository essays that include a thesis statement, supporting details and introductory, body and concluding paragraphs.
LA.6.4.2.4
write a variety of informal communication including a friendly letter that follow a format and have a clearly stated purpose the date, proper salutation, body, closing, and signature / Instructional Focus Activities for Reading:
Pre-Reading:
Vocabulary Strategies
Build Background
Predicting
During Reading:
Teacher Read Aloud, Partner Reading, Independent Reading, Guided Reading
Reciprocal Teaching
Read and Say Something
Marking the Text
Two-Column Notes
After Reading
Connect to life
Compare and contrast two characters
Discuss author’s effective use of images and descriptions to convey meaning.
Instructional Focus Activities for Writing:
Review parts of a Friendly Letter
Model Prewriting strategies:
Brainstorming, listing, outlining
Drafting
/ Formal assessment pp. 5-6
Unit One resource book pp. 8-15 / Why do people remain silent when they are falsely accused?
Is it ever acceptable to embarrass someone intentionally?
Are sentence fragments ever permitted and/or effective in writing?
Reporting Category 1: Vocabulary / Reporting Category 2: Reading Application / Reporting Category 3: Literary Analysis Fiction/Nonfiction / Reporting Category 4: Informational Text / Supplemental Resources
Reporting Category 1
Stem Questions
Context Clues(LA.6.1.6.3)
Read this excerpt from the passage:
“And when you wake up on your eleventh birthday you expect to feel eleven, but you don’t.”
What does expect mean in the above passage? / Reporting Category 2
Stem Questions
Main Idea (LA.6.1.7.3)
What best summarizes why Rachel wishes that she were one hundred and two instead of eleven?
Author’s Purpose (LA.6.1.7.2) and Comparison (LA.6.1.7.7)
Read this excerpt from the story:
“”Because the way you grow old is kind of like an onion or like the rings inside a tree trunk or like my little wooden dolls that fit one inside the other, each year inside the next one. That’s how being eleven years old is.”
In the excerpt above, the author lists the examples in order to. .
(Provide choices, include make the invisible visible.)
How is being eleven similar to those examples used? / Reporting Category 3
Stem Questions
Plot Structure(LA.6.2.1.2) (Conflict/Resolution)
What is the main reason that Rachel moves the sweater to corner of her desk?
Plot Structure(Character Point of View)(LA.6.2.1.2)
Why does Rachel compare the red sweater to a big red mountain? / Text Feature(LA.6.6.1.1)
Which text feature of the article/text provides the most accurate information about the locations of (something specific to the article/text)?
The specific text feature is important to the passage because it. . .
Determines Validity & Reliability of Information
(LA.6.6.2.2)
Based on information in the article, which is the most accurate statement regarding. . . / McDougal Littell Resources
Unit1 Resource Book pp. 8-15
Formal Assessment Selection test pp 5-6
Language of Literature FCAT Prep and Practice
p.21
*BEEP Lessons for Eleven
Grammar Texts
Writing and Grammar: Communication in Action, Prentice Hall
Writer’s Choice, Glencoe
Write Source, Great Source

Draft 2011-2012

Sixth Grade Language Arts - Instructional Focus Calendar – Week #3
Core Text and Additional Selections / Benchmarks / Strategies / Assessments / Essential Questions
Core Text
“Eleven” p. 27
Additional Selection
Poetry
“Who’s the New Kid? p. 30
Literary Elements
Characters and their traits
Plot
Theme
Irony
Writing:
• Compare and contrast the characters and Rachel (Eleven) or and the girl in “The New Kid”
Six Traits –
Ideas, Organization and
Conventions
Writing Process
Prewriting. Ideas, Focus, Organization
Grammar/Conventions in Context
Sentence Fragments and complete sentences / LA.6.1.6.1
use new vocabulary that is introduced and taught directly
LA.6.1.6.3
use context clues
LA.6.3.1.1 generate ideas from multiple sources based upon teacher directed topic and personal interest
LA.6.3.1.2
make a plan for writing that prioritizes ideas, addresses purpose, audience, main idea, and logical sequence.
LA.6.3.2.1
develop main ideas from the prewriting plan
LA.6.3.2.2
organize information into a logical sequence and combining or deleting sentences to enhance clarity.
LA.6.1.7.5
analyze and evaluate similar themes or topics by different authors
LA6.4.2.3
write informational expository
LA.6.3.4.4
use parts of speech correctly / Instructional Focus Activities for Reading:
Pre-Reading:
Explain memoir and autobiography and how are they related
Vocabulary Strategies
Build Background
Predicting
During Reading:
Teacher Read Aloud, Partner Reading, Independent Reading, Guided Reading
Reciprocal Teaching
Read and Say Something
Marking the Text
Two-Column Notes
After Reading
Connect to life
Compare and contrast two characters
And their experiences.
Discuss the author’s effective use of images and descriptions to convey meaning.
Instructional Focus Activities for Writing:
Prewriting strategies:
H-map or Venn diagram to compare contrast / Formal Assessment
Selection test p. 5&6.
Compare and Contrast essay
Compare and contrast Rachel and The New Kid. / Why do people remain silent when they are falsely accused?
Is it ever justified to embarrass someone intentionally?
Are sentence fragments ever permitted and/or effective in writing?
Can some embarrassing situations become life long lessons?
Reporting Category 1: Vocabulary / Reporting Category 2: Reading Application / Reporting Category 3: Literary Analysis Fiction/Nonfiction / Reporting Category 4: Informational Text / Supplemental Resources
(Context Clues) (LA.6.1.6.3)
Read the passage from the selection:
“Do you know, that was forty-four years ago, that moment—yet I still remember how humiliating it felt.”
What does the word humiliating mean? / Main Idea (LA.6.1.7.2):
Which sentence best summarizes why the author always felt like the new kid?
What is ironic about how the author felt about her hair in “Who’s the New Kid” then and now?
Cause & Effect (LA.6.1.7.4)
What is the main reason why the “new kid” keeps her hair short as an adult?
Comparison (LA.6.1.7.5) What do Rachel and the “new kid”
have in common?
Contrast (LA.6.1.7.5) How do Rachel and the “new kid” differ
in their feelings at the end of each selection? / Character Development (LA.6.2.1.2)
How does the new kid’s opinion about having short hair change once she is an adult?
Theme(LA.6.2.1.2)
What point is made in the closing lines of the memoir of “Who’s The New Kid”? / Analyze Specific Information
(LA.6.6.2.2)
Based on the passage, which sentence would best serve as a caption for the picture of the “new kid”? / McDougal Littell Resources
Unit 1 Resource Book
Formal Assessment pp. 5 -6
*BEEP Lessons related to this selection
Grammar Texts
Writing and Grammar: Communication in Action, Prentice Hall
Writer’s Choice, Glencoe
Write Source, Great Source
Sixth Grade Language Arts - Instructional Focus Calendar – Week #4
Core Text and Additional Selections / Benchmarks / Strategies / Assessments / Essential Questions
Additional Selection
“The Boy Who Flew” p. 774
Core Text
Myth
“Arachne” p. 779 ( see week 5)
Literary Analysis
Setting
Characters
Point of View
Foreshadowing
Myths, fables and legends chart
Greek/Roman deities chart
Writing:
Writing a myth
Six Traits –
Ideas, organization, word choice, sentence fluency, voice and conventions.
Writing Process
Prewriting, planning, drafting, revising, editing, publishing, sharing
Grammar/Conventions in Context
Transitions
Sequential order / LA.6.1.6.3
use context clues
LA.6.3.1.1. generate ideas from multiple sources based upon teacher directed topic and personal interest
LA.6.3.1.2
make a plan for writing that prioritizes ideas, addresses purpose, audience, main idea, and logical sequence.
LA.6.3.2.1
develop main ideas from the prewriting plan
LA.6.3.2.2
organize information into a logical sequence.
LA.6.1.75
analyze and evaluate similar themes or topics by different authors
L.A.6.4.1.1
Write narrative L.A.6.3.3.1
Evaluate draft for development of ideas and content, logical organization, voice, point of view, word choice and sentence variation.
LA.6.3.4.4
use parts of speech correctly
LA.6.3.5.1
prepare writing using technology in appropriate format
LA.6.3.5.3
Share the writing with the intended audience / Instructional Focus Activities for Reading:
Pre-Reading
Build background
Explain what myths are and why they were written
Vocabulary Strategies
Predicting
During Reading:
Teacher Read Aloud, Partner Reading, Independent Reading, Guided Reading
Reciprocal Teaching
Read and Say Something
Marking the Text
Two-Column Notes
After Reading:
What is the moral or lesson that this myth is trying to convey?
Instructional Focus Activities for Writing:
Prewriting strategies:
Brainstorming, listing, outlining
Drafting
Students may use Comic Life or Pages to write myth as a comic strip, literary newspaper, or graphic novel.
/ Formal Assessment pp.125-126 / Is disobedience ever justified?
Should we listen to our parents when they give us advice even though we disagree?
How can having pride be both a positive and negative character trait?
Reporting Category 1: Vocabulary / Reporting Category 2: Reading Application / Reporting Category 3: Literary Analysis Fiction/Nonfiction / Reporting Category 4: Informational Text / Supplemental Resources
Context Clues(LA.6.1.6.3)
Read this passage from the story:
“One day Daedalus was watching the gulls wheeling and circling above the surf, he had an inspiration.
What does the word wheeling mean? / Author’s Purpose (LA. 6.1.7.2)
What is the author’s purpose in writing this myth?
Main Idea (Implied) (LA.6.1.7.3)
What lessons about human behavior does this myth teach?
Cause & Effect (LA.6.1.7.4)
What caused Icarus to fall to his death?
Contrast (LA.6.1.7.5)
What advantage did Daedalus have over his son?
Relevant Details (LA.6.1.7.3)
Which sentence from the myth offers the best evidence that Daedaus was a protective father? / Setting (LA.6.2.1.2)
Why is the setting important?
Theme
Why did Daedalus beckon his son to stay at a certain level and follow him? / Text Feature(LA.6.6.1.1)
Which text feature of the article/text provides the most accurate information about the locations of (something specific to the article/text)?
The specific text feature is important to the passage because it. . .
Determines Validity & Reliability of Information
(LA.6.6.2.2)
Based on information in the article, which is the most accurate statement regarding. . . / McDougal Littell Resources
Formal Assessment pp. 125-126
Resource Book Unit 6 pp. 4-6
Literary Analysis Transparencies 30 & 31
Language of Literature FCAT Prep and Practice p.71
Any Mythology books or anthologies of myths
Audio Library and Video Literature in performance
*BEEP Lessons
Grammar Texts
Writing and Grammar: Communication in Action, Prentice Hall
Writer’s Choice, Glencoe
Write Source, Great Source
Sixth Grade Language Arts - Instructional Focus Calendar – Week #5
Core Text and Additional Selections / Benchmarks / Strategies / Assessments / Essential Questions
Core Text
Myth “Arachne” p. 779
Additional Selections
“The Boy who Flew” p. 774
“Ceres and Proserpina” p. 778
Literary Analysis
Setting
Characters
Point of View
Plot
Conflict
Myths, fables and legends chart
Greek/Roman deities chart
Writing:
Writing a myth
Writing Process
Six Traits –
Grammar/Conventions in Context:
Common and proper nouns
/ LA.6.1.6.3
use context clues
LA.6.3.1.1 generate ideas from multiple sources based upon teacher directed topic and personal interest
LA.6.3.1.2
make a plan for writing that prioritizes ideas, addresses purpose, audience, main idea, and logical sequence.
LA.6.3.2.1
develop main ideas from the prewriting plan
LA.6.3.5.1
prepare writing using technology in appropriate format
LA.6.3.5.3
Share the writing with the intended audience
LA6.3.4.4.
use parts of speech correctly / Instructional Focus Activities for Reading:
Pre reading:
Build background
Explain what myths are and why they were written:
During Reading
Connect
Ask Questions (Read and Say Something)
Visualize
After Reading
Summarize important points of each myth using the chart on p. 5 & 6
In Unit 6 Resource Book
Instructional Focus Activities for
Writing:
Prewriting strategies: / Formal Assessment
Selection test pp. 125&126
Unit 6 resource book pp. 5-7 / Is excessive pride ever justified?
Is it possible to exhibit pride in one’s accomplishments without being boastful?
Is competition healthy?
Reporting Category 1: Vocabulary / Reporting Category 2: Reading Application / Reporting Category 3: Literary Analysis Fiction/Nonfiction / Reporting Category 4: Informational Text / Supplemental Resources
Word Relationships (LA.6.1.6.8)
Which pair of words is most similar in meaning?
a) immortal, eternal
b) mortal, enduring
Context Clues(LA.6.1.6.3)
Read this excerpt:
At that the body of Arachne shriveled up; and her legs grew tiny, spindly, and distorted.
What does the word distorted mean? / Main Idea (Inferring and Paraphrasing) (LA.6.1.7.2)
Analyze this quotation: “Pride goeth before the fall.”
How can you paraphrase this to understand its main idea?
Author’s Purpose (LA.6.1.7.2) What is the author’s purpose in writing this myth?
Main Idea (Inferring) (LA.6.1.7.3) What lessons about human behavior do this myth teach?
Contrast (LA.6.1.7.7) & Relevant Details (LA.6.1.7.3)
How are the pictures of the gods & goddesses different on each of the weavings? / Character Development & Character Point of View(LA.6.2.1.2)
Why is Arachne rude and insulting to the old woman in the crowd?
Why does Athena rip Arachne’s tapestry?
Conflict
(LA.6.2.1.2)
How does Arachne struggle with her emotions after Athena’s last insult to her?
Descriptive Language (Irony)
(LA.6.2.1.7) Read this excerpt: “Live on and spin, both you and your descendants.” How are Athena’s words & actions an appropriate punishment? / Text Feature(LA.6.6.1.1)
Which text feature of the article/text provides the most accurate information about the locations of (something specific to the article/text)?
The specific text feature is important to the passage because it. . .
Determines Validity & Reliability of Information
(LA.6.6.2.2)
Based on information in the article, which is the most accurate statement regarding. . . / McDougal Littell Resources:
Unit 6 Resource book pp. 5-8
Formal Assessment pp. 125-126
Literary Analysis Transparencies 30 & 31
Language of Literature FCAT Prep and Practice p.71
Any Mythology books or anthologies of myths
BEEP Lessons
Grammar Texts
Writing and Grammar: Communication in Action, Prentice Hall
Writer’s Choice, Glencoe
Write Source, Great Source

Draft 2011-2012