Hubert Middle School



Hubert Middle School

Curriculum Calendars

Grade: 6 Subject: ELA

|Teachers: Bryan/Ross |Dates: Oct 21 - 25, 2013 |

|Common Core & Elements: |

|Year Long Standards: |

|ELACC6L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |

| |

|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.* |

|b. Spell correctly. |

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|ELACC6L4: 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. |

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|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. |

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|b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). |

| |

|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. |

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|d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). |

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|ELACC6L6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when |

|considering a word or phrase important to comprehension or expression. |

| |

|Weekly Common Core Standards: |

|ELACC6RI1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. |

|ELACC6RI2: 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. |

|ELACC6RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. |

|ELACC6RI6: Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text. |

|ELACC6RI3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or |

|anecdotes). |

|ELACC6W1: Write arguments to support claims with clear reasons and relevant evidence. |

|a. Introduce claim(s) and organize the reasons and evidence clearly. |

|b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. |

|c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. |

|e. Provide a concluding statement or section that follows from the argument presented. |

|ELACC6W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. |

|(Grade-specific expectations for writing types are defined in standards 1–3 above.) |

|ELACC6RI5: Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development|

|of the ideas. |

|ELACC6RI8: 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. |

|Essential Question(s): |

|How do I use the main idea of a text to form the basis of an analysis |

|SWD Accommodations: |

|Proximity to students. Redirection to work. Repeat important points/steps/directions. Re-explain directions when needed. Monitor behaviors such as highly|

|emotional responses, confrontations with students, withdrawing from group. Prepare students with advance notice of expected participation in class. |

|Encourage speaking by asking questions and waiting for response. |

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|Vocabulary: |

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|Adverbs Pronouns Foreshadowing |

| |

|Abated Muck Turbulence Altimeter Rudder Grimacing |

|Hordes Intervals Slewed Initial Intervals Spasm Keening Hurtling |

|Arc Coma Frustration Banked |

|Monday |Grammar & Reading Lesson: |

| |“Hatchet” |

|EQ: | |

| |Opening/Work Period/Closing: |

|How does a writer’s use of | |

|foreshadowing impact the |DOL/ Daily Reading - Submit answers on Google Docs /Diagram two sentences |

|meaning of a story? | |

| |Mini lesson: |

| |Adverbs/ Pronouns/Forshadowing |

|Assessment/Performance Task: |BrainPop - Pronouns |

| | |

|ROUTINE WRITING |Tasks: |

| |details; provide a summary of the text distinct from personal |

|Notes, summaries, process journals, and short | |

|responses across all genres |Instruction: |

|● Daily journal entries on themes related to the | |

|day’s reading |Identify the point of view that his story is written in . |

|● Notes on the main idea of selected readings, pg. | |

|15-18 of |(Third-person omniscient-written as if viewed from a source outside of all action) |

|Notes on the supporting details of selected | |

|readings | |

|Notes on the text structure of selected readings | |

|using | |

|Paraphrase chunks of text using | |

|Summarize text |After reading first two chapters in class, teacher gives small groups one question to answer: - How |

|Summarize Research |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. 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? |

| | |

| |Begin to add to the figurative language chart and imagery chart that each student has in their |

| |notebook. |

|Differentiation check): | |

| | |

|Content | |

| | |

|Process | |

| |Closing : Answer EQ. |

|Product | |

| | |

|Description: | |

|Enrichment: Vocabulary Builder | |

| | |

|Homework | |

|Read 30 minutes. | |

|Study vocabulary words. | |

| | |

|Marzano: Individual and small group, Graphic | |

|organizers Inquiry activities, Journaling, Guided | |

|Notes | |

|Tuesday |Grammar & Reading Lesson: |

| |“Hatchet” |

| | |

|EQ: |Opening/Work Period/Closing: |

|How does a writer use language devices for specific| |

|effects in his writing? |DOL/ Daily Reading - Submit answers on Google Docs /Diagram two sentences |

| | |

| |Mini lesson: |

| |Adverbs/ Pronouns/Forshadowing |

| | |

|Assessment/Performance Task: | |

| |Tasks: |

|ROUTINE WRITING | |

| |Present various types of pronouns; Cite examples of figurative language |

|Notes, summaries, process journals, and short | |

|responses across all genres | |

|● Daily journal entries on themes related to the | |

|day’s reading | |

|● Notes on the main idea of selected readings, pg. |Instruction: |

|15-18 of | |

|Notes on the supporting details of selected |Read chapters 3 and 4, taking notes on description of scene, main character, and the main conflict |

|readings |Brian faces. – Complete graphic organizer on description of scene, main character and main conflict |

|Notes on the text structure of selected readings | |

|using |What is meant by in the passage, “he was gone, gone from it all, spiraling out into the world, |

|Paraphrase chunks of text using |spiraling out into nothing? Nothing.” (p. 30)? |

|Summarize text | |

|Summarize Research | |

| |What is this passage trying to tell us about what is happening to Brian? |

| | |

|Differentiation check): |Find adverbs/pronouns in the chapter |

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|Content | |

| |Closing : Answer EQ. |

|Process | |

| | |

|Product | |

| | |

|Description: | |

|Enrichment: Vocabulary Builder | |

| | |

|Homework | |

|Read 30 minutes. | |

|Study vocabulary words. | |

| | |

|Marzano: Individual and small group, Graphic | |

|organizers Inquiry activities, Journaling, Guided | |

|Notes | |

| |Grammar & Reading Lesson: |

|Wednesday |“Hatchet” |

|EQ: | |

|How does a writer use language |Opening/Work Period/Closing: |

|devices for specific effects in his | |

|writing? |DOL/ Daily Reading - Submit answers on Google Docs /Diagram two sentences |

| | |

| | |

| |Mini lesson: |

| |Adverbs/ Pronouns/Figurative Language |

|Assessment/Performance Task: | |

| | |

|ROUTINE WRITING Notes, summaries, process journals,|Tasks: |

|and short responses across all genres |Present various types of pronouns; Cite examples of figurative language |

|● Daily journal entries on themes related to the | |

|day’s reading | |

|● Notes on the main idea of selected readings, pg. |Instruction: |

|15-18 of | |

|Notes on the supporting details of selected |Students will use a flow map to demonstrate the sequence of events that have happened to Brian since |

|readings |leaving New York.(Chpts 1-4) |

|Notes on the text structure of selected readings | |

|using |Paulsen uses figurative language to make his writing interesting. Find evidence within text of |

|Paraphrase chunks of text using |personification, simile, repetition, metaphor, and imagery. With a partner, add both imagery and |

|Summarize text |figurative language to ongoing chart using evidence from text. |

|Summarize Research | |

| | |

| |Discuss why the author writes the word “secret” with a capital letter. How does his parents’ divorce |

|Differentiation check): |make him question his identity? |

| | |

|Content |Direct instruction on pronouns. Examine text for examples of pronoun usage. |

| | |

|Process |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 |

|Product |habitats to have to survive in and present findings to class in a multi-media presentation of their |

| |choice. (PowerPoint, skit, video, etc.) |

|Description: | |

|Enrichment: Vocabulary Builder | |

|Homework: Nightly Journal Writing, worksheet from |Closing : Answer EQ. |

|complements. Work on Spelling Contract | |

|Marzano: Individual and small group, Graphic | |

|organizers Inquiry activities, Journaling, Guided | |

|Notes | |

|Thursday |Grammar & Reading Lesson: |

|EQ: |“Hatchet” |

|How do authors develop characters? | |

| |Opening/Work Period/Closing: |

| | |

| |DOL/ Daily Reading - Submit answers on Google Docs /Diagram two sentences |

| | |

|Assessment/Performance Task: | |

| |Mini lesson: |

| |Adverbs/ Pronouns/Character Development |

| | |

|Differentiation check): |Tasks: |

| | |

|Content |Compare and contrast characters; present research findings |

| | |

|Process | |

| | |

|Product |Instruction: |

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|Description: |Read chapters 5-6 in class in small groups. Each group will discuss the power of positive thinking |

|Enrichment: Vocabulary Builder |and how this affects Brian’s attitude about his predicament. Give evidence from the text that |

|Homework: Nightly Journal Writing, worksheet from |demonstrates that Brian’s character is changing. |

|complements. Work on Spelling Contract | |

|Marzano: Individual and small group, Graphic | |

|organizers Inquiry activities, Journaling, Guided |Closing : Answer EQ. |

|Notes | |

|Friday |Grammar & Reading Lesson: |

|EQ: |“Hatchet” |

|How can combining sentences improve your writing | |

|style? |Opening/Work Period/Closing: |

| | |

|Assessment/Performance Task: |DOL/ Daily Reading - Submit answers on Google Docs /Diagram two sentences |

| | |

| | |

| |Mini lesson: |

|Differentiation check): |Adverbs/ Pronouns/Character Development |

| | |

|Content |Tasks: |

| | |

|Process |Compare and contrast characters; present research findings |

| | |

|Product | |

| | |

|Description: |Instruction: |

|Enrichment: Vocabulary Builder | |

|Homework: Nightly Journal Writing, worksheet from |Read chapters 5-6 in class in small groups. Each group will discuss the power of positive thinking |

|complements. Work on Spelling Contract |and how this affects Brian’s attitude about his predicament. Give evidence from the text that |

|Marzano: Individual and small group, Graphic |demonstrates that Brian’s character is changing. |

|organizers Inquiry activities, Journaling, Guided | |

|Notes | |

| |Closing : Answer EQ. |

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