March

6th Grade Language Arts – Mrs. Henson

 

Week of March 24-28, 2014

 

 

Monday 3/24/14

Objective

(Student will…)

Standards

Read for detail; Close read and annotate a text to identify literary elements

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

I-B.1e,f,g Interpret and synthesize information by monitoring comprehension, drawing inferences and generating questions

I-D.3 Use specific strategies to clear up confusing parts of the text

III-B4 Relate details, main ideas, setting, action, and main characters

Student Activities

Holes Chapters 1-20 (pgs. 3-91) ~ Review chapters 1-20 of Holes, pages 3-91. Close Read, Annotate and label the text by highlighting the following literary elements in the given color: foreshadowing, flashback, Figurative Language, Characterization (orange), Tone.

Assess./Eval.

Text Annotation

Academic Vocab.

 

Add. Resources

Holes, annotation highlighters

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 3/25/14

Objective

(Student will…)

Standards

Read for detail; Close read and annotate a text to identify literary elements

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

I-B.1e,f,g Interpret and synthesize information by monitoring comprehension, drawing inferences and generating questions

I-D.3 Use specific strategies to clear up confusing parts of the text

III-B4 Relate details, main ideas, setting, action, and main characters

Student Activities

Continue Holes Chapters 1-20 (pgs. 3-91) ~ Review chapters 1-20 of Holes, pages 3-91. Close Read, Annotate and label the text by highlighting the following literary elements in the given color: foreshadowing, flashback, Figurative Language, Characterization (orange), Tone.

Assess./Eval.

Text Annotation

Academic Vocab.

 

Add. Resources

Holes, annotation highlighters

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 3/26/14

Objective

(Student will…)

Standards

Read for detail

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

I-B.1e,f,g Interpret and synthesize information by monitoring comprehension, drawing inferences and generating questions

I-D.3 Use specific strategies to clear up confusing parts of the text

III-B4 Relate details, main ideas, setting, action, and main characters

Student Activities

Holes chapters 21-28 (pages 92-123) Review chapters 1-20 of Holes. Participate in a Shared Reading of chapters 21-28, pages 92-123.

Assess/Evaluation

Oral Reading

Academic Vocab.

 

Add. Resources

Holes

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 3/27/14

Objective

(Student will…)

Standards

Read for detail; Analyze and illustrate a text

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

I-B.1e,f,g Interpret and synthesize information by monitoring comprehension, drawing inferences and generating questions

I-D.3 Use specific strategies to clear up confusing parts of the text

III-B4 Relate details, main ideas, setting, action, and main characters

Student Activities

Holes Chapters 21-18 (pgs. 92-123) ~ Review chapters 1-28. In small groups, Close Read the text to find direct quotes/textual evidence and create a poster that illustrates the quote. Using a Jigsaw groups will be assigned one of the following elements for their poster creation: flashback, foreshadowing, setting (grounds, wreck room, tent), characterization (Stanley, Zero, the warden, etc.), and figurative language (similes, metaphors). The poster should include both the direct quote and the illustration that depicts the direct quote.

Assess/Evaluation

Posters

Academic Vocab.

 

Add. Resources

Holes, poster paper, markers

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 3/28/14

Objective

(Student will…)

Standards

Read for detail; Analyze and illustrate a text

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

I-B.1e,f,g Interpret and synthesize information by monitoring comprehension, drawing inferences and generating questions

I-D.3 Use specific strategies to clear up confusing parts of the text

III-B4 Relate details, main ideas, setting, action, and main characters

Student Activities

Continue Holes Chapters 21-18 (pgs. 92-123) ~ Review chapters 1-28. In small groups, Close Read the text to find direct quotes/textual evidence and create a poster that illustrates the quote. Using a Jigsaw groups will be assigned one of the following elements for their poster creation: flashback, foreshadowing, setting (grounds, wreck room, tent), characterization (Stanley, Zero, the warden, etc.), and figurative language (similes, metaphors). The poster should include both the direct quote and the illustration that depicts the direct quote.

Assess/Evaluation

Posters

Academic Vocab.

 

Add. Resources

Holes, poster paper, markers

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

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Week of March 3-7, 2014

 

 

Monday 3/3/14

Objective

(Student will…)

Standards

Read for detail; Access vocabulary from context;

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

I-B.1e,f,g Interpret and synthesize information by monitoring comprehension, drawing inferences and generating questions

I-D.3 Use specific strategies to clear up confusing parts of the text

III-B4 Relate details, main ideas, setting, action, and main characters

Student Activities

Holes Chapters 6-9 (pgs. 21-47) ~ Review chapters 6-9 of Holes, pages 21-47. Close Read the chapters and Diffuse the text by highlighting (in blue) and defining at the bottom of the page where the word is located the following vocabulary words: Ch. 6: coincidence, destiny, scarcity, humiliating, despicable; Ch. 7: deftly, digress, eternity, forlorn, perimeter, recount, vibrations, defective, preposterous, grimaced; Ch. 8 predatory; Ch. 9: radiated, scowled, intensity.

Assess./Eval.

Vocabulary

Academic Vocab.

Coincidence, destiny, scarcity, humiliating, despicable, deftly, digress, eternity, forlorn, perimeter, recount, vibrations, defective, preposterous, grimaced, predatory, radiated, scowled, intensity.

Add. Resources

Dictionary/Thesaurus, Holes

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 3/4/14

Objective

(Student will…)

Standards

Read for detail; Analyze characters; Close read a text for characterization and point of view; Access vocabulary from context

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

I-B.1e,f,g Interpret and synthesize information by monitoring comprehension, drawing inferences and generating questions

I-D.3 Use specific strategies to clear up confusing parts of the text

III-B4 Relate details, main ideas, setting, action, and main characters

Student Activities

SB 3.13 (pg. 228) Holes chapters 1-9 (pages 21-47) Review chapters 1-9 of Holes. Work in discussion groups and scan the text to locate and share information about each boy on the Graphic Organizer on pg. 228. Work independently to scan and reread the text and take characterization notes on one character. Follow the same process for the characters of Mr. Sir and Mr. Pendanski. Close Read the text and highlight in orange character traits of each character. Choose at least one entry from each chapter to write and respond to in your Double-entry Journal. Complete chapters 1-9 vocabulary

Assess./Eval.

Double-entry journal, Close Reading (vocabulary & characterization)

Academic Vocab.

Coincidence, destiny, scarcity, humiliating, despicable, deftly, digress, eternity, forlorn, perimeter, recount, vibrations, defective, preposterous, grimaced, predatory, radiated, scowled, intensity.

Add. Resources

SpringBoard Book, Holes

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 3/5/14

Objective

(Student will…)

Standards

Read for detail; Close read a text for characterization and point of view; Access vocabulary from context

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

I-B.1e,f,g Interpret and synthesize information by monitoring comprehension, drawing inferences and generating questions

I-D.3 Use specific strategies to clear up confusing parts of the text

III-B4 Relate details, main ideas, setting, action, and main characters

Student Activities

Complete SB 3.13 (pg. 228) Holes chapters 1-9 (pages 21-47) Review chapters 1-3 of Holes. Discuss third-person omniscient point of view and how that represents an objective camera point of view. Close Read the text and highlight in orange character traits of Stanley Yelnats. Choose at least one entry from each chapter to write and respond to in your Double-entry Journal. Complete vocabulary for chapters 1-9.

Assess/Evaluation

Double-entry journal, Close Reading (vocabulary & characterization)

Academic Vocab.

Omniscient point of view, forbidden, warden, stationery, stifling, obstacle, ratio, convicted, descendants, vast, perseverance, neglected, befell.

Add. Resources

SpringBoard Book, Holes

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 3/6/14

Objective

(Student will…)

Standards

Read for detail; Apply note-taking and summarizing and predicting skills; Access vocabulary from context; Assess reading comprehension

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

I-B.1e,f,g Interpret and synthesize information by monitoring comprehension, drawing inferences and generating questions

I-D.3 Use specific strategies to clear up confusing parts of the text

III-B4 Relate details, main ideas, setting, action, and main characters

Student Activities

Holes Chapters 10-16 (pgs. 48-76) ~ Participate in a Shared Reading and discuss chapters 10-16 of Holes, pages 48-76.

Assess/Evaluation

 

Academic Vocab.

 

Add. Resources

SpringBoard Book, Holes

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 3/7/14

Objective

(Student will…)

Standards

Read for detail; Apply note taking, summarizing and predicting skills

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

I-B.1e,f,g Interpret and synthesize information by monitoring comprehension, drawing inferences and generating questions

I-D.3 Use specific strategies to clear up confusing parts of the text

III-B4 Relate details, main ideas, setting, action, and main characters

Student Activities

Holes Chapters 10-6 (pgs. 48-76) ~ Review and discuss chapters 10 -16. Close Read chapters 10-16 and Choose at least one entry from each chapter to write and respond to in your Double-entry Journal. Complete vocabulary for chapters 6-9 and any incomplete text annotation covered during the week.

Assess/Evaluation

 

Academic Vocab.

 

Add. Resources

SpringBoard Book, Holes

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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