January

Week of January 9, 2017 – January 13, 2017

 

Monday 1/9/17

Objective

(Student will…)

Standards

Review narrative elements in preparation for character analysis.

RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

RL.6.4 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

SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.

Research

 

Student Activities

Bell Work: Name the five elements of a short story.

 

Videos: Students will watch the Flocabulary video on short story elements to activate prior knowledge of the literary elements that every story includes. Through classroom discussion, understanding of the elements will be assessed.

The Flocabulary video on figurative language will then be viewed and discussed. To assess understanding of figurative language, students will view a collection of clips from music videos and film that make use of various types of figurative language and will be tasked with identifying each one.

Teacher Activities

Videos: Show students the video on short story elements and assess their understanding through class discussion. Show the video on figurative language and assess students’ understanding through discussion and completion of the Figurative Language in Pop Culture video.

Assess./Eval.

 

Academic Vocab.

Plot, character, conflict, theme, setting, metaphor, simile, hyperbole, personification, alliteration, onomatopoeia

Add. Resources

Flocabulary Five Things video, Flocabulary Figurative Language video, Figurative Language in Pop Culture video

Modifications/

Accommodations:

IEP: Concrete Examples, Review of Instructions, Additional Time for Assignments

ELL: Review of Instructions

Gifted: Grouping With Advanced Students, Higher Level Material

Relevance/

Rationale:

Understanding the elements of fiction and figurative language will help students to build the skills that will allow them to complete the literary analysis of a character.

Domains

NMTEACH 3A: Communicating with Students in a Manner that is Appropriate to their Culture and Level of Development

NMTEACH 3B: Using Questioning and Discussion Techniques to Support Classroom Discourse

NMTEACH 3C: Engaging Students in Learning

Homework

 

Advisory

BullyFree

 

Tuesday 1/10/17

Objective

(Student will…)

Standards

Review narrative elements in preparation for character analysis.

RL.6.4 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

SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.

Research

 

Student Activities

Bell Work: Define “metaphor” and “simile.”

 

Videos: The Flocabulary video on figurative language will be reviewed. To assess understanding of figurative language, students will view another collection of clips from music videos and film that make use of various types of figurative language and will be tasked with identifying each one.

Teacher Activities

Videos: Show the video on figurative language and assess students’ understanding through discussion and completion of the Figurative Language in Pop Culture video.

Assess./Eval.

 

Academic Vocab.

Metaphor, simile, hyperbole, personification, alliteration, onomatopoeia

Add. Resources

Flocabulary Figurative Language video, Figurative Language in Pop Culture 2 video

Modifications/

Accommodations:

IEP: Concrete Examples, Review of Instructions, Additional Time for Assignments

ELL: Review of Instructions

Gifted: Grouping With Advanced Students, Higher Level Material

Relevance/

Rationale:

Understanding figurative language will help students to build the skills that will allow them to complete the literary analysis of a character.

Domains

NMTEACH 3A: Communicating with Students in a Manner that is Appropriate to their Culture and Level of Development

NMTEACH 3B: Using Questioning and Discussion Techniques to Support Classroom Discourse

NMTEACH 3C: Engaging Students in Learning

Homework

 

Advisory

Close Reading Practice

 

Wednesday 1/11/17

Objective

(Student will…)

Standards

Review narrative elements in preparation for character analysis.

RL.6.4 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

SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.

SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

Research

Bright Hub Education

Student Activities

Bell Work: Identify the connotation for the following words as positive or negative: trudged, limped, skipped, awarded, cheap.

 

Diction Activity. Students will be separated into groups of 3-4. Each group will be given one of the following list of words:

  • student, apprentice, disciple, junior, learner, novice, scholar, undergraduate
  • skinny, bony, angular, emaciated, gaunt, malnourished, scrawny, slender, thin, anorexic
  • run, amble, bound, dart, dash, gallop, lope, scamper, sprint
  • ·vacation, break, fiesta, furlough, holiday, intermission, layoff, recess, respite, sabbatical
  • busy, active, diligent, employed, occupied, persevering, unavailable, employed
  • fear, dread, apprehension, anxiety, panic, terror
  • fat, obese, chubby, stout, plump, stocky
  • friend, companion, buddy, acquaintance, colleague, playmate

Each group will identify each word as positive, negative, or neutral. Each group will choose 3-4 words from their list and demonstrate their meanings with a drawing or a short skit. As a class, discuss the connotation of the presented words.

Teacher Activities

Pearson pg. 184-185. Separate students into groups of 3-4 and assign each group a set of words. Instruct students to assign each word as positive, negative, or neutral. Have students present the meanings of the words through a drawing or short skit. Guide students in discussion of the connotation of the presented words.

Assess/Evaluation

Presentations

Academic Vocab.

Diction, connotation

Add. Resources

 

Modifications/

Accommodations

IEP: Additional Time for Assignments, Concrete Examples, Review of Instructions

ELL: Additional Time for Assignments, Review of Instructions

Gifted: Grouping With Advanced Students

Relevance/

Rationale

Understanding diction and connotation help students when they are tasked with completing a literary character analysis at the end of the novel.

Domains

NMTEACH 3A: Communicating with Students in a Manner that is Appropriate to their Culture and Level of Development

NMTEACH 3B: Using Questioning and Discussion Techniques to Support Classroom Discourse

NMTEACH 3C: Engaging Students in Learning

Homework

 

Advisory

Advising: One-on-one teacher-student conferences. Students not being advised will read or work quietly.

 

Thursday 1/12/17

Objective

(Student will…)

Standards

Review narrative elements in preparation for character analysis.

RI.6.5 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.

SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.

Research

 

Student Activities

Bell Work: Define “foreshadowing” and “flashback.”

 

The Tell-Tale Heart Activity. Review foreshadowing and flashback. Read the selection. Complete the Time Spotters and Change the Story worksheets.

Teacher Activities

The Tell-Tale Heart Activity. Review foreshadowing and flashback through their definitions and examples. Instruct students to read the selection. Guide students in completing the Time Spotters and Change the Story worksheets.

Assess/Evaluation

Worksheets

Academic Vocab.

Foreshadowing, flashback

Add. Resources

Time Spotters and Change the Story worksheets

Modifications/

Accommodations

IEP: Additional Time for Assignments, Concrete Examples, Review of Instructions

ELL: Additional Time for Assignments, Review of Instructions

Gifted: Grouping With Advanced Students

Relevance/

Rationale

Understanding foreshadowing and flashback will help student comprehension of Walk Two Moons, as these feature prominently throughout the novel.

Domains

NMTEACH 3A: Communicating with Students in a Manner that is Appropriate to their Culture and Level of Development

NMTEACH 3B: Using Questioning and Discussion Techniques to Support Classroom Discourse

NMTEACH 3C: Engaging Students in Learning

Homework

 

Advisory

Close Reading Practice

 

Friday 1/13/17

Objective

(Student will…)

Standards

Review narrative elements in preparation for character analysis.

RL.6.4 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

SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.

SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

Research

Bright Hub Education

Student Activities

Bell Work: What do you think the title, Walk Two Moons, means?

 

Symbolism Activity. Be introduced to the concept of symbolism. Choose a well-known religious, national, or cultural symbol. Write a paragraph analyzing its meaning. Include the standard meaning along with a personal interpretation of what it symbolizes. Present the paragraph to the class. Assign novels.

Teacher Activities

Symbolism Activity. Introduce the concept of symbolism. Guide students in choosing a symbol and writing a paragraph about it. Have students present the paragraph to the class.

Assess/Evaluation

Presentations

Academic Vocab.

Symbolism

Add. Resources

 

Modifications/

Accommodations

IEP: Additional Time for Assignments, Concrete Examples, Review of Instructions

ELL: Additional Time for Assignments, Review of Instructions

Gifted: Grouping With Advanced Students

Relevance/

Rationale

Understanding symbolism will allow for better understanding when crafting a character analysis at the end of the novel.

Domains

NMTEACH 3A: Communicating with Students in a Manner that is Appropriate to their Culture and Level of Development

NMTEACH 3B: Using Questioning and Discussion Techniques to Support Classroom Discourse

NMTEACH 3C: Engaging Students in Learning

Homework

 

Advisory

Medal of Honor

 

Week of January 16, 2017 – January 20, 2017

 

Monday 1/16/17

Objective

(Student will…)

Standards

No School. Martin Luther King Jr.’s Birthday (Observed)

Research

 

Student Activities

 

Teacher Activities

 

Assess./Eval.

 

Academic Vocab.

 

Add. Resources

 

Modifications/

Accommodations:

 

Relevance/

Rationale:

 

Domains

 

Homework

 

Advisory

 

 

Tuesday 1/17/17

Objective

(Student will…)

Standards

Begin reading the class novel and participate in class discussion.

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

W.6.10 Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.

L.6.6 Acquire and use accurately grade appropriate general academic and domain specific words and phrases.

Research

The Bedford Glossary of Critical and Literary Terms: Third Edition

Student Activities

Bell Work: Study the model sentence carefully. What do you notice about the comma and quotation marks? What do they cause a reader to do?

 

I hated standing at streetcar stops yelling, “Paper! Paper!” at people getting off trolleys.

—“Hard as Nails” by Russell Baker

 

Walk Two Moons (pg. 1-14). In a Shared Reading, read Chapters 1-3. Afterwards, participate in class discussion.

Teacher Activities

Walk Two Moons (pg. 1-14). Have students read Chapters 1-3. Lead students in a class discussion using the questions from the Vocabulary and Question Packet.

Assess./Eval.

 

Academic Vocab.

Characterization, tone, atmosphere, diction, flashback, foreshadowing, syntax, vocabulary, symbolism, figurative language, metaphor, simile, hyperbole, personification, alliteration, onomatopoeia

Add. Resources

Class Novel, Highlighters, Vocab. and Question Packet (for teacher)

Modifications/

Accommodations:

IEP: Concrete Examples, Review of Instructions, Additional Time for Assignments

ELL: Review of Instructions

Gifted: Grouping With Advanced Students

Relevance/

Rationale:

Identifying and analyzing the elements of fiction in a novel allows students to put to use the skills they have learned up to this point in a comprehensive way.

Domains

NMTEACH 3A: Communicating with Students in a Manner that is Appropriate to their Culture and Level of Development

NMTEACH 3B: Using Questioning and Discussion Techniques to Support Classroom Discourse

NMTEACH 3C: Engaging Students in Learning

Homework

 

Advisory

Close Reading Practice

 

Wednesday 1/18/17

Objective

(Student will…)

Standards

Annotate textual evidence for the class novel.

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

W.6.10 Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.

L.6.6 Acquire and use accurately grade appropriate general academic and domain specific words and phrases.

Research

The Bedford Glossary of Critical and Literary Terms: Third Edition

Student Activities

Bell Work: Study the sentences carefully. How are the sentences alike? How are they different?

 

I hated standing at streetcar stops yelling, “Paper! Paper!” at people getting off trolleys.

 

I hate to stand at streetcar stops and yell about the paper when people get off trolleys.

 

Walk Two Moons (pg. 1-14). Continue to annotate Walk Two Moons in the following colors:

ORANGE = CHARACTERIZATION

PINK = TONE / ATMOSPHERE / DICTION

YELLOW ~ FLASHBACKS / FORESHADOWING / SYNTAX

BLUE = VOCABULARY / SYMBOLISM

GREEN = FIGURATIVE LANGUAGE – similes, metaphors, personification, onomatopoeia, alliteration.

 

Annotate the following vocabulary words in BLUE and write a short definition at the bottom of the page where the word appears: (1) peculiar; (2) ornery, salamander, lunatic; (3) devour, omnipotent, dignified.

 

Orange group will also find four examples of characterization.

 

Green group will find four examples of characterization and two examples of figurative language and identify what they are.

Teacher Activities

Walk Two Moons (pg. 1-14). Inform students that they should copy the annotation colors to the inside cover of their class novel. Ask students to annotate vocabulary in blue and write a definition for each word. Ask orange group students to highlight two examples of characterization. Ask green group students to highlight two examples of figurative language and write what type of figurative language it is.

Assess/Evaluation

Annotation

Academic Vocab.

Characterization, tone, atmosphere, diction, flashback, foreshadowing, syntax, vocabulary, symbolism, figurative language, metaphor, simile, hyperbole, personification, alliteration, onomatopoeia, peculiar, ornery, salamander, lunatic, devour, omnipotent, dignified

Add. Resources

Class Novel, Highlighters

Modifications/

Accommodations

IEP: Concrete Examples, Review of Instructions, Additional Time for Assignments

ELL: Review of Instructions

Gifted: Grouping With Advanced Students

Relevance/

Rationale

Identifying and analyzing the elements of fiction in a novel allows students to put to use the skills they have learned up to this point in a comprehensive way.

Domains

NMTEACH 3A: Communicating with Students in a Manner that is Appropriate to their Culture and Level of Development

NMTEACH 3C: Engaging Students in Learning

NMTEACH 3E: Demonstrating Flexibility and Responsiveness

Homework

 

Advisory

Advising: One-on-one teacher-student conferences. Students not being advised will read or work quietly.

 

Thursday 1/19/17

Objective

(Student will…)

Standards

Begin working on strategies packet for the class novel.

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

W.6.10 Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.

L.6.6 Acquire and use accurately grade appropriate general academic and domain specific words and phrases.

Research

The Bedford Glossary of Critical and Literary Terms: Third Edition

Student Activities

Bell Work: Think about the two sentences you have been studying. Use the sentences as models to write two of your own sentences.

 

I hated standing at streetcar stops yelling, “Paper! Paper!” at people getting off trolleys.

 

I hate to stand at streetcar stops and yell about the paper when people get off trolleys.

 

Walk Two Moons (pg. 1-14). Activate prior knowledge to fill out the strategies packet for Chapters 1-3.

Teacher Activities

Walk Two Moons (pg. 1-14). Give students their strategies packets. Guide them in completing the packet for Chapters 1-3.

Assess/Evaluation

Strategies Packet

Academic Vocab.

Characterization, tone, atmosphere, diction, flashback, foreshadowing, syntax, vocabulary, symbolism, figurative language, metaphor, simile, hyperbole, personification, alliteration, onomatopoeia

Add. Resources

Class Novel, Highlighters, Strategies Packet

Modifications/

Accommodations

IEP: Concrete Examples, Review of Instructions, Additional Time for Assignments

ELL: Review of Instructions

Gifted: Grouping With Advanced Students

Relevance/

Rationale

Identifying and analyzing the elements of fiction in a novel allows students to put to use the skills they have learned up to this point in a comprehensive way.

Domains

NMTEACH 3A: Communicating with Students in a Manner that is Appropriate to their Culture and Level of Development

NMTEACH 3C: Engaging Students in Learning

NMTEACH 3E: Demonstrating Flexibility and Responsiveness

Homework

 

Advisory

Close Reading Practice

 

Friday 1/20/17

Objective

(Student will…)

Standards

Begin reading the class novel and participate in class discussion.

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

W.6.10 Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.

L.6.6 Acquire and use accurately grade appropriate general academic and domain specific words and phrases.

Research

The Bedford Glossary of Critical and Literary Terms: Third Edition

Student Activities

Bell Work: Read the following sentences. Choose the sentence that is closest to the model sentence.

 

I hated standing at streetcar stops yelling, “Paper! Paper!” at people getting off trolleys.

 

  1. The twins are sitting in their high chairs and cooing, “Yummy!” as strained carrots drip off their trays.
  2. The twins loved sitting in their high chairs cooing, “Yummy!” at the strained carrots dripping off their trays.
  3. The twins love to sit in their high chairs and coo, “Yummy!” at the strained carrots on their trays.
  4. The twins loved their high chairs, and cooed, “Yummy!” at the strained carrots on their trays.

 

Walk Two Moons (pg. 15-32). In a Shared Reading, read Chapters 4-6. Afterwards, participate in class discussion.

Teacher Activities

Walk Two Moons (pg. 15-32). Have students read Chapters 4-6. Lead students in a class discussion using the questions from the Vocabulary and Question Packet.

Assess/Evaluation

 

Academic Vocab.

Characterization, tone, atmosphere, diction, flashback, foreshadowing, syntax, vocabulary, symbolism, figurative language, metaphor, simile, hyperbole, personification, alliteration, onomatopoeia

Add. Resources

Class Novel, Highlighters, Vocab. and Question Packet (for teacher)

Modifications/

Accommodations

IEP: Concrete Examples, Review of Instructions, Additional Time for Assignments

ELL: Review of Instructions

Gifted: Grouping With Advanced Students

Relevance/

Rationale

Identifying and analyzing the elements of fiction in a novel allows students to put to use the skills they have learned up to this point in a comprehensive way.

Domains

NMTEACH 3A: Communicating with Students in a Manner that is Appropriate to their Culture and Level of Development

NMTEACH 3B: Using Questioning and Discussion Techniques to Support Classroom Discourse

NMTEACH 3C: Engaging Students in Learning

Homework

 

Advisory

Medal of Honor

 

Week of January 23, 2017 – January 27, 2017

 

Monday 1/23/17

Objective

(Student will…)

Standards

Begin working on strategies packet for the class novel.

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

W.6.10 Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.

L.6.6 Acquire and use accurately grade appropriate general academic and domain specific words and phrases.

Research

The Bedford Glossary of Critical and Literary Terms: Third Edition

Student Activities

Bell Work: Think about the two sentences you have been studying. Use the sentences as models to write two of your own sentences.

 

I hated standing at streetcar stops yelling, “Paper! Paper!” at people getting off trolleys.

 

I hate to stand at streetcar stops and yell about the paper when people get off trolleys.

 

Walk Two Moons (pg. 1-14). Finish any highlighting from the previous lesson. Activate prior knowledge to fill out the strategies packet for Chapters 1-3.

Teacher Activities

Walk Two Moons (pg. 1-14). Guide students in finishing their highlighting from the previous lesson. Give students their strategies packets. Guide them in completing the packet for Chapters 1-3.

Assess./Eval.

Strategies Packet

Academic Vocab.

Characterization, tone, atmosphere, diction, flashback, foreshadowing, syntax, vocabulary, symbolism, figurative language, metaphor, simile, hyperbole, personification, alliteration, onomatopoeia

Add. Resources

Class Novel, Highlighters, Strategies Packet

Modifications/

Accommodations:

IEP: Concrete Examples, Review of Instructions, Additional Time for Assignments

ELL: Review of Instructions

Gifted: Grouping With Advanced Students

Relevance/

Rationale:

Identifying and analyzing the elements of fiction in a novel allows students to put to use the skills they have learned up to this point in a comprehensive way.

Domains

NMTEACH 3A: Communicating with Students in a Manner that is Appropriate to their Culture and Level of Development

NMTEACH 3C: Engaging Students in Learning

NMTEACH 3E: Demonstrating Flexibility and Responsiveness

Homework

 

Advisory

Bully Free

 

Tuesday 1/24/17

Objective

(Student will…)

Standards

Continue reading the class novel and participate in class discussion.

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

W.6.10 Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.

L.6.6 Acquire and use accurately grade appropriate general academic and domain specific words and phrases.

Research

The Bedford Glossary of Critical and Literary Terms: Third Edition

Student Activities

Bell Work: Read the following sentences. Choose the sentence that is closest to the model sentence.

 

I hated standing at streetcar stops yelling, “Paper! Paper!” at people getting off trolleys.

 

  1. The twins are sitting in their high chairs and cooing, “Yummy!” as strained carrots drip off their trays.
  2. The twins loved sitting in their high chairs cooing, “Yummy!” at the strained carrots dripping off their trays.
  3. The twins love to sit in their high chairs and coo, “Yummy!” at the strained carrots on their trays.
  4. The twins loved their high chairs, and cooed, “Yummy!” at the strained carrots on their trays.

 

Walk Two Moons (pg. 15-32). In a Shared Reading, read Chapters 4-6. Afterwards, participate in class discussion.

Teacher Activities

Walk Two Moons (pg. 15-32). Have students read Chapters 4-6. Lead students in a class discussion using the questions from the Vocabulary and Question Packet.

Assess./Eval.

 

Academic Vocab.

Characterization, tone, atmosphere, diction, flashback, foreshadowing, syntax, vocabulary, symbolism, figurative language, metaphor, simile, hyperbole, personification, alliteration, onomatopoeia

Add. Resources

Class Novel, Highlighters, Vocab. and Question Packet (for teacher)

Modifications/

Accommodations:

IEP: Concrete Examples, Review of Instructions, Additional Time for Assignments

ELL: Review of Instructions

Gifted: Grouping With Advanced Students

Relevance/

Rationale:

Identifying and analyzing the elements of fiction in a novel allows students to put to use the skills they have learned up to this point in a comprehensive way.

Domains

NMTEACH 3A: Communicating with Students in a Manner that is Appropriate to their Culture and Level of Development

NMTEACH 3B: Using Questioning and Discussion Techniques to Support Classroom Discourse

NMTEACH 3C: Engaging Students in Learning

Homework

 

Advisory

Close Reading Practice

 

Wednesday 1/25/17

Objective

(Student will…)

Standards

Annotate textual evidence for the class novel.

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

W.6.10 Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.

L.6.6 Acquire and use accurately grade appropriate general academic and domain specific words and phrases.

Research

The Bedford Glossary of Critical and Literary Terms: Third Edition

Student Activities

Bell Work: Rewrite each sentence, replacing the underlined words with synonyms.

 

  1. The blooming flower was so pretty that Robin stopped to look at it.
  2. Marcie tried not to worry that the storm might ruin the picnic.

 

Walk Two Moons (pg. 15-32). Continue to annotate Walk Two Moons in the following colors:

ORANGE = CHARACTERIZATION

PINK = TONE / ATMOSPHERE / DICTION

YELLOW ~ FLASHBACKS / FORESHADOWING / SYNTAX

BLUE = VOCABULARY / SYMBOLISM

GREEN = FIGURATIVE LANGUAGE – similes, metaphors, personification, onomatopoeia, alliteration.

 

Annotate the following vocabulary words in BLUE and write a short definition at the bottom of the page where the word appears: (4) gnarled; (5) gallantly, distress; (3) diabolic, divulge.

 

Blue group: Vocabulary, 1 ex. of characterization, 1 ex. of figurative language, 1 ex. of symbolism

 

Orange group: Vocabulary, 2 ex. of characterization, 2 ex. of figurative language, 1 ex. of symbolism, 1 ex. of tone

 

Green group: Vocabulary, 3 ex. of characterization, 3 ex. of figurative language, 1 example of symbolism, 2 ex. of tone

Teacher Activities

Walk Two Moons (pg. 15-32). Ask students to annotate vocabulary in blue and write a definition for each word. Instruct them to highlight examples of characterization, figurative language, symbolism, and tone by group.

Assess/Evaluation

Annotation

Academic Vocab.

Characterization, tone, atmosphere, diction, flashback, foreshadowing, syntax, vocabulary, symbolism, figurative language, metaphor, simile, hyperbole, personification, alliteration, onomatopoeia, gnarled, gallantly, distress, diabolic, divulge

Add. Resources

Class Novel, Highlighters, Dictionaries

Modifications/

Accommodations

IEP: Concrete Examples, Review of Instructions, Additional Time for Assignments, Modified Assignments

ELL: Review of Instructions

Gifted: Grouping With Advanced Students, Higher Level Material

Relevance/

Rationale

Identifying and analyzing the elements of fiction in a novel allows students to put to use the skills they have learned up to this point in a comprehensive way.

Domains

NMTEACH 3A: Communicating with Students in a Manner that is Appropriate to their Culture and Level of Development

NMTEACH 3C: Engaging Students in Learning

NMTEACH 3E: Demonstrating Flexibility and Responsiveness

Homework

 

Advisory

Advising: One-on-one teacher-student conferences. Students not being advised will read or work quietly.

 

Thursday 1/26/17

Objective

(Student will…)

Standards

Work on strategies packet for the class novel.

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

W.6.10 Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.

L.6.6 Acquire and use accurately grade appropriate general academic and domain specific words and phrases.

Research

The Bedford Glossary of Critical and Literary Terms: Third Edition

Student Activities

Bell Work: Identify each word’s connotation as negative, neutral, or positive: free, worker, wild, money, emotional, say, ask, heavy, and danger.

 

Walk Two Moons (pg. 15-32). Finish any highlighting from the previous lesson. Activate prior knowledge to fill out the strategies packet for Chapters 4-6.

Teacher Activities

Walk Two Moons (pg. 15-32). Have students finish any highlighting from the previous lesson. Guide them in completing the packet for Chapters 4-6.

Assess/Evaluation

Strategies Packet

Academic Vocab.

Characterization, tone, atmosphere, diction, flashback, foreshadowing, syntax, vocabulary, symbolism, figurative language, metaphor, simile, hyperbole, personification, alliteration, onomatopoeia

Add. Resources

Class Novel, Highlighters, Strategies Packet

Modifications/

Accommodations

IEP: Concrete Examples, Review of Instructions, Additional Time for Assignments

ELL: Review of Instructions

Gifted: Grouping With Advanced Students

Relevance/

Rationale

Identifying and analyzing the elements of fiction in a novel allows students to put to use the skills they have learned up to this point in a comprehensive way.

Domains

NMTEACH 3A: Communicating with Students in a Manner that is Appropriate to their Culture and Level of Development

NMTEACH 3C: Engaging Students in Learning

NMTEACH 3E: Demonstrating Flexibility and Responsiveness

Homework

 

Advisory

Close Reading Practice

 

Friday 1/27/17

Objective

(Student will…)

Standards

Continue reading the class novel and participate in class discussion.

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

W.6.10 Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.

L.6.6 Acquire and use accurately grade appropriate general academic and domain specific words and phrases.

Research

The Bedford Glossary of Critical and Literary Terms: Third Edition

Student Activities

Bell Work: Write an antonym of the underlined word in the blank.

 

  1. Jim looked at the two brothers and thought to himself they were opposites: while one was friendly, the other was _________.
  2. Barb chose the lively puppy instead of the _________ one.
  3. Helen was horrified by how high the bridge was, but Dahlia was _________, because she loved heights.

 

Walk Two Moons (pg. 33-48). In a Shared Reading, read Chapters 7-9. Afterwards, participate in class discussion.

Teacher Activities

Walk Two Moons (pg. 33-48). Have students read Chapters 7-9. Lead students in a class discussion using the questions from the Vocabulary and Question Packet.

Assess/Evaluation

 

Academic Vocab.

Characterization, tone, atmosphere, diction, flashback, foreshadowing, syntax, vocabulary, symbolism, figurative language, metaphor, simile, hyperbole, personification, alliteration, onomatopoeia

Add. Resources

Class Novel, Highlighters, Vocab. and Question Packet (for teacher)

Modifications/

Accommodations

IEP: Concrete Examples, Review of Instructions, Additional Time for Assignments

ELL: Review of Instructions

Gifted: Grouping With Advanced Students

Relevance/

Rationale

Identifying and analyzing the elements of fiction in a novel allows students to put to use the skills they have learned up to this point in a comprehensive way.

Domains

NMTEACH 3A: Communicating with Students in a Manner that is Appropriate to their Culture and Level of Development

NMTEACH 3B: Using Questioning and Discussion Techniques to Support Classroom Discourse

NMTEACH 3C: Engaging Students in Learning

Homework

 

Advisory

Medal of Honor

 

 

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