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Columbus County School CCSS Curriculum Alignment - ___ Grade ELA 1

Columbus County Schools 6th Grade Common Core State Standards Curriculum Alignment

SUBJECT: ELA GRADE LEVEL: 6th GRADING PERIOD: 2nd 12 weeks Week 1

THEME: Determination and Perseverance PRIMARY TEXT: Hatchet by Gary Paulsen,(195 pages,19 chapters, chapters average 12 pages in length.)GENRE: Fiction

12-WEEKS SUPPLEMENTARY THEMATICALLY-CONNECTED TEXTS These resources are intended to supplement and enhance instruction. They are embedded throughout

the weekly unit plans. Please test all hyperlinks for current operation.1. " S e e I t T h r ou g h , " Edgar Guest, poem2. " A Worn P a t h , " Eudora Welty, short story3. "T h r ough the Tunne l , " Doris Lessing, short story4. http : //ww w .sc r i bd.co m / do c / 11309 7 4 7 / throuqh-the-tunne l - by-do r i s - l es s i nq-f u l l -story 5. A Boy C a l l ed S l o w , Joseph Bruchac, picture book(Youtube audio of book)6. h t t p : / / e q u i p p e d . o r g / p r i m e r . h t m Survival Skills and Techniques7. excerp ts f rom Guts The True Stories Behind Hatchet and the Brian Books, Gary Paulsen8. http : //ww w . vita m inuk . co m / page s / ar t i cle s / f i rst a i dforshoc k . htm 9. http : //ww w .gr c . nasa.gov/WWW/k-1 2 / air p l an e / 10. http : // i u.berk e l ey.ed u / ous d / F i le r / f i l etre e / dou g l as s / frede r i ck dou g l asss narra t i ve quota t i ons . doc

11. http : //ww w .pbs.or g /w n e t / s l aver y / memo r i e s / i ndex flash.ht m l 12. http : //ww w .tn e l l e n . co m / cyberen g / matoson.ht m l (audio of "Mother to Son" by Langston Hughes)13. Poem "If' by Rudyyard Kipling http : / / ww w . poemh u n t e r . co m / poe m / i f / 14. "Welty's Worn path" article Publication: Explicator Spring 98 Author: Dennis Sykes (Lexile:1110L)15. “Brothers are the Same” short story by Beryl Markham16. http://www.youtube.com/v/98bZDhuCIXI&hl=en&fs=1 song of “If”17. http://www.kipling.org.uk/kip fra.htm18. http://www.readwritethink.org/files/resources/lesson_images/lesson46/FocusedReadingViewingGuide.pdf compare book and movie19. http://www.readwritethink.org/files/resources/lesson_images/lesson1098/BookMovieComp.pdf compare book and movie 20. http://www.readwritethink.org/files/resources/lesson_images/lesson1098/PreferenceChart.pdf movie critique 21. http://www.springhurst.org/cinemagic/glossary_terms.htm film terms22. Hatchet Study Guide by McGraw-Hill

SUPPLEMENTARY THEMATIC RESOURCES (MULTIMEDIA):

h tt p : / / ww w . y ou t ube. c om /w atc h ? v = F P Z6NL e JtV w & n o r edir e ct = 1 discussion of “A Worn Path” in terms of plot, character, and settingYouTube Eudora Welty’s ”A Worn Path,” 10:57 (part 1 of 2) 10:58 (part 2 of 2) Y o u T ube I n t e r v iew w ith E udo r a W el t y , 9:38Images:h tt p : // c a e 2 k . co m /p h o t o s -d e - hig h- s c ool - m u si c al - 0 / c e s s n a -

http://cae2k.com/photos-de-high-scool-musical-0/cessna-plane.html

http://www.youtube.com/watch?v=W2fh37fzsOg

http://www.youtube.com/watch?v=8CpaF9Wa1R4

http://www.youtube.com/watch?v=XVOYj9CQX1o

http://www.youtube.com/watch?v=FPZ6NLeJtVw&noredirect=1%20

http://www.poemhunter.com/poem/if/

http://www.tnellen.com/cybereng/matoson.html

http://www.pbs.org/wnet/slavery/memories/index_flash.html

http://iu.berkeley.edu/ousd/Filer/filetree/douglass/frederick_douglasss_narrative_quotations.doc

http://www.grc.nasa.gov/WWW/k-12/airplane/

http://www.vitaminuk.com/pages/articles/firstaidforshock.htm

http://equipped.org/primer.htm

http://www.youtube.com/watch?v=TNPo5Jc1KRI

http://www.scribd.com/doc/11309747/through-the-tunnel-by-doris-lessing-full-story

http://www.miguelmllop.com/stories/stories/throughthetunnel.pdf

http://mrgunnar.net/english.cfm?subpage=347607

http://www.poetryfoundation.org/search/?q=see+it+through


plane.h t ml h tt p : / / ww w .a r ki v e.org/m o os e /a l c e s - a mer i c a nus/ h tt p : / / ww w .n o r t h r up.org/ p ho t os/p o r cu p ine/ h tt p : / / ww w .e l llo. o r g/en g l i sh/02 5 1/ 2 92 - A a r o n-W al k a bou t .h t m h tt p : / / ww w .fli c k r .com/p h o t os/ 2 8 3 6 1 0 0 2 @ N 0 7 / 2 7 2 4 1 0 6 3 7 9/ h tt p : / / ww w .fli c k r .com/p h o t os/ s w is s c a n/ 6 3 4 6 4 5 4 7 8 / size s /l/ “ A Cr y in t he W ild” film adaptation of HatchetM o v ie cl i p f r om Cast A w a y w hen T om H a nk s ’ cha r a c t er at t em pt s to b uild a f i r e

www.svusd.org/hp_images/4728/D22664- thesis .ppt NOTES OF IMPORTANCE:

These activities are to be used at teacher discretion.

TEACHER RESOURCES:http://library.thinkquest.org/J0110060/hatchet/hatchet.htm

Glencoe McGraw Hill Hatchet Study Guide (a copy has been given/sent to all teachers)Please keep a list of any resources used other than those within pacing guide. These will be included as we reevaluate the guide.

STANDARDS – WEEK # 1Reading: Literature (RL)

ELACC6RL6: Explain how an author develops the point of view of the narrator or speaker in a textLACC6RL1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the textELACC6RL2: 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.ELACC6RL3: 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 towards a resolution.ELACC6RL4: 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.ELACC6RL5: 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.

ELACC6RL6: Explain how an author develops the point of view of the narrator or speaker in a text.ELAACC6RL7: Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text,including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.

ELACC6RL9: Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics

Reading: Informational Text (RI)

Reading: Foundational Skills (RF)

Writing (W)

http://library.thinkquest.org/J0110060/hatchet/hatchet.htm

http://www.svusd.org/hp_images/4728/D22664-thesis.ppt

http://www.youtube.com/watch?v=vP2P8mhif-g


http://www.youtube.com/watch?v=Dv9C3Wij8xc

http://www.flickr.com/photos/swisscan/634645478/sizes/l/


http://www.flickr.com/photos/28361002@N07/2724106379/


http://www.elllo.org/english/0251/292-Aaron-Walkabout.htm


http://www.northrup.org/photos/porcupine/


http://www.arkive.org/moose/alces-americanus/



ELACC6W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.ELACC6W6: Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.ELACC6W7: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.ELACC6W8: Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sourceELACC6W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”)..b. Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).

Speaking and Listening (SL)ELACC6SL2: Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, orissue under studyELACC6SL3: Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not

ELACC6SL4: 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.ELACC6SL5: Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify informationELACC6SL6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6Language standards1 and 3 for specific expectations.)

Language (L)

INSTRUCTIONAL FRAMEWORK – WEEK #WORD WORK

Phonics Word Study (Homophones, Antonyms, etc.) Roots & Derivatives I can I can I can

LANGUAGE Grammar/Conventions

Grammar/Conventions can be reinforced as Bell Ringer Activities.

TEXT-BASED VOCABULARYConsuming, turbulence, drone, slewed, vibration, rudder, lurched, lashed, riveted, belt loop, audible

ACADEMIC VOCABULARYThemeTone


ImageryFigurative language

SimileMetaphorRepetition

OnomatopoeiaForeshadowingpersonification

Day 1Essential Question: What do I know about survival skills?

Task: Pre-reading and background information

Standards: ELACC6RL6: Explain how an author develops the point of view of the narrator or speaker in a textLACC6RL1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

Reflection(s):


ELACC6SL6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards1 and 3 for specific expectations.)ELACC6W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.ELACC6SL2: Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

ITES6.RP.1.1: Implement a research process collaboratively. ITES6.SI.1.1: Analyze resources in terms of their reliability (which can be determined by currency, credibility, or authority, depending on topic or purpose)Bell Ringer: Grammar page 40

Roots and Derivatives: page 64

Vocab Activity: teacher choice

Instruction: • Direct instruction on note taking using Cornell note taking procedures on information they learn today on author and other relevant information• Have students brainstorm what "survival" means to them. Does it mean getting back to civilization or simply being alive? Include different types of survival ( ex: personal, environmental) This can be done in small groups or as a class• Ask students to think about what it would feel like to be completely alone in the wilderness• Show students images of Canada's area known as Canadian Shield. (Google for images) Ask students if they have ever been camping, hiking, to the mountains, or to the lake. Have they ever been alone in the wilderness with no one else around for more than a day or two? Show students pictures of the Canadian Shield so they have a visual understanding of the setting.(Optional: short research project on climate, geography, animal life, ecosystems, etc) (Smartboard Activity)

Homework: Homework Assignments are up to the individual teacher.)

Exit ticket: List 5 most important needs if strandedWriting/Write to Learn: (Argumentative or Informative/Explanatory; consult your grade-level curriculum map)

After reading H atc h e t , what events in the story led to Brian going from a dependent “city boy” who knew very little about how to take care of himself, to a self-reliant, strong young man who knew how to survive alone in the wilderness. What character traits did Brian acquire while surviving for 54 days? Use evidence from the story that shows how Brian changed. Provide support for your ideas by paraphrasing sentences from the book that support your understanding.

Writing Rubric


Assessment (formative/summative): teacher discretion

Day 2Essential Question: How would I react in a survival situation?

Task: Annotate text; acquire new vocabulary; Utilize quotation marks in dialogue

Standards: ELACC6RL6: Explain how an author develops the point of view of the narrator or speaker in a textELACC6RL1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the textELACC6SL6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards1 and 3 for specific expectations.)ELACC6W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.ELACC6SL2: Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

ITES6.RP.1.1: Implement a research process collaboratively. ITES6.SI.1.1: Analyze resources in terms of their reliability (which can be determined by currency, credibility, or authority, depending on topic or purpose)

Reflection(s):

Bellwork: Grammar page 41 part A Roots and Derivatives: page 65

Vocab activity: teacher choice

Instruction: Tell students to imagine that they are alone with no food and no supplies. In groups, have them brainstorm several tasks they would

have to do first in order to survive the first day. Each group shares their ideas, writing them on chart paper at the front of the room As a class, discuss each of the things written, asking each group to explain their ideas. Explore the steps required in “finding food”,

“building a shelter”, and “making a fire”, for example. Use Meet Gary Paulsen p. 9 of Glencoe McGraw Hill Hatchet Study Guide

Homework: Teachers choice


Exit ticket: What weapon would you choose to have with you if you were stranded in the wilderness? Why?Writing/Write to Learn:After reading H atc h e t , what events in the story led to Brian going from a dependent “city boy” who knew very little about how to take care of himself, to a self-reliant, strong young man who knew how to survive alone in the wilderness. What character traits did Brian acquire while surviving for 54 days? Use evidence from the story that shows how Brian changed. Provide support for your ideas by paraphrasing sentences from the book that support your understanding.

Writing RubricAssessment (formative/summative): chart paper ideas

Day 3Essential Question: : How does a writer’s use of personal experiences impact a story?

Task: Research the author; Identify the use of foreshadowing

Standards: ELACC6RL6: Explain how an author develops the point of view of the narrator or speaker in a text ELACC6RL1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the textELACC6SL6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards1 and 3 for specific expectations.)ELACC6W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.ELACC6SL2: Interpret information presented in diverse media and formats (e.g., visually,

Reflection(s):


quantitatively, orally) and explain how it contributes to a topic, text, orissue under study.

ITES6.RP.1.1: Implement a research process collaboratively. ITES6.SI.1.1: Analyze resources in terms of their reliability (which can be determined by currency, credibility, or authority, depending on topic or purpose)Bellwork: Grammar page 41, part B



Instruction: Discuss foreshadowing. Use the ThinkCentral Level Up Lesson on Foreshadowing. Students can take notes as go through lesson. Utilize the story “Lob’s Girl” from textbook to show examples of the use of foreshadowing.

Homework: teacher choiceExit ticket: What are the benefits of fire?Writing/Write to Learn:After reading H atc h e t , what events in the story led to Brian going from a dependent “city boy” who knew very little about how to take care of himself, to a self-reliant, strong young man who knew how to survive alone in the wilderness. What character traits did Brian acquire while surviving for 54 days? Use evidence from the story that shows how Brian changed. Provide support for your ideas by paraphrasing sentences from the book that support your understanding.

Writing RubricAssessment (formative/summative): teacher discretion

Day 4Essential Question: How does a writer use of foreshadowing impact the meaning of a story?

Task: annotate text; identify examples of foreshadowing within the textStandards: ELACC6RL6: Explain how an author develops the point of view of the narrator or speaker in a text ELACC6RL1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the textELACC6SL6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards1 and 3 for specific expectations.)ELACC6W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.ELACC6SL2: Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

ITES6.RP.1.1: Implement a research process collaboratively.

Reflection(s):


ITES6.SI.1.1: Analyze resources in terms of their reliability (which can be determined by currency, credibility, or authority, depending on topic or purpose)Bellwork: Grammar page 42 part A



Instruction: Preview the first chapter of the book Hat c h e t : “Brian’s parents are divorced and he is on a two-person plane from New York to Canada to

visit his father. He has been raised in the city and this is the first time that he will be spending time in the wilderness without the comforts of home.

Invite students to make predictions on what they think the book will be about. Read/ listen to first two chapters in class, have students to listen for and make annotations of examples of foreshadowing After reading first two chapters in class, give small groups one question to answer: How did Paulsen use foreshadowing in the first two

chapters? Identify how these clues became important in later chapters. Discuss why foreshadowing is used by writers.

Exit ticket: How long can you go without food and water?Writing/Write to Learn:After reading H atc h e t , what events in the story led to Brian going from a dependent “city boy” who knew very little about how to take care of himself, to a self-reliant, strong young man who knew how to survive alone in the wilderness. What character traits did Brian acquire while surviving for 54 days? Use evidence from the story that shows how Brian changed. Provide support for your ideas by paraphrasing sentences from the book that support your understanding.

Writing RubricAssessment (formative/summative): responses to foreshadowing question

Day 5Essential Question: How does a writer use language devices for specific effects in his writing?

Task: Cite examples of figurative language

Standards:ELACC6RL6: Explain how an author develops the point of view of the narrator or speaker in a textELACC6RL1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the textELACC6SL6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards1 and 3 for specific expectations.)ELACC6W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.ELACC6SL2: Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and

Reflection(s):


explain how it contributes to a topic, text, or issue under study.ITES6.RP.1.1: Implement a research process collaboratively.ITES6.SI.1.1: Analyze resources in terms of their reliability (which can be determined by currency, credibility, or authority, depending on topic or purpose)Bellwork: Grammar page 42 part BRoots and Derivatives: page 68Vocab Activity: teacher discretion

Instruction: Mini lesson on figurative language; create a foldable to use as a reference Students discuss in small groups. Discuss how author uses imagery in chapters 1 and 2. How does foreshadowing and imagery help the

reader better understand the events in a story? Create and begin to add to the figurative language chart and imagery chart that each student will keep in their notebook**If imagery has not been taught yet…use the Level Up Imagery lesson

Writing/Write to Learn:After reading H atc h e t , what events in the story led to Brian going from a dependent “city boy” who knew very little about how to take care of himself, to a self-reliant, strong young man who knew how to survive alone in the wilderness. What character traits did Brian acquire while surviving for 54 days? Use evidence from the story that shows how Brian changed. Provide support for your ideas by paraphrasing sentences from the book that support your understanding.

Writing RubricAssessment (formative/summative): Questions from Thinkquest website ch. 1-2 printable questions

INSTRUCTIONAL FRAMEWORK – WEEK # 1Student Progress Monitoring Week

Benchmarks should assess ALL standards taught the ___ nine-weeks grading period.

PHONICS/SPELLING BENCHMARK #__REVIEW GRAMMAR WEEKS _____

WORD STUDY (HOMOPHONES/GREEK & LATIN ROOTS) BENCHMARK #__

FLUENCY BENCHMARK #__


READING COMPREHENSION (CLASSSCAPE) BENCHMARK #__

BENCHMARK WRITING ASSESSMENT #__: (Type)PROMPT:





the weekly unit plans. Please test all hyperlinks for current operation.


1. " S e e I t T h r ou g h , " Edgar Guest, poem2. " A Worn P a t h , " Eudora Welty, short story3. "T h r ough the Tunne l , " Doris Lessing, short story4. http : //ww w .sc r i bd.co m / do c / 11309 7 4 7 / throuqh-the-tunne l - by-do r i s - l es s i nq-f u l l -story 5. A Boy C a l l ed S l o w , Joseph Bruchac, picture book(Youtube audio of book)6. h t t p : / / e q u i p p e d . o r g / p r i m e r . h t m Survival Skills and Techniques7. excerp ts f rom Guts The True Stories Behind Hatchet and the Brian Books, Gary Paulsen8. http : //ww w . vita m inuk . co m / page s / ar t i cle s / f i rst a i dforshoc k . htm 9. http : //ww w .gr c . nasa.gov/WWW/k-1 2 / air p l an e / 10. http : // i u.berk e l ey.ed u / ous d / F i le r / f i l etre e / dou g l as s / frede r i ck dou g l asss narra t i ve quota t i ons . doc

11. http : //ww w .pbs.or g /w n e t / s l aver y / memo r i e s / i ndex flash.ht m l 12. http : //ww w .tn e l l e n . co m / cyberen g / matoson.ht m l (audio of "Mother to Son" by Langston Hughes)13. Poem "If' by Rudyyard Kipling http : / / ww w . poemh u n t e r . co m / poe m / i f / 14. "Welty's Worn path" article Publication: Explicator Spring 98 Author: Dennis Sykes (Lexile:1110L)

15. “Brothers are the Same” short story by Beryl Markham16. http://www.youtube.com/v/98bZDhuCIXI&hl=en&fs=1 song of “If”17. http://www.kipling.org.uk/kip fra.htm18. http://www.readwritethink.org/files/resources/lesson_images/lesson46/FocusedReadingViewingGuide.pdf compare book and movie19. http://www.readwritethink.org/files/resources/lesson_images/lesson1098/BookMovieComp.pdf compare book and movie 20. http://www.readwritethink.org/files/resources/lesson_images/lesson1098/PreferenceChart.pdf movie critique 21. http://www.springhurst.org/cinemagic/glossary_terms.htm film terms22. Hatchet Study Guide by McGraw-Hill

SUPPLEMENTARY THEMATIC RESOURCES (MULTIMEDIA):h tt p : / / ww w . y ou t ube. c om /w atc h ? v = F P Z6NL e JtV w & n o r edir e ct = 1 discussion of “A Worn Path” in terms of plot, character, and settingYouTube Eudora Welty’s ”A Worn Path,” 10:57 (part 1 of 2) 10:58 (part 2 of 2) Y o u T ube I n t e r v iew w ith E udo r a W el t y , 9:38Images:h tt p : // c a e 2 k . co m /p h o t o s -d e - hig h- s c ool - m u si c al - 0 / c e s s n a - plane.h t ml h tt p : / / ww w .a r ki v e.org/m o os e /a l c e s - a mer i c a nus/ h tt p : / / ww w .n o r t h r up.org/ p ho t os/p o r cu p ine/ h tt p : / / ww w .e l llo. o r g/en g l i sh/02 5 1/ 2 92 - A a r o n-W al k a bou t .h t m h tt p : / / ww w .fli c k r .com/p h o t os/ 2 8 3 6 1 0 0 2 @ N 0 7 / 2 7 2 4 1 0 6 3 7 9/ h tt p : / / ww w .fli c k r .com/p h o t os/ s w is s c a n/ 6 3 4 6 4 5 4 7 8 / size s /l/ “ A Cr y in t he W ild” film adaptation of HatchetM o v ie cl i p f r om Cast A w a y w hen T om H a nk s ’ cha r a c t er at t em pt s to b uild a f i r e


These activities are to be used at teacher discretion.TEACHER RESOURCES:





















http://www.youtube.com/watch?v=FPZ6NLeJtVw&noredirect=1














Glencoe McGraw Hill Hatchet Study Guide (a copy has been given/sent to all teachers)Please keep a list of any resources used other than those within pacing guide. These will be included as we reevaluate the guide.


ELACC6RL6: Explain how an author develops the point of view of the narrator or speaker in a textLACC6RL1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the textELACC6RL2: 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.ELACC6RL3: 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 towards a resolution.ELACC6RL4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanin gs; analyze the impact of a specific word choice on meaning and tone.ELACC6RL5: 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.





Writing (W) ELACC6W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.ELACC6W6: Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.ELACC6W7: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.ELACC6W8: Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sourceELACC6W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.





Language (L)





TEXT-BASED VOCABULARYC.P. REngine

AltimeterTransmitter

TransmissionAltitude

ProcedureMuck

Spiraling


CowlingHordes

ViciouslyHummocks

ACADEMIC VOCABULARY

Point of viewCentral idea

Plotdialogue

Day 1Essential Question: What do I know about survival skills?

Task: Find evidence of figurative language use in text.

Standards: ELACC6RL6: Explain how an author develops the point of view of the narrator or speaker in a textLACC6RL1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the textELACC6SL6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards1 and 3 for specific expectations.)ELACC6W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.ELACC6SL2: Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

ITES6.RP.1.1: Implement a research process collaboratively. ITES6.SI.1.1: Analyze resources in terms of their reliability (which can be determined by currency, credibility, or authority, depending on topic or purpose)

Reflection(s):


Bell Ringer: Grammar page 43



Instruction: Incorporate nonfiction text—ThinkQuest Ch. 1 activity: heart attack article Annotate important information Write 5-7 questions pertaining to the article. Exchange with partner. (Dating game, line dance, etc.)

Homework: Homework Assignments are up to the individual teacher.

Exit ticket: How does his parents’ divorce make him question his identity? Writing/Write to Learn: (Argumentative or Informative/Explanatory; consult your grade-level curriculum map)After reading H atc h e t , what events in the story led to Brian going from a dependent “city boy” who knew very little about how to take care of himself, to a self-reliant, strong young man who knew how to survive alone in the wilderness. What character traits did Brian acquire while surviving for 54 days? Use evidence from the story that shows how Brian changed. Provide support for your ideas by paraphrasing sentences from the book that support your understanding.

Writing RubricAssessment (formative/summative): student questions

Day 2Essential Question: How does a writer’s use of dialog impact the meaning of a story?

Task: Identify the point of view of a story; utilize word maps to enhance vocabulary development

Standards:ELACC6RL2: 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.ELACC6RL3: 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 towards a resolution.ELACC6RL4: 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.ELACC6RL6: Explain how an author develops the point of view of the narrator or speaker in a text.

Reflection(s):

Bellwork: Grammar page 44 part ARoots and Derivatives: page 70Vocab activity:

Model creating/using word maps


Instruction: Mini lesson on point of view (Level Up on point of view) Identify the point of view that this story is written in. (Third-person omniscient-written as if viewed from a source outside of all action) Students will listen to chapters 3 and 4 of Hatchet Students will use a flow map to demonstrate the sequence of events that have happened to Brian since leaving New York.(Chpts 1-4) Paulsen uses figurative language to make his writing interesting. Find evidence within text of personification, simile, repetition, metaphor,

and imagery. With a partner, add both imagery and figurative language to ongoing chart using evidence from text. Discuss why the author writes the word “secret” with a capital letter.

Homework: teacher choice

Exit ticket: What is this passage trying to tell us about what is happening to Brian?


Writing RubricAssessment (formative/summative): student participation

Day 3Essential Question: : How does a writer use language devices for specific effects in his writing?

Task: Present various types of pronouns; Cite examples of figurative language

Standards:ELACC6RL1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.ELACC6RL3: 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 towards a resolution.ELACC6RL5: 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.ELACC6W6: Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.ELACC6SL4: 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.ELACC6SL5: Include multimedia components (e.g., graphics, images, music, sound) and visual displays in

Reflection(s):


presentations to clarify informationITES6.RP.1.1: Implement a research process collaboratively.ITES6.TT.1.1: Select appropriate technology tools to gather data and information (e.g, Web-based resources, e-books, online communication tools, etc.)ITES6.SI.1.3: Analyze resources for point of view, bias, values, or intent of information.ITES6.TT.1.3: Select appropriate technology tools to present data and information effectively (multimedia, audio and visual recording, on collaboration tools, etc)Bellwork: Grammar page 44 part BRoots and Derivatives: page 71Vocab Activity: teacher choice

Instruction: Evalute students on ch. 3-4 Direct instruction on pronouns. Examine text for examples of pronoun usage. Discuss what skills Brian might have to survive in the wilderness. Students will work in groups of 2-3 and research survival skills needed

in a variety of habitats. Students will have their choice of habitats to have to survive in and present findings to class in a multi-media presentation of their choice. (PowerPoint, skit, video, etc.) Present Friday (optional: AIG/Extend activity)

ThinkQuest ch. 3-4 activity: Make a guidebook to help others identify animals and/or plants in the Canadian wilderness. Future activities in this unit will guide you as to which animals to add to your guidebook

Homework: teacher choiceExit ticket: Predict which animals Brian will encounter in the Canadian wilderness. Writing/Write to Learn:


Writing RubricAssessment (formative/summative): ThinkQuest ch. 3-4 questions


Day 4Essential Question: How do authors develop characters?

Task: Compare and contrast characters; present research findings

Standards: ELACC6RL5: 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.ELACC6RL6: Explain how an author develops the point of view of the narrator or speaker in a text.ELAACC6RL7: Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text,including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.ELACC6W7: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.ELACC6W8: Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sourceELACC6SL4: 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.ELACC6SL5: Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.ELACC6SL2: Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

Reflection(s):

Bellwork: Grammar page 45 part ARoots and Derivatives: page 72



Instruction: Use ThinkQuest activity: “Lost in the Woods” located at the bottom of the main page. Complete activity as whole class. Students will take the quiz independently on a sheet of notebook paper

Homework:Exit ticket: What should you do if you get lost in the woods?Writing/Write to Learn:After reading H atc h e t , what events in the story led to Brian going from a dependent “city boy” who knew very little about how to take care of himself, to a self-reliant, strong young man who knew how to survive alone in the wilderness. What character traits did Brian acquire while surviving for 54 days? Use evidence from the story that shows how Brian changed. Provide support for your ideas by paraphrasing sentences from the book that support your understanding.

Writing RubricAssessment (formative/summative): online quiz

Day 5Essential Question: What survival skills are necessary in various situations?

Task: Oral presentations

Standards:

Reflection(s):

Bellwork: Grammar page 45 part BRoots and Derivatives: page 73Vocab Activity: teacher choiceInstruction:

Students will complete evaluations on vocabulary and grammar. AIG students present their projects Utilize this day as a review/catch up day

Homework:Exit Ticket: Tell about something you learned from a presentation.


Writing Rubric


Assessment (formative/summative): teacher choice










SUBJECT: ELA GRADE LEVEL: 6th GRADING PERIOD: 2nd 12 weeksWeek 3

THEME: Determination and Perseverance PRIMARY TEXT: Hatchet by Gary PaulsenGENRE: Fiction


the weekly unit plans. Please test all hyperlinks for current operation.1. " S e e I t T h r ou g h , " Edgar Guest, poem2. " A Worn P a t h , " Eudora Welty, short story3. "T h r ough the Tunne l , " Doris Lessing, short story4. http : //ww w .sc r i bd.co m / do c / 11309 7 4 7 / throuqh-the-tunne l - by-do r i s - l es s i nq-f u l l -story 5. A Boy C a l l ed S l o w , Joseph Bruchac, picture book(Youtube audio of book)6. h t t p : / / e q u i p p e d . o r g / p r i m e r . h t m Survival Skills and Techniques7. excerp ts f rom Guts The True Stories Behind Hatchet and the Brian Books, Gary Paulsen8. http : //ww w . vita m inuk . co m / page s / ar t i cle s / f i rst a i dforshoc k . htm 9. http : //ww w .gr c . nasa.gov/WWW/k-1 2 / air p l an e / 10. http : // i u.berk e l ey.ed u / ous d / F i le r / f i l etre e / dou g l as s / frede r i ck dou g l asss narra t i ve quota t i ons . doc


15. “Brothers are the Same” short story by Beryl Markham16. http://www.youtube.com/v/98bZDhuCIXI&hl=en&fs=1 song of “If”17. http://www.kipling.org.uk/kip fra.htm18. http://www.readwritethink.org/files/resources/lesson_images/lesson46/FocusedReadingViewingGuide.pdf compare book and movie19. http://www.readwritethink.org/files/resources/lesson_images/lesson1098/BookMovieComp.pdf compare book and movie 20. http://www.readwritethink.org/files/resources/lesson_images/lesson1098/PreferenceChart.pdf movie critique














21. http://www.springhurst.org/cinemagic/glossary_terms.htm film terms22. Hatchet Study Guide by McGraw-Hill



TEACHER RESOURCES:


ELACC6RL6: Explain how an author develops the point of view of the narrator or speaker in a textLACC6RL1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the textELACC6RL2: 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.ELACC6RL3: 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 towards a resolution.ELACC6RL4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanin gs; analyze the impact of a specific word choice on meaning and tone.ELACC6RL5: 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.

























Writing (W) ELACC6W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.ELACC6W6: Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.ELACC6W7: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.ELACC6W8: Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sourceELACC6W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.




Language (L)

INSTRUCTIONAL FRAMEWORK – WEEK # 3WORD WORK



Grammar/Conventions can be reinforced as Bell Ringer Activities. TEXT-BASED VOCABULARY

Murky, Courses, Tatters, Pulverized, Pouch, Abdomen, Wuffling, Welted, Quills, Segment, Scotched, Imbedded,


Exasperation, Reposition, Eddied, Regulate, DormantACADEMIC VOCABULARY

Cite, Plot, Compare/contrast, Trace, Evaluate, Argument, Claim, Sequence, Evidence, Cause/effect

Day 1Essential Question: How can we determine the types of conflict in a story?

Task: Identify character development

StandardsELACC6RL1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.ELACC6RL3: 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 towards a resolution. ELACC6RL9: Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.ELACC6SL3: Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are notELACC6SL6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 for specific expectations.)ELACC6W7: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. ELACC6W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.


ELACC6SL4: 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.ELACC6SL5: Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.ITES6.TT.1.1: Select appropriate technology tools to gather data and information (e.g, Web-based resources, e-books, online communication tools, etc.)ITES6.SI.1.3: Analyze resources for point of view, bias, values, or intent of information.

Reflection(s):

Bell Ringer: Grammar page 46 part ARoots and Derivatives: page 74Vocab Activity: teacher choice

Instruction: Read or listen to chapters 5-6 in class in small groups. Each group will discuss the power of positive thinking and how this affects Brian’s

attitude about his predicament.


Homework: teacher choiceExit ticket: Cite evidence from the text that demonstrates that Brian’s character is changing.Writing/Write to Learn: (Argumentative or Informative/Explanatory; consult your grade-level curriculum map)After reading H atc h e t , what events in the story led to Brian going from a dependent “city boy” who knew very little about how to take care of himself, to a self-reliant, strong young man who knew how to survive alone in the wilderness. What character traits did Brian acquire while surviving for 54 days? Use evidence from the story that shows how Brian changed. Provide support for your ideas by paraphrasing sentences from the book that support your understanding.

Writing RubricAssessment (formative/summative):


Task: Identifying cause and effect

Standards:ELACC6RL1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.ELACC6RL3: 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 towards a resolution. ELACC6RL9: Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.ELACC6SL3: Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are notELACC6SL6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 for specific expectations.)ELACC6W7: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. ELACC6W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.


ELACC6SL4: 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.ELACC6SL5: Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.ITES6.TT.1.1: Select appropriate technology tools to gather data and information (e.g, Web-based resources, e-books, online communication tools, etc.)

ITES6.SI.1.3: Analyze resources for point of view, bias, values, or intent of information

Reflection(s):

Bellwork: Grammar page46 part B




Instruction: Students will complete a graphic organizer distinguishing between the internal conflicts and external conflicts Brian has experienced

thus far. Internal: Brian vs. Self External: Brian vs. person; Brian vs. society/world; Brian vs. nature

Utilize ThinkQuest Ch. 5-6 activity: Gut Cherries (Choke Cherry) Provide copies of article for students to cut, paste, and add to Guide Book


Exit ticket: What connections have you made with Brian? Writing/Write to Learn:After reading H atc h e t , what events in the story led to Brian going from a dependent “city boy” who knew very little about how to take care of himself, to a self-reliant, strong young man who knew how to survive alone in the wilderness. What character traits did Brian acquire while surviving for 54 days? Use evidence from the story that shows how Brian changed. Provide support for your ideas by paraphrasing sentences from the book that support your understanding.




Task: Identify cause and effect

Standards:ELACC6RL1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.ELACC6RL3: 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 towards a resolution. ELACC6RL9: Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.ELACC6SL3: Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are notELACC6SL6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 for specific expectations.)ELACC6W7: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. ELACC6W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.


ELACC6SL4: 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.

ELACC6SL5: Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.ITES6.TT.1.1: Select appropriate technology tools to gather data and information (e.g, Web-based resources, e-books, online communication tools, etc.)ITES6.SI.1.3: Analyze resources for point of view, bias, values, or intent of information

Reflection(s):

Bellwork: Grammar page 47 part ARoots and Derivatives: page 76Vocab Activity: teachers choice

Instruction: Students will complete an assessment on chapters 1-6.

Homework: Exit ticket: Predict what will happen next.Writing/Write to Learn:After reading H atc h e t , what events in the story led to Brian going from a dependent “city boy” who knew very little about how to take care of himself, to a self-


reliant, strong young man who knew how to survive alone in the wilderness. What character traits did Brian acquire while surviving for 54 days? Use evidence from the story that shows how Brian changed. Provide support for your ideas by paraphrasing sentences from the book that support your understanding.

Writing RubricAssessment (formative/summative): ThinkQuest questions for ch 5-6; Glencoe Response for ch. 1-5 (p. 14-15)


Task: Identifying cause effect

Standards: ELACC6RL1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.ELACC6RL3: story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or

Reflection(s):


change as the plot moves towards a resolution. ELACC6RL9: Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.ELACC6SL3: Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are notELACC6SL6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 for specific expectations.)ELACC6W7: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. ELACC6W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.


ELACC6SL4: 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.ELACC6SL5: Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.ITES6.TT.1.1: Select appropriate technology tools to gather data and information (e.g, Web-based resources, e-books, online communication tools, etc.)ITES6.SI.1.3: Analyze resources for point of view, bias, values, or intent of informationBellwork: Grammar page 47 part B Roots and Derivatives: page 77Vocab Activity: teacher choice

Instruction: Provide students a copy of p. 17 from Glencoe resource to cut, paste, and add to Survival Book. Students will add info to this graphic

organizer throughout chapters 6-12. Read chapters 7-9. At the end of chapter 7, when the rain is pouring down, Brian feels much different from how he had felt in the morning.

Why? Use a multi-flow thinking map to illustrate how Brian’s feelings about his situation have changed and the reasons that brought the changes.

Homework: teacher choiceExit ticket: What advice would you give to Brian?Writing/Write to Learn:After reading H atc h e t , what events in the story led to Brian going from a dependent “city boy” who knew very little about how to take care of himself, to a self-reliant, strong young man who knew how to survive alone in the wilderness. What character traits did Brian acquire while surviving for 54 days? Use evidence from the story that shows how Brian changed. Provide support for your ideas by paraphrasing sentences from the book that support your understanding.

Writing Rubric


Assessment (formative/summative): multi-flow thinking map


Task: Identifying cause effect

Standards: ELACC6RL1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.ELACC6RL3: 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 towards a resolution. ELACC6RL9: Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.ELACC6SL3: Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are notELACC6SL6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6Language standards 1 and 3 for specific expectations.)ELACC6W7: Conduct short research projects to answer a question, drawing on several

Reflection(s):


sources and refocusing the inquiry when appropriate. ELACC6W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.


ELACC6SL4: 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.ELACC6SL5: Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.ITES6.TT.1.1: Select appropriate technology tools to gather data and information (e.g, Web-based resources, e-books, online communication tools, etc.)ITES6.SI.1.3: Analyze resources for point of view, bias, values, or intent of informationBellwork: Grammar page 48 part A Roots and Derivatives: page 78Vocab Activity: teacher choiceInstruction:

Show a clip from the movie “Castaway” where Chuck (Tom Hanks) makes fire and then puts his bloody handprint on a volley ball, calling it his friend.

Have students discuss in small groups: What did he try to do to make a fire? What worked best? What did not work? Compare his strategy to the one that Brian used. What importance did creating fire have for Brian? Why?

Small groups of students will make a chart comparing Tom Hanks’ character to Brian. What similar character traits did they each demonstrate that helped them survive in their particular situation? Present information to class. Would Brian have reacted the same had he crashed on an island as opposed to the Canadian wilderness?

Homework: noneExit ticket: Why is fire important to survival?Writing/Write to Learn:












SUBJECT: ELA GRADE LEVEL: 6th GRADING PERIOD: 2nd 12 weeksWeek 4



the weekly unit plans. Please test all hyperlinks for current operation.


1. " S e e I t T h r ou g h , " Edgar Guest, poem2. " A Worn P a t h , " Eudora Welty, short story3. "T h r ough the Tunne l , " Doris Lessing, short story4. http : //ww w .sc r i bd.co m / do c / 11309 7 4 7 / throuqh-the-tunne l - by-do r i s - l es s i nq-f u l l -story 5. A Boy C a l l ed S l o w , Joseph Bruchac, picture book(Youtube audio of book)6. h t t p : / / e q u i p p e d . o r g / p r i m e r . h t m Survival Skills and Techniques7. excerp ts f rom Guts The True Stories Behind Hatchet and the Brian Books, Gary Paulsen8. http : //ww w . vita m inuk . co m / page s / ar t i cle s / f i rst a i dforshoc k . htm 9. http : //ww w .gr c . nasa.gov/WWW/k-1 2 / air p l an e / 10. http : // i u.berk e l ey.ed u / ous d / F i le r / f i l etre e / dou g l as s / frede r i ck dou g l asss narra t i ve quota t i ons . doc


15. “Brothers are the Same” short story by Beryl Markham16. http://www.youtube.com/v/98bZDhuCIXI&hl=en&fs=1 song of “If”17. http://www.kipling.org.uk/kip fra.htm18. http://www.readwritethink.org/files/resources/lesson_images/lesson46/FocusedReadingViewingGuide.pdf compare book and movie19. http://www.readwritethink.org/files/resources/lesson_images/lesson1098/BookMovieComp.pdf compare book and movie 20. http://www.readwritethink.org/files/resources/lesson_images/lesson1098/PreferenceChart.pdf movie critique 21. http://www.springhurst.org/cinemagic/glossary_terms.htm film terms22. Hatchet Study Guide by McGraw-Hill



TEACHER RESOURCES

STANDARDS – WEEK # 4

































Reading: Literature (RL)ELACC6RL6: Explain how an author develops the point of view of the narrator or speaker in a textLACC6RL1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the textELACC6RL2: 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.ELACC6RL3: 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 towards a resolution.ELACC6RL4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanin gs; analyze the impact of a specific word choice on meaning and tone.ELACC6RL5: 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.





Writing (W)ELACC6W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.ELACC6W6: Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.ELACC6W7: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.ELACC6W8: Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sourceELACC6W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.


Speaking and Listening (SL)ELACC6SL2: Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, orissue under studyELACC6SL3: Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are notELACC6SL4: 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.ELACC6SL5: Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify informationELACC6SL6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6Language standards1 and 3 for specific expectations.)

Language (L)





TEXT-BASED VOCABULARYComprised, Bluff, Snaggly pine, Lunging, Persistent, Shallows, Sulfurous, Mesh

ACADEMIC VOCABULARYFigurative language, Analyze, Plot, Compare/contrast, Argument, Claim, Evidence, Cause/effect, Simile, Metaphor,

Onomatopoeia, repetition

Day 1Essential Question: How do we use textual evidence to support our ideas in writing?

Task: Writing paragraphs

Standards: ELACC6RL1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.ELACC6RL4: 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.ELACC6RL5: 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.

Reflection(s):


ELACC6L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. b. Spell correctlyELACC6L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

Bell Ringer: Grammar page 48 part BRoots and Derivatives: page 79Vocab Activity: teacher choice

Instruction: Mini lesson on cause/effect (resources are available on Florida Center for Reading Research website) Listen to chapters 9 and 10 on professionally produced audio version in class. Brian has undergone significant changes. His body and his

mind have made a connection that he doesn’t quite understand, but which he knows has occurred. Have students discuss examples of cause and effect that are in the chapters. Use graphic organizer to record these. Include his values,

his physical changes, his mental changes, and his thinking process. What do all of these changes say about Brian? (He is growing up and maturing)

Exit ticket: Give an example of a cause and effect relationship.

Homework: Homework Assignments are up to the individual teacher.)Writing/Write to Learn: (Argumentative or Informative/Explanatory; consult your grade-level curriculum map)After reading H atc h e t , what events in the story led to Brian going from a dependent “city boy” who knew very little about how to take care of himself, to a self-reliant, strong young man who knew how to survive alone in the wilderness. What character traits did Brian acquire while surviving for 54 days? Use evidence from the story that shows how Brian changed. Provide support for your ideas by paraphrasing sentences from the book that support your understanding.

Writing RubricAssessment (formative/summative): teacher choice

Day 2Essential Question: How do we use textual evidence to support our ideas in writing?

Task: Writing paragraphs

Standards: ELACC6RL1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.ELACC6RL4: 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.ELACC6RL5: 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.

Reflection(s):


ELACC6L2: Demonstrate command of the conventions of standard English capitalization, unctuation, and spelling when writing. b. Spell correctlyELACC6L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

Bellwork: Grammar page49 part A Roots and Derivatives: page 80 Vocab activity: teacher choice

Instruction: ThinkQuest ch. 9-10 Activity1 and 2: Snapping Turtles and Fire: Copy, paste , and add to survival guides. Students will work in pairs to read the two articles and complete the activities. Students must annotate the texts. After working in pairs, students will complete a classroom walk in which they write what they learned about snapping turtles and building

fires on posted paper. Discuss as a class.

Homework: teacher choiceExit ticket: How important is fire to Brian?


Writing RubricAssessment (formative/summative): classroom posters


Day 3Essential Question: How does the development of literary elements convey meaning?Task: Recognizing effects of literary elements; analyze conflictStandards: ELACC6L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings

a. Interpret figures of speech (e.g., personification) in context.ELACC6RL4: 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.ELACC6L2: Demonstrate command of the conventions of standard English

capitalization, punctuation, and spelling when writing. a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. *

ELACC6RL3: 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 towards a resolution

Reflection(s):

Bellwork: Grammar page 49 part B Roots and Derivatives: page 81Vocab Activity: teacher choice

Instruction: Students will complete an assessment on chapters 7-10

Homework: Exit ticket: Turn in testWriting/Write to Learn:

Prompt:After reading H atc h e t , what events in the story led to Brian going from a dependent “city boy” who knew very little about how to take care of himself, to a self-reliant, strong young man who knew how to survive alone in the wilderness. What character traits did Brian acquire while surviving for 54 days? Use evidence from the story that shows how Brian changed. Provide support for your ideas by paraphrasing sentences from the book that support your understanding.

Writing RubricAssessment (formative/summative): assessment of ch. 7-10






Reflection(s):

Bellwork: Grammar page 50 part A Roots and Derivatives: page 82Vocab Activity: teacher choiceInstruction:

Read page 374 in textbook “Wilderness Survival” (Requirements for Boy Scout badge) Students will design a survival kit. The kit must be objects found in the wild. The students must explain how each item is useful.

Homework:Exit ticket: What are the 2 most important items in your kit? Why?Writing/Write to Learn:


Writing Rubric


Assessment (formative/summative): Exit ticket






Reflection(s):

Bellwork: Grammar page 50 part B Roots and Derivatives: page 83Vocab Activity: teacher choiceInstruction:

Students will present survival kits Use remainder of day as a day to review/test concepts or catch up on assignments/ lessons

Homework: NONEExit Ticket: After hearing the presentations, what items would you add to your survival kit?

Writing/Write to Learn:




INSTRUCTIONAL FRAMEWORK – WEEK #Student Progress Monitoring Week







Columbus County Schools Common Core State Standards Curriculum Alignment


THEME: Determination and Perseverance PRIMARY TEXT: Hatchet by Gary Paulsen,(195 pages,19 chapters, chapters average 12 pages in length.)


GENRE: Fiction


the weekly unit plans. Please test all hyperlinks for current operation.1. " S e e I t T h r ou g h , " Edgar Guest, poem

2. " A Worn P a t h , " Eudora Welty, short story

3. "T h r ough the Tunne l , " Doris Lessing, short story

4. http : //ww w .sc r i bd.co m / do c / 11309 7 4 7 / throuqh-the-tunne l - by-do r i s - l es s i nq-f u l l -story

5. A Boy C a l l ed S l o w , Joseph Bruchac, picture book(Youtube audio of book)

6. h t t p : / / e q u i p p e d . o r g / p r i m e r . h t m Survival Skills and Techniques

7. excerp ts f rom Guts The True Stories Behind Hatchet and the Brian Books, Gary Paulsen

8. http : //ww w . vita m inuk . co m / page s / ar t i cle s / f i rst a i dforshoc k . htm

9. http : //ww w .gr c . nasa.gov/WWW/k-1 2 / air p l an e /

10. http : // i u.berk e l ey.ed u / ous d / F i le r / f i l etre e / dou g l as s / frede r i ck dou g l asss narra t i ve quota t i ons . doc

11. http : //ww w .pbs.or g /w n e t / s l aver y / memo r i e s / i ndex flash.ht m l

12. http : //ww w .tn e l l e n . co m / cyberen g / matoson.ht m l (audio of "Mother to Son" by Langston Hughes)

13. Poem "If' by Rudyyard Kipling http : / / ww w . poemh u n t e r . co m / poe m / i f /

14. "Welty's Worn path" article Publication: Explicator Spring 98 Author: Dennis Sykes (Lexile:1110L)

















www.svusd.org/hp_images/4728/D22664- thesis .ppt

NOTES OF IMPORTANCE:

TEACHER RESOURCES:


ELACC6RL6: Explain how an author develops the point of view of the narrator or speaker in a textLACC6RL1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the textELACC6RL2: 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.ELACC6RL3: 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 towards a resolution.ELACC6RL4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanin gs; analyze the impact of a specific word choice on meaning and tone.





















ELACC6RL5: 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.





Writing (W) ELACC6W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.ELACC6W6: Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.ELACC6W7: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.ELACC6W8: Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sourceELACC6W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.a. Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels andfantasy stories] in terms of their approaches to similar themes and topics”)..b. Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that aresupported by reasons and evidence from claims that are not”).

Speaking and Listening (SL)


ELACC6SL2: Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, orissue under studyELACC6SL3: Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not


Language (L)





TEXT-BASED VOCABULARY

Incessant


VirtuallyPronounced

StabilizerFrenziedTriggersFuselagesurging

ACADEMIC VOCABULARYTheme

Central ideaplot

Day 1Essential Question: How does personal response to literature contribute to understanding? Task: Annotate textStandards: ELACC6RL1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.ELACC6RL2: 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.ELACC6RL3: 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 towards a resolution.ELACC6RL5: 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.ELACC6SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts,

Reflection(s):


and issues, building on others’ ideas and expressing their own clearly.a. Come to discussions prepared having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

Bell Ringer: Grammar page 51 Part A



Instruction: Read chapters 11 and 12 in class. Some students can listen to the story by professionally produced audio version and follow along

with the text while others read independently.Small groups: In describing Brian’s activities in the wilderness, Gary Paulsen repeatedly uses the phrase “There were these things to do.” Why does he use this phrase and how does it reflect Brian’s frame of mind? Answer this question. Write a paragraph explaining this with evidence from the text to support your response.

Review literary elements found in chapters 11 and 12: figurative language, tone-video, imagery Homework Assignments are up to the individual teacher.)

Exit ticket: *Provide an example of a flashback that you have seen on a movie, tv show, or read in a book.

Writing/Write to Learn: (Argumentative or Informative/Explanatory; consult your grade-level curriculum map)

Prompt: After reading H atc h e t , what events in the story led to Brian going from a dependent “city boy” who knew very little about how to take care of himself, to a self-reliant, strong young man who knew how to survive alone in the wilderness. What character traits did Brian acquire while surviving for 54 days? Use evidence from the story that shows how Brian changed. Provide support for your ideas by paraphrasing sentences from the book that support your understanding.

Writing RubricAssessment (formative/summative): paragraph

Day 2Essential Question: How does personal response to literature contribute to understanding?

Reflection(s):


Task: Annotate textStandards: ELACC6RL1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.ELACC6RL2: 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.ELACC6RL3: 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 towards a resolution.ELACC6RL5: 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.ELACC6SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts,


Bellwork: Grammar page 51 part B Roots and Derivatives: page 85Vocab activity: teacher choiceInstruction:

Students complete ThinkQuest ch. 11 and 12 questions Copy, paste, and add “Ruffed Grouse” activity from ThinkQuest to survival guide.

Exit ticket: How important is accuracy? Homework: teacher choice


Writing RubricAssessment (formative/summative): ThinkQuest questions for chapters 11 and 12




Reflection(s):

Bellwork: Grammar page 52 part A Roots and Derivatives: page 86 Vocab Activity: teacher choice

Instruction: Review how to write a narrative

Complete narrative prompt:In the story Hat c h e t , Brian comes to terms with his situation and is realizing that he must get motivated to make the best of his situation. Motivation is what will help Brian survive. He remembers the advice of a teacher who always told him that motivation was very important. Everyone needs motivation to help them in difficult times. Think about the positive things in your life that motivate you. Are these things intrinsic (they make you feel good about yourself inside) or extrinsic (they get you rewards like good grades and money)? Could negative experiences motivate you as well? Convey/Tell about an experience when you had to motivate yourself to do something you did not think you could do. Include flashbacks in your narrative.

Homework: Exit ticket: Are your notes ready for the writing promptWriting/Write to Learn:After reading H atc h e t , what events in the story led to Brian going from a dependent “city boy” who knew very little about how to take care of himself, to a self-reliant, strong young man who knew how to survive alone in the wilderness. What character traits did Brian acquire while surviving for 54 days? Use evidence from the story that shows how Brian changed. Provide support for your ideas by paraphrasing sentences from the book that support your understanding.




Reflection(s):


Instruction: Students will finalize narratives

Homework:Exit ticket: turn in narrativesWriting/Write to Learn:Prompt:After reading H atc h e t , what events in the story led to Brian going from a dependent “city boy” who knew very little about how to take care of himself, to a self-reliant, strong young man who knew how to survive alone in the wilderness. What character traits did Brian acquire while surviving for 54 days? Use evidence from the story that shows how Brian changed. Provide support for your ideas by paraphrasing sentences from the book that support your understanding.

Writing Rubric


Assessment (formative/summative):


Day 5Essential Question: Task: Standards:

Reflection(s):

Bellwork: Grammar page 53 part ARoots and Derivatives: page 88Vocab Activity: teacher choiceInstruction:

Students will complete the Responding to chapters 6-12 p. 18-19Homework:Exit Ticket: Did you complete your essay?


Prompt:

Writing RubricAssessment (formative/summative): Response to chapter 6-12 assessment


GENRE: Fiction


































TEACHER RESOURCES:

























Language (L)

INSTRUCTIONAL FRAMEWORK – WEEK #6WORD WORK




TEXT-BASED VOCABULARYStreamlineStabilize


RetrievedMomentarily

ACADEMIC VOCABULARYDictionTone

SyntaxSentence structure

FlashbackFigurative language

Imageryconflict

Day 1Essential Question: What character traits did Brian acquire while surviving for 54 days?Task: Use evidence from the story to support a claim.Standards

ELACC6W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.ELACC6W6: Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.ELACC6W7: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

Reflection(s):


ELACC6W8: Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sourceELACC6W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.a. Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels andfantasy stories] in terms of their approaches to similar themes and topics”)..b. Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that aresupported by reasons and evidence from claims that are not”).

Bell Ringer: Grammar page 53 part B



Instruction: Provide students with a copy of p. 21 from Glencoe materials to utilize throughout remainder of story Mini lesson on flashback. Thinkcentral.com Level Up lesson: Students take notes. (check youtube for videos) Read chapters 13-14

Homework Assignments are up to the individual teacher.)

Exit ticket: “The past is constantly plaguing Brian throughout the book, through his day dreaming, his sleeping dreams, and his flashbacks. How does Gary Paulsen incorporate the past into the present?”Writing/Write to Learn: (Argumentative or Informative/Explanatory; consult your grade-level curriculum map)

Prompt:After reading H atc h e t , what events in the story led to Brian going from a dependent “city boy” who knew very little about how to take care of himself, to a self-reliant, strong young man who knew how to survive alone in the wilderness. What character traits did Brian acquire while surviving for 54 days? Use evidence from the story that shows how Brian changed. Provide support for your ideas by paraphrasing sentences from the book that support your understanding.

Writing Rubric


Assessment (formative/summative): teacher observation

Day 2Essential Question: What character traits did Brian acquire while surviving for 54 days?Task: Use evidence from the story to support a claim.Standards:ELACC6W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.ELACC6W6: Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.ELACC6W7: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.ELACC6W8: Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sourceELACC6W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.a. Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels andfantasy stories] in terms of their approaches to similar themes and topics”)..b. Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that aresupported by reasons and evidence from claims that are not”).

Reflection(s):

Bellwork: Grammar page part54 part A Roots and Derivatives: page 90Vocab activity: teacher choice

Instruction: ThinkQuest questions for chapter 13-14. Small groups: Have students work with a partner to locate examples of flashback throughout the text. ThinkQuest chapter 13-14 activity on Skunks: add to survival guide

Homework:


Exit ticket: Draw a cartoon of at least five frames about a skunk and a boy.






Reflection(s):


Listen to/ Read chapters 15-16 Review literary elements: diction, syntax, tone, figurative language, and sentence structure the author uses. How does this help understand

the story?Why does Paulsen use dashes in his writing? What effect do these have on the writing?

Homework: teacher choiceExit ticket: Why does Paulsen use dashes in his writing? What effect do these have on the writing?


Prompt:


Day 4Essential Question: What character traits did Brian acquire while surviving for 54 days?Task: Use evidence from the story to support a claim.Standards: ELACC6W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.ELACC6W6: Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.ELACC6W7: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.ELACC6W8: Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sourceELACC6W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.a. Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels andfantasy stories] in terms of their approaches to similar themes and topics”)..b. Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that aresupported by reasons and evidence from claims that are not”).

Reflection(s):


Complete ThinkQuest ch. 15-16 questions Mini lesson on types of conflicts (may be a review) Thinkquest ch. 15-16 activity on Moose: cut, paste, and add to survival guide

Homework:Exit ticket: Describe a conflict that Brian faced in chapters 15 or 16.Writing/Write to Learn:



Writing RubricAssessment (formative/summative): exit ticket



Reflection(s):

Bellwork: Grammar page 55 part BRoots and Derivatives: page 93Vocab Activity: teacher choice

Instruction: ThinkQuest activity “Tornado” located at bottom of home page. Option: Find a nonfiction article on tornados and have students read,

annotate, and generate questions from the text.

Homework:Exit Ticket: What are the warning signs of a tornado? What should you do if you are outside during a tornado?


Prompt: After reading H atc h e t , what events in the story led to Brian going from a dependent “city boy” who knew very little about how to take care of himself, to a self-reliant, strong young man who knew how to survive alone in the wilderness. What character traits did Brian acquire while


surviving for 54 days? Use evidence from the story that shows how Brian changed. Provide support for your ideas by paraphrasing sentences from the book that support your understanding.



GENRE: Fiction


































TEACHER RESOURCES:


ELACC6RL6: Explain how an author develops the point of view of the narrator or speaker in a textLACC6RL1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the textELACC6RL2: 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.ELACC6RL3: 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 towards a resolution.ELACC6RL4: 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.























Language (L)





TEXT BASED VOCABULARYincessantvirtually


stabilizerfrenziedtriggersfuselage

Emergency Transmitterbutane lighter

Encased Consumed Hazelnuts

ACADEMIC VOCABULARYCITE

EPILOGUELITERARY DEVICE

PLOTCONFLICT

FALLING ACTIONRESOLUTION

THEMECENTRAL IDEA

OPINIONIRONY


Day 1Essential Question: How does personal response to literature contribute to understanding? Task: Identify irony.Standards: ELACC6RL6: Explain how an author develops the point of view of the narrator or speaker in a textLACC6RL1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the textELACC6RL2: 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.ELACC6RL3: 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 towards a resolution.ELACC6RL4: 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.ELACC6RL5: 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.

ELACC6RL6: Explain how an author develops the point of view of the narrator or speaker in a text.

Reflection(s):

Bell Ringer: Grammar page 56 Part A



Instruction: Lesson on irony: Utilize Thinkcentral.com: Level Up lesson Students take notes and use internet to research examples of irony; create a class anchor chart for irony

Homework: (Homework Assignments are up to the individual teacher.)

Exit ticket: Write an example of irony and draw a picture to go along with it


Writing/Write to Learn: (Argumentative or Informative/Explanatory; consult your grade-level curriculum map)


Writing RubricAssessment (formative/summative): teacher observation

Day 2Essential Question: How does personal response to literature contribute to understanding?

Task: Predict the ending of storyStandards: ELACC6RL6: Explain how an author develops the point of view of the narrator or speaker in a textLACC6RL1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the textELACC6RL2: 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.ELACC6RL3: 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 towards a resolution.ELACC6RL4: 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.ELACC6RL5: 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.


Reflection(s):

Bellwork: Grammar page 56 part B Roots and Derivatives: page 95



Instruction: Read chapters 17 and 18 Have students to continue working on various active reading charts within their survival guides. (copies from Glencoe materials)

Homework:Exit ticket: Predict what’s going to happen next.Writing/Write to Learn:




Day 3Essential Question: How does personal response to literature contribute to understanding? Task: Describe the irony at the end of the storyStandards: ELACC6RL6: Explain how an author develops the point of view of the narrator or speaker in a textLACC6RL1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the textELACC6RL2: 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.ELACC6RL3: 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 towards a resolution.ELACC6RL4: 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.ELACC6RL5: 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.


Reflection(s):


Complete ch. 17-18 ThinkQuest questions Read/listen to chapter 19 Discuss how Paulsen uses it in Chpt.19 (finding survival pack even though he has learned to survive on his own, almost dying to get the

survival pack out of the plane and then being rescued.) Pairs: Students will work in pairs to discuss and take notes on Brian’s reactions to the contents of the survival pack. How do these

reactions tell you about the changes he has undergone since he left the civilized world? How do you think you would react if you were in Brian’s position?


Exit ticket: What does this quote tell you about Brian’s feelings about the rifle: It was a strange feeling, holding the rifle. It somehow removed him from everything around him. Without the rifle he had fit in, to be part of it all, to understand it and use it---the woods, all of it. With the rifle, suddenly, he didn’t have to know: did not have to get close to a foolbird to kill it— didn’t have to know how it would stand if he didn’t look at it and; moved off to the side.


Day 4 Essential Question: How does personal response to literature contribute to understanding? Task: Determine the purpose of an epilogueStandards: ELACC6RL6: Explain how an author develops the point of view of the narrator or speaker in a textLACC6RL1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the textELACC6RL2: 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.ELACC6RL3: 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 towards a resolution.ELACC6RL4: 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.ELACC6RL5: 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.


Reflection(s):

Bellwork: Grammar page 57 part B Roots and Derivatives: page 97Vocab Activity:Instruction:

Read epilogue aloud to class. Have students brainstorm the reason for this literary device. How is this written compared to the novel? Why do authors sometimes include epilogues at the end of a novel?

How many words can you come up with that relate to emergencies or survival. Can you think of 26 different words that start with a different letter? You can use a dictionary if you like.

Homework:Exit ticket: Would you recommend this book to a friend?Writing/Write to Learn:



Day 5Essential Question: How does personal response to literature contribute to understanding? Task: Evaluation on HatchetStandards:ELACC6RL6: Explain how an author develops the point of view of the narrator or speaker in a textLACC6RL1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the textELACC6RL2: 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.ELACC6RL3: 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 towards a resolution.ELACC6RL4: 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.ELACC6RL5: 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.


Reflection(s):

Bellwork: Grammar page 58 part ARoots and Derivatives: page 98Vocab Activity:Instruction:

Students will complete ThinkQuest questions for ch. 19 and epilogue along with Response questions from Glencoe p. 22-24 Homework:Exit Ticket: Turn in assessment



Writing Rubric


Assessment (formative/summative): Assessment









Columbus County Schools Common Core State Standards Curriculum AlignmentSUBJECT: ELA GRADE LEVEL: 6th GRADING PERIOD: 2nd 12 weeks

Week 8THEME: Determination and Perseverance PRIMARY TEXT: Hatchet by Gary Paulsen,(195 pages,19 chapters, chapters average 12

pages in length.)


GENRE: Fiction


































TEACHER RESOURCES:

























Language (L)





TEXT-BASED VOCABULARY(teacher choice)


ACADEMIC VOCABULARYPLOT

CONFLICTFALLING ACTION

RESOLUTIONTHEME

CENTRAL IDEAOPINIONIRONY

Day 1Essential Question: Why do directors of films often change the original text?Task: Compare and contrast film version of a novelStandards: ELACC6RL7: Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text,including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.ELACC6SL1: 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 clearlyc. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion

Reflection(s):

Bell Ringer: Grammar page 58 Part B




Instruction: After the book has been completed, ask the students to think about a time when they read a book and then saw a movie

based upon that book.–Twilight, Where the Red Fern Grows, Harry Potter, etc. Inform students that since they have just finished the book, they are going to watch a movie based upon it. During the movie they will consider how well the movie honors the ideas presented in the book.

Whole Group- Review/Fill out items in the book column of the Focused Reading and Viewing Guide as a class, and ask students to watch for these elements during the movie.

Watch the film version http://www.youtube.com/watch?v=IXeAZqFP2Zk of H atchet which is titled: Cry in the Wild. Ask students to recall the kinds of things that they thought about as they watched the movie.

Students will respond with ideas that suggest they are comparing the book to the movie and recalling similarities and differences while filling out Venn Diagrams in pairs.

Homework: (Homework Assignments are up to the individual teacher.)

Exit ticket: Which did you like best, the book or the movie? Writing/Write to Learn: (Argumentative or Informative/Explanatory; consult your grade-level curriculum map)



Day 2Essential Question: Why do directors of films often change the original text?Task: Compare and contrast film version of a novelStandards: ELACC6RL7: Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text,

Reflection(s):

http://www.youtube.com/watch?v=IXeAZqFP2Zk


including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.ELACC6SL1: 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 clearlyc. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion

Bellwork: Grammar page 59 part A Roots and Derivatives: page 100Vocab activity: teacher choice

Instruction: After viewing the film, go over students’ responses to the film section of the Focused Reading and Viewing Guide http://www.readwritethink.org/files/resources/lesson_images/lesson46/FocusedReadingViewingGuide.pdf Pass out copies of the Book and Movie Comparison/Contrast Guide, which asks them to determine how different elements of the

story are alike and different, and ask students to complete the guide in pairs or small groups http://www.readwritethink.org/files/resources/lesson_images/lesson1098/BookMovieComp.pdf

Have students share their observations with the class.

Homework:Exit ticket: Write a paragraph of at least 7-10 complex sentences detailing the differences and similarities between Hatchet and Cry in the Wild.




http://www.readwritethink.org/files/resources/lesson_images/lesson1098/BookMovieComp.pdf

http://www.readwritethink.org/files/resources/lesson_images/lesson46/FocusedReadingViewingGuide.pdf


Day 3Essential Question: Why do directors of films often change the original text?Task: Compare and contrast film version of a novelStandards: ELACC6RL7: Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text,including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.ELACC6SL1: 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 clearlyc. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion

Reflection(s):

Bellwork: Grammar page 59 part B Roots and Derivatives: page 101Vocab Activity: teacher choiceInstruction:

As a closure activity, ask students to share why they think some of the elements are different and whether it is important for movies to remain identical to the novels on which they are based

Explain that students will be creating a new DVD cover for the movie adaptation the class has viewed. To prepare for the task, review the Book and Movie Comparison/Contrast Guide. Using the handout as a guide, ask students, independently or in small groups, to discuss the changes they like most and least as well as

the aspects of the film that remained true to the text that were most satisfying. If necessary, reference A Basic Glossary of Film Terms for appropriate cinematic terminology. http://www.springhurst.org/cinemagic/glossary_terms.htm

Homework: Exit ticket: Writing/Write to Learn:


http://www.springhurst.org/cinemagic/glossary_terms.htm


Day 4 Essential Question: Why do directors of films often change the original text?Task: Compare and contrast film version of a novelStandards: ELACC6RL7: Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text,including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.ELACC6SL1: 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 clearlyc. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion

Reflection(s):

Bellwork: Grammar page 60 part A Roots and Derivatives: page 102Vocab Activity: teacher choice

Instruction:Ask students to rank their responses in terms of their overall enjoyment of the film on the Thinking Critically about a Movie Adaptation: Preferences and

Effects handout, following these guidelines: Have students determine one change or similarity that was crucial to their overall opinion of the film, and discuss it in the first row. Ask students to choose two elements of moderate importance to discuss in the middle rows. Have students indicate and discuss a fairly inconsequential change in the last row.

Homework:Exit ticket: Write at least 7-10 sentences detailing Which you liked better? Movie or book? Why? Give details from book or movie to support answer.Writing/Write to Learn:


Writing Rubric


Assessment (formative/summative):


Day 5Essential Question: What impact has Hatchet had on students?Task: Evaluation on HatchetStandards:

Reflection(s):


Students will complete an assessment on Hatchet : teacher created test, book report, etc.Homework:Exit Ticket: What was your favorite part of the book? Why or why not?



Writing RubricAssessment (formative/summative): Summative assessment










SUBJECT: ELA GRADE LEVEL: 6th GRADING PERIOD: 2nd 12 weeks Week 9 (Writing)



GENRE: Fiction


































TEACHER RESOURCES:

























Language (L)







ACADEMIC VOCABULARY

Thesis Rough draftParagraph

TopicIntroduction

BodyConclusion

Transition wordsProof reading

EditingRevising


ELACC6W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.ELACC6W6: Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.ELACC6W7: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.ELACC6W8: Gather relevant information from multiple print and digital sources; assess the credibility

Reflection(s):


of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sourceELACC6W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.a. Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels andfantasy stories] in terms of their approaches to similar themes and topics”)..b. Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that aresupported by reasons and evidence from claims that are not”).




Instruction: Review the writing prompt guiding students on how to dissect the prompt and understand the writing task Review writing a thesis statement Students will use a graphic organizer of teachers choice to compose a thesis statement


Exit ticket: Turn in thesis statementWriting/Write to Learn: (Argumentative or Informative/Explanatory; consult your grade-level curriculum map)





Reflection(s):

Bellwork: Grammar page 62 part A Roots and Derivatives: page 105Vocab activity:

Instruction: Differentiate between topic sentence and thesis statement Complete graphic organizer of teacher’s choice to plan 5 paragraph http://www.scribd.com/doc/61864480/five-paragraph-essay-writing-for-the-workbox

Homework:Exit ticket:



http://www.scribd.com/doc/61864480/five-paragraph-essay-writing-for-the-workbox



Reflection(s):

Bellwork: Grammar page 62 part B Roots and Derivatives: page 106Vocab Activity:

Instruction: Mini lesson on proof reading Provide students with proofreading symbols sheet Students will write their introductory paragraph

Trade papers with another student and proofread On separate sticky note write 2-3 positive comments: two stars (positive statements) ; a wish ( one thing they could improve on)


Prompt:



Reflection(s):

Bellwork: Grammar page 63 part ARoots and Derivatives: page 107Vocab Activity:

Instruction: Students will write the body of their papers.

Homework:Exit ticket: Writing/Write to Learn:




Reflection(s):

Bellwork: Grammar page 63 part B Roots and Derivatives: page 108Vocab Activity:

Instruction: Find a proofing partner and proofread each others paper Return to seats and make necessary corrections

Homework:Exit Ticket:












SUBJECT: ELA GRADE LEVEL: 6th GRADING PERIOD: 2nd 12 weeks Week 10 (Writing)



GENRE: Fiction


































TEACHER RESOURCES:

























Language (L)







ACADEMIC VOCABULARYThesis

Rough draftParagraph

TopicIntroduction

BodyConclusion

Transition wordsProof reading

EditingRevising


ELACC6W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.ELACC6W6: Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.ELACC6W7: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

Reflection(s):


ELACC6W8: Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sourceELACC6W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.a. Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels andfantasy stories] in terms of their approaches to similar themes and topics”)..b. Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that aresupported by reasons and evidence from claims that are not”).




Instruction: Students will reread their introduction and body of their papers Review writing a conclusion Students will use a graphic organizer of teachers choice to compose a conclusion


Exit ticket: Turn in thesis statementWriting/Write to Learn: (Argumentative or Informative/Explanatory; consult your grade-level curriculum map)





Reflection(s):

Bellwork: Grammar page 65 part A Roots and Derivatives: page 110 Vocab activity: teacher choice

Instruction: Write and proof their conclusions While students work on writing teacher should conference with individual students

Homework:Exit ticket:





Reflection(s):


Instruction: Write their final draft





Reflection(s):

Bellwork: Grammar page 66 part A Roots and Derivatives: page 112Vocab Activity: teacher choice

Instruction: Students will compose their essays on the Write To Learn program (WTL)

Homework:Exit ticket: Writing/Write to Learn:




Reflection(s):

Bellwork: Grammar page 66 part BRoots and Derivatives: page 113Vocab Activity: teacher choice

Instruction: Finalize writing in WTL

Exit Ticket:



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