EAST ALLEN COUNTY SCHOOLS

Bundle 2

Grade 6

Language Arts

Big Idea: Perception Raising the Level of

Narrative Writing

Enduring Understandings Essential Questions Revising writing and adding details improve a story. Effective public speaking involves skill and emotion. Good readers understand the elements of fiction used by the author to achieve specific effects.

A detailed setting helps the reader to fully understand the plot.

When presenting to an audience, what techniques do speakers use to hook and hold the audience? When reading dialogue in fictional text, how can the reader identify the speaker? How does an understanding of elements of fiction help me understand, respond to, and reflect on a novel?

What common elements are necessary to create a well-developed plot?

CC/Learning Targets Core Vocabulary Links to Technology RL.2 RL.3 RL.4 W.4 L.1 L.3

6.3.1 6.3.3 6.3.5 6.3.8 6.3.9

literary devices tone

-Dictionary (app)

-Snack Words (app) -Speed Typing (app) -Writing and Drawing Journal (app) -My Grammar Lab (app) -Grammar Express (app)

Bundle Performance Task(s) Write a narrative in the form of a short story that establishes plot, characters, setting, sensory details, and dialogue. The writing should convey a theme through characters, actions, and images. Students should use varied word choices and sentence fluency to make writing interesting. Students will present their narratives in small groups, demonstrating effective use of style, eye contact, tone, and adequate volume to maintain audience interest and attention. Audience members should be encouraged to ask questions that seek additional information. As an extension: Students can revise their narrative by adding at least 3 examples of various forms of figurative language throughout their narrative to enhance sensory details and characterization within the story. Examples of forms of figurative language: metaphor, simile, personification, idiom, alliteration, onomatopoeia, hyperbole, and/or cliché.

Grade 6 LA Bundle 2

Quarter 1 Month Sept.-Oct.

Recommended Read-Alouds G6 - Bundle 2

Big Idea: Perception Title Author Relates to…

The Westing Game Ellen Raskin Perception, dialogue/suspense

Diary of a Young Girl Anne Frank Dialogue/Suspense, Narration

James and the Giant Peach Roald Dahl Perception, genre characteristics

Bridge to Terabithia Katherine Patterson Perception, genre characteristics

The Watsons Go to Birmingham-1963 Christopher Paul Curtis Historical fiction

If You’re Not Here, Please Raise Your Hand Kalli Dakos Poetry

The Paper Bag Princess Robert Munsch Plot

Bedhead Margie Palatini Plot

The Outsiders S.E. Hinton Effect of character on plot and conflict resolution

Extra Credit Andrew Clements Perception, 1st/3

rd person narration

Piggie Pie Margie Palantini Word Choice

Once Upon A Cool Motorcycle Dude Kevin O’Malley Word Choice

In November Cynthia Rylant Ideas

Across Five Aprils Irene Hunt Historical Fiction

Thank You, Ma’am Langston Hughes Realistic Fiction

The Tell-Tale Heart Edgar Allan Poe Horror

Amelia Hits the Road Marissa Moss Notebook/Journal

Pageant Kathryn Lasky Historical Fiction

Reading Workshop G6 - Bundle 2

CC/Learning Targets Resource of Ideas Evidence of Learning RL.2 (6.3.6)

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. • Analyze themes through characters, actions, and images

Analyze themes -Guiding Readers and Writers, pp. 226-230; p. 397 (theme/text structure minilessons) -Diary of a Young Girl by Anne Frank (themes) -The Watsons Go to Birmingham by Christopher Paul Curtis (characterization/themes) -GameClassroom.com Check out “Learning Tips, Extra Help Problems” near the bottom Reading Wonders-Unit 3 -(WK 1) pp.T14-T-25, R/W Workshop The Rockers Build a Soccer Field pp. 164-169 -(WK 1) pp. T25A-T29, Anthology How Tia Lola Came to Stay pp.180-193 Reading Wonders-Unit 3 -(WK 2) pp. T78-T89, R/W Workshop Facing the Storm pp. 178-183 -(WK 2) pp. T89A-T93, Anthology Lizzie Bright and the Buckminster Boy pp.196-209

Analyze themes -Book talks or author talks (teacher questions/observations) -Interactive Read-Aloud whole group discussion

-Reading Wonders Assessments

RL.3 (6.3.2)

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

Effect of character on plot and conflict -Guiding Readers and Writers, pp. 316-320 (elements of fiction skills) -Comprehension and Fluency, pp. 357-358 (literary elements mini-lessons) -Teaching Reading in the Middle School, pp. 296-300 (character development graphic organizers)

Reading Wonders-Unit 2 -(WK 3) pp. T142-T153, R/W Workshop Yaskul’s Mighty Trade pp. 120-125 -(WK 3) pp. T153A-T157, Anthology Roman Diary pp. 130-147 Reading Wonders-Unit 2 -(WK 4) pp. T209-T217, R/W Workshop Cusi’s Secret pp.135-139 -(WK 4) pp. T217A-T221, Anthology A Single Shard pp. 152-169 -The Paper Bag Princess by Robert Munsch (plot) -Bedhead by Margie Palatini (plot)

Effect of character on plot and conflict -Book talks or author talks (teacher questions/observations)

-Guided Reading groups (small group discussion) -Character study using graphic organizer and circle/bubble map -Reading Wonders Assessments

Reading Workshop G6 - Bundle 2

-The Westing Game by Ellen Raskin (effect of character on plot) -The Outsiders by S.E. Hinton (effect of character on plot) -Educational Rap.com (Character, Setting, Plot with lyrics)($3.99) -GameClassroom.com Check out “Learning Tips, Extra Help Problems” near the bottom -Write Source, p. 352

RI.4 (6.1.2) (6.1.4)

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

Context Clues -Write Source, p. 563 (6 hints on using context clues); pp. 564-569, prefixes, suffixes, roots

-Guiding Readers and Writers, pp. 458-458; 493 (context clues/comprehension) -Number the Stars by Lois Lowry (vocabulary and context clues) -Write Source, pp. 360-361 Reading Wonders-Unit 1 -(WK 4) pp. T206-T217, R/W Workshop The Monster in the Mountain pp. 65-67 -(WK 4) pp. T217A-T221, Anthology Into the Volcano pp. 72-87 -Connotation/Denotation Ppt

Context Clues -Teacher observation during independent/guided reading or

literature study -Context clues quiz or test -Written responses to context clue literary questions

6.2.3

Connect/clarify main ideas by identifying their relationships to multiple sources and related topics.

-Comprehension and Fluency, pp. 307-308 (Introducing Book Clubs) Reading Wonders-Unit 1 -(WK 4) pp. T206-T217, R/W Workshop The Monster in the Mountain pp. 65-67 -(WK 4) pp. T217A-T221, Anthology Into the Volcano pp. 72-87

-Teacher observation in Writer’s/Reader’s notebook -Written responses to main idea literary questions -Teacher observation and discussion in Literature Study -Reading Wonders Assessments

6.3.3 Analyze the influence of the setting on the problem and its resolution.

-Reading Wonders-Unit 1 -(WK 1) pp. T14-T25, R/W Workshop Cow Music pp.22-29 -(WK 1) pp. T25A-T29, Anthology Little Blog on the Prairie pp. 10-25

-Book talks or author talks (teacher questions/observations)

Reading Workshop G6 - Bundle 2

-Comprehension and Fluency, pp. 364-367 (literary analysis strategies minilessons) -Educational Rap.com (Character, Setting, Plot with lyrics)($3.99) -GameClassroom.com Check out “Learning Tips, Extra Help Problems” near the bottom -Write Source, p. 352

-Guided Reading groups (small group discussion) -Reading Wonders Assessments

6.3.8 Critique believability of characters and plot.

-Guiding Readers and Writers, p. 399 (believability) -Reading Wonders-Unit 1 -(WK 1) pp. T14-T25, R/W Workshop Cow Music pp.22-29 -(WK 1) pp. T25A-T29, Anthology Little Blog on the Prairie pp. 10-25 -Ezwebsite.org (WebQuest for plot structure)

-Character study assessment -Book talks or author talks (teacher questions and observations) -Reading Wonders Assessments

6.3.9 • Identify the main problem (conflict) of the plot in a literary text. • Explain how the main problem (conflict) of a literary text is resolved.

-Reading Wonders-Unit 1 -(WK 2) pp. T78-T-89, R/W Workshop Drumbeat of Freedom pp. 36-39 -(WK 2) pp. T89A-T93, Anthology The Mostly True Adventures of Homer P. Figg pp. 30-47 -GameClassroom.com Check out “Learning Tips, Extra Help Problems” near the bottom

-Conflict/resolution T-chart or visual diagram -Book talks or author talks (teacher questions and observations) -Reading Wonders Assessments

Correlating Learning Targets Teacher Notes RI.9 RL.4

RL.5 6.1.1

-Internet4classrooms.com (expansive resource for interactive reading examples and quizzes) -All embedded apps included in this curriculum are free.

Writing Workshop G6 - Bundle 2

CC/Learning Targets Resource of Ideas Evidence of Learning W.3 (6.5.1)

Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. a. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. • Present a point of view that is appropriate to the stories. b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. • Use a range of narrative devices, such as dialogue or suspense. c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. d. Use precise words/phrases, relevant descriptive details, and sensory language to convey experiences and events. e. Provide a conclusion that follows from the narrated experiences or events.

Write Narratives -Write Source CD-ROM: Overhead Transparencies folder: Benchmark Papers pp. 1-6 (narrative examples) -Guiding Readers and Writers, p. 5; 394-396 (skills) -Launching the Writer’s Workshop, Grades 3 and up, pp. 99-108 (rubrics) -Smartboard Activity writing strong leads -Smartbaord Activity direct quotation punctuation -Educational Rap.com (Sit Down and Write, with lyrics)($3.99) -WritingFun.com (Text types) -Funbrain.com (Mad Libs) -Author’s Point of View Ppt -Narrator’s Perspective Ppt -Point of View Activities -Write Source, pp. 92-155, 782 (rubric) -Lucy Calkins e-docs Historical Fiction pp. 94-108 Realistic fiction/Social Action Fiction pp. 35-51 Reading Wonders-Unit 4 pp.T344-T349 (Genre Writing) Reading Wonders-Unit 1 -(WK1) (Organization) pp. T30-T31, R/W Workshop pp. 30-31 -(WK2) (Word Choice) pp. T94-T95, R/W Workshop pp. 44-45 Reading Wonders-Unit 2 -(WK3) (Word Choice) pp. T158-T159, R/W Workshop pp. 130-131 (Organization) -(WK4) (Sentence Fluency) pp. T222-T2223, R/W Workshop pp. 144-145 Reading Wonders-Unit 3

Write Narratives -Teacher observation during writing conferences -Writing rubrics

Writing Workshop G6 - Bundle 2

-(WK1) (Sentence Fluency) pp. T30-T31, R/W Workshop pp. 174-175 -(WK2) (Organization) pp. T94-T95, R/W Workshop pp. 188-189 Reading Wonders-Unit 4 -(WK3) (Ideas) pp. T158-T159, R/W Workshop pp. 274-275 -(WK4) (Ideas) pp. T222-T223, R/W Workshop pp. 288-289 Reading Wonders-Unit 5 -(WK1) (Sentence Fluency) pp. T30-T31, R/W Workshop pp. 318-319 -(WK2) (Word Choice) pp. T94-T95, R/W Workshop pp. 332-333

W.4 (6.4.2)

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.)

Writing for a Purpose -Guiding Readers and Writers pp.423-429 (Writer’s Notebooks) -Journal Writing Ideas -1000 Ideas for Writing -Creative Writing Prompts.com (346 writing ideas) -TimeSaversforTeachers.com (100 more writing ideas) -Lucy Calkins e-docs Overview of the Year for Sixth Grade Writers pp. 1-9

Writing for a Purpose -Teacher observation in Writer’s/Reader’s notebook

Correlating Learning Targets Teacher Notes

W.5 W.6

W.10 6.5.6

-Smartboard Activity 6+1 Traits; -LightningBug.com (in-depth site on writing development)

Language and Word Study G6 - Bundle 2

CC/Learning Targets Resource of Ideas Evidence of Learning

L.1 (6.6.2)

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. + Identify indefinite pronouns + Include indefinite pronouns in increasingly complex sentences.

Pronouns and Verbs -Write Source CD-ROM, Skillsbook folder, Parts of Speech folder, Pronouns (Indefinite Pronouns pp. 3-4)

-Write Source CD-ROM, Skillsbook folder, Sentence Activities folder, Sentence Problems pp.11-16 -Guiding Readers and Writers; Appendix 3 -Indefinite Pronouns (examples and quiz) -Indefinite Pronouns Quiz -Write Source, p. 475 (indefinite pronouns) Reading Wonders-Unit 4 -(WK 4) (pronouns) pp. T226, R/W Workshop pp. 462 -(WK 5) (pronouns) pp. T290, R/W Workshop pp. 464

Pronouns and Verbs -Teacher observation within a discussion.

-Grammar quiz/test -Writer/Reader notebook demonstrating correct pronoun use

L.3 (6.6.1)

Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Vary sentence patterns for meaning, reader/listener interest, and style. b. Maintain consistency in style and tone. + Use simple, compound, and complex sentences. + Use effective coordination and subordination of ideas, including both main ideas and supporting ideas in single sentences, to express complete thoughts. + Compose compound sentences that use effective coordination of ideas to express complete thoughts.

Simple, Compound, and Complex Sentences -Write Source CD-ROM, Skillsbook folder, Sentence Activities folder, Sentence Basics pp.13-26 -Guiding Readers and Writers; Appendix 3

-Quia-Sentence Structure -GameClassroom.com (check out “Learning Tips”, “Extra Help Problems”, and “Online Resources” near the bottom)

-Write Source, pp. 248-249, 515 (Use in writing); pp. 248-249, 517 (Complex Sent.); pp. 123, 248-249, 496, 516 (Compound Sent)

Reading Wonders-Unit 1 -(WK 3) (complex sentences) pp. T162, R/W Workshop pp. 452 -(WK 4) (complex sentences) pp. T226-T227, R/W Workshop pp. 453 -(WK 5) (complex sentences) pp. T290, R/W Workshop pp. 453

Simple, Compound, and Complex Sentences -Written responses as simple/compound/complex sentences -Grammar quiz/test on sentence structure -Sentence fluency category of writing rubric

Language and Word Study G6 - Bundle 2

Correlating Learning Targets Teacher Notes

L.1 L.2 L.3 L.4 L.5 L.6

SL.1 SL.4 SL.5 SL.6 6.1.3 6.6.3

-Internet4classrooms.com (expansive resource for interactive reading examples and quizzes)