Dr



John Drugan K-8 1st-9 Weeks

Grade: 6th- 8th ELAR (Weeks at a Glance) Instructional Days: 42 (2-½ days)

2015- 2016

Essential Question: How do we identify, understand, and use figurative language to enrich our writings?

Theme: _Figurative Language in Poetry

Poems: __________________________________

Week of: |Language Arts

Vocabulary

%=STAAR |Language Arts Reading

(Genre & Comprehension Skill)

%=STAAR |Exploring Literary Nonfiction & Poetry |Social Studies

Theme/Topic/ERA/

Connection

|Resources | |Week 1

July 28- July 31 |Figurative Lang Vocabulary

Social Studies Vocabulary |Poetry

Figurative

Language

M-procedures/rules

T-The Worst Day of My Life

Brainstorm importance of directions, cut n paste

W-Discuss success in school for stdt & tchr make toolbox

Th-Writing Process, model example, write about how stdt will attain success this school yr

F-finish writing piece |6.1AAdjust fluency when reading aloud grade-level text based on the reading purpose and the nature of the text.6.2 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing.6.2E (68%) Use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words.6.3A (65%) Infer the implicit theme of a work of fiction, distinguishing theme from the topic. | |Figurative language posters

The Worst Day of My Life-Mentor text

Effort anchor chart | | Week 2

Aug. 3-7 |IWB notes on poetry vocabulary

Remarkable Adventure vocabulary |M-Put together ISN

Reading inventory

T-Power point notes on poetry, anchor charts,

W-Intro Remarkable Adventure,

Prediction-Student adventure

Visualization-anchor chart

Illustration-anchor chart

TH-Remarkable Adventure-

Read& share predictions, illustrations,

pass out poems, read orally, discuss & finish conclusion

F- orally read Remarkable Adventure, practice voice, orally define vocabulary |

6.1AAdjust fluency when reading aloud grade-level text based on the reading purpose and the nature of the text.6.2 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing.6.2E (68%) Use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words.6.3A Infer the implicit theme of a work of fiction, distinguishing theme from the topic.6.4 Reading/Comprehension of Literary Text/Poetry.

Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. 6.4A (65%) Explain how figurative language (e.g., personification, metaphors, similes, hyperbole) contributes to the meaning of a poem. 6.8A Explain how authors create meaning through stylistic elements and figurative language emphasizing the use of personification, hyperbole, and refrains6.13B Recognize how various techniques influence viewers' emotions. 6. Fig19A Establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension. 6. Fig19B Ask literal, interpretive, evaluative, and universal questions of text. 6. Fig19C Monitor and adjust comprehension (e.g., using background knowledge; creating sensory images; rereading a portion aloud; generating questions. 6. Fig19D Make inferences about text | |IWB notes

Poetry anchor chart

Visualization anchor chart | |Week 3

Aug. 11-14 |IWB notes on poetry vocabulary

Remarkable Adventure vocabulary |M-Remarkable Adventure, discuss poem, answer poetry response chart, Reflection

T-Vocabulary Dictionary

W-Vocabulary Dictionary & vocabulary sentences

TH-make connections to poem

F-My Doggy Ate my Homework |. 6.1AAdjust fluency when reading aloud grade-level text based on the reading purpose and the nature of the text.6.2 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing.6.2E (68%) Use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words.6.3A Infer the implicit theme of a work of fiction, distinguishing theme from the topic.6.4 Reading/Comprehension of Literary Text/Poetry.

Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. 6.4A (65%) Explain how figurative language (e.g., personification, metaphors, similes, hyperbole) contributes to the meaning of a poem. 6.8A Explain how authors create meaning through stylistic elements and figurative language emphasizing the use of personification, hyperbole, and refrains6.13B Recognize how various techniques influence viewers' emotions.6. Fig19A Establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension. . 6. Fig19B Ask literal, interpretive, evaluative, and universal questions of text. 6. Fig19C Monitor and adjust comprehension (e.g., using background knowledge; creating sensory images; rereading a portion aloud; generating questions. 6. Fig19F (60%) Make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres, and provide textual evidence and use textual evidence to support understanding. |

|Remarkable Adventure poem

ISN notes on poetry

Poetry response chart

Poetry anchor chart

Making connections anchor chart

My Doggy Ate my Homework | |Week 4

Aug. 18-21

|

My Doggy Ate my Homework

A Remarkable Adventure |M-My Doggy Ate My Homework, discuss

Compare/Contrast 2 super heroes orally as practice

Compare/contrast anchor chart

T-compare/contrast task cards

W- compare/contrast My Remarkable Adventure & My Doggy Ate my Homework

TH-F evaluate for understanding

|6.11acompare& contrast the structure and viewpoints of two different authors writing for the same purpose, noting the stated claim and supporting evidence (53%)

. 6.1AAdjust fluency when reading aloud grade-level text based on the reading purpose and the nature of the text.6.2 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing.6.2E (68%) Use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words.6.3A Infer the implicit theme of a work of fiction, distinguishing theme from the topic.6.4 Reading/Comprehension of Literary Text/Poetry.

Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. 6.4A (65%) Explain how figurative language (e.g., personification, metaphors, similes, hyperbole) contributes to the meaning of a poem. 6.8A Explain how authors create meaning through stylistic elements and figurative language emphasizing the use of personification, hyperbole, and refrains6.13B Recognize how various techniques influence viewers' emotions.6. Fig19A Establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension. . 6. Fig19B Ask literal, interpretive, evaluative, and universal questions of text. 6. Fig19C Monitor and adjust comprehension (e.g., using background knowledge; creating sensory images; rereading a portion aloud; generating questions. 6. Fig19F (60%) Make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres, and provide textual evidence and use textual evidence to support understanding. |

|

My Doggy Ate my Homework

Remarkable Adventure

Compare/Contrast anchor chart | |Week 5

Aug. 25-28

Early Release- Aug.26 |Figurative Language vocabulary |M-Figurative Language power point, find figurative language in both poems

T-Figurative Language foldables in ISN, figurative language task cards, SHAMPOI foldable

W-read figurative language mentor text, find figurative language in poem

TH-F figurative language task cards, begin writing process on student written poems & illustration |6.14 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text6..4a (65%)Explain how figurative language (e.g., personification, metaphors, similes, hyperbole) contributes to the meaning of a poem...6.8aExplain how authors create meaning through stylistic elements and figurative language emphasizing the use of personification, hyperbole, and refrains

| |IWB power point figurative language

Foldables for ISN

Task cards

Mentor text | |Week 6

Sept. 2-4

|Freedom Week

Pecos Bill & Paul Bunyan |M-Introduce what a legend is, read & discuss both stories

T-read & perform Reader’s Theatre Paul Bunyan

W-compare/contrast Paul Bunyan & Pecos Bill

Th-F- write a poem using figurative language on one of the given characters |6.14 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text6..4a (65%)Explain how figurative language (e.g., personification, metaphors, similes, hyperbole) contributes to the meaning of a poem6.11acompare& contrast the structure and viewpoints of two different authors writing for the same purpose, noting the stated claim and supporting evidence (53%)

6.1A Adjust fluency when reading aloud grade-level text based on the reading purpose and the nature of the text.6.2 Explain how authors create meaning through stylistic elements and figurative language emphasizing the use of personification, hyperbole, and refrains6.13B Recognize how various techniques influence viewers' emotions.6. Fig19A Establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension. . 6. Fig19B Ask literal, interpretive, evaluative, and universal questions of text. 6. Fig19C Monitor and adjust comprehension (e.g., using background knowledge; creating sensory images; rereading a portion aloud; generating questions. 6. Fig19F (60%) Make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres, and provide textual evidence and use textual evidence to support understanding. |. |Pecos Bill

Paul Bunyan

Compare/contrast anchor chart

Reader’s Theatre Paul Bunyan | |Week 7

Sept. 8-11

Labor Day-No School, Sept.7 |Legend of Sleepy Hollow vocabulary

Drama-vocabulary |M- Drama power point notes IWB

Drama anchor chart

T-drama task cards

W-Prediction, paper bag horse

TH-introduce vocabulary

F- share predictions, begin reading Legend of Sleepy Hollow |Exploring Fiction & Drama

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. 6.2E Use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words. 6.3A (65%) Infer the implicit theme of a work of fiction, distinguishing theme from the topic. 6.3C Compare and contrast the historical and cultural settings of two literary works. 6.5A Explain the similarities and differences in the setting, characters, and plot of a play and those in a film based upon the same story line.6.Fig19A Establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension6.Fig19C Monitor and adjust comprehension (e.g., using background knowledge; creating sensory images; rereading a portion aloud; generating questions.

| |

Drama anchor chart

Drama task cards

IWB drama power point

Legend of Sleepy Hollow | |Week 8

Sept. 14-18

Celebrate Freedom Week

Constitution Day, Sept.17

|

Theme vocabulary |M-orally read & discuss story, re-read silently & make notes

T-Power point IWB theme, foldable on theme, task cards theme

W-Using Molly Lou Melon discuss theme & provide text evidence

TH-Using Molly Lou Melon orally write the summary

F-write summary to Legend of Sleepy Hollow

|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. 6.2E Use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words. 6.3A (65%) Infer the implicit theme of a work of fiction, distinguishing theme from the topic. 6.3C Compare and contrast the historical and cultural settings of two literary works. 6.5A Explain the similarities and differences in the setting, characters, and plot of a play and those in a film based upon the same story line.6.6A Summarize the elements of plot development (e.g., rising action, turning point, climax, falling action, denouement) in various works of fiction6.6B Recognize dialect and conversational voice and explain how authors use dialect to convey character6.6C Describe different forms of point-of-view, including first- and third-person.6.Fig19B Ask literal, interpretive, evaluative, and universal questions of text.6.Fig19E Summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts(66%) | |

IWB power point theme

Theme foldable

Theme task cards

Theme anchor chart

Molly Lou Melon

Legend of Sleepy Hollow | |Week 9

Sept. 21- 25

Early Release- Sept.23 |

Point of view |M-C-Scope assessment

T-Reader’s Theatre Legend of Sleepy Hollow

W-IWB power point point of view, find point of view Molly Lou Melon, anchor chart

TH- task cards point of view

F-find point of view Legend of Sleepy Hollow, provide text evidence |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. 6.2E Use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words. 6.3A (65%) Infer the implicit theme of a work of fiction, distinguishing theme from the topic. 6.3C Compare and contrast the historical and cultural settings of two literary works. 6.5A Explain the similarities and differences in the setting, characters, and plot of a play and those in a film based upon the same story line.6.6A Summarize the elements of plot development (e.g., rising action, turning point, climax, falling action, denouement) in various works of fiction6.6B Recognize dialect and conversational voice and explain how authors use dialect to convey character6.6C Describe different forms of point-of-view, including first- and third-person.6.13B Recognize how various techniques influence viewers' emotions.6.Fig19D Make inferences about text and use textual evidence to support understanding. (66%)6.Fig19F Make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres, and provide textual evidence(60%) | |Reader’s Theatre script

Point of view task cards

Point of view anchor chart

Molly Lou Melon

Legend of Sleepy Hollow | | Author’s Wall: _Poems about Homework, Paul Bunyan & Pecos Bill_________

Technology Plan:

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download