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Instructor: K. Navarro-Soto Class: 6th Grade ELA
Week of: 2/20 – 2/24
|Monday – TSW: | Activity: The students will enter and have a few minutes to prepare for their |
|Present their Hatchet projects to the class. (4th/6th periods)|presentations. Everyone will sit and listen while the others are presenting their |
|Read silently. |projects. If there is time left over, the students will read silently. During the |
|Review what theme is and how to identify it. |second class-period, the students will enter and will complete a bell-ringer over |
|Will be able to inference what the theme is of a |point of view. Then we will review a little over point of view as a class. Then we|
|passage/story. |will move into theme. We will review what theme is and how we find the theme in a |
|ELA.RC.6D Make inferences about text and use textual evidence |story. I will then read a variety of children’s stories and the students will find|
|to support understanding. ELA.6.3A Infer the implicit theme of|the theme of each one. |
|a work of fiction, distinguishing theme from the topic |Materials: Projects, books, reading log, children’s story books, point-of-view |
|(subject), and support using textual evidence. ELA.6.4A |bell-ringer, notes, handout |
|Explain how figurative language (e.g., personification, |Follow-up: Point-of-view/ Inferencing Theme quiz Friday, Read 30 minutes every |
|metaphors, similes, |night |
|Hyperbole) contributes to the meaning of a poem, and analyzes | |
|the importance of graphical elements (e.g., capital letters, | |
|line length, word position, figurative language, and syntax) | |
|on the meaning of a poem. ELA.RC.6B Ask literal, interpretive,| |
|evaluative, and universal questions of text. ELA.6.6C Describe| |
|different forms of point-of-view, including first-person, | |
|third-person omniscient, and third-person limited | |
|Tuesday - TSW: |Activity: The students will answer a quick-write over the changes that Brian went |
|Think and write about the changes Brian went through in |through in hatchet. We will then have a class discussion exploring the theme of |
|Hatchet. |personal change and voice in Hatchet (by Gary Paulsen.) (4th/6th period) after the|
|Determine and organize the changes he went through. |break, the students will come in and I will discuss an activity over theme where |
|Discuss his personal changes and the voice of hatchet. |the students will be traveling around the room to different stations. At each |
|Discover the theme of a variety of texts. |station, the students will be reading passages or poems and they will answer |
|ELA.RC.6D Make inferences about text and use textual evidence |questions over each that will then help them determine the theme.) |
|to support understanding. ELA.6.3A Infer the implicit theme of|Materials: stations, handout, rubrics, paper, notes, Hatchet by Gary Paulsen |
|a work of fiction, distinguishing theme from the topic |Follow-up: Point-of-view/ Inferencing Theme quiz Friday, Read 30 minutes every |
|(subject), and support using textual evidence. |night |
|Wednesday - TSW: |Activity: (4th/6th periods) During this class period, we are going to re-read the |
|- Re-read passages while chunking them to better determine the|passages from the reading test (that they took 2 weeks before) by chunking the |
|meaning of them. |text. We will read part of the text and then summarize what happened, then read |
|- Use context clues to help determine the meaning of words. |more and summarize it and using context clues to determine the meaning of words |
|- Recall what expository text is. |they do not know. The students should comprehend the story, and know the sequence |
|- review and discuss the differences between expository and |of events at the end of the story. The students will be able to develop the |
|narrative texts. |overall “big picture” of the text. During the second part of the class we will |
| |review expository text, and discuss the difference between expository and |
|- ELA.6.1A Adjust fluency (rate, accuracy, expression, |narrative text. We will look at and read examples. |
|appropriate phrasing) when reading aloud grade-level text |Materials: 4th six weeks reading exams, notes, power point, narrative examples, |
|based on the reading purpose and the nature of the text. |expository examples. |
|ELA.RC.6C Monitor and adjust comprehension (e.g., using |Follow-up: Point-of-view/ Inferencing Theme |
|background knowledge; visualizing; rereading a portion aloud; |Quiz Friday, Read 30 minutes every night |
|generating questions). | |
|S ELA.6.3A Infer the implicit theme of a work of fiction, | |
|distinguishing theme from the topic (subject), and support | |
|using textual evidence. | |
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|ELA.6.2B Use context (e.g., cause-and-effect or | |
|compare-and-contrast organizational text structures) to | |
|determine or clarify the meaning of unfamiliar or multiple | |
|meaning | |
|Words. | |
|Thursday - TSW: |Activity: I am out at a training today, but my 4th/6th period classes will be |
|Read silently. |reading a passage and answering questions over it. They will be required to |
|Chunk the text. |“chunk” the paragraphs by writing 1-2 sentences over each paragraph, and at the |
|Draw conclusions about theme and genre. |end they will have to summarize the passage. This should help them answer the |
|Infer the implicit theme. |questions. During the second half of the class, the students will read an |
|Determine the meaning of words. |expository and a narrative text with the same main idea. They will answer |
|Monitor and adjust comprehension. |questions asking them to distinguish the difference between the two. |
| |Materials: reading passages, paper, pencil, book |
| |Follow-up: Point-of-view/ Inferencing Theme quiz Friday, Read 30 minutes every |
| |night |
|. ELA.RC.6A Establish purposes for reading selected texts | |
|based upon own or others’ desired outcome to enhance | |
|comprehension. ELA.6.3A Infer the implicit theme of a work of | |
|fiction, distinguishing theme from the topic (subject), and | |
|support using textual evidence. ELA.RC.6D Make inferences | |
|about text and use textual evidence to support | |
|ELA.6.2B Use context (e.g., cause-and-effect or | |
|compare-and-contrast organizational text structures) to | |
|determine or clarify the meaning of unfamiliar or multiple | |
|meaning | |
|Words. | |
|Friday – TSW: |Activity: Period 4/6 will be taking a tour of the book fair and then they will |
|Read silently. |read silently for the rest of class. Then during the next class period, we will |
|Draw conclusions about theme and genre. |read the narrative “The Dog of Pompeii.” We will chunk the reading and answer |
|Infer the implicit theme. |questions over the text. |
|Determine the meaning of words. |Materials: Holt McDougal Literature book, book |
|Monitor and adjust comprehension. |Follow-up: Read 30 minutes every night, the next class period we will read the |
|. ELA.RC.6A Establish purposes for reading selected texts |expository text “in search for Pompeii,” where we will answer questions and then |
|based upon own or others’ desired outcome to enhance |discuss the difference between the narrative and the expository text. |
|comprehension. ELA.6.3A Infer the implicit theme of a work of | |
|fiction, distinguishing theme from the topic (subject), and | |
|support using textual evidence. ELA.RC.6D Make inferences | |
|about text and use textual evidence to support understanding. | |
|ELA.6.2A Determine the meaning of grade-level academic English| |
|words derived from | |
|Latin, Greek, or other linguistic roots and affixes. | |
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