Week of December 19

This Week in ELA 6

This week, scholars will further their knowledge of character traits, and use what they have learned to write a character analysis essay.  Scholars will also review previous work to improve understanding of key skills, concepts and strategies.  Following the review, scholars will  have an opportunity to make revisions (or changes), to demonstrate new understanding.

Click here to download this week’s plans in pdf format, or read on to view the plans, here.


Common Core State Standards:

RL 6. 1 (Cite textual evidence to support analysis … as well as inferences drawn from the text)  

W 6.4 (Clear and coherent writing where the development, organization, and style are appropriate to the task, purpose, and audience)   

RL 6.3 (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)


Weekly Plans:

Dec. 19 – Monday:

  1. Do Now: Character Traits Review
    • What are character traits?
    • What character traits best describe your best friend, sibling, or parent?
  2. Each scholar receives a copy of the Character Traits resource handout
  3. Whole class instruction on writing a character analysis essay
  4. Scholars write their own character analysis essays (Character Analysis Essay)

 

Dec. 20 – Tuesday:

  1. Do Now: Good News / Free Write
  2. Scholars have an opportunity to:
  • Improve their work from last week (Reading Check or Text Analysis)
  • Complete either of the past two homework assignments (if not already completed)
  • Work on an item from the “May Do” Choice Board
  • Continue work on Character Analysis Essay

 

Dec. 21 – Wednesday:

  1. Do Now: Plot Elements Video (5 things)
  2. Review plot elements and gist summary
  3. Watch a holiday TV show
  4. Complete a gist summary and plot tree map (gist-organizer , plot-tree-map)


No Homework This Week!  Enjoy a restful winter break!!


Click here to download this week’s plans in pdf format.

 

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Week of December 12

This Week in 6th ELA

Text: “President Cleveland, Where Are You?” (textbook, pg. 234 – 246)

Scholars read to comprehend and analyze a text, paying special attention to how authors use the written word to communicate to readers about character traits and plot development.  Our key areas of focus are: vocabulary acquisition (using context clues to understand the meaning of new words), plot development (how an author uses a series of events to move a story along), and understanding how cultural and historical settings can have an impact on a story.

Please read on to review this week’s common core state standards and each day’s lesson plan for learning and instruction.

You may also click here to download this week’s lessons in pdf format.


Common Core State Standards:

RL 5 – Analyze how a particular sentence fits into the structure of a text and contributes to the development of the setting

L 4a – Use context as a clue to the meaning of a word or phrase

RL.6.3 – 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.6.1 – Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

W 4 – Produce clear and coherent writing appropriate to the task, purpose, and audience



ELA 6 Lesson Plan (Ward)

Date: Monday, December 12

I can cite evidence to support analysis and inferences.
I can use context clues to help me understand new vocabulary.

Bloom’s Level of Rigor

  • Remember
  • Understand
  • Apply
  • Analyze

Learning Agenda:

  1. Do Now: Quickwrite – What would you do for your family? (pg 234)
  2. Vocabulary Study
    • Scholars preview the selection vocabulary
    • allot, skirmish, contempt, obsess, incredulous, divulge, stalemate
  3. Set a purpose for reading (modified from pg 85 Resource Manager)
    • Create a Character Analysis Chart
    • Analyze character traits, conflicts, and choices while reading
  4. Reading and Responding
    • Reading “President Cleveland, Where Are You?” (pg 236 – 238)
    • Complete ‘Reading Check’ worksheet, to monitor comprehension
    • Fill in Character Analysis Chart, while reading
  5. Discussion:
    • Cultural and Historical Setting
    • Plot Elements
  6. Tidy Up / Put Away Books and Materials
  7. Launch with Affirmations

Key Vocabulary: analyze, infer, character traits, allot, skirmish


 

ELA 6 Lesson Plan (Ward)

Date: Tuesday, December 13

I can cite evidence to support analysis and inferences.
I can use context clues to help me understand new vocabulary.

Bloom’s Level of Rigor

  • Remember
  • Understand
  • Apply
  • Analyze

Learning Agenda:                        

  1. Do Now: Vocabulary Notes (in notebooks)
    Define – inference, character traits, conclusion
  2. Reading and Responding
    • Reading “President Cleveland, Where Are You?” (pg 239 – 240)
    • Complete ‘Reading Check’ worksheet, to monitor comprehension
    • Fill in Character Analysis Chart, while reading
  3. Discussion:
    • Cultural and Historical Setting
    • Plot Elements
  4. Tidy Up / Put Away Books and Materials
  5. Launch with Affirmations

Key Vocabulary: analyze, infer, character traits, contempt

Homework: Reading Comprehension / Context Clues


 

ELA 6 Lesson Plan (Ward)

Date: Wednesday, December 14

I can cite evidence to support analysis and inferences.
I can use context clues to help me understand new vocabulary.

Bloom’s Level of Rigor

  • Remember
  • Understand
  • Apply
  • Analyze

Learning Agenda:                        

  1. Do Now: Vocabulary Notes (in notebooks)
    Define – analyze, sacrifice, suggest
  2. Reading and Responding
    • Reading “President Cleveland, Where Are You?” (pg 241 – 243)
    • Complete ‘Reading Check’ worksheet, to monitor comprehension
    • Fill in Character Analysis Chart, while reading
  3. Discussion:
    • Cultural and Historical Setting
    • Plot Elements
  4. Tidy Up / Put Away Books and Materials
  5. Launch with Affirmations

Key Vocabulary: analyze, infer, character traits, obsess, incredulous


 

ELA 6 Lesson Plan (Ward)

Date: Thursday, December 15

I can cite evidence to support analysis and inferences.
I can use context clues to help me understand new vocabulary.

Bloom’s Level of Rigor

  • Remember
  • Understand
  • Apply
  • Analyze

Learning Agenda:                        

  1. Do Now: Vocabulary Notes (in notebooks)
    Define – priorities, hardship, relative prosperity
  2. Reading and Responding
    • Reading “President Cleveland, Where Are You?” (pg 244 – 246)
    • Complete ‘Reading Check’ worksheet, to monitor comprehension
    • Fill in Character Analysis Chart, while reading
  3. Discussion:
    • Cultural and Historical Setting
    • Plot Elements
  4. Tidy Up / Put Away Books and Materials
  5. Launch with Affirmations

Key Vocabulary: analyze, infer, character traits, divulge, stalemate

Homework: Reading Comprehension / Context Clues


 

ELA 6 Lesson Plan (Ward)

Date: Friday, December 16

I can analyze and describe how an author develops characters and plot.
I can write clear and developed responses to propmts.

Bloom’s Level of Rigor

  • Remember
  • Understand
  • Apply
  • Analyze

Learning Agenda:

  1. Do Now: Gist Summary
  2. “Question Support: Text Analysis”
    • Make Inferences – Jerry’s character traits
    • Connect – making a sacrifice
    • Draw Conclusions – Jerry’s feelings about Armand (text based response)
    • Analyze Cultural and Historical Settings – priorities and decisions, in context of the setting
  3. Tidy Up / Put Away Books and Materials
  4. Launch with Affirmations

Key Vocabulary: inference, conclusions, analyze, character traits, sacrifice, suggest, priorities, hardship, relative prosperity


 

Click here to download this week’s lessons in pdf format.

 

 

 

 

Week of December 5

This Week in ELA 6:

Scholars are practicing skills in reading comprehension, literary analysis, and constructed response writing.  We are specifically focusing on drawing inferences, based on what the text says.  Our key area of focus is how an author uses point of view and characterization to help readers learn about the characters and understand the whole story.


We are working to achieve mastery in the following Common Core Standards:

CCSS.ELA-LITERACY.RL.6.1
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-LITERACY.RL.6.3
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.

CCSS.ELA-LITERACY.RL.6.6
Explain how an author develops the point of view of the narrator or speaker in a text.

CCSS.ELA-LITERACY.W.6.2.B
Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.


Specific Activities:

Reading: “Jeremiah’s Song”  (ELA Textbook, pgs. 220 – 230)

With this text, we are becoming familiar with a new student resource, designed to help students engage and interact with what they are reading.  Our new Interactive Readers offer students an opportunity to highlight and underline important details, make annotations, and write responses as they read.  Additionally, Interactive Readers are differentiated, and can help learners of various learning styles and abilities to be even more successful.

This week, we are reading “Jeremiah’s Song” in our Interactive Readers and pausing to think through and respond at key places in the text.  Prompts and questions with this story center around conversational voice, dialect, and characterization.  Scholars are required to analyze the text and make inferences, supporting their responses with text evidence.

Much of this week’s work is done in whole-class format to assist scholars in getting acquainted with their new Interactive Readers.  We are also utilizing the workshop model, where possible, and will conclude with an opportunity for small groups to work together to review key concepts and check for understanding.


This Week’s Homework:

Scholars will review vocabulary, and practice vocabulary strategies this week, using a worksheet that is based on the vocabulary from “Jeremiah’s Song”.

This is a two-sided worksheet.  One side reviews the skill of using context clues to determine the meaning of unknown words.  The other side reviews how we can look at the two parts of a compound word to help us understand the meaning of the compound word.

Homework is assigned Tuesday, and is due Friday. You could consider this Tuesday’s and Thursday’s homework, since I put the two together on a two-sided worksheet.


Key Terms and Concepts:

  • reading comprehension
  • literary analysis
  • constructed response writing
  • text evidence
  • drawing inferences
  • point of view
  • characterization
  • conversational voice
  • dialect
  • context clues
  • compound words