Cursive



| |Learning Objectives |Topics: |Quad |Questions |Resources/ |Concepts to Spiral Into |

| | | | | |Technology Integration |Lesson |

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| |6.2 B | | | | | |

| |Fig. 19 D & E | | | | | |

| |6.6 A | | | | | |

| |6.7 A | | | | | |

| |6.3 A | | | | | |

| |6.4 A | | | | | |

| |7 A | | | | | |

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|Tuesday|The students will be able to: apply earlier standards |Bell Ringer: Inferences | | | | |

| |with greater depth in increasingly more complex texts to | | | | | |

| |ask literal, interpretive, evaluative, and universal |Activities: | | | |Nonfiction |

| |questions of text. |Recall the Genres of our selection so far. | | |Literature book |Fiction |

| | |Today-Read a nonfiction excerpt in order to compare and | | | | |

| |TTEKS/ELPS/CCRS: |contrast two forms of writing and perspective on the same | | | |Root Words |

| |6.2A Determine grade level words based on vocabulary |topic or subject | | | |Autobiographies |

| |6.10 Students analyze and make inferences about | | | | |Biography |

| |expository text and provide evidence. | |A |How can you tell if the | |Memoir |

| |6.7A identify literary language and devices used in |*Continued from last week: |B |excerpt is Fictional or | |Personal Narrative |

| |memoirs and personal narratives and compare |Compare and Contrast fiction and nonfiction excerpts on |C |nonfiction? |*Student products | |

| |characteristics with those of an autobiography |the same subject | |What elements or |(illustrations/notes/written |Tone, imagery, mood, |

| |6.7 Understand, make inferences and draw conclusions |-to identify similarities and differences | |characteristics make it |and verbal responses) |stylistic elements, |

| |about the varied structural patterns and features of |-Recognize Cause-Effect Relationships | |either? | |point of view, setting |

| |literacy nonfictions-support evidence from texts |-Identify elements of nonfiction and fiction | | | |

| |6.Fig 19 understand an author’s message (Theme) |-interpret, evaluate and locate evidence to answer | | |/genre-concepts-jepardy |*Compare/ |

| |6.19B. ask literal-interpretive, evaluative, and |questions from text | | | |Contrast |

| |universal questions about text | | | | | |

| |4K Critical Analysis |Struggling Readers: work with a peer tutor/teacher | | | |*Cornell Notes |

| |4J make inferences | | | | | |

| |2C recognizes words |Enrichment: | | | | |

| |2l listening comprehension | | | | | |

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| | |Wrap-up/Reflect: Text evidence | | | | |

| | |Share Responses | | | | |

|Wednesd|The Student will be able to: |Bell Ringer: Task Cards: Inference | | | | |

|ay |The students will be able to: apply earlier standards | | |How can you tell which word |* |Nonfiction |

| |with greater depth in increasingly more complex texts to |Activities: |A |to use if you are not sure? | | |

| |ask literal, interpretive, evaluative, and universal | | | | |Root Words |

| |questions of text. | | | | |Autobiographies |

| | | | | | |Biography |

| |TEKS: |*Review Common Assessment | | | |Memoir |

| |6.2A Determine grade level words | | | |Vocabulary Words | |

| |6.7 understand, make inferences and draw conclusions | | | | |Tone, imagery, mood, |

| |about text and structure |*Identify commonly confused words such as, | | | |stylistic elements, |

| |6.2 B. Context Clues, 6.2E. Dictionary |Allusion/Illusion, Among/Between, affect/effect, | | | |point of view, setting |

| |6.21.A. differentiate between commonly confused words |our/hour/are, assistance/assistants | | | |Inference |

| |6.2 B | | | |Two-Column Chart | |

| |Fig. 19 D & E |Web It: web each of the following words listed and | | |Cause –effect |*Cornell Notes |

| |6.6 A |determine its meaning and function | |Why is it important to use |Compare Contrast- | |

| |6.7 A | |C |the correct term when |Venn-Diagram |*Literal and Figurative |

| |6.3 A | | |writing? | |Language |

| |6.4 A | | | | | |

| |7 A | | | | |Compare/contrast |

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| |CCRS: | | | |/genre-concepts-jepardy | |

| |3A explicit and implicit textual information including | | | | |Elements of Fiction |

| |main ideas and author’s purpose | | | | | |

| |A6 analyze imagery, A7 evaluate literal and figurative | | | | | |

| |language, A 10 identify and analyze author’s use of | | | | | |

| |language | | | | | |

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| |ELPS: | | | | | |

| |4J show comprehension through inferential skills | | | | | |

| |5E: employ complex grammatical structures | | | | | |

|Thursda|The Student will be able to: |Bell Ringer: Inference | | | | |

|y |. Students will analyze, make inferences and draw | | | | | |

| |conclusions Comprehension of literary Text/Theme | | | |Literature book |Nonfiction |

| |TEKS: | | | | | |

| |6C: Describe different points of view | | | | |Root Words |

| |6.3 | | | | |Autobiographies |

| |2B: Context Clues | | | | |Biography |

| |TTEKS/ELPS/CCRS: |*Continue with Reviews on Common Assessment | | | |Memoir |

| |6.2 B | | | |*notes | |

| |Fig. 19 D & E | | | | |Tone, imagery, mood, |

| |6.6 A |*S.S.R. | | |*Student products |stylistic elements, |

| |6.7 A | | | |(illustrations/notes/written |point of view, setting |

| |6.3 A |Students will engage in silent sustained reading in order | | |and verbal responses) |Inference |

| |6.4 A |to take AR tests. | | | | |

| |7 A | | | | |*Cornell Notes |

| |CCRS: | | | | | |

| |3A explicit and implicit textual information including | | | | |*Literal and Figurative |

| |main ideas and author’s purpose | | | | |Language |

| |A6 analyze imagery, A7 evaluate literal and figurative | | | | | |

| |language, A 10 identify and analyze author’s use of | | | | | |

| |language | | | | | |

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| |ELPS: | | | | | |

| |4J show comprehension through inferential skills | | | | | |

| |5E: employ complex grammatical structures | | | | | |

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|Friday | The Student will be able to: |Bell Ringer: Theme/Inference | | | | |

| |Explain how style and language create meaning in text. | |A |HOT:*Are there two sides to |Literature book | |

| |Summarize and use text information accurately. |Activities: Ask the HOT question. P. 458 |B |every story? | |Fiction |

| | | |C | | | |

| |TEKS: |*Teacher reads aloud pp.460-463The True Story of the |D |How does the point of view | |Root Words |

| |6.3B Analyze the function of stylistic elements |Three Little Pigs to illicit responses and provide | |from which a story is told | | |

| |6C: Describe different points of view |input/output feedback to aid students in comprehension | |influence the reader? |*Compare/Contrast |Plot |

| |6.8A: Understand, make inferences, and draw conclusions. | | | | |Tone, imagery, mood, |

| |Explain how authors create meaning through stylistic |#4*Think Pair-Share | | |*notes |stylistic elements, |

| |elements |p. 460- 463 to answer “Close Read” question, and to fill | | | |point of view, setting |

| |2B: Use context to determine meaning of multiple meaning |in cause-effect diagrams | |*What does it mean if someone|*Student products |Inference |

| |words |*Fill in Two-Column Detail/Visualization Chart | |stretches the truth? |(illustrations/notes/written | |

| |6.9A:compare and contrast the stated or implied purposes | |A | |and verbal responses) |*Cornell Notes |

| |Fig 19D: make inferences using text evidence to support |Differentiation: |C |Why do authors use | | |

| |understanding. | | |‘hyperboles’ in their | |*Literal and Figurative |

| |Fig 19E: Summarize, paraphrase, and synthesize texts |Struggling Readers: |A |writing? | |Language |

| |CCRS: |Work closely with teacher or peer tutor during close read |B | |Questions to Think about: | |

| |3A explicit and implicit textual information including |questions. | | |Part 1 pp. 458-463 Inside- | |

| |main ideas and author’s purpose | | |*What are some common |Outside Circle #8 | |

| |A6 analyze imagery, A7 evaluate literal and figurative |Enrichment: | |folktale patterns? | | |

| |language, A 10 identify and analyze author’s use of |Analyze Character: brainstorm tales that feature a wolf as| |Do you ever notice the Number| | |

| |language |one of the characters; what role does the wolf play in |A |Three as a ‘magic’ number? | | |

| | |each? Create a cluster diagram t explore the qualities |B |When? | | |

| |ELPS: |symbolized by wolves. Present in small groups. | | | | |

| |4J show comprehension through inferential skills | |C |What is a parody? | | |

| |5E: employ complex grammatical structures | | |Why do authors use parodies? | | |

| | |Wrap-up/Reflect: Exit Ticket | |(mocking author’s style by | | |

| | |Share Responses | |imitation) | | |

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| | |Continue Next Week |B | | | |

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| | | |D | | | |

|Details from Text |What I Visualize as I read |

|The True Story of the Three Little Pigs pp. 460-466 |Student Name: ________________________Class: ______ |

|Illustration on p. 461 |The wolf is dressed in a suit with a bow tie. He is wearing glasses. He looks human except for this wolf |

| |features. Maybe he is attempting to reach my sympathy as one human to another. |

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[pic]Name      Date

THE TRUE STORY OF THE THREE LITTLE PIGS Copy Master

Literary Analysis

STYLE—RULE OF THREE

In many traditional works such as folk tales, events will happen three times. As with other repeated elements in storytelling, the three repeated events are intended to build suspense and anticipation for what happens next.

Directions:  In the first column, list events from the story that occur three times. In the second column, describe the small differences you notice each time the event occurs.

|Events That Occur Three Times |Differences |

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Name     Date

THE TRUE STORY OF THE THREE LITTLE PIGS Copy Master

Reading Skill

Identify Cause And Effect

As in real life, events in a story plot are often linked by cause and effect. One event (the cause) often makes another event (the effect) happen. Sometimes, an effect then becomes the cause of another event, creating a cause-and-effect chain.

Directions: In the chain graphic organizer, record two cause-and-effect relationships in the story. One cause-and-effect relationship is provided as an example.

See the chart below:

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Name     Date

THE TRUE STORY OF THE THREE LITTLE PIGS Copy Master

Reading Check

Directions: Recall the events in Jon Scieszka’s storybook parody. Then answer the questions in phrases or sentences.

1. What reason does the wolf give for visiting the three little pigs?

2. What does the wolf think of the pig who lived in the straw house?

3. What makes the first two pigs’ houses fall down?

4. What does the wolf do when he finds the first two pigs dead?

5. At the end of the story, how does the wolf explain his bad reputation?

MY Y Chart. Looks Like

Name:

Character’s Thoughts and Actions Feels Like

Acts like

Copy Master Answer Key

The True Story of the Three Little Pigs

Literary Analysis

p. 43

Answers will vary. Examples of events that occur three times: Wolf visits pigs, Wolf sneezes, Wolf knocks or rings bell. Students should describe the differences between each occurrence.

Reading Skill

p. 45

Responses will vary. Possible examples are provided.

Cause: Wolf sneezed.

Effect/Cause: The straw house fell down.

Effect: The first pig died.

Cause: The third pig wished something bad on the wolf’s grandmother.

Effect/Cause: Wolf gets angry and tries to break down the door.

Effect: Cops and reporters arrive on the scene after hearing the noise.

Reading Check

p. 47

1. He needed a cup of sugar to make a birthday cake for his granny.

2. The wolf thinks that the pig was not very smart.

3. the wolf’s sneezes

4. He eats them for dinner.

5. Newspaper reporters did not think that the real story was exciting enough, so they changed it to make the wolf into the Big Bad Wolf.

Question Support

p. 48

Literary Analysis

5. The wolf tries to break down the third pig’s door (cause), and the news reporters find out about the two pigs he ate for dinner. (effect)

6. Someone might expect that the wolf would sneeze again and blow the third house down. What really happens is that the police come and take him away.

7. Answers may vary. Sample answer: The author makes the wolf sneeze when he visits the pigs. This allows the wolf to claim that he didn’t mean any harm.

8. I believe the wolf’s retelling of the story because it is interesting to read this classic tale told from the point of view of the so-called villain.

I do not believe the wolf’s retelling of the story because the wolf puts himself in a good light. The wolf also benefits from the death of the pigs.

Name: ________________________Class: ________ Score: ___________(10 points each)

THE TRUE STORY OF THE THREE LITTLE PIGSSelection Test A

Comprehension

Read each of the following questions. Then choose the letter of the best answer.

1. The wolf explains that wolves have a bad

name because they

A. huff and puff

B. eat cute animals

C. knock over houses

D. eat cheeseburgers

2. The wolf says that the first pig’s door fell

in because the

A. pig left it open

B. wolf sneezed on it

C. house pushed it over

D. wolf knocked on it

3. What is the effect of the first two pigs’

houses falling down?

A. The wolf is scared away.

B. The pigs run to the third pig’s house.

C. The pigs die in the accidents.

D. The wolf starts sneezing.

4. The wolf goes to the third pig’s house

because he

A. is feeling hungry

B. still needs a cup of sugar

C. is angry at the first two pigs

D. has a point to make about pigs

5. The wolf thinks that the third pig is

smarter than the others because the pig

A. built his house of bricks

B. talks back to the wolf

C. has enough sugar to share

D. has the strongest door

6. What does the wolf decide to do before

sneezing at the third pig’s house?

A. make his granny a card

B. go home and finish his cake

C. eat the third pig for dinner

D. blow the pig’s house down

7. How does the third pig react to the wolf?

A. He invites the wolf in.

B. He is rude to the wolf.

C. He acts afraid of the wolf.

D. He hides from the wolf.

8. Which line shows that this story is a

humorous parody?

A. “I ran out of sugar.”

B. “I felt a sneeze coming on.”

C. “I rang the bell on the stick house.”

D. “I was getting awfully full.”

9. The wolf explains that he got in trouble

because the

A. cops caught him going crazy

B. third pig called reporters

C. third pig was rude to him

D. reporters never talked to him

10. Who changed the real story, according to

the wolf?

A. the third pig

B. other wolves

C. his granny

D. news reporters

Name: ________________________Class: ________ Score: ___________ (33.3 Points each)

THE TRUE STORY OF THE THREE

LITTLE PIGS

Written Response

Short Response On a separate sheet of paper, answer the following questions based

on your knowledge of the story.

11. Name two things that the wolf explains that wolves eat.

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______________________________________________________

12. What happens to the third pig at the end of the story?

__

Extended Response Answer the following question based on your knowledge of the

story. Write one or two paragraphs

13. Why does the wolf think the label “Big and Bad” is wrong? Use three details

from the story to support your response. Use quotation marks when quoting directly from the excerpt.

Answer Key to Selection Test The True Story of the Three Little

Pigs

Selection Test A

pp. 131– 132

Comprehension

1. B

2. D

3. C

4. B

5. A

6. A

7. B

8. D

9. A

10. D

Short Response

11. Responses will vary. Students may name

any two of the following things that a wolf

eats: )

a. bunnies (line 9)

b. sheep (line 10)

c. pigs (line 11)

12. The third pig survives the wolf’s attack

because the wolf cannot blow down the

brick house (lines 95–96).

Extended Response

13. Responses will vary. Students may say

that the wolf thinks “Big and Bad” is all

wrong because he does not see himself as

evil but as a normal, ordinary wolf. In

some cases, he does things that a wolf

does; in other cases, the events of the story

are not his fault. Students may supply

three of the following details as support:

a. The wolf explains that his diet is normal

for a wolf and that people think it is bad

only because the animals he eats are

“cute” (lines 9–11).

b. The wolf says that the story of himself

and the pigs is a misunderstanding. He

says that the story is about a sneeze and a

cup of sugar, both ordinary things (lines

12–13 and 101–105).

c. The wolf explains that he was doing a

good thing by making a cake for his

granny (lines 15–16).

d. The wolf says that he did not mean to

blow the houses down and that they fell

over because they were made of such

weak material (lines 30–36 and 58–62).

e. The wolf explains that the pigs were

dead already, so it made sense to eat them

(lines 40–44 and 65–67). He just does

what wolves do.

f. Finally, the wolf explains that the third

pig was rude and said bad things about the

wolf’s granny (lines 90–93). For this

reason, the wolf thinks he was justified in

trying to blow down the pig’s house

Author’s Organization[pic]

How an author organizes his/her information in a text.

|Description |The author organizes his writing by describing an object or event. |

|Problem and Solution |The author organizes his writing by presenting a problem and one or more solutions to the problem. |

|Conflict & Resolution |The author organizes his writing by presenting a conflict and gives one or more ways that problem is or could |

| |be resolved. |

|Sequence of Events |The author organizes his writing by putting events in order. |

|Compare and Contrast |The author organizes his writing by showing how character or events are like or different. |

|Cause and Effect |The author organizes his writing by showing the cause of an event and one or several effects of that event. |

|Directions or “How To” |The author writes step-by-step instructions. |

Author’s Message or Purpose

[pic] [pic] [pic]

|[pic] |It’s the author’s goal to persuade the reader to agree with the author’s opinion. |

|[pic] |Examples: Advertisements and commercials |

|[pic] |It’s the author’s goal to enlighten the reader wit topics that are usually non fiction and contain facts. |

|[pic] |Examples: Text books, cook books, newspapers, dictionaries |

|[pic] |It’s the author’s goal to tell a story using real or imaginary characters, places, and events. |

| |Examples: Poems, novels, short stories, comic strips, plays. |

|ELA Library Rotations |1st and 3rd weeks of the month |Dates and Months |

6TH Grade Library TimesTuesdaysClass PeriodsSeptemberOctoberNovemberDecemberJanuaryFebruaryMarch1st 2nd/AprilMay

8:15-8:40

Thompson

1st

9:20-9:48Thompson2nd

1:20-1:48Thompson6th9144263314122:30-3:00Thompson 7thLibrarian Conf.- 10:39-11:24302818162017312826 Lunch- 12:05-12:35

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6.2, 6.2B, 6.2E: Select words from reading selection for understanding words in context/Use a Dictionary

2nd Six Weeks

6.6 A & C

Fig. 19 D & E

6.3

6.2

Reading: Fiction, Literary Non-Fiction

Writing: Letter: Literary Response (Expository)

Product: Letters to Multiple Audiences

See:2ND Week of 3rd6Weeks 2013-2014

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Word/Phrase/Concept

Non Example

Example

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