January

 

6th Grade Language Arts – Mrs. Henson

 

Week of January 27 - 31, 2014

 

 

Monday 1/27/14

Objective

(Student will…)

Standards

 

To explore the concepts of changes over time and the choices faced

To understand character, conflict, and elements of plot

I-A.3 Explore expressive materials that are read, heard, or viewed

III-A.1 Describe how characters’ actions reflect their cultures

III-B.4M Relate details, main ideas, setting, action, and main characters

III-B.5g Interpreting text by explaining elements such as plot, theme, point of view, characterization, mood, and style

Student Activities

SpringBoard 2.5 pgs. 84 – 89 ~ In groups, use your notes from the key scenes of the movie The Lion King. On the Plot Graphic Organizer, list the order the most important events that occur in this film. Using the Conflict Graphic Organizer, describe the internal and external conflict prompts. Finally, using the Plot Diagram Graphic Organizer, write ten main events that you have listed from The Lion King in the appropriate part of the diagram (exposition, rising action, climax, falling action, resolution)

Assess./Eval.

Oral and written participation/notetaking

Academic Vocab.

Character, conflict, resolution

Add. Resources

SpringBoard Book,

Modifications/

Accommodations:

Grouping with purpose to apply collaborative learning strategies: Prewriting, Drafting, Revising, Self/Peer Editing, Presenting

Relevance/

Rationale:

Students will identify the challenges and choices that they have made in their lives. Through a variety of genres, they will see how others have dealt with the choices and the opportunities that change can present.

 

Tuesday 1/28/14

Objective

(Student will…)

 

Standards

To explore the concepts of changes over time and the choices faced

To understand character, conflict, and elements of plot

I-A.3 Explore expressive materials that are read, heard, or viewed

III-A.1 Describe how characters’ actions reflect their cultures

III-B.4M Relate details, main ideas, setting, action, and main characters

III-B.5g Interpreting text by explaining elements such as plot, theme, point of view, characterization, mood, and style

Student Activities

SpringBoard 2.5 pgs. 84 – 89 ~ Activate prior knowledge by summarizing the graveyard scene in The Lion King. Watch various clips from the movie and respond to the notetaking prompts: Segment 1 Describe the setting; Segment 2 Describe changes in Simba’s world; Segment 3 Describe Simba’s feelings about his new home; Segment 4 Describe changes in his old homeland under Scar’s rule; Segment 5 Describe Simba’s options to resolve the conflict; Segment 6 Describe Simba’s choice to face the changes in his world.

Assess./Eval.

Oral and written participation/notetaking

Academic Vocab.

Character, conflict, resolution

Add. Resources

SpringBoard Book,

Modifications/

Accommodations:

Grouping with purpose to apply collaborative learning strategies: Prewriting, Drafting, Revising, Self/Peer Editing, Presenting

Relevance/

Rationale:

Students will identify the challenges and choices that they have made in their lives. Through a variety of genres, they will see how others have dealt with the choices and the opportunities that change can present.

 

 Wednesday 1/29/14

Objective

(Student will…)

 

Standards

To explore the concepts of changes over time and the choices faced

To understand character, conflict, and elements of plot

I-A.3 Explore expressive materials that are read, heard, or viewed

III-A.1 Describe how characters’ actions reflect their cultures

III-B.4M Relate details, main ideas, setting, action, and main characters

III-B.5g Interpreting text by explaining elements such as plot, theme, point of view, characterization, mood, and style

Student Activities

SpringBoard 2.5 pgs. 84 – 89 ~ Activate prior knowledge by summarizing the graveyard scene in The Lion King. Watch various clips from the movie and respond to the notetaking prompts: Segment 1 Describe the setting; Segment 2 Describe changes in Simba’s world; Segment 3 Describe Simba’s feelings about his new home; Segment 4 Describe changes in his old homeland under Scar’s rule; Segment 5 Describe Simba’s options to resolve the conflict; Segment 6 Describe Simba’s choice to face the changes in his world.

Assess/Evaluation

Oral and written participation/notetaking

Academic Vocab.

Character, conflict, resolution

Add. Resources

SpringBoard Book,

Modifications/

Accommodations

Grouping with purpose to apply collaborative learning strategies: Prewriting, Drafting, Revising, Self/Peer Editing, Presenting

Relevance/

Rationale

Students will identify the challenges and choices that they have made in their lives. Through a variety of genres, they will see how others have dealt with the choices and the opportunities that change can present.

 

Thursday 1/30/14

Objective

(Student will…)

Standards

To explore the concepts of changes over time and the choices faced

To understand character, conflict, and elements of plot

I-A.3 Explore expressive materials that are read, heard, or viewed

III-A.1 Describe how characters’ actions reflect their cultures

III-B.4M Relate details, main ideas, setting, action, and main characters

III-B.5g Interpreting text by explaining elements such as plot, theme, point of view, characterization, mood, and style

Student Activities

SpringBoard 2.5 pgs. 84 – 89 ~ In groups, use your notes from the key scenes of the movie The Lion King. On the Plot Graphic Organizer, list the order the most important events that occur in this film. Using the Conflict Graphic Organizer, describe the internal and external conflict prompts. Finally, using the Plot Diagram Graphic Organizer, write ten main events that you have listed from The Lion King in the appropriate part of the diagram (exposition, rising action, climax, falling action, resolution)

Assess/Evaluation

Oral and written participation/notetaking

Academic Vocab.

Plot, internal conflict, external conflict, exposition, rising action, climax, falling action, resolution

Add. Resources

SpringBoard Book,

Modifications/

Accommodations

Grouping with purpose to apply collaborative learning strategies: Prewriting, Drafting, Revising, Self/Peer Editing, Presenting

Relevance/

Rationale

Students will identify the challenges and choices that they have made in their lives. Through a variety of genres, they will see how others have dealt with the choices and the opportunities that change can present.

 

 

 

Friday 1/31/14

Objective

(Student will…)

Standards

To explore the concepts of changes over time and the choices faced

To understand character, conflict, and elements of plot

I-A.3 Explore expressive materials that are read, heard, or viewed

III-A.1 Describe how characters’ actions reflect their cultures

III-B.4M Relate details, main ideas, setting, action, and main characters

III-B.5g Interpreting text by explaining elements such as plot, theme, point of view, characterization, mood, and style

Student Activities

SpringBoard 2.5 pgs. 84 – 89 ~ In groups, use your notes from the key scenes of the movie The Lion King, the Plot Graphic Organizer, the Conflict Graphic Organizer, and the Plot Diagram Graphic Organizer, and create a visual poster that depicts the plot sequence of The Lion King.

Assess/Evaluation

Plot sequence poster

Academic Vocab.

Plot, internal conflict, external conflict, exposition, rising action, climax, falling action, resolution

Add. Resources

SpringBoard Book,

Modifications/

Accommodations

Grouping with purpose to apply collaborative learning strategies: Prewriting, Drafting, Revising, Self/Peer Editing, Presenting

Relevance/

Rationale

Students will identify the challenges and choices that they have made in their lives. Through a variety of genres, they will see how others have dealt with the choices and the opportunities that change can present.

 

6th Grade Language Arts – Mrs. Henson

 

 

Week of January 20 - 24, 2014

 

 

 

 

Monday 1/20/14

 

Objective

(Student will…)

Standards

 

 

HOLIDAY – NO SCHOOL

Student Activities

 

 

Assess./Eval.

 

 

Academic Vocab.

 

 

Add. Resources

 

 

Modifications/

Accommodations:

 

 

Relevance/

Rationale:

 

 

 

 

Tuesday 1/21/14

 

Objective

(Student will…)

 

Standards

 

To explore the concepts of changes over time and the choices faced

To understand character, conflict, and elements of plot

I-A.3 Explore expressive materials that are read, heard, or viewed

III-A.1 Describe how characters’ actions reflect their cultures

III-B.4M Relate details, main ideas, setting, action, and main characters

III-B.5g Interpreting text by explaining elements such as plot, theme, point of view, characterization, mood, and style

 

Student Activities

 

SpringBoard 2.5 pgs. 84 – 89 ~ Activate prior knowledge by summarizing the graveyard scene in The Lion King. Watch various clips from the movie and respond to the notetaking prompts: Segment 1 Describe the setting; Segment 2 Describe changes in Simba’s world; Segment 3 Describe Simba’s feelings about his new home; Segment 4 Describe changes in his old homeland under Scar’s rule; Segment 5 Describe Simba’s options to resolve the conflict; Segment 6 Describe Simba’s choice to face the changes in his world.

 

Assess./Eval.

 

Oral and written participation/notetaking

 

Academic Vocab.

 

Character, conflict, resolution

 

Add. Resources

 

SpringBoard Book,

 

Modifications/

Accommodations:

 

Grouping with purpose to apply collaborative learning strategies: Prewriting, Drafting, Revising, Self/Peer Editing, Presenting

 

Relevance/

Rationale:

 

Students will identify the challenges and choices that they have made in their lives. Through a variety of genres, they will see how others have dealt with the choices and the opportunities that change can present.

 

 

 

 

 

 

 

 

 

 

 

 

Wednesday 1/22/14

 

Objective

(Student will…)

 

Standards

 

To explore the concepts of changes over time and the choices faced

To understand character, conflict, and elements of plot

I-A.3 Explore expressive materials that are read, heard, or viewed

III-A.1 Describe how characters’ actions reflect their cultures

III-B.4M Relate details, main ideas, setting, action, and main characters

III-B.5g Interpreting text by explaining elements such as plot, theme, point of view, characterization, mood, and style

 

Student Activities

 

SpringBoard 2.5 pgs. 84 – 89 ~ Activate prior knowledge by summarizing the graveyard scene in The Lion King. Watch various clips from the movie and respond to the notetaking prompts: Segment 1 Describe the setting; Segment 2 Describe changes in Simba’s world; Segment 3 Describe Simba’s feelings about his new home; Segment 4 Describe changes in his old homeland under Scar’s rule; Segment 5 Describe Simba’s options to resolve the conflict; Segment 6 Describe Simba’s choice to face the changes in his world.

 

Assess/Evaluation

 

Oral and written participation/notetaking

 

Academic Vocab.

 

Character, conflict, resolution

 

Add. Resources

 

SpringBoard Book,

 

Modifications/

Accommodations

 

Grouping with purpose to apply collaborative learning strategies: Prewriting, Drafting, Revising, Self/Peer Editing, Presenting

 

Relevance/

Rationale

 

Students will identify the challenges and choices that they have made in their lives. Through a variety of genres, they will see how others have dealt with the choices and the opportunities that change can present.

 

 

 

Thursday 1/23/14

 

Objective

(Student will…)

Standards

 

To explore the concepts of changes over time and the choices faced

To understand character, conflict, and elements of plot

I-A.3 Explore expressive materials that are read, heard, or viewed

III-A.1 Describe how characters’ actions reflect their cultures

III-B.4M Relate details, main ideas, setting, action, and main characters

III-B.5g Interpreting text by explaining elements such as plot, theme, point of view, characterization, mood, and style

 

Student Activities

 

SpringBoard 2.5 pgs. 84 – 89 ~ In groups, use your notes from the key scenes of the movie The Lion King. On the Plot Graphic Organizer, list the order the most important events that occur in this film. Using the Conflict Graphic Organizer, describe the internal and external conflict prompts. Finally, using the Plot Diagram Graphic Organizer, write ten main events that you have listed from The Lion King in the appropriate part of the diagram (exposition, rising action, climax, falling action, resolution)

 

Assess/Evaluation

 

Oral and written participation/notetaking

 

Academic Vocab.

 

Plot, internal conflict, external conflict, exposition, rising action, climax, falling action, resolution

 

Add. Resources

 

SpringBoard Book,

 

Modifications/

Accommodations

 

Grouping with purpose to apply collaborative learning strategies: Prewriting, Drafting, Revising, Self/Peer Editing, Presenting

 

Relevance/

Rationale

 

Students will identify the challenges and choices that they have made in their lives. Through a variety of genres, they will see how others have dealt with the choices and the opportunities that change can present.

 

 

 

 

 

Friday 1/24/14

 

Objective

(Student will…)

Standards

 

To explore the concepts of changes over time and the choices faced

To understand character, conflict, and elements of plot

I-A.3 Explore expressive materials that are read, heard, or viewed

III-A.1 Describe how characters’ actions reflect their cultures

III-B.4M Relate details, main ideas, setting, action, and main characters

III-B.5g Interpreting text by explaining elements such as plot, theme, point of view, characterization, mood, and style

 

Student Activities

 

SpringBoard 2.5 pgs. 84 – 89 ~ In groups, use your notes from the key scenes of the movie The Lion King, the Plot Graphic Organizer, the Conflict Graphic Organizer, and the Plot Diagram Graphic Organizer, and create a visual poster that depicts the plot sequence of The Lion King.

 

Assess/Evaluation

 

Plot sequence poster

 

Academic Vocab.

 

Plot, internal conflict, external conflict, exposition, rising action, climax, falling action, resolution

 

Add. Resources

 

SpringBoard Book,

 

Modifications/

Accommodations

 

Grouping with purpose to apply collaborative learning strategies: Prewriting, Drafting, Revising, Self/Peer Editing, Presenting

 

Relevance/

Rationale

 

Students will identify the challenges and choices that they have made in their lives. Through a variety of genres, they will see how others have dealt with the choices and the opportunities that change can present.

 

 

6th Grade Language Arts – Henson

Week of January 6 - 11, 2014

 

 

Monday 1/6/14

Objective

(Student will…)

Standards

Analyze the skills and knowledge needed for Embedded Assessment 1; Close read a film as text; identify words that describe feelings

I-A.2 Relate details, main ideas, setting action, and main characters

I-A.3 Explore expressive materials that are read, heard, or viewed

III-B.1 Describe how characters’ actions reflect their cultures

Student Activities

Spring Board 2.1 pgs. 69-73 Respond to the two Essential Questions, skim and scan Unit Overview and Learning Focus, and close read parts of the E.A. 2.1 instructions. Create a web graphic organizer with the skills necessary to be successful on E.A. 2.1. Begin SpringBoard 2.2 pgs. 74-77 ~ Brainstorm a list of toys or games that you had as young children. Write down notes on what you know about “Toy Story” before watching the clip. View the film clip. For the second viewing, identify the specific changes that the toy witnesses. Discuss how filmmakers use these elements to create sympathy in the audience and to show how the character is dealing with the changes in his world.

Assess./Eval.

Oral feedback

Academic Vocab.

 

Add. Resources

SpringBoard Book, “Toy Story” film clips, vocabulary notebooks

Modifications/

Accommodations:

Grouping with purpose to apply collaborative learning strategies: think-pair-share, skim and scan, mark the text, predict, close reading, summarize/paraphr.

Relevance/

Rationale:

Students will identify the challenges and choices that they have made in their lives. Through a variety of genres, they will see how others have dealt with the choices and the opportunities that change can present.

 

Tuesday 1/7/14

Objective

(Student will…)

 

Standards

Analyze the skills and knowledge needed for Embedded Assessment 1; Close read a film as text; identify words that describe feelings; Write in the voice of a character

I-A.2 Relate details, main ideas, setting action, and main characters

I-A.3 Explore expressive materials that are read, heard, or viewed

III-B.1 Describe how characters’ actions reflect their cultures

Student Activities

Continue SpringBoard 2.2 pgs. 74-77 ~ Review the second viewing of “Toy story” identifying the specific changes that the toy witnesses. Discuss how filmmakers use these elements to create sympathy in the audience and to show how the character is dealing with the changes in his world. Revisit prewriting brainstorming about toys and respond to the Quickwrite prompts about your own toy. Create word map graphic organizer for the word monologue.

Assess./Eval.

Grade pg. 76 Quickwrite 6 a-e

Academic Vocab.

monologue

Add. Resources

SpringBoard Book, “Toy Story” film clips, vocabulary notebooks

Modifications/

Accommodations:

Grouping with purpose to apply collaborative learning strategies: think-pair-share, skim and scan, mark the text, predict, close reading, summarize/paraphr.

Relevance/

Rationale:

Students will identify the challenges and choices that they have made in their lives. Through a variety of genres, they will see how others have dealt with the choices and the opportunities that change can present.

 

 

Wednesday 1/8/14

Objective

(Student will…)

 

Standards

Connect the idea of change to personal experiences; recognize elements of conflict and resolution

 

III-A.1 Describe how characters’ actions reflect their cultures

I-D.1g Interpreting text by explaining elements such as plot, theme, point of view, characterization, mood, and style

Student Activities

SpringBoard 2.3 pgs. 77-78 ~ Examine the list of possible changes in your world and mark the ones that apply. In a Think-pair-share, compare the changes. Discuss internal and external conflict and apply to Woody and Buzz in the “Toy Story” film clips viewed earlier in the week. Create a word map graphic organizer for the word conflict. Complete the Quickwrite about conflict that was involved in one of their changes. Create and illustrate the Unit 2 section of your Working Folder.

Assess/Evaluation

Exit card on internal and external conflict

Academic Vocab.

Conflict (internal and external)

Add. Resources

SpringBoard Book, vocabulary notebooks

Modifications/

Accommodations

Grouping with purpose to apply collaborative learning strategies: think-pair-graphic organizer, Quickwrite

Relevance/

Rationale

Students will identify the challenges and choices that they have made in their lives. Through a variety of genres, they will see how others have dealt with the choices and the opportunities that change can present.

 

Thursday 1/9/14

Objective

(Student will…)

Standards

To recognize dialogue and conflict as short story elements

1-D.1f Discussing and analyzing the effects on texts of literary devices, such as figurative language, dialogue, and flashback

1-A.3 Explore expressive materials that are read, heard, or viewed

III-B.5g Interpreting text by explaining elements such as plot, theme, point of view, characterization, mood, and style

Student Activities

SpringBoard 2.4 pgs. 79 - 83 ~ Create a word map graphic organizer for short story. Participate in a Shared Reading of “Eleven” stopping to Mark the Text for major events and elements of the story. Return to the text and analyze the use of dialogue by responding to the questions. In Pairs, list the conflicts or problems Rachel faces and then determine which conflicts were resolved. Respond to the Story Starter Writing Prompt.

Assess/Evaluation

Grade conflicts and resolutions chart

Academic Vocab.

Short story, resolution

Add. Resources

SpringBoard Book, vocabulary notebooks

Modifications/

Accommodations

Grouping with purpose to apply collaborative learning strategies: Quickwrite, graphic organizer, shared reading, pair-share

Relevance/

Rationale

Students will identify the challenges and choices that they have made in their lives. Through a variety of genres, they will see how others have dealt with the choices and the opportunities that change can present.

 

 

Friday 1/10/14

Objective

(Student will…)

Standards

Recognize dialogue and conflict as short story elements

1-D.1f Discussing and analyzing the effects on texts of literary devices, such as figurative language, dialogue, and flashback

1-A.3 Explore expressive materials that are read, heard, or viewed

III-B.5g Interpreting text by explaining elements such as plot, theme, point of view, characterization, mood, and style

Student Activities

SpringBoard 2.4 pgs. 79 - 83 ~ Create a word map graphic organizer for short story. Participate in a Shared Reading of “Eleven” stopping to Mark the Text for major events and elements of the story. Return to the text and analyze the use of dialogue by responding to the questions. In Pairs, list the conflicts or problems Rachel faces and then determine which conflicts were resolved. Respond to the Story Starter Writing Prompt.

Assess/Evaluation

Grade conflicts and resolution chart

Academic Vocab.

Short story, resolution

Add. Resources

SpringBoard Book,

Modifications/

Accommodations

Grouping with purpose to apply collaborative learning strategies: Prewriting, Drafting, Revising, Self/Peer Editing, Presenting

Relevance/

Rationale

Students will identify the challenges and choices that they have made in their lives. Through a variety of genres, they will see how others have dealt with the choices and the opportunities that change can present.

 

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