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Teacher: Murray, Ballard, AdwaterContent: 6th / ELAWeek of : January 11th – 15th Day: MondayStandard: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.ELACCRI3 – Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.ELACC6RI4 - Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.We Are Learning To: Pre-reading; exploring new vocabularyWhat I’m Looking For: Students will be able to determine how the context and background knowledge of the time period improve their understanding of a text.Warm-Up/ Do-Now (5-8 minutes) Daily Grammar Practice – Focusing on using commas in a series.Opening (Hook/ Activating Strategy/Learning Intentions) (5-10 minutes)Introduce the unit theme, “Seeing the Good in People: What the Holocaust and People’s Personal Journeys Can Teach Us About Ourselves” Provide students background information of the beginning of World War II. This is only a summary of the beginnings of the war happenings and the political/social climate, covering the major points. Introduce key words such as: holocaust, concentration camps, deportation, rearmament and Jews.Work Period (30 minutes) - (I do) Discuss the activity to be covered for the day.-(We do) Read the article “World War II: An Overview”-(You do) Complete group activityDifferentiationTier IRead “Rise of Dictatorship, A World at War and A Changed World” and answer questions 6 & 7. Use the RACE Writing Strategy for both questions.Tier IIRead “What Caused World War II?” and answer questions 4 & 5. Use the RACE Writing Strategy for question 5.Tier IIIRead the top of the article and answer questions 1-3 on the graphic organizer. Use the RACE Writing Strategy for question 3.Closing (Summary)(5 minutes)3-2-1Reflection – What will we do tomorrow? We will be reading a short story, “Letter From a Concentration Camp.” Teacher: Murray, Ballard, AdwaterContent: 6th / ELAWeek of : January 11th – 15th Day: TuesdayStandard: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.ELACCRI3 – Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.ELACC6RI4 - Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.We Are Learning To: Use our personal experience to see the good in people to connect to historical events.What I’m Looking For: Students will be able to describe their personal accounts of seeing the good in people; learning not to omit someone after they’ve done something bad.Warm-Up/ Do-Now (5-8 minutes) Daily Grammar Practice – commas to separate independent clausesOpening (Hook/ Activating Strategy/Learning Intentions) (5-10 minutes)Background information on Japanese concentration camps and the attack on Pearl Harbor.Work Period (30 minutes) Teacher reads “Letter From a Concentration Camp” aloud while students follow along or play the audio. Students read the entire selection independently. Students and teacher re-read the text while stopping to respond to and discuss the questions, continually returning to the text. A variety of methods can be used to structure the reading and discussion (i.e., whole class discussion, think-pair-share, independent written response, group work, etc.) DifferentiationTier IAn author’s style is how the author develops her theme. How does the author use informal language help to develop the story’s theme? Use the RACE Writing Strategy.Tier IIReread paragraph 2 on page 520, compare and contrast Bud’s and Jimbo’s attitude towards being in an internment camp. How do you know this? Use the RACE Writing Strategy.Tier IIIReread the first two paragraphs on page 519; cite evidence to describe Jimbo’s state of mind. Use the RACE Writing Strategy.Closing (Summary)(5 minutes)What is the importance of seeing the good in people?Why is important not to omit an entire race after one individual has done something wrong/bad?Reflection – What will we do tomorrow? We will continue discussing “Letter From a Concentration Camp”Teacher: Murray, Ballard, AdwaterContent: 6th / ELAWeek of : January 11th – 15th Day: Wednesday Standard: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.ELACCRI3 – Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.ELACC6RI4 - Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.We Are Learning To: Continue to discuss differences in people and how to be tolerant.What I’m Looking For: Students will be able to discuss personal traits and customs to help elevate pressure and discrimination. Warm-Up/ Do-Now (5-8 minutes)Daily Grammar Practice – Commas for introductory phrases.Opening (Hook/ Activating Strategy/Learning Intentions) (5-10 minutes) Discuss how the Japanese were treated during World War II Work Period (I do, we do, you do)(30 minutes)Teacher reads “Letter From a Concentration Camp” aloud while students follow along or play the audio. Students read the entire selection independently. Students and teacher re-read the text while stopping to respond to and discuss the questions, continually returning to the text. A variety of methods can be used to structure the reading and discussion (i.e., whole class discussion, think-pair-share, independent written response, group work, etc.) DifferentiationTier IWrite a paragraph to capture this theme throughout Jimbo’s letter to his friend. Support your claim with at least three valid and relevant pieces of evidence from the text.Tier IIWhat is Jimbo’s mood at the end of the letter? How do you know this? Cite evidence from the text to support your answer. Use the RACE Writing Strategy.Tier IIIJimbo repeats that he thinks, “war makes people crazy.” Why does he feel this way? Support your claim with text evidence. Use the RACE Writing Strategy. Closing (Summary)(5 minutes)3-2-1Reflection – What will I do tomorrow?Read story “The All-American Slurp.”Teacher: Murray, Ballard, AdwaterContent: 6th / ELA Week of : January 11th – 15th Day: Thursday Standard: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.ELACCRI3 – Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.ELACC6RI4 - Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.We Are Learning To: Continue to discuss differences in people and how to be tolerant.What I’m Looking For: Students will be able to discuss personal traits and customs to help elevate pressure and discrimination.Warm-Up/ Do-Now (5-8 minutes)Daily Grammar Practice – Compound Sentences.Opening (Hook/ Activating Strategy/Learning Intentions) (5-10 minutes)- YouTube Video on CultureWork Period (I do, we do, you do)(30 minutes)- Discuss how differences in people and cultures sway our ideas of them. (I do)-Read story, “The All-American Slurp.” (We Do)-Students will follow along with the story and discuss Elements of a Story (Plot, Character, Conflict, Theme, Setting)DifferentiationTier IWrite a compare and contrast essay that reveals the similarities and differences between the Lin family and the Gleasons. Cite evidence from the text to support your answer.Tier IIWrite a constructed response paragraph that reveals the similarities and differences between the Lin family and the Gleasons. Cite evidence from the text to support your answer.Tier IIICompare and Contrast Characters: Find examples of similarities and differences between the Lin family and the Gleasons. Record your examples in a graphic organizer.Closing (Summary)(5 minutes) Ticket Out The DoorReflection – What will I do tomorrow? Review Cultural Differences worksheet.Teacher: Murray, Ballard, AdwaterContent: 6th / ELAWeek of : January 11th – 15th Day: FridayStandard: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.ELACCRI3 – Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.ELACC6RI4 - Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.We Are we Learning To: Discuss how to learn about different cultures.What I’m Looking For: Students will be able to discuss their own experiences with different cultures.Warm-Up/ Do-Now (0 minutes)Daily Grammar Practice – Compound Sentences.Opening (Hook/ Activating Strategy/Learning Intentions) (5-12 minutes)-Review Cultural Differences.Work Period (I do, we do, you do)(30 minutes)-Finish “The All-American Slurp,” if we did not do so.-Students will continue working on compare and contrast activity based on “The All-American Slurp.”DifferentiationTier IWrite a compare and contrast essay that reveals the similarities and differences between the Lin family and the Gleasons. Cite evidence from the text to support your answer.Tier IIWrite a constructed response paragraph that reveals the similarities and differences between the Lin family and the Gleasons. Cite evidence from the text to support your answer.Tier IIICompare and Contrast Characters: Find examples of similarities and differences between the Lin family and the Gleasons. Record your examples in a graphic organizer.Closing (Summary)(5 minutes)How did the story, “The All-American Slurp,” change your attitude towards others?Reflection – What will I do tomorrow?Writing using informational text. ................
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