web view-spelling starter-word work-pdn/wod-document camera ... -triumph learning informative essay...

HAZLETON AREA SCHOOL DISTRICT

DISTRICT UNIT/LESSON PLAN

Teacher Name: Cassandra Catania Subject: ELA Start Date(s): Quarter 2 Grade Level (s): 6

Building: Maple Manor

Unit PlanUnit Title: Excursions Across Time

Essential Questions: What contributions were made by early settlers?How did democracy develop?What are the advantages or disadvantages of democracy?What was life like in ancient cultures?What influences the development of culture?What can the past teach us?What is courage?What motivates people to be courageous?

Standards: PA Core Standards, PA Academic Standards/Anchors (based on subject)RL.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.6.3. Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. RL.6.5. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of theme, setting, or plot. RL.6.6. Explain how an author develops the point of view of the narrator or speaker in a text. RI.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.6.2. Determine a 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. RI.6.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. RI.6.5. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of theme, setting, or plot. RI.6.7. Integrate information presented in different media or formats as well as in words to develop a coherent understanding of a topic or issue.SL.6.1.B. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. SL.6.2. Interpret information presented in diverse media formats and explain how it contributes to a topic, text, or issue under study.L.6.1. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. L.6.2.b. Demonstrate command of conventions of standard English capitalization, punctuation, and spelling when writing. L.6.4.b. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 6 reading. Use common Greek or Latin affixes and root as clues. L.6.5. Distinguish among the connotations of words with similar denotations. L.6.6. Acquire and use-accurately grade-appropriate general academic and domain-specific words and phrases. RH.6.7. Integrate visual information with other information in print and digital texts.RH.6.10. Describe how a text presents information (sequentially, comparatively, casually).

Summative Unit Assessment :

End of Unit Test

Summative Assessment Objective Assessment Method (check one)Students will-

read closely and analytically to comprehend a range of complex literary and informational texts.

produce effective writing for a range of purposes and audiences.

employ effective speaking and listening skills.

____ Rubric ___ Checklist _X_ Unit Test ____ Group____ Student Self-Assessment

____ Other (explain)

DAILY PLANDay Objective (s) DOK

LEVEL Activities / Teaching Strategies

Grou

ping

Materials / Resources Assessment of Objective (s)

Unit 2 Week 1

1

Students will:-interpret information presented in diverse media formats and explain how it contributes to a topic, text, or issue under study.-engage effectively in a range of collaborative discussions.-cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. -acquire and use-accurately grade-appropriate general academic and domain-specific words and phrases. -demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. -demonstrate command of conventions of standard English capitalization, punctuation, and spelling when writing.

1 -Build background knowledge on contributions made by early civilizations through whole-group discussions and interactive videos-Listen for a purpose to a read-aloud (“The Builders of Ancient Egypt”)-Identify characteristics of expository text-Gather vocabulary knowledge when considering a word in text-Distinguish common and proper nouns-Identify concrete and abstract nouns-Use capital letters, abbreviations, and colons correctly-Spell irregular plurals correctly-Focus on Weekly Skills through daily read of Esperanza Rising

Direct InstructionInteractive Instruction

W -McGraw-Hill Interactive “Early Civilizations” video-McGraw-Hill “The Builders of Ancient Egypt” Read Aloud text-McGraw-Hill Visual Vocabulary Cards & Online Interactive Activities-McGraw-Hill Grammar Activities-Daily Language Activity-Spelling Starter-Word Work-PDN/WOD-Document Camera-PSSA Released Items-Short expository passages-Esperanza Rising

Formative-Please Do NowThumbs up/Thumbs downTurn and Talk

Student Self - Assessment-Daily Language ActivitySpelling StarterWord WorkWord of the Day

Students will:-cite textual evidence to support analysis of what the text says

1, 2 -Visualize to enhance understanding while reading “Empire of the Sea”-Close read of “Empire of the Sea” identifying problem

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-McGraw-Hill Reading/Writing Workshop “Empire of the Sea”-Problem and Solution Graphic

Formative-Please Do NowThumbs up/Thumbs down

2

explicitly as well as inferences drawn from the text. -determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source. -analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of theme, setting, or plot. -use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word.-demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. -demonstrate command of conventions of standard English capitalization, punctuation, and spelling when writing.

and solution using a graphic organizer-Recognize the characteristics of expository text through “Empire of the Sea” -Explore the Latin root of a word to strengthen vocabulary- Distinguish common and proper nouns-Identify concrete and abstract nouns-Use capital letters, abbreviations, and colons correctly-Spell irregular plurals correctly-Focus on Weekly Skills through daily read of Esperanza Rising


Organizer-McGraw-Hill Your Turn Practice book-Daily Language Activity-Spelling Starter-Word Work-PDN/WOD-Document Camera-PSSA Released Items-Short expository passages-Esperanza Rising

Turn and Talk


3 Students will:-cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. -determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source. -analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of theme, setting, or plot. -use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word.-demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. -demonstrate command of conventions of standard English capitalization, punctuation, and

1, 2, 3 -Triumph assignments: Textual Organization-Study Island: Text Evidence, Inferences, Text Structure, Root Words, Nouns-Reading Wonders: Unit 2 Week 1 Vocabulary Practice, Nouns practice, Listen to Leveled Readers-Focus on Weekly Skills through daily read of Esperanza Rising

Indirect Instruction Independent Study

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-Individual Laptops-Triumph Learning-Study Island-Reading Wonders Online -Daily Language Activity-Spelling Starter-Word Work-PDN/WOD-Document Camera-PSSA Released Items-Short expository passages-Esperanza Rising

Formative-Please Do NowOnline Assignments


spelling when writing.

4

Students will:-cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. -determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source. -analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of theme, setting, or plot. -use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word.-demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. -demonstrate command of conventions of standard English capitalization, punctuation, and spelling when writing.

1,2,3 -Develop comprehension through close read of “The Technology of Mesopotamia” -Analyze problem and solution through story structure and use of a graphic organizer using assigned text-Assess author’s purpose-Connect ideas-Recognize characteristics of expository text-Gather vocabulary knowledge when considering a word in text- Distinguish common and proper nouns-Identify concrete and abstract nouns-Use capital letters, abbreviations, and colons correctly-Spell irregular plurals correctly-Focus on Weekly Skills through daily read of Esperanza Rising

Direct Instruction

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-McGraw-Hill Anthology “The Technology of Mesopotamia”-Problem and Solution Graphic Organizer-McGraw-Hill Your Turn Practice book-Daily Language Activity-Spelling Starter-Word Work-PDN/WOD-Document Camera-Esperanza Rising

Formative-Please Do NowTurn and TalkCollins Type 1 Response


5 Students will:-cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. -determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source. -analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of theme, setting, or plot. -use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word.-demonstrate command of the conventions of Standard English grammar and usage when writing

1-4 -Develop comprehension through close read of leveled reader based on Lexile level -Analyze problem and solution through a story structure graphic organizer using assigned text-Assess author’s purpose-Connect ideas-Recognize characteristics of expository-Gather vocabulary knowledge when considering a word in text- Distinguish common and proper nouns-Identify concrete and abstract nouns-Use capital letters, abbreviations, and colons correctly-Spell irregular plurals correctly-Focus on Weekly Skills through daily read of Esperanza Rising

Independent StudyIndirect InstructionInteractive Instruction

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-Individual Laptops-Triumph Learning Online-Study Island Online-Reading Wonders Interactive-Selected passages for skills practice-Vocabulary workstation cards-Vocabulary leveled practice sheets-Vocabulary squares-McGraw Hill’s “Everybody Counts”-McGraw Hill’s “How Ideas Become Laws”-McGraw Hill “Your Turn” Practice Book-Grammar leveled practice sheets nouns-Spelling leveled practice sheets-Triumph Learning Informative Essay Workbook-Esperanza Rising

Formative-Please Do NowTurn and Talk“Your Turn” Selected-response questionsVarious practice worksheets

Student Self - Assessment-Daily Language ActivitySpelling StarterWord WorkWord of the DayCenter folder checklist

or speaking. -demonstrate command of conventions of standard English capitalization, punctuation, and spelling when writing.

6




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7

Students will:-cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. -determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source. -analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of theme, setting, or plot. -use common, grade-appropriate Greek or Latin affixes and roots as

1, 2, 3 -Triumph assignments: Textual Organization-Study Island: Text Evidence, Inferences, Text Structure, Root Words, Nouns-Reading Wonders: Unit 2 Week 1 Vocabulary Practice, Nouns practice, Listen to Leveled Readers-Focus on Weekly Skills through daily read of Esperanza Rising


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-Individual Laptops-Triumph Learning-Study Island-Reading Wonders Online -Daily Language Activity-Spelling Starter-Word Work-PDN/WOD-Document Camera-PSSA Released Items-Short expository passages-Esperanza Rising



clues to the meaning of a word.-demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. -demonstrate command of conventions of standard English capitalization, punctuation, and spelling when writing.

8




W S I




9

Students will:-cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. -determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source. -analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the

1-4 -Develop comprehension through close read of leveled reader based on Lexile level -Analyze problem and solution through a story structure graphic organizer using assigned text-Assess author’s purpose-Connect ideas-Recognize characteristics of expository-Gather vocabulary knowledge when considering a word in text- Distinguish common and proper nouns-Identify concrete and abstract nouns-Use capital letters, abbreviations, and colons correctly-Spell irregular plurals correctly

W S I

-Individual Laptops-Triumph Learning Online-Study Island Online-Reading Wonders Interactive-Selected passages for skills practice-Vocabulary workstation cards-Vocabulary leveled practice sheets-Vocabulary squares-McGraw Hill’s “Everybody Counts”-McGraw Hill’s “How Ideas Become Laws”-McGraw Hill “Your Turn” Practice Book



development of theme, setting, or plot. -use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word.-demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. -demonstrate command of conventions of standard English capitalization, punctuation, and spelling when writing.

-Focus on Weekly Skills through daily read of Esperanza Rising


-Grammar leveled practice sheets nouns-Spelling leveled practice sheets-Triumph Learning Informative Essay Workbook-Esperanza Rising

Center folder checklist

10


1-4 -Review Unit 2 Week 1 skills through guided discussions-Assess problem and solution through story structure graphic organizer using weekly skills test-Assess vocabulary knowledge and comprehension of “The Technology of Mesopotamia” through selection test-Assess noun usage through grammar test-Assess irregular plurals through weekly spelling test-Focus on Weekly Skills through daily read of Esperanza Rising

Indirect InstructionIndependent Study

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-McGraw Hill Anthology -McGraw Hill Unit 2 Week 1 Test-McGraw Hill Selection Test-McGraw Hill Grammar Test-Daily Language Activity-Spelling Starter-Word Work-PDN/WOD-Document Camera-Esperanza Rising

Formative-Please Do Now

Summative-Selection Test (vocabulary/comprehension)Unit 2 Week 1 Skills TestGrammar Skills TestUnit 2 Week 1 Spelling Test


Unit 2 Week 2

11

Students will:-interpret information presented in diverse media formats and explain how it contributes to a topic, text, or issue under study.-engage effectively in a range of collaborative discussions.-cite textual evidence to support

1 -Build background knowledge on how democracy developed through whole-group discussions and interactive videos-Listen for a purpose to a read-aloud (“The Road to Democracy”)-Identify characteristics of expository text-Gather vocabulary knowledge when considering a word in text

W -McGraw-Hill Interactive “Development of Democracy” video-McGraw-Hill “The Road to Democracy” Read Aloud text-McGraw-Hill Visual Vocabulary Cards & Online Interactive Activities-McGraw-Hill Grammar Activities-Daily Language Activity


Student Self - Assessment-

analysis of what the text says explicitly as well as inferences drawn from the text. -acquire and use-accurately grade-appropriate general academic and domain-specific words and phrases. -demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. -demonstrate command of conventions of standard English capitalization, punctuation, and spelling when writing.

-Distinguish singular and plural nouns-Use capital letters, abbreviations, and colons correctly-Spell inflectional endings correctly-Focus on Weekly Skills through daily read of Elijah of Buxton


-Spelling Starter-Word Work-PDN/WOD-Document Camera-PSSA Released Items-Short expository passages-Elijah of Buxton

Daily Language ActivitySpelling StarterWord WorkWord of the Day

12

Students will:-cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. -determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source. -analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of theme, setting, or plot. -describe how a text presents information.-use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word.-demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. -demonstrate command of conventions of standard English capitalization, punctuation, and spelling when writing.

1, 2 -Visualize to enhance understanding while reading “The Democracy Debate”-Close read of “Democracy Debate” identifying compare and contrast using a graphic organizer-Recognize the characteristics of expository text through “Democracy Debate” -Explore common Greek and Latin prefixes to strengthen vocabulary- Distinguish singular and plural nouns-Use capital letters, abbreviations, and colons correctly-Spell inflectional endings correctly-Focus on Weekly Skills through daily read of Elijah of Buxton


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-McGraw-Hill Reading/Writing Workshop “Democracy Debate”-Compare and Contrast Graphic Organizer-McGraw-Hill Your Turn Practice book-Daily Language Activity-Spelling Starter-Word Work-PDN/WOD-Document Camera-PSSA Released Items-Short expository passages-Elijah of Buxton



Students will:-cite textual evidence to support

1, 2, 3 -Triumph assignments: Comparisons-Study Island: Text Evidence, Inferences, Text Structure,

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-Individual Laptops-Triumph Learning


13analysis of what the text says explicitly as well as inferences drawn from the text. -determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source. -analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of theme, setting, or plot. -describe how a text presents information.-use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word.-demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. -demonstrate command of conventions of standard English capitalization, punctuation, and spelling when writing.

Structure of Text, Root Words, Complete Sentences-Reading Wonders: Unit 2 Week 2 Vocabulary Practice, Nouns practice, Listen to Leveled Readers-Focus on Weekly Skills through daily read of Elijah of Buxton


I -Study Island-Reading Wonders Online -Daily Language Activity-Spelling Starter-Word Work-PDN/WOD-Document Camera-PSSA Released Items-Short expository passages-Elijah of Buxton

Online Assignments


14

Students will:-cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. -determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source. -analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of theme, setting, or plot. -describe how a text presents information.-use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word.-demonstrate command of the conventions of Standard English

1,2,3 -Develop comprehension through close read of “Who Created Democracy” -Analyze compare and contrast through story structure and use of a graphic organizer using assigned text-Assess author’s purpose-Connect ideas-Recognize characteristics of expository text-Gather vocabulary knowledge when considering a word in text- Distinguish singular and plural nouns-Use capital letters, abbreviations, and colons correctly-Spell inflectional endings correctly-Focus on Weekly Skills through daily read of Elijah of Buxton

Direct Instruction

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-McGraw-Hill Anthology “Who Created Democracy”-Problem and Solution Graphic Organizer-McGraw-Hill Your Turn Practice book-Daily Language Activity-Spelling Starter-Word Work-PDN/WOD-Document Camera-Elijah of Buxton



grammar and usage when writing or speaking. -demonstrate command of conventions of standard English capitalization, punctuation, and spelling when writing.

15


1-4 -Develop comprehension through close read of leveled reader based on Lexile level -Analyze compare and contrast through a story structure graphic organizer using assigned text-Assess author’s purpose-Connect ideas-Recognize characteristics of expository-Gather vocabulary knowledge when considering a word in text- Distinguish singular and plural nouns-Use capital letters, abbreviations, and colons correctly-Spell inflectional endings correctly-Focus on Weekly Skills through daily read of Elijah of Buxton


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-Individual Laptops-Triumph Learning Online-Study Island Online-Reading Wonders Interactive-Selected passages for skills practice-Vocabulary workstation cards-Vocabulary leveled practice sheets-Vocabulary squares-McGraw Hill’s “Everybody Counts”-McGraw Hill’s “The Men on the Hill”-McGraw Hill “Your Turn” Practice Book-Grammar leveled practice sheets nouns-Spelling leveled practice sheets-Triumph Learning Informative Essay Workbook-Elijah of Buxton



16

Students will:-cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. -determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source. -analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of theme, setting, or


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-Individual Laptops-Triumph Learning Online-Study Island Online-Reading Wonders Interactive-Selected passages for skills practice-Vocabulary workstation cards-Vocabulary leveled practice sheets-Vocabulary squares-McGraw Hill’s “Everybody Counts”-McGraw Hill’s “The Men on the Hill”-McGraw Hill “Your Turn” Practice Book-Grammar leveled practice sheets



plot. -describe how a text presents information.-use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word.-demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. -demonstrate command of conventions of standard English capitalization, punctuation, and spelling when writing.


nouns-Spelling leveled practice sheets-Triumph Learning Informative Essay Workbook-Elijah of Buxton

17


1, 2, 3 -Triumph assignments: Comparisons-Study Island: Text Evidence, Inferences, Text Structure, Structure of Text, Root Words, Complete Sentences-Reading Wonders: Unit 2 Week 2 Vocabulary Practice, Nouns practice, Listen to Leveled Readers-Focus on Weekly Skills through daily read of Elijah of Buxton


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-Individual Laptops-Triumph Learning-Study Island-Reading Wonders Online -Daily Language Activity-Spelling Starter-Word Work-PDN/WOD-Document Camera-PSSA Released Items-Short expository passages-Elijah of Buxton



18

Students will:-cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. -determine the central ideas or

1-4 -Develop comprehension through close read of leveled reader based on Lexile level -Analyze compare and contrast through a story structure graphic organizer using assigned text-Assess author’s purpose-Connect ideas

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-Individual Laptops-Triumph Learning Online-Study Island Online-Reading Wonders Interactive-Selected passages for skills practice-Vocabulary workstation cards


information of a primary or secondary source; provide an accurate summary of the source. -analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of theme, setting, or plot. -describe how a text presents information.-use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word.-demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. -demonstrate command of conventions of standard English capitalization, punctuation, and spelling when writing.

-Recognize characteristics of expository-Gather vocabulary knowledge when considering a word in text- Distinguish singular and plural nouns-Use capital letters, abbreviations, and colons correctly-Spell inflectional endings correctly-Focus on Weekly Skills through daily read of Elijah of Buxton


-Vocabulary leveled practice sheets-Vocabulary squares-McGraw Hill’s “Everybody Counts”-McGraw Hill’s “The Men on the Hill”-McGraw Hill “Your Turn” Practice Book-Grammar leveled practice sheets nouns-Spelling leveled practice sheets-Triumph Learning Informative Essay Workbook-Elijah of Buxton


19

Students will:-cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. -determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source. -analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of theme, setting, or plot. -describe how a text presents information.-use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word.-demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. -demonstrate command of conventions of standard English



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-Individual Laptops-Triumph Learning Online-Study Island Online-Reading Wonders Interactive-Selected passages for skills practice-Vocabulary workstation cards-Vocabulary leveled practice sheets-Vocabulary squares-McGraw Hill’s “Everybody Counts”-McGraw Hill’s “The Men on the Hill”-McGraw Hill “Your Turn” Practice Book-Grammar leveled practice sheets nouns-Spelling leveled practice sheets-Triumph Learning Informative Essay Workbook-Elijah of Buxton



capitalization, punctuation, and spelling when writing.

20


1-4 -Review Unit 2 Week 2 skills through guided discussions-Assess compare and contrast through story structure graphic organizer using weekly skills test-Assess vocabulary knowledge and comprehension of “Who Created Democracy” through selection test-Assess noun usage through grammar test-Assess inflectional endings through weekly spelling test-Focus on Weekly Skills through daily read of Elijah of Buxton


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-McGraw Hill Anthology -McGraw Hill Unit 2 Week 2 Test-McGraw Hill Selection Test-McGraw Hill Grammar Test-Daily Language Activity-Spelling Starter-Word Work-PDN/WOD-Document Camera-Elijah of Buxton




Unit 2 Week 3

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Students will:-interpret information presented in diverse media formats and explain how it contributes to a topic, text, or issue under study.-engage effectively in a range of collaborative discussions.-cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. -acquire and use-accurately grade-appropriate general academic and domain-specific words and phrases. -demonstrate command of the conventions of Standard English

1 -Build background knowledge on ancient societies through whole-group discussions and interactive videos-Listen for a purpose to a read-aloud (“The Special Guest”)-Identify characteristics of historical fiction-Gather vocabulary knowledge when considering a word in text-Identify and use irregular plural forms and collective nouns-Proofread sentences-Spell closed syllable words correctly-Focus on Weekly Skills through daily read of Elijah of Buxton


W -McGraw-Hill Interactive “Ancient Societies” video-McGraw-Hill “Special Guest” Read Aloud text-McGraw-Hill Visual Vocabulary Cards & Online Interactive Activities-McGraw-Hill Grammar Activities-Daily Language Activity-Spelling Starter-Word Work-PDN/WOD-Document Camera-PSSA Released Items-Short historical fiction passages-Elijah of Buxton



grammar and usage when writing or speaking. -demonstrate command of conventions of standard English capitalization, punctuation, and spelling when writing.

22

Students will:-cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. -describe how a particular story’s plot unfolds in a series of episodes and how the character reacts to change as the plot moves toward a resolution.-explain how an author develops the point of view of the narrator or speaker in a text.-distinguish among the connotations of words with similar denotations.-determine or clarify the meaning of unknown and multiple-meaning words based on grade 6 reading. -demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. -demonstrate command of conventions of standard English capitalization, punctuation, and spelling when writing.

1, 2 -Make, confirm, and revise predictions while reading “Yaskul’s Mighty Tale”-Close read of “Yaskul’s Mighty Tale” identifying how the author develops point of view using a graphic organizer-Recognize the characteristics of historical fiction through “Yaskul’s Mighty Tale” -Distinguish among connotations of words with similar denotations to strengthen vocabulary-Identify and use irregular plural forms and collective nouns-Proofread sentences-Spell closed syllable words correctly-Focus on Weekly Skills through daily read of Elijah of Buxton


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-McGraw-Hill Reading/Writing Workshop “Yaskul’s Mighty Tale”-Point of View Graphic Organizer-McGraw-Hill Your Turn Practice book-Daily Language Activity-Spelling Starter-Word Work-PDN/WOD-Document Camera-PSSA Released Items-Short historical fiction passages-Elijah of Buxton



23

Students will:-cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. -describe how a particular story’s plot unfolds in a series of episodes and how the character reacts to change as the plot moves toward a resolution.-explain how an author develops the point of view of the narrator or speaker in a text.-distinguish among the connotations of words with similar

1, 2, 3 -Triumph assignments: Point of View, Connotations & Denotations-Study Island: Text Evidence, Inferences, Text Structure, Point of View, Connotations & Denotations, Complete Sentences-Reading Wonders: Unit 2 Week 3 Vocabulary Practice, Nouns practice, Listen to Leveled Readers-Focus on Weekly Skills through daily read of Elijah of Buxton


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-Individual Laptops-Triumph Learning-Study Island-Reading Wonders Online -Daily Language Activity-Spelling Starter-Word Work-PDN/WOD-Document Camera-PSSA Released Items-Short historical fiction passages-Elijah of Buxton



denotations.-determine or clarify the meaning of unknown and multiple-meaning words based on grade 6 reading. -demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. -demonstrate command of conventions of standard English capitalization, punctuation, and spelling when writing.

24


1,2,3 -Develop comprehension through close read of “Roman Diary” -Analyze point of view through story structure and use of a graphic organizer using assigned text-Assess author’s purpose-Connect ideas-Recognize characteristics of historical fiction-Gather vocabulary knowledge when considering a word in text-Distinguish among connotations of words with similar denotations to strengthen vocabulary-Identify and use irregular plural forms and collective nouns-Proofread sentences-Spell closed syllable words correctly-Focus on Weekly Skills through daily read of Elijah of Buxton

Direct Instruction

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-McGraw-Hill Anthology “Roman Diary”-Author’s Purpose Graphic Organizer-McGraw-Hill Your Turn Practice book-Daily Language Activity-Spelling Starter-Word Work-PDN/WOD-Document Camera-Elijah of Buxton



25

Students will:-cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. -describe how a particular story’s plot unfolds in a series of episodes and how the character reacts to change as the plot moves toward a

1-4 -Develop comprehension through close read of leveled reader based on Lexile level -Analyze author’s point of view through a story structure graphic organizer using assigned text-Assess author’s purpose-Connect ideas-Recognize characteristics of expository-Gather vocabulary knowledge when considering a word in text

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-Individual Laptops-Triumph Learning Online-Study Island Online-Reading Wonders Interactive-Selected passages for skills practice-Vocabulary workstation cards-Vocabulary leveled practice sheets-Vocabulary squares-McGraw Hill’s “The Ambassador”


Student Self - Assessment-

resolution.-explain how an author develops the point of view of the narrator or speaker in a text.-distinguish among the connotations of words with similar denotations.-determine or clarify the meaning of unknown and multiple-meaning words based on grade 6 reading. -demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. -demonstrate command of conventions of standard English capitalization, punctuation, and spelling when writing.

-Distinguish among connotations of words with similar denotations to strengthen vocabulary-Identify and use irregular plural forms and collective nouns-Proofread sentences-Spell closed syllable words correctly-Focus on Weekly Skills through daily read of Elijah of Buxton


-McGraw Hill’s “Chihul’s Secret”-McGraw Hill “Your Turn” Practice Book-Grammar leveled practice sheets nouns-Spelling leveled practice sheets-Triumph Learning Informative Essay Workbook-Elijah of Buxton

Daily Language ActivitySpelling StarterWord WorkWord of the DayCenter folder checklist

26


1-4 -Develop comprehension through close read of leveled reader based on Lexile level -Analyze author’s point of view through a story structure graphic organizer using assigned text-Assess author’s purpose-Connect ideas-Recognize characteristics of expository-Gather vocabulary knowledge when considering a word in text-Distinguish among connotations of words with similar denotations to strengthen vocabulary-Identify and use irregular plural forms and collective nouns-Proofread sentences-Spell closed syllable words correctly-Focus on Weekly Skills through daily read of Elijah of Buxton


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-Individual Laptops-Triumph Learning Online-Study Island Online-Reading Wonders Interactive-Selected passages for skills practice-Vocabulary workstation cards-Vocabulary leveled practice sheets-Vocabulary squares-McGraw Hill’s “The Ambassador”-McGraw Hill’s “Chihul’s Secret”-McGraw Hill “Your Turn” Practice Book-Grammar leveled practice sheets nouns-Spelling leveled practice sheets-Triumph Learning Informative Essay Workbook-Elijah of Buxton



Students will:-cite textual evidence to support analysis of what the text says

1, 2, 3 -Triumph assignments: Point of View, Connotations & Denotations-Study Island: Text Evidence, Inferences, Text Structure,

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-Individual Laptops-Triumph Learning-Study Island


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explicitly as well as inferences drawn from the text. -describe how a particular story’s plot unfolds in a series of episodes and how the character reacts to change as the plot moves toward a resolution.-explain how an author develops the point of view of the narrator or speaker in a text.-distinguish among the connotations of words with similar denotations.-determine or clarify the meaning of unknown and multiple-meaning words based on grade 6 reading. -demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. -demonstrate command of conventions of standard English capitalization, punctuation, and spelling when writing.

Point of View, Connotations & Denotations, Complete Sentences-Reading Wonders: Unit 2 Week 3 Vocabulary Practice, Nouns practice, Listen to Leveled Readers-Focus on Weekly Skills through daily read of Elijah of Buxton


-Reading Wonders Online -Daily Language Activity-Spelling Starter-Word Work-PDN/WOD-Document Camera-PSSA Released Items-Short historical fiction passages-Elijah of Buxton


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Students will:-cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. -describe how a particular story’s plot unfolds in a series of episodes and how the character reacts to change as the plot moves toward a resolution.-explain how an author develops the point of view of the narrator or speaker in a text.-distinguish among the connotations of words with similar denotations.-determine or clarify the meaning of unknown and multiple-meaning words based on grade 6 reading. -demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. -demonstrate command of



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conventions of standard English capitalization, punctuation, and spelling when writing.

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Students will:-cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. -describe how a particular story’s plot unfolds in a series of episodes and how the character reacts to change as the plot moves toward a resolution.-explain how an author develops the point of view of the narrator or speaker in a text.-distinguish among the connotations of words with similar denotations.-determine or clarify the meaning of unknown and multiple-meaning

1-4 -Review Unit 2 Week 3 skills through guided discussions-Assess author’s point of view through story structure graphic organizer using weekly skills test-Assess vocabulary knowledge and comprehension of “Roman Diary” through selection test-Assess noun usage through grammar test-Assess closed syllable words through weekly spelling test-Focus on Weekly Skills through daily read of Elijah of Buxton


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-McGraw Hill Anthology -McGraw Hill Unit 2 Week 3 Test-McGraw Hill Selection Test-McGraw Hill Grammar Test-Daily Language Activity-Spelling Starter-Word Work-PDN/WOD-Document Camera-Elijah of Buxton




words based on grade 6 reading. -demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. -demonstrate command of conventions of standard English capitalization, punctuation, and spelling when writing.

web view-spelling starter-word work-pdn/wod-document camera ... -triumph learning informative essay...

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