Course:



Course |ELA |Grade |6 | |

|Unit Number |1 |Unit Title |Personal Best |

|Time Frame | 5 weeks |

|STAGE 1 – Desired Results |

|Unit Description |

| |

|Through stories in the textbook, the novel, Woodsong, and writing activities including a personal narrative, the students will look within themselves to |

|determine how they can overcome challenges, achieve success, and perform at their personal best. They will use a thesaurus to find descriptive adjectives. |

|Creating similes, using inferences to understand the author’s meaning, identifying different viewpoints, using context clues, recognizing a story as |

|autobiographical, and using the writing process to write personal narratives will also be covered in this unit. Spelling instruction will concentrate on |

|short and long vowel sounds of a, e, I, o and u. |

| |

|*Lesson 6.1.3 should be taught simultaneously with Lessons 6.1.2 and 6.1.4. |

|Enduring Understandings |Essential Questions |

| | |

|My success and happiness depends on me making good decisions. |How can I know that I am making a good decision? |

|Although events can support me, ultimately my success depends on my efforts. |How can I use my strengths? What might I have to sacrifice? |

|We learn from others who have overcome obstacles. |Why do people meet the same challenge differently? |

| |How can I overcome obstacles? |

|Students will know… |Students will be able to |

|How to use a thesaurus. |Write a personal narrative. |

|How to find complimentary adjectives to describe others and themselves. |Analyze their own challenges and successes and develop a plan to |

|How to create similes. |improve their abilities in reading and writing. |

|Distinguish when the author is stating a fact or an inference. |Listen and respond to oral reading. |

|How to use the writing process to write a personal narrative. |Read and respond to comprehension questions. |

|Three viewpoints in which stories can be written. |Identify different points of view. |

| |Recognize the story as autobiographical. |

| |Use context clues to understand meaning of words. |

| |Recognize, work with and spell words with the short and long vowel sounds |

| |of a, e, i, o and u. |

| | |

Grade-Level Expectations

(List Number, Text, and Benchmark Codes)

Language Arts

1. Identify word meaning using a variety of strategies including

a. Using context clues (e.g., definition, restatement, example, contrast)

b. Using structural analysis (e.g. roots, affixes)

c. Determining word origins (etymology)

d. Using knowledge of idioms

e. Explaining word analogies (ELA-1-M1)

3. Develop specific vocabulary for various purposes (ELA-1-M1)

4. Identify and explain story elements including theme development, character development, relationship with word choice and mood, plot, sequence (ELA-1-M2)

5. Identify and explain literary sound devices, including imagery (ELA-1-M2)

6. Answer literal and inferential questions in oral and written responses about ideas and information in grade appropriate text. (ELA-1-M3)

7. Explain the connections between ideas and information in a variety of texts and real-life situations and other text (ELA-1-M4)

9. Compare and contrast elements (e.g., plot, setting, character, theme) in a variety of genres (ELA-6-M2)

10. Use knowledge of the distinctive characteristics to classify and interpret elements of various genres, including fiction, nonfiction, poetry and drama. (ELA-6-M3)

11. Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including:

• Sequencing events in steps in a process

• Summarizing and paraphrasing information

• Identifying stated or implied main ideas and supporting details

• Comparing and contrasting literary elements and ideas

• Predicting the outcome of a story or situation

• Identifying literary devices (ELA-7-M1)

12. Examine and explain the relationship between life experiences and texts to generate solutions to problems (ELA-7-M2)

14. Analyze an author’s stated or implied purpose for writing. (ELA-7-M3)

16. Analyze grade-appropriate print and non-print texts using various reasoning skills, including:

• Identifying cause-effect relationships

• Raising questions

• Generating a theory or hypothesis

• Skimming/scanning

• Distinguishing facts from opinions and probability (ELA-7-M4)

17. Write multi-paragraph composition on student- or teacher-selected topics organized with the following:

• an established central idea

• organizational patterns (e.g., comparison/contrast, order of importance, chronological order)

• appropriate to the topic

• elaboration (e.g., fact, examples, and/or specific details)

• transitional words and phrases that unify ideas and points

• an overall structure including an introduction, a body/middle, and a concluding paragraph that

summarizes important ideas (ELA-2-M1)

18. Organize individual paragraphs with topic sentence, relevant elaboration, and concluding sentences (ELA-2-M1)

19. Develop grade-appropriate compositions on student or teacher-selected topics that include the following:

• Word choices appropriate to the identified audience and/or purpose

• Vocabulary selected to clarify meaning, create images, and set a tone

• Information/ideas selected to engage the interest of the reader

• Variety in sentence structure (ELA-2-M2)

20. Develop grade-appropriate compositions applying writing processes such as the following:

• Selecting topic and form

• Prewriting (e.g. brainstorming, researching, raising questions, generating graphic organizers)

• Drafting

• Conferencing (e.g., peer, teacher)

• Revising based on feedback and use of various tools (e.g., LEAP21, Writer’s Checklist, rubrics)

• Proofreading/editing

• Publishing using technology (ELA-2-M4)

22. Develop grade-appropriate paragraphs and multi-paragraph composition using the various modes of writing (e.g., description, narration, exposition, persuasion), emphasizing narration and exposition (ELA-2-M4)

23. Develop writing using a variety of literary devices including imagery. (ELA-2-M5)

25. Use standard English punctuation (ELA-3-M2)

27. Write paragraphs and compositions following standard English structure and usage. (ELA-3-M3)

28. Apply knowledge of parts of speech in writing (ELA-3-M4)

29. Spell high-frequency, commonly confused, frequently misspelled words and derivatives (e.g., roots and affixes) correctly (ELA-3-M5)

30. Use a variety of resources (e.g. glossaries, dictionaries, thesauruses, spell check) to find correct spellings.

33. Following procedures (e.g. read, question, write a response, form groups) from detailed oral instructions (ELA-4-M2)

34. State oral directions/procedures for tasks (ELA-4-M2)

35. Adjust volume and inflection to suit the audience and purpose of presentations (ELA-4-M3)

37. Demonstrate active listening strategies for various purposes. (ELA-4-M4)

38. Deliver oral presentations and responses (ELA-4-M6)

39. Evaluate media for various purposes, including:

• Text structure

• Images/sensory details

• Support for main position

• Background information

• Opinion vs. facts

• Sequence of ideas and organization (ELA-4-M5)

40. Participate in group and panel discussions.

41. Locate and select information using organization features of grad appropriate resources (ELA-5-M1)

42. Locate and integrate information from grade appropriate resources. (ELA-5-M2)

44. Locate, gather, and select information using data-gathering strategies (ELA-5-M3)

45. Generate grade-appropriate research reports that include information presented in a variety of forms (ELA-5-M3)

46. Use word processing and/or other technology to draft, revise, and publish a variety of works (ELA-5-M4)

47. Give credit borrowed information following acceptable-use policy. (ELA-5-M5)

48. Interpret information from a variety of graphic organizers for grade appropriate sources. (ELA-5-M6)

Foundation Skills

(Descriptions of use in Unit)

Communication

• Writing, Speaking, Visually Representing

o Analyzing a prompt in a question

o Gathering Data and Information

o Organizing Data and Information

o Matching Content to the Audience

• Reading, Listening, Viewing

o Determine Purpose

o Utilizing Comprehension Techniques when reading, listening and viewing

o Conduct ongoing evaluation and reflection

o Analyze words

Problem Solving

• Identification/Analysis of problem or challenge

o Recognize problem exists

o Analyze problem

o Represent problem

• Application of Knowledge and Thinking Processes

o Reasoning

o Decision Making

o Inquiry

• Reach a Solution

o Generate multiple solutions

o Analyze and select approach

o Implement and evaluate solutions

o Use creative thinking to generate multiple solutions

Resource Access & Knowledge

• Select and Utilize Technology Tools

o Select appropriate tool for task

o Utilize tools

o Evaluate tool usage

• Employ Operations of Technology Systems

o Apply strategies for identifying and solving basic problems

o Demonstrate proficiency in the use of technology

Linking & Generating Knowledge

• Generate Knowledge

o Determine type of information such as primary, secondary, scholarly, etc.

o Choose appropriate format for audience and purpose

o Produce quality products reflecting original purpose

o Present material in written, oral, and/or visual forms

• Link Knowledge

o Transfer knowledge

o Elaboration

Citizenship

• Cooperation

o Contribute to overall effort of group

o Work well with diverse individuals and diverse situations

o Recognize limitations

o Identify stressors

• Accountability

o Ask for help when needed

o Respond to offers of help appropriately

o Express feelings appropriately

o Recognize personal imitations

• Knowledge

o Identify and locate information pertinent to civil, constitutional and statutory laws

o Use tools to organize and manage information

o Review information in order to keep abreast of changes

• Guidance

o Develop positive leadership skills/ respond to appropriate leadership of others

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