Sixth Grade Language Arts SpringBoard …wayneisd.sharpschool.net/UserFiles/Servers/Server_936008...Sixth Grade Language Arts – SpringBoard Instructional Focus Guide – Week # 3

Sixth Grade Language Arts – SpringBoard Instructional Focus Guide – Week #1 Core Text and Resources Common Core Standards (CCS)/

Sunshine State Standards (SSS) Strategies Assessments Guiding Questions

SpringBoard:Unit 1: Changes in Me Learning Focus: What is Storytelling? Read Unit overview, learning focus section with students pp.1-4 Activity 1.1 Previewing the Unit SB p 5 Plot on web graphic organizer p.1d Activity 1.2 Planning to Revisit, Revise and Reflect Distribute working manila folders SB p. 6 Activity 1.3 The Idea of Change SB p. 7 word map (graphic organizer) Activity 1.4 Building Oral Fluency SB p. 8-9 G&U: Multiple Parts of Speech p.7 Poetry (Core) Life Doesn’t Frighten Me by Maya Angelou p.74 (McDougal Littell Lang. of Lit.)

CCS: RL.6.4 - 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 word1 choice on meaning and tone. LA.6.1.7.1 - use background knowledge of subject and related content areas, pre-reading strategies, graphic representations, and knowledge of text structure to make and confirm complex predictions of content, purpose, and organization of a reading selection SSS: LA.6.1.6.1- Use new vocabulary that is

introduced and taught directly

LA.6.1.6.3- Use context clues

LA.6.3.1.1.-Generate ideas from

multiple sources based upon teacher

directed topic and personal interest

LA.6.3.1.2- Make a plan for writing that

prioritizes ideas, addresses purpose,

audience, main idea, and logical

sequence.

LA.6.3.2.2- Organize information into a

logical sequence and combining or

deleting

sentences to enhance clarity.

See Writing Workshop #1 Writing process, Pre-writing, Drafting Revising, Self Editing, Peer Edit Introduction: pp. 1-4 Activate Prior knowledge Mark the text, highlight Previewing the unit 1.1 Think-Pair- Share response to Essential questions Skim and scan overview Mark the text Predict focus Close reading Think Pair Share Summarize/paraphrase Planning to Revisit, Revise and Reflect 1.2 Graphic Organizer Pair Share Pre writing, Free writing The Idea of Change: 1.3 Word Map, (graphic organizer) Word Wall Building Oral Fluency 1.4 Oral Reading Vocabulary Fluency (AV)

Summary of skills: Graphic organizer of Embedded Assessment skills Diagnostic Prompt Suggested topic (following the reading of the poem) We have all been afraid of something. Think about a time when you were afraid of something or someone. Now Write to Explain what frightened you and why.

Essential Questions: What is the relationship between change and growth? How do writers use different types of writing to express their ideas? What is effective Writing? Are there some things we should be afraid of? Vocabulary LA6.1.6.3 FCAT Stem Questions (“Life Doesn’t Frighten Me”-(Core) What does the word counterpane mean in the phrase Dragons breathing flame on my counterpane? Reading Application LA.6.1.7.2 What is the author‟s purpose for writing this poem? Literary Analysis LA.6.2.1.2 What is the setting of the poem and why is it important? LA.6.2.1.7 The author‟s gives her fears human qualities this device is called…? LA.6.2.2.1 What does the illustration accompanying the poem symbolize?

Supplemental Materials

https://springboard.collegeboard.com McDougall Littell Language of Literature

https://springboard.collegeboard.com/









SpringBoard Unit 1 Learning Focus: What is Storytelling? Activities: 1.5 Read Who’s Who? Poem SB p. 10-11 G&U: Predicate Adjectives and Comparative and Superlative Degree p. 11 1.6 “A Lion’s Narrative” SB Film clips from “The Lion King” review narrative elements by taking notes on film clip. (see Writing Workshop #4) p.12-14 1.7 Memory Map SB Plotting events that caused changes in student‟s lives p.16-17 G&U: Punctuation of Dialogue p.17

CCS

RI.6.7 - Integrate information presented

in different media or formats (e.g.,

visually, quantitatively) as well as in

words to develop a coherent

understanding of a topic or issue.

RL.6.6 - Explain how an author

develops the point of view of the

narrator or speaker in a text.

SSS

LA.6.1.6.1- Use new vocabulary that is

introduced and taught directly

LA.6.1.6.3- Use context clues

LA.6.3.1.1.- Generate ideas from






sequence.

LA.6.3.2.1- Develop main ideas from the

prewriting plan



deleting sentences to enhance clarity.

Learning Strategies: (Before, during and after reading) 1.5 Choral Reading Shared Reading Marking the text Transforming text Quickwrite Word Map 1.6 Graphic Organizer note taking, rereading, pre writing, sketching, drafting, revising, word map 1.7 Revisiting prior work, graphic organizer, Visualizing, Pre writing, Work Map Vocabulary alliteration (LT) rhyme scheme (LT) narrative (AV) chronological (WC) point of view (AV)

Writing Prompt: Write a narrative describing the trip to the graveyard from Simba or Nala‟s point of view. Memory Map

Essential Questions: What is the relationship between change and growth? How do writers use different types of writing to express their ideas? FCAT Stem Questions (“Who’s Who” SB) Vocabulary LA6.1.6.9 In the poem what does most perspirable mean when referring to Marie? Reading Application LA.6.1.7.2 According to the author, what would she rather be? Literary analysis LA6.2.1.7 What is alliteration? Find an example?










Sixth Grade Language Arts – SpringBoard Instructional Focus Guide – Week # 3

Core Text and Resources Common Core Standards (CCS)/ Sunshine State Standards (SSS)

Strategies Assessments Guiding Questions

Springboard: Unit 1 Activities: 1.8 Family stories Novel excerpt from Kira-Kira SB p. 18 G&U Action Verbs and Linking Verbs p.18 1.9 Getting Superpowers SB p, 23-25 Personal Narrative “My Superpowers” G&U: Classification of Nouns p. 24 1.10 Reflecting on Narrative Openings SB p. 27-29 Re read, discuss details and effect of dialog 1.11 What makes a good narrative SB p. 30 Create a checklist of narrative elements (Writing Workshop #4) Display the checklist Review Cause and effect and use one of the narratives already studied to complete graphic organizer on p. 30

CCS RL.6.3 - Describe how a particular story‟s or drama‟s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. RL.6.6 - Explain how an author develops the point of view of the narrator or speaker in a text. RI.6.3 - Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). RI.6.5 - 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. RI.6.6 - Determine an author‟s point of view or purpose in a text and explain how it is conveyed in the text. SSS LA.6.3.1.1.- Generate ideas from






sequence.



deleting sentences to enhance clarity.

LA.6.1.75- Analyze and evaluate similar

themes or topics by different authors

1.8 Oral reading, Close Reading, Marking the text, Quickwrite, Skimming/Scanning, Think, Pair Share 1.9 Brainstorm list of superheroes and their super powers Think –pair share Read and mark text Summarizing Completing a Quickwrite 1.10 Reread and mark text Activate prior knowledge Introduce a technique AQQS (Anecdote, Question, Quote) designed to hook the reader 1.11 Activate prior knowledge about effective personal narratives Suggestion: Add list of vivid verbs, adverbs and adjectives that describe sensory details and feelings to word wall. Vocabulary personal narrative (LT) characterization (AV) conflict; external, internal (LT) cause (AV) effect (AV)

Complete AQQSA Anecdote, Question, Quote, Statement of intrigue Organizer

Essential Questions: What is the relationship between change and growth? How do writers use different types of writing to express their ideas? FCAT Stem Questions LA.6.1.6.3 (“Superpowers”- SB) In the phrase ”That weekend, perhaps made braver by my triumph over the three bullies…“ what does the word triumph mean? Reading Application LA.6.1.7.4 (“Kira Kira”-SB) How did the main character in “Kira, Kira” learn about her past? Which details from the passage, “My Superpowers”” suggest that Chicago winters were cold? In the story “Superpowers”, the author created a fictitious character in his own story. What was the character Maximum Boy, able to do? LA6.1.7.2 What exactly did the author do later on in life to gain him superpowers?












SpringBoard Unit 1 Activities Writing Workshop #4 Personal Narrative SpringBoard Writing Workshop p. 31-34 Embedded Assessment #1 SB p. 31-35 Students will refer to Steps on p. 31-33 as they write a personal Narrative about an incident in their lives that changed them (Refer to Writing workshop #4 for help) Learning Focus: How to Explain Expository Writing SB p. 36 1.12 Marking Growth: A Frame Poem SB p.37 Model completion of frame poem Create short balanced sentences Draft original poems Refine and Revise, Share G&U Compound Sentences using Semicolon p.37

CCS W.CCR.5 - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W.CCR.6 - Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. RI.6.7 - Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. L.6.1.a - Ensure that pronouns are in the proper case (subjective, objective, possessive). L.6.5.c - Distinguish among the connotations (associations) of words with similar denotations (definitions) SSS LA.6.3.1.1.- Generate ideas from multiple

sources based upon teacher directed topic

and personal interest



audience, main idea, and logical sequence.

LA.6.3.2.1- Develop main ideas from the pre-

writing plan


logical sequence and combining or deleting

sentences to enhance clarity.

LA.6.3.3- Revise and refine the draft for

clarity and effectiveness.

LA.6.3.4- Edit and correct the draft for

standard language conventions

Writing Workshop #4 Guided writing Activate prior knowledge Think-pair-share Brainstorm Writer‟s checklist Shared reading Think Aloud 1.12 Revisit prior work Graphic Organizer Marking the Text Oral reading Think Aloud Guided Writing Drafting Vocabulary denotation (LT) connotation (LT)

Writing Workshop Prompt Write a personal narrative on an incident of your choice that has a clear focus and communicates the reasons for actions and the importance of consequences. Embedded Assessment #1 Writing a Personal Narrative about an incident that Changed you Frame Poem

Essential Questions: What is the relationship between change and growth? How do writers use different types of writing to express their ideas?

Supplementary Materials









Sixth Grade Language Arts -SpringBoard Instructional Focus Guide – Week #5 Core Text and Resources Common Core Standards (CCS)/


Springboard Unit 1 Activities 1.13 Explaining Change: SB p. 38-39 Reread “My Superpowers” Focus on his explanation Map out expository Complete Graphic organizer on Changes in Me 1.14 Changing Narrative Writing into Expository Writing SB pp. 40-4 Complete anticipation guide Practice QHT and diffusing with new vocabulary words Review elements of good narrative writing While reading chunks, summarize WillieB‟s feelings Complete Graphic organizer after reading on p. 49 G&U: Compound Subjects and Compound Predicates p. 43 Core: Read “Lob’s Girl” Lang. of Lit. pp. 449-458

CCS W.CCR.2 - Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. W.CCR.4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.CCR.10 - Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. SSS LA6.2.2.1- Locate, use and analyze specific information from organizational text features e.g. Table of contents, headings, captions, bold print, etc.) LA.6.1.6.1- Use new vocabulary that is introduced and taught directly LA.6.1.6.3- Use context clues LA.6.3.1.1. - Generate ideas from multiple sources based upon teacher directed topic and personal interest LA.6.3.1.2- Make a plan for writing that prioritizes ideas, addresses purpose, audience, main idea, and logical sequence. LA.6.3.2.1- Develop main ideas from the prewriting plan LA.6.3.2.2- Organize information into a logical sequence and combining or deleting sentences to enhance clarity. LA.6.1.75- Analyze and evaluate similar themes or topics by different authors.

1.13 Rereading Word Map Guided Writing Think aloud Drafting a poem Oral reading 1.14 Anticipation Guide Diffusing Marking the text QHT Summarizing Paraphrasing After reading Graphic organizer charting Willie‟s likes, dislikes and attitude Vocabulary Expository (AV) analogy (WC) disinterest (WC)

Completed Graphic organizers Anticipation guide QHT strategy Expository prompt Write in the voice of character (Willie B) to explain your attitude about living in the Zoo

Essential Questions: What is the relationship between change and growth? How do writers use different types of writing to express their ideas? FCAT Stem Questions Vocabulary (“Willie B”- SB) LA.6.1.6.3 Read these sentences ” Please, I do apologize for chasing you. But you ran from me which obligated me to run after you.” What does obligated mean? Reading Application LA.6.1.7.2 How do you think the author feels about keeping wild animals in captivity? LA.6.1.7.4 What happened to Willie B‟s mother and father? LA.6.1.7.7 In what way(s) does Willie B change from the beginning to the end of the passage? Vocabulary LA.6.1.6.3 (“Lob’s Girl”- Core) “All Lob‟s attention was riveted on bed. What does the word riveted mean? Reading Application LA.6.1.7.2 Why did the guard allow Lob into the hospital? Literary analysis LA.6.2.1.2 How is the setting in “Lob‟s Girl” related to the conflict? , LA.6.2.2.1 In “Lob‟s Girl”, the author uses a technique called foreshadowing by showing the reader what a notice on the road. What does the notice say and what event is it foreshadowing?










Sixth Grade Language Arts - SpringBoard Instructional Focus Guide – Week #6 Core Text and Resources Common Core Standards (CCS)/


SpringBoard Unit 1 Activities: 1.15 Using Context Clues p.50-52 Using words around word to figure out the meaning Complete preview Predict what the story will be about. 1.16 Changes in Three Arrows p. 53 Record Personality traits of three arrows on graphic organizer 1.17 The Jacket pp. 55-58 Before reading activity p. 54 for “The Jacket”, Chunk the reading of the story. Fill in the Graphic Organizer on p. 54 relating the effects and feelings about the jacket.

CCS R.CCR.1 - Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. R.CCR.8 - Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. SSS LA6.2.2.1- Locate, use and analyze specific information from organizational text features e.g. Table of contents, headings, captions, bold print, etc.) LA.6.1.6.1- Use new vocabulary that is introduced and taught directly LA.6.1.6.3- Use context clues LA.6.3.1.1.- Generate ideas from multiple sources based upon teacher directed topic and personal interest LA.6.3.1.2- Make a plan for writing that prioritizes ideas, addresses purpose, audience, main idea, and logical sequence. LA.6.3.2.1- Develop main ideas from the pre writing plan LA.6.3.2.2- Organize information into a logical sequence and combining or deleting sentences to enhance clarity. LA.6.1.75- Analyze and evaluate similar themes or topics by different authors.

1.15 Predicting Visualizing Summarizing Paraphrasing 1.16 Shared Reading Guided Reading Rereading Graphic Organizer/ character changes Marking the Text, Skimming/scanning Think Aloud 1.17 Graphic Organizer Marking the text Oral Reading Summarizing Paraphrasing Quick write Visualizing Vocabulary simile (LT) metaphor (LT)

Write a paragraph from the point of view of “Three Arrow‟s‟ father explaining to the clan your son‟s strengths.

Essential Questions: What is the relationship between change and growth? How do writers use different types of writing to express their ideas? FCAT Stem Questions: Vocabulary LA.6.1.6.9 In the story “How Fire Came to Six Nations”, (SB) what is the resinous blister? The Jacket (Core) Reading Application LA.6.1.7.2 Do you think the author believed that his mother intentionally bought him an ugly jacket? LA.6.1.7.4 What happened in school the first day that the author wore the jacket? Literary Analysis LA.6.2.1.7 How does the author describe the color of the jacket?










Sixth Grade Language Arts – SpringBoard Instructional Focus Guide– Week #7 Core Text and Resources Common Core Standards (CCS)/


Springboard Unit 1 Activities: 1.18 “The Mermaid Speaks “p.59-61 Mark text to find: Elements of organization: Hook, thesis statement, topic sentences, supporting details, conclusion G&U: Punctuations of Interjections p. 60 Conjunction Adverbs to use after Semicolons p. 61 Writing Workshop 6: Expository Texts sbww p. 45-49 Embedded Assessment #2 Explaining a change in Me 62-65 Students work through the steps for all writing process stages as outlined on pp. 62 -65 Unit 1 Reflection pp. 68 Core: “Arachne“ Language of Literature pp. 778-78

CCS RL.6.9 - Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics. R.CCR.9 - Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. W.6.1.a - Introduce claim(s) and organize the reasons and evidence clearly. W.6.1.b - Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. LA.6.4.2.3 - write informational/expository essays (e.g., process, description, explanation, comparison/ contrast, problem/solution) that include a thesis statement, supporting details, and introductory, body, and concluding paragraphs; SSS LA.6.3.1.1. -Generate ideas from multiple sources based upon teacher directed topic and personal interest LA.6.3.1.2- Make a plan for writing that prioritizes ideas, addresses purpose, audience, main idea, and logical sequence. LA.6.3.2.1- Develop main ideas from the prewriting plan LA.6.3.2.2- Organize information into a logical sequence and combining or deleting sentences to enhance clarity. LA.6.1.75- Analyze and evaluate similar themes or topics by different authors.

Build Background do .KWL about myths and fairy tales before reading the selections. 1.18 Prior Knowledge Marking the Text Shared Reading Think Aloud World Map Writing Process Strategies: Prewrite Plan Draft (Follow drafting suggestions on pp. 63-64) Revision (self and peer assessing) Editing and Publishing (p.65) Refer to Writing workshop #1

Embedded Assessment #2 Writing an Expository Essay About a Change in Me

Essential Questions: What is the relationship between change and growth? How Do writers use different types of writing to express their ideas? Core: When dose pride become excessive? Should we always welcome a challenge? FCAT Stem Questions: “Arachne” LOL pp. 778-782 Vocabulary LA.6.1.6.3 Read this phrase from the story. At that the body of Arachne shriveled up; and her legs tiny, spindly, and distorted. What does the word spindly mean? Reading Application LA.6.1.7.2 What did Athena do to Arachne after Arachne challenged her in the weaving contest? Literary Analysis LA6.2.1.2 When she disguises herself as an old woman, what is Athena trying to convince Arachne not to do? “The Mermaid Speaks “p.59-61 Reading Application LA.1.7.4 What is the author‟s warning to other mermaids in the poem by Judith Viorst? Literary Analysis LA6.2.1.2 What was the mermaid able to do on land that she could not do in the sea? Informational Text/ Research LA6.6.1.1 Which text feature provides the most accurate information about the gods and goddesses?


https://springboard.collegeboard.com Language of Literature McDougal Littell


Sixth Grade Language Arts – SpringBoard Instructional Focus Guide– Week #8 Core Text and Resource Common Core Standards (CCS)/


SpringBoard Unit 2 Activities: Learning Focus: Imagining stories 2.1 Previewing the Unit p. 73 Writing a short story Essential elements Setting, Plot, character, Dialogue, action, conflict, climax, resolution 2.2 A Toy’s World Clip (“Toy Story”) PP 74 -76 Summarize events from clip Capture character‟s feelings Describe details Write a short monologue Complete word map organizer 2.3 Changes in My World pp. 77-78 Complete word map organizer Complete a quickwrite about changes in your life that have involved conflict. Create a graphic that represents students life before and after change

CCS R.CCR.2 - Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. R.CCR.6 - Assess how point of view or purpose shapes the content and style of a text R.CCR.7 - Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. RI.6.2 - 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. SSS LA.6.3.1.1. - Generate ideas from multiple sources based upon teacher directed topic and personal interest LA.6.3.1.2- Make a plan for writing that prioritizes ideas, addresses purpose, audience, main idea, and logical sequence. LA.6.3.2.1- Develop main ideas from the prewriting plan LA.6.3.2.2- Organize information into a logical sequence and combining or deleting sentences to enhance clarity. LA.6.1.75- Analyze and evaluate similar themes or topics by the different authors. LA6.6.3.1. - Analyze ways production elements (graphics, color, motion, sound, digital technology) affect communication across the media.

2.1Graphic Organizer, Marking the text, Think Pair Share, Skimming, Scanning, Summarizing, Paraphrasing, 2.2 Close reading, Note taking, Summarizing, Paraphrasing, Think, Pair Share, Quick write, Pre writing, Drafting, word map 2.3 Quick write, Pre writing, Drafting, Word Map, Graphic representation of student‟s world before and after change Vocabulary: Monologue (LT)

Writing a summary of a film clip Quickwrite about a toy of that belonged to them. Writing a short monologue

Essential Questions: How are people influenced by changes in their worlds? How does a writer effectively craft a story? FCAT Stem Questions: From film “Toy Story” Vocabulary LA6.1.6.8 What word would you use to describe how Woody felt toward Buzz? Reading Application LA6.1.7.3 What can you infer from the action of the toys in the scene that you watched from the movie? LA6.1.7.7 Compare Woody‟s relationship to Andy before Buzz‟s arrival to his relationship after Buzz appears on the scene? Literary Analysis LA6.2.1.2 Character Development Resolution How would you describe the way Buzz‟s character arrives on the scene and the effect that his arrival has on all the other toys? Informational text/research process LA6.6.2.2 Based upon the information you have gathered from the website, which of the three Toy Story movies have been most financially profitable?


https://springboard.collegeboard.com Film clip from “Toy Story”

Vocabulary notebooks Language of Literature McDougal Littell










SpringBoard Unit 2 Activities Activity 2.4 A Day of Change p.77 Short story “ Eleven” p. 79 Complete graphic organizer listing conflicts in Eleven Quickwrite Writing a story starter Characterization through dialog G&U: Indefinite Pronouns p. 82 Activity 2.5 Changes in Simba‟s world p.84 Film clip from the “Lion King” Taking notes while watching clips Using notes to discuss plot elements Using a organizer to describe conflicts students face and Simba faces Completing a plot diagram

CCS R.CCR.3 - Analyze how and why individuals, events, and ideas develop and interact over the course of a text. R.CCR.2 - Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. W.CCR.3 - Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. W.CCR.4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. SSS LA.6.3.1.1. - Generate ideas from multiple sources based upon teacher directed topic and personal interest LA.6.3.1.2- Make a plan for writing that prioritizes ideas, addresses purpose, audience, main idea, and logical sequence. LA.6.3.2.1- Develop main ideas from the prewriting plan LA.6.1.75- Analyze and evaluate similar themes or topics by different author

Learning Strategies: Drafting, Oral Reading, think, Pair Share, Word Map, graphic organizer Before reading Quickwrite a description of your best or worse birthday or other special occasion 2.4 Drafting, oral reading, think pair share, word map 2.5 graphic organizer, notetakng, Prewriting, Manipulative, Think-Pair-share, word map Vocabulary short story (AV) figurative language (AV) plot (LT) internal (WC) external (WC) resolution (WC)

Quickwrite about a change that involved some form of conflict Illustration of student‟s world before and after change Use graphic organizer to list conflicts Write a short story starter between Rachel and her teacher or Rachel and Phyllis Lopez.

Essential Questions: How are people influenced by changes in their worlds? How does a writer effectively craft a story? (Eleven) Why do people remain silent when they are falsely accused? Is it ever acceptable to embarrass someone intentionally? FCAT Stem Questions: Eleven (SB and Core) Vocabulary What word(s) would you use to describe Mrs. Price? Reading Application LA.6.1.7.3 Which sentence in the story suggests that Mrs. Price is getting angry with Rachel? LA.6.1.7.1.4 What is the reason Rachel becomes so upset on her birthday? LA6.1.7.7 Compare and contrast the sweater in “Eleven” and the Jacket in “The Jacket”, What impact did those articles of clothing have on the main characters in each story? Literary Analysis LA6.2.1.2 What does Silvia Salvidar say in the end of the story? LA6.2.1.7 How does the author describe what it is like to become a year older?


https://springboard.collegeboard.com Film clip from “The Lion King”

Language of Literature McDougal Littell










SpringBoard Unit 2 Activities Changes in My World Activity 2.6 “Play Ball” Part One p. 90 Activity 2.7 “Play Ball” Part 2 p.97 Storytelling Dialogue G&U: Writing Dialogue p. 97 Core: “The All American Slurp “ Language of Literature p. S20

CCS R.CCR.5 - Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. RI.6.3 - Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). W.6.2.b - Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. W.6.10 - Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. SSS LA.6.3.1.1. - Generate ideas from multiple sources based upon teacher directed topic and personal interest LA.6.3.1.2- Make a plan for writing that prioritizes ideas, addresses purpose, audience, main idea, and logical sequence. LA.6.3.2.1- Develop main ideas from the prewriting plan LA.6.3.2.2- Organize information into a logical sequence and combining or deleting sentences to enhance clarity.

Learning Strategies: Previewing, Note taking, quickwrite, Skimming and scanning 2.6 Play Ball: Part one previewing, note taking, quickwrite, Skimming, scanning 2.7 Drafting, Think, Pair-Share Word Map Vocabulary none listed

Quickwrite about communication between friends. Effective Note taking (using numbering system) Innings Keeping score Writing a story using dialog Completion of Word Map graphic organizer including: Exposition, rising action, climax, falling action, resolution Write a story starter incorporating one of the conflicts presented in the scenarios given on p. 98

Essential Questions: How are people influenced by changes in their worlds? How does a writer effectively craft a story? FCAT Stem Questions: “Play Ball” (SB) Vocabulary LA.6.1.6.9 The word Southpaw means… Reading Application LA.6.1.7.2 Does it seem that the author would most likely agree that girls should be allowed to play most, if not all sports? LA.6.1.7.4 What was the event that initially caused Janet to write to Richard to begin with? LA.6.1.7.7 Compare the way Richard responded to Janet at the beginning and at the end of the story. Literary Analysis LA.6.2.1.2 At what point does Richard begin to reconsider inviting Janet to join the team? Janet originally wrote to Richard because… “The All American Slurp” (Core) Vocabulary LA.6.1.6.9 What did the word slurp refer to?










Sixth Grade Language Arts -SpringBoard Instructional Focus Guide – Week #11 Core Text and Resources Common Core Standards (CCS)/


SpringBoard Unit 2 Activities: Activity 2.8 Picturing Green Gables p. 99 Reading an excerpt “Morning at Green Gables” pp. 100-101 Using contest clues Summarizing using new words Reread Sketch the scene Describing a familiar setting using descriptive phrases. G&U: Prepositional Phrases p. 100

CCS L.CCR.4 - Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. L.CCR.6 - Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression. L.6.6 - 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.

SSS LA.6.1.6.1- Use new vocabulary that is introduced and taught directly LA.6.1.6.3- Use context clues LA.6.2.2.3 - organizes information to show understanding (i.e. Representing main ideas within text through charting, mapping paraphrasing, summarizing or compare/contrasting LA.6.3.1.2- Make a plan for writing that prioritizes ideas, addresses purpose, audience, main idea, and logical sequence. LA.6.3.2.1- Develop main ideas from the prewriting plan LA.6.3.2.2- Organize information into a logical sequence and combining or deleting sentences to enhance clarity.

2.8 Predicting, previewing, quickwrite, diffusing, rereading, summarizing, paraphrasing, sketching, visualizing, Think-Pair-share Diffusing: Read and underline unfamiliar words. Visualizing Vocabulary: none listed

Using sensory details to create a setting for a story describing a journey to an unfamiliar place Writing a summary

Essential Questions: How are people influenced by changes in their worlds? How does a writer effectively craft a story? FCAT Stem Questions: Vocabulary LA.6.1.6.3 “Morning at Green Gables” (SB) What does the word bound mean in this sentence, “With a bound she was out of bed and across the floor.” LA.6.1.6 What doe the word sash mean as it is used in this excerpt? Reading Application LA.6.1.7.2 Why didn‟t Anne think that the people at Green Gables did not want her? LA.6.1.7.4 What caused the sash to stay up when Anne opened it? Literary Analysis LA.6.2.1.2 What evidence is there in the text that suggests Anne may have been moved around as a child? LA.6.2.1.2 What do you learn about Anne‟s past in this short excerpt?



Writing Workshop








Sixth Grade Language Arts -SpringBoard Instructional Focus Guide – Week #12

Core Text and Resources

Common Core Standards (CCS)/ Sunshine State Standards (SSS)


SpringBoard Unit 2: Activity 2.9 “He Said, She Said” p. 106 Novel Excerpt from “Flipped” pp. 107-112 Examine conflicting viewpoints, review first and third person points of view Discuss Recall another time an event caused a change in your life and how another person reacted to the same change G&U: Person and Point of View connection p. 106 / Regular & Irregular Verbs p. 108 Activity 2.10 Character Changes Short Story: “Thank You M‟am” p. 115 Read story mark text for discussion G&U: Sentence Fragment p. 115

CCS RL.6.6 - Explain how an author develops the point of view of the narrator or speaker in a text. RI.6.6 - Determine an author‟s point of view or purpose in a text and explain how it is conveyed in the text W.6.2.a - Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. W.6.2.b - Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. SSS LA.6.3.1.2- Make a plan for writing that prioritizes ideas, addresses purpose, audience, main idea, and logical sequence. LA.6.3.2.1- Develop main ideas from the prewriting plan LA.6.3.2.2- Organize information into a logical sequence and combining or deleting sentences to enhance clarity LA6411 Write a narrative account with an engaging plot (including rising action, conflict, climax, falling action and resolution) include a clearly described setting with figurative language, and descriptive words or phrases to enhance style and tone

Learning Strategies: 2.9 Discussion Groups, Graphic Organizers, quickwrite, Marking the Text, notetaking, Rereading, Revisiting prior work 2.10 Graphic Organizer, marking the Text, Metacognitive markers, - ? if students have a question about something in the story, ! when something in the story evokes a reaction and * when students wishes to comment about something in the story during discussion later. Quickwrite, Role Playing, Skimming/Scanning, Visualizing, Sketching, Think-Pair-Share Vocabulary catapult (WC) theme (LT)

Complete graphic organizer on conflicting viewpoints Writing about a change in your life from a different point of view Quickwrite about changing your impression of a person Complete graphic organizer Character descriptions Character‟s actions Complete plot diagram Role play characters Short story

Essential Questions: How are people influenced by changes in their worlds? How does a writer effectively craft a story? FCAT Stem Questions: Flipped (SB) Vocabulary LA.6.1.6 What does the word ditch mean Bryce mean when he says” I knew right away this was a ditch play? Reading Application LA.6.1.7.4 What causes Bryce to dive behind his mother in “Flipped”? LA.6.1.7.4 How does Julie feel about Bryce compared to the way Bryce feels about Julie? Literary Analysis LA.6.2.1.2 What did Luella say that hinted she and the boy had something in common? What is the main conflict in “Flipped”? What statement best supports the idea that Julie doesn‟t forget Bryce any time soon? “Thank You M”am” (SB) Reading Application LA6.1.7.3 The title of the story “Thank You Ma”m most probably implies … Literary Analysis LA.6.2.1.2 What did Luella say that hinted she and the boy had something in common? Which timeline most accurately represents the period in Langston Hughes life during which he Wrote “Thank You M‟am”?












Core: “Words Like Freedom” Language of Literature p. 394 SpringBoard Unit 2 Activities: Activity 2.11 Writing About a Chance Encounter p. 124 Using a picture to create a story that begins with a chance encounter Share ideas with a partner Role play possibilities Writing Workshop #2 Short Story sbww p. 16-24 Embedded assessment: Creating a Short Story p.128-129 Developing conflicts and plot Drafting, Revising (self-assessment), revising,

CCS W.6.3.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. W.6.3.b- Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events and/or characters. W.6.3.c.- Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. W.6.3.d- Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. W.6.3.e - Provide a conclusion that follows from the narrated experiences or events. W.6.10 - Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. SSS LA.6.3.1.2- Make a plan for writing that prioritizes ideas, addresses purpose, audience, main idea, and logical sequence. LA.6.3.2.1- Develop main ideas from the prewriting plan LA.6.3.2.2- Organize information into a logical sequence and combining or deleting sentences to enhance clarity.

Learning Strategies: Notetaking, prewriting, drafting, Role Playing , Think Pair Share Revisiting Prior Work, Prewriting, Drafting, Revising, Visualizing, sharing, Responding Vocabulary encounter (WC)

Using a picture to create a story that begins with a chance encounter Share ideas with a partner Role play possibilities Embedded Assessment Prewriting and planning Using a graphic organizer to Complete a Plot diagram Creating a short Story Revising through sharing Editing and publishing Writing Workshop Prompt: Revisit the web that your class created, think of twists on other stories that you know, go through your portfolio, and brainstorm ideas for a story that you want to write.

Essential Questions: How are people influenced by changes in their worlds? How does a writer effectively craft a story? FCAT Stem Questions: “Words Like Freedom” (Core) Vocabulary LA.6.1.68 What are. the two words Langston Hughes writes mostly about in the poem. Reading Application LA.6.1.72 In his poem, “Words Like Freedom”, what does the author feel so passionate about? Literary Analysis LA.6.2.1.2 What line(s) in the poem suggest that the author has had a difficult time in his own life achieving personal freedom? Based upon the information in the article at what time in his life, would you say Langston Hughes was most prolific?



Other works by Langston Hughes








Sixth Grade Language Arts –SpringBoard Instructional Focus Guide – Week #14 Core Text and Resources Common Core Standards (CCS)/


SpringBoard Unit 2: Learning Focus: p. 137 Don‟t switch that channel Preview the skills and knowledge for Embedded Assessment #2 p. 180, 189-190 Activity 2.12 pp. 138 Understanding TV news pp. 138-141 Close reading Anticipation guide TV news scavenger Hunt Analyzing a story Activity 2.13 Parts of a News Story pp. 142-143 View a news story clip three times to analyze behaviors, images, and facts Analyze story to determine audience and purpose. Activity 2.14 That‟s a Great question pp. 145-146 “The Gathering of Wild Animals” A conversation with Wendelin Van Draanen pp. 147-149 Refer to the essential questions.

CCS R.CCR.3 - Analyze how and why individuals, events, and ideas develop and interact over the course of a text. R.CCR.7 - Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. R.6.3- Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (eg., thorugh examples or anecdotes). L.CCR.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. W.6.1.a - Introduce claim(s) and organize the reasons and evidence clearly. W.6.1.b - Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. W.6.1.c - Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. SSS LA.6.3.1.1. - Generate ideas from multiple sources based upon teacher directed topic and personal interest

Learning Strategies: 2.12 Discussion groups, prewriting, think Pair share, word map 2.13 Close Reading, graphic organizer, quickwrite 2.14 Marking the Text, Oral reading, prewriting, rereading, Role Playing, Skimming, Scanning, Summarizing, Paraphrasing Vocabulary: purpose (LT) audience(LT) folk tale (LT) paraphrase (LT) summarizing (LT)

Anticipation guide Word Map graphic organizer to explore concept of TV News story TV News Scavenger Hunt News story analysis Writing Interview questions

Essential Questions: How are people influenced by changes in their worlds? How does a writer effectively craft a story? FCAT Stem Questions: Vocabulary LA.6.1.6.8 In this question “What does the anchor say to introduce the news story” what does the word anchor mean as it is used in this question? “The Gathering of Wild Animals” (SB) Reading Application LA.6.1.7.3 What method of problem solving is being implemented in the story? LA.6.1.7.4 What caused the Grizzly Bear to call the meeting of the animals? LA.6.1.7.7 Compare the consensus of the animals at the beginning to that at the end of the story. Who or what caused them to change their opinions? LA.6.2.1.2 What animal emerges as the leader? Character Development Resolution Whose interest did the porcupine has at heart?












Springboard Unit 2 Activity 2.15 Weather Changes “Persephone” p. 150 Activate prior knowledge Use metacognative markers while reading?, (question!, (share a reaction) and * (make a comment) and discus after reading). Answer the five “W” questions View a variety of different online headlines Consider need for balanced reporting G&U: Active & Passive Voice p. 152 Activity 2.16 Weather explanations. “Can it really Rain Frogs”? Pp. 158-160 Share strange weather stories, Use metacognative markers during reading, Take notes on RAFT organizer from story then transform weather phenomenon into a myth G&U: Verb/Tense Agreement p. 159

CCS R.CCR.1 - Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. R.CCR.7 - Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words R.CCR.8 - Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. R.CCR.10 - Read and comprehend complex literary and informational texts independently and proficiently. W.CCR.1 - Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.CCR.2 - Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. SSS LA.6.3.1.2- Make a plan for writing that prioritizes ideas, addresses purpose, audience, main idea, and logical sequence. LA.6.3.2.1- Develop main ideas from the prewriting plan. LA.6.3.2.2- Organize information into a logical sequence and combining or deleting sentences to enhance clarity.

Learning Strategies: Metacognitive Markers, Marking the Text, discussion Groups, Prewriting, Word Map Activate prior knowledge Use Metacognitive markers: (question!, (share a reaction) and (make a comment) Answer 5 W questions Vocabulary myth (LT)idiom (WC) mythological (WC)

RAFT organizers Prewriting Writing an Original myth explaining a weather phenomenon.

Esential Questions: How are people influenced by changes in their worlds? How does a writer effectively craft a story? FCAT Stem Questions: Vocabulary LA.6.1.6.9 From the context of the sentence, what does the word cavern mean? Reading Application LA.6.1.7.2 What method of problem solving is being exemplified in this myth? LA.6.1.7.3 What is the natural phenomenon that this myth is explaining? LA.6.1.7.4 What did Persephone do that caused her to have to return to the underworld for four months each year? LA.6.1.7.7 Hades home is dark and cold. Why does he want Persephone in particular to come to the underworld? Literary Analysis LA6212 Under what condition does Zeus say that he will allow Persephone to return? Demeter was very saddened by her daughter‟s disappearance, but why didn‟t she cry?


https://springboard.collegeboard.com Language of Literature

McDougal Littell










Core: “The Watsons Go to Birmingham” Novel Chapter 1 SpringBoard Unit 2: Activity 2.17 Meet the Watsons pp. 162-174 G&U: Commonly Confused Words p. 172 Read the excerpt in chunks, discussing, marking the text and summarizing along the way

CCS R.CCR.2 - Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. R.CCR.6 - Assess how point of view or purpose shapes the content and style of a text. RL.6.2 - Determine a theme or 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. R.CCR.7 - Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. R.CCR.10 - Read and comprehend complex literary and informational texts independently and proficiently. SSS LA.6.1.6.1- Use new vocabulary that is introduced and taught directly LA.6.1.6.3- Use context clues L.A. 6. 1.7.3- Determine the main idea of essential message I grade-level text through inferring, paraphrasing, summarizing and identifying relevant details L.A. 6. 2.1.2 -locate and analyze the elements of plot structure including exposition, setting, character development, rising, falling action, conflict resolution and theme in a variety of fiction L.A.6.2.1.9 explain how ideas, values and themes of a literary work often reflect the historical period in which it was written. LA.6.3.2.3- Analyze language techniques for professional authors including point of view to enhance the use of descriptive language and word choices.

Learning Strategies: (Before, during and after reading) Chunking, close reading, Graphic organizer, Quickwrite, think, pair share, summarizing, paraphrasing 2.17 Share the reading of the story by chunking the text into nine chunks: Chunk 1 setting Chunk 2 summarize Dads story Chunk 3 Dad‟s solution to the family‟s problem, description of the family car, and the chore given to Byron and Kenny Chunk 4 How to survive a blizzard part one Chunk 5 How to survive a blizzard part 2 Chunk 6 Summarize the last part of How to survive a blizzard Chunk 7 Byron‟s problem Chunk 8 How different people offer solutions to Byron‟s problem Chunk 9 Momma‟s solution and the most vivid descriptions I this chunk underlined. Vocabulary none listed

Choose one of these three to write about: • Describe a Prank you saw someone play on someone else in detail • Think about the most embarrassing thing that ever happened to you. Write to explain that incident in detail. Describe each character in detail p. 174 Write about the incident in Byron‟s voice

Essential Questions: How are people influenced by changes in their worlds? How does a writer effectively craft a story? FCAT Stem Questions: Vocabulary LA6163 What is a blizzard? Reading Application LA6172 Who is telling the story? LA6173 Why are the Watson‟s all huddled together on the couch in the beginning of the story? LA.6.1.7.4 How did Byron‟s lips get stuck to the mirror? LA.6.1.7.7 Compare what Kenny did to help Byron to what Kenny said Byron would do if Kenny got his lips stuck to the mirror? Literary Analysis As the story develops what do we learn about Byron and Kenny‟s relationship? LA.6.2.1.2What does momma start to do when she gets upset? LA.6.2.2.1 What happened when the hot water was poured over the mirror and Byron‟s lips? Informational Text/research processes LA.6.6.1.1 Which map in the article has the Watson‟s journey from Flint to Birmingham correctly marked?


https://springboard.collegeboard.com The Watsons Go to Birmingham Christopher Paul Curtis

Suggestion Watsons Go to Birmingham CD narrated by Levar Burton










Core: “Aarons Gift” pp. 248 - 257 Language of Literature “The Watsons Go to Birmingham” chapters 2-5 SpringBoard Unit 2 continued “The Watsons Go to Birmingham” (continued) pp. 177- Activity 2.18 Average High Temperature: 29 degrees p. 177 • Mark descriptions of the weather • Find examples of hyperbole • Brainstorm other places that have extreme weather conditions. • Generate a list of weather related terms for the word wall • write a weather report about a chosen place

CCS R.CCR.3 - Analyze how and why individuals, events, and ideas develop and interact over the course of a text. R.CCR.5 - Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. W.CCR.6 - Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. W.CCR.8 - Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism W.CCR.9 - Draw evidence from literary or informational texts to support analysis, reflection, and research. SSS L.A. 6. 2.1.2- locate and analyze the elements of plot structure including exposition, setting, character development, rising, falling action, conflict resolution and theme in a variety of fiction L.A.6.2.1.9 - explain how ideas, values and themes of a literary work often reflect the historical period in which it was written LA6.3.1.1.- generate ideas form multiple sources based upon teachers directed topics and personal interests LA6.4.2.5.- writes directions to unfamiliar locations using cardinal and ordinal directions, landmarks, and distances to create an accompanying map LA6.5.2.2.- delivers informative presentation including oral responses literature and adjusts oral language, body language, eye contact, gestures, technology and supporting graphics appropriate to the situation.

Learning Strategies: (Before, during and after reading) Marking the text, oral reading rereading, prewriting, think-pair-share, visualizing, sketching, role playing Visualize cold weather conditions, prewrite, think pair share Vocabulary hyperbole (LT)

Research weather in chosen area Write a weather report Present the weather report

Essential Questions: How are people influenced by changes in their worlds? How does a writer effectively craft a story? FCAT Stem Questions: Vocabulary LA.6.1.6.3 In “Aaron‟s Gift”, what does the word frenzied mean in this phrase “…as if it were performing a frenzied dance.”? Based upon the information in the story which statement most accurately describes “pogroms”? Literary Analysis LA.6.2.1.2 Why does Aaron want to give the pigeon to his grandmother? How does Aaron‟s heritage affect his encounter with the gang members? In “The Watsons go to Birmingham” (core) Reading Application LA.6.1.7.2 How does the author portray Momma? LA6173 What did Byron decide to do to Larry Dunn after Larry Gave Rufus and Kenny a Maytag Wash? LA.6.1.7.7 Compare and contrast Byron and Larry Dunn. Literary Analysis LA6.2.12. Why does Aaron want to give the pigeon to his grandmother?


https://springboard.collegeboard.com The Watsons Go to Birmingham

Suggest Watsons CD narrated by Levar Burton McDougal Littell Language of Littell








Sixth Grade Language Arts – Springboard Instructional Focus Guide– Week #18 Core Text and Resources Common Core Standards (CCS)/


“The Watsons Go to Birmingham” Chapters 5-8 Writing Workshop # 8 Persuasive Writing -SpringBoard Writing Workshop p. 54-61 Embedded Assessment #2 • Plan a news story that represents some kind of change, • Working in a group examine texts studied so far this year and use the graphic organizer to list possible texts, the kind of news story that each would be, and the connections to the concept of change. •Decide upon one story, and work out the facts with the members of your group. • Decide who will assume the responsibilities of each role • Begin to draft the plan using the graphic organizer on p. 184 and 185

CCCS W.CCR.2 - Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. W.CCR.5 - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W.CCR.6 - Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. SSS LA.6.3.1.2- Make a plan for writing that prioritizes ideas, addresses purpose, audience, main idea, and logical sequence. LA.6.3.2.1- Develop main ideas from the prewriting plan LA6.3.3.1 - evaluate draft for development of ideas, content, logical organization, voice, point of view, word choice and sentence variation. LA6.5.2.2. - deliver informative presentation including oral responses to literature and adjusts oral language, body language, eye contact, gestures, technology and supporting graphics appropriate to the situation. LA6.6.2.1 - select a topic for inquiry, formulates, a search plan, and applies evaluative criteria to select an use appropriate resources. LA6.6.3.1. - analyze ways that production elements affect communication across the media LA6.6.4.2. - Determine and apply digital tools to publications and presentations. LA.6.3.5.3. - share the writing with the intended audience

Learning Strategies: (Before, during and after reading) Discussion groups, Graphic Organizers, Notetaking, Prewriting, Drafting, Peer Editing, Revising, Rehearsal, Oral Reading, Sharing and Responding.

Producing a news story Writing Workshop Prompt: Write an essay that persuades a specific audience to change something outside of your school.

Essential Questions: How are people influenced by changes in their worlds? How does a writer effectively craft a story? FCAT Stem Questions: The Watsons Go to Birmingham (core) Vocabulary LA6163 When the author says momma‟s eyes get slitty, what doe he mean? Reading Application LA6172 What are the reasons Momma gives Byron that he is being taken to Birmingham to stay with Grandma Sands? LA.6.1.7.4 How did Byron get the Swedish cream cookies without paying for them? Literary Analysis What did Joey do every time Momma approached Byron? Informational Test/Research process LA.6.6.1.1 Which chart most accurately represents the most popular family car of the early 1960‟s according to national sales records?


https://springboard.collegeboard.com The Watsons Go to Birmingham

Suggest Watsons CD narrated by Levar Burton McDougal Littell Language of Littell








Sixth Grade Language Arts - Springboard Instructional Focus Guide – Week #19 Core Text and Resources Common Core Standards (CCS)/


Core: Watsons Go to Birmingham Chapters 9-11 Embedded Assessment #2 continued Students will: • Draft the plan using the graphic organizer on p. 184 and 185 • Write the text of the new story • Rehearse and revise text if necessary, • Publish the story • Present the story to the class. • Take notes using guide on p. 187 as students listen to other presentations. Self -Reflection p. 188 Using Dialog p. 191 Review pieces from portfolio in which dialog has been incorporated or could be. Select one piece that could benefit from revision of dialog or adding dialog to revise that piece.

CCCS W.CCR.2 - Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. W.CCR.5 - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W.CCR.6 - Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. SSS LA.6.3.1.2- Make a plan for writing that prioritizes ideas, addresses purpose, audience, main idea, and logical sequence. LA.6.3.2.1- Develop main ideas from the prewriting plan LA6.3.3.1 - evaluate draft for development of ideas, content, logical organization, voice, point of view, word choice and sentence variation. LA6.5.2.2. - deliver informative presentation including oral responses to literature and adjusts oral language, body language, eye contact, gestures, technology and supporting graphics appropriate to the situation. LA6.6.2.1 - select a topic for inquiry, formulates, a search plan, and applies evaluative criteria to select an use appropriate resources. LA6.6.3.1. - analyze ways that production elements affect communication across the media LA6.6.4.2. - Determine and apply digital tools to publications and presentations. LA.6.3.5.3. - share the writing with the intended audience

Learning Strategies: (Before, during and after reading) Discussion groups, Graphic Organizers, Notetaking, Prewriting, Drafting, Peer Editing, Revising, Rehearsal, Oral Reading, Sharing and Responding.

Embedded Assessment #2: Writing, Producing, and Performing a news story Revising a written piece and adding dialog.

EssentialQuestions: How are people influenced by changes in their worlds? How does a writer effectively craft a story? FCAT Stem Questions: Vocabulary:

LA.6.1.6.3 Read what Byron says when talking about Grandma Sand‟s outhouse… “Aint they got no sanitation laws around down there?” What does the word sanitation mean? LA.6.1.6.8 According to Byron, what is a redneck and why should Kenny be scared of them? Reading Application LA.6.1.7.3 What is the Ultra Glide? What did Momma‟s notebook Contain? LA.6.1.7.4 What frightened Byron and Kenny at the rest stop? LA.6.1.7.7 How did the real Grandma Sands compare to what Byron imagined her to be? Literary Analysis

LA.6.2.1.2 Why was the family scared when they first got to the Appalachian mountains? LA.6.2.2.1 What did Daddy compare the drive through the cool night air in the Brown Bomber to?



The Watsons Go to Birmingham Suggest Watsons CD narrated by Levar Burton










“The Watsons go to Birmingham” Chapters 12-15 Allow students to complete the reading of the last three chapters of “The Watsons” and the epilogue, and discuss this novel as it relates to the essential questions for the unit. SpringBoard Unit 2 Reflection p. 192 & 392 TE Students will Begin their reflection of Unit #2 Reflection on Unit #2

CCS R.CCR.4 - Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. R.6.2. - Determine a theme or 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. R.6.3.- Describe how a particular story‟s or drama‟s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. SSS L.A. 6. 2.1.2 - locate and analyze the elements of plot structure including exposition, setting, character development, rising, falling action, conflict resolution, and theme in a variety of fiction L.A.6.2.1.9 explain how ideas, values and themes of a literary work often reflect the historical period in which it was written LA.6.1.75 - analyze and evaluate similar themes or topics by different authors

Learning Strategies: (Before, during and after reading) Predict Connect Ask Questions (Read and Say Something) Visualize Context Clues After Reading Discuss ending/epilogue Academic Vocabulary

Answers to Stem questions through participation in discussion or written responses. Thinking About thinking portfolio entry

Essential Questions: How do Internal and External factors influence one‟s perception? How does voice relate to audience and purpose? FCAT Stem Questions: Vocabulary LA.6.1.6.9 What does the word crouched mean in the phrase” if he‟d seen the way it was crouched down. What does Kenny really mean when he talks about the Wool Pooh? Reading Application

LA.6.1.7.2 What lessons do you think Christopher Curtis would like you to learn from reading his novel? LA.6.1.7.3 Why does Momma seem upset when Grandma Sands tells her that Mr. Robert was her dearest friend? What happened at the church? LA.6.1.7.4 Why does Kenny hide behind the couch in the World Famous Watsons Pet Hospital? LA.6.1.7.7 Who did Kenny think Grandma Sands sounded like when she laughed? Literary Analysis

LA.6.2.1.2 Why was Kenny afraid to look at Joey when she walked into the house? Where does Kenny spend most of his time when the Watsons get back home? Informational text/research process

LA6.6.2.2 According to the articles and websites you have visited, is Christopher Curtis‟ portrayal of the Watsons a fairly accurate representation of the times?


https://springboard.collegeboard.com The Watsons Go to Birmingham Christopher Paul Curtis

Suggest Watsons CD narrated by Levar Burton










SpringBoard Unit #3 Changes in Self-Perception Learning Focus What is Voice? Read Unit overview, essential questions, unit goals and the unit focus section with students pp. 193-196 Activity 3.1 pp. 197 Skim and scan the unit preview predict the unit focus highlighting the skills and knowledge necessary to complete the embedded assessment Activity 3.2 pp. 198-199 Complete graphic organizer on Involuntary and voluntary changes. Complete a quickwrite on one voluntary change student has made Elaborate selected sentences by looping. Share writing. Use Parallel structure to combine ideas into a single sentence with correct comma usage. G&U: Words, Phrases and Clauses in a Series p. 199 Activity 3.3 pp. 200-201 Character presented in a Film Clip pp. 200-201 Film Clip from “The Mighty”

CCS RL.6.2 - Determine a theme or 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. W.6.2.a - Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. W.6.2.b - Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. W.6.4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.6.10 - Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. SSS L.A. 6. 2.1.2- locate and analyze the elements of plot structure including exposition, setting, character development, rising, falling action, conflict resolution and theme in a variety of fiction LA6.3.3 - revise and refine the draft of clarity and effectiveness LA.6.6.4.1- Analyze the ways that production elements (e.g. graphics, color, motion, sound, digital technology) affect communication across the media to enhance communication and achieve a purpose

Learning Strategies: (Before, during and after reading) Using Graphic Organizer, marking the text, think-pair share, skimming/scanning, summarizing, paraphrasing, group discussion Graphic Organizer, quickwrite, Looping Revisiting prior work Graphic organizer, close reading Vocabulary subjective (LT) objective (LT)

Summary of skills and knowledge needed for embedded assessment #1 charted on graphic organizer. Completion of graphic organizer listing voluntary and involuntary changes students have made in their lives Quick write and looping exercise Combining sentences Completion of graphic organizer on the four methods of characterization Appearance, actions, what the character says, what others say

Essential Questions: How do Internal and external factors influence ones self-perception? How does voice relate to audience and purpose? FCAT Stem Questions: Reading Application LA.6.1.7.3 Who are the two young “Freaks” portrayed in Freak the Mighty and The Mighty? LA6.1.7.4 Why does Max try and ignore Blade? Literary analysis LA6.2.1.2 Compare and contrast the two main characters. Character Development /Resolution How does Max feel about himself? Informational test/ Research LA6.6.1.1. Based upon your research, How many different meanings have you found for the word “freak”?

Supplemental Materials:

https://springboard.collegeboard.com “Freak the Mighty” (novel) “Freak the Mighty” CD clip










SpringBoard Unit #3 Changes in Self-Perception Activity 3.4 pp. 202-208 Character Analysis in Bad Boy Memoir from “Bad Boy by Walter Dean Myers G&U: Adverbs p. 203 / Punctuation in Titles p. 205 / Action Verbs p 209 Activity 3.5 pp. 208-210 Finding and Using Textual evidence Activity 3.6 pp.213-215 Walter says thank you Core: Abd al-Rahman Ibrahima Language of Literature pp. 365-

CCS RL.6.1 - Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.6.6 - Explain how an author develops the point of view of the narrator or speaker in a text. RI.6.3 - Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). RI.6.4 - Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. RI.6.7 - Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. SSS LA.6.2.2.3 organizes information to show understanding (i.e. Representing main ideas within text through charting, mapping paraphrasing, summarizing or compare/contrasting) LA.6.3.1. use pre-writing strategies to generate ideas and formulate a plan. Evaluate draft for development of ideas, content, logical organization, voice, point of view, word choice and sentence variation. LA6.4.2.4- Write a variety of informal communications (e.g. friendly letters, thank-you notes, messages that follow a format and that have a clearly defined purpose and that include the date, proper salutation, body, closing, and signature)

Learning Strategies: (Before, during and after reading) Graphic Organizer, marking the text, Oral reading, Quickwrite, think Pair Share, role Play, word Map Graphic Organizer, outlining, prewriting, Drafting, Word Map Graphic organizer, DRAFT, prewriting, drafting, Revising, Think, Pair share, Role Play, Self-editing, Word Map Vocabulary fanatic (WC) point of view (LT) topic sentence (LT) perspective (LT) literary analysis (AV) personal letter (AV)

Note written in the voice of a teacher either from Ms. Conway or Mr. Lasher to the teacher who will have Walter the following year Role-play the teachers discussing Walter using the notes they are writing as a guide. Completion of Graphic organizers and charts using textual evidence to support answers DRAFT: Letter written in voice of Walter Dean Myers to a former teacher either Ms. Conway or Mr. Lasher, in the voice of the adult Walter Dean Myers

Essential Questions: How do Internal and external factors influence ones self-perception? How does voice relate to audience and purpose? FCAT Stem Questions Vocabulary: LA6.1.6.9 What does the word Jubilee mean when use in this sentence, It was on the first page of the Jubilee Issue and it was called “My Mother”. Reading Application: LA.6.1.7.2 According to Walter, What two important things did Mr. Lasher do for him? What does Walter Dean Myers mean in “Abd al Rahman Ibrahima” when he says” It was the lucky ones who were killed outright if they fell.” LA6.1.7.1.3 Why was Walter considered a Bad Boy? LA6.1.7.4 What did Walter do to cause Mr. Lasher to walk him home? What was Walter‟s punishment for punching Sidney in the back of the head? In the story “Abd al- Rahman Ibrahima,” what factors contributed to the deaths of as many as 10% of the Africans dying on the voyage from Africa to America? Literary Analysis LA.6.2.12 At what point in the story did Walter begin to change his behavior? What was Walter‟s punishment for punching Sidney in the back of the head? Based upon the information in the article, which statement about the work of Walter Dean Myers is most accurate?


https://springboard.collegeboard.com Copies of other Walter Dean Myers books for students to read:

Scorpions,Hoops, Bad Boy, Monster, Sunrise over Fallujah Language of Literature McDougal Littell








Sixth Grade Language Arts – SpringBoard Instructional Focus Guide – Week #23



SpringBoard Unit #3 Changes in Self-Perception Activity 3.7 pp. 216-217 Internal and External Reflection Students will apply the knowledge of personal reflection to themselves as they draw how others see them on the outside of a folder sketching the face and adding words and phrases to represent how they see themselves on the inside of the folder use these ideas to draft a reflective essay explaining how others perceive them and how they see themselves using a Venn diagram as an organizer. Activity 3.8 pp. 218-219 Personal Setting Reflection Review elements of setting, time and place. Students think of a time and place that means or meant something to them (visualize the details and complete the graphic organizer) Write a paragraph to include parallel structure. Activity 3.9pp 220-222 The beginning of the journey preview (covers and brag page) Begin double entry journal

CCS W.6.2.a - Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. W.6.2.b - Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. W.6.4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. SSS LA.6.2.2.3 organizes information to show understanding (i.e. Representing main ideas within text through charting, mapping paraphrasing, summarizing or compare/contrasting LA.6.3.2.2- Organize information into a logical sequence and combining or deleting sentences to enhance clarity LA..6.3.1. use pre-writing strategies to generate ideas and formulate a plan. evaluate draft for development of ideas, content, logical organization, voice, point of view, word choice and sentence variation.

Learning Strategies: (Before, during and after reading) graphic organizer, marking the text, guided reading, shared reading, oral reading, quickwrite, think-pair Share, Role Play, Word Map Graphic organizer sketching, visualizing, prewriting, drafting, Word Map Vocabulary essay (LT) setting (AV) novel (LT)

Reflective essay (internal and external reflection) Paragraph revision including one sentence using parallel structure Completed preview graphic organizer Double entry journal (for Holes)

Essential Questions: How do Internal and external factors influence ones self-perception? How does voice relate to audience and purpose?


https://springboard.collegeboard.com McDougall Littell Language of

Literature Holes clip

Holes (the novel) (audio)










SpringBoard Unit #3 Changes in Self-Perception Activity 3.10 pp. 223-224 “You are entering Camp Green Lake” Chapters 1-3 Activity 3.11 pp. 225 Visualizing the sub plot Chapters 4-7 Activity 3.12 pp. 226-227 Vocabulary in context Stanley‟s attitude G&U: Parts of Speech as Context Clues p. 226

CCS RL.6.1 - Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.6.2 - Determine a theme or 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. RL.6.3 - Describe how a particular story‟s or drama‟s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. RL.6.9 - Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics. SSS LA6.1.6.3 uses context clues to determine the meanings of unfamiliar words. LA6.1.6.9 determines the correct meaning of words with multiple meanings in context LA.6.2.2.3 organizes information to show understanding (i.e. Representing main ideas within text through charting, mapping paraphrasing, summarizing or compare/contrasting

Learning Strategies: (Before, during and after reading) Graphic organizer sketching, visualizing, prewriting, drafting, Word Map Previewing, graphic organizer, Double entry journal Vocabulary omniscient (LT) subplot (AV) flashback (LT) symbol (LT) tone (LT)

Bookmarks created by students

Essential Questions: How do Internal and external factors influence ones self-perception? How does voice relate to audience and purpose? FCAT Stem Questions: Vocabulary LA.6.1.6.9 What words could you use to describe Stanley after reading the first three chapters? What does the word sign mean as it is used in Chapter 6? Reading Application LA.6.1.7.3 What is the curse of the Yelnats? LA.6.1.7.4 What did Stanley do to cause him to be sent to Camp Green Lake? Literary Analysis LA.6.2.1.2 What is the coincidence about shoes that occurs in chapter 6? Informational Text LA.6.6.2.2 According to the information gathered from the websites on Juvenile crime, what percentage of those offenders spend time in jail?



Holes clip Holes (the novel) (audio)










SpringBoard Unit #3 Changes in Self-Perception Activity 3.13 pp. 228-230 The New Kid Activity 3.14 pp. 231-232 Tracing Stanley’s Character Activity 3.15 pp. 233-237 Writing a Letter Home

CCS RL.6.3 - Describe how a particular story‟s or drama‟s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. W.6.2.b - Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. W.6.2.c - Use appropriate transitions to clarify the relationships among ideas and concepts. W.6.2.d - Use precise language and domain-specific vocabulary to inform about or explain the topic. W.6.2.f - Provide a concluding statement or section that follows from the information or explanation presented. SSS LA6.4.2.4 - Write a variety of informal communications (e.g. friendly letters, thank-you notes, messages that follow a format and that have a clearly defined purpose and that include the date, proper salutation, body, closing, and signature

Learning Strategies: (Before, during and after reading) 3.13 Discussion groups, Double Entry Journal, oral Reading, Skimming, Scanning Word Map 3.14 Graphic Organizer Word Map 3.15 Graphic organizer, marking the text, RAFT, Rereading, Drafting Vocabulary textual evidence (LT)

3.13 Completed Graphic organizers on characterization notes Character description, monologue in voice of an adult 3.14 Graphic organizer tracing Stanley‟s character chapters 1-10 3.15 RAFT of Stanley‟s letter to mom

Essential Questions: How do Internal and external factors influence ones self-perception? How does voice relate to audience and purpose? FCAT Stem Questions: Vocabulary LA.6.1.6.9 What does the word perseverance mean in the sentence, “To be successful you need three things: intelligence, perseverance, and just a little bit of luck?” Reading application LA.6.1.7.3 Why do Stanley‟s parents pretend that he is going away to a fun camp? LA.6.1.7.4 Why do boys end up at Camp Green Lake? Literary Analysis LA.6.2.1.2 Who does Stanley‟s father blame for his failed experiments?











Sixth Grade Language Arts – SpringBoard Instructional Focus Guide – Week #26



SpringBoard Unit #3 Changes in Self-Perception Activity 3.16 pp. 238-239 Filling in Stanley‟s character Chapters 11-18 Activity 3.17 p.240 Noticing Zero Activity 3.18 p. 241-242 the Boys of D-Tent (film clip) Activity 3.19 p. 243 Stanley and Zero Chapters 18-22

CCS RL.6.3 - Describe how a particular story‟s or drama‟s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. RI.6.3 - Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). RI.6.5 - 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. RI.6.7 - Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. RL.6.7 - Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch. SSS LA.6.2.2.3 organizes information to show understanding (i.e. Representing main ideas within text through charting, mapping paraphrasing, summarizing or compare/contrasting LA.6.3.2.1- Develop main ideas from the pre-writing plan

Learning Strategies: (Before, during and after reading) Note: Read chapters 13, 19-21 and pp. 96-99 aloud 3.16 Graphic Organizer, Drafting 3.17 Graphic Organizer, quickwrite 3.18 Quickwrite, discussion groups, Prewriting 3.19 Graphic Organizers, summarizing, paraphrasing Vocabulary hierarchy (WC)

Take notes from the clip using graphic organizers and charts to note character development and differences between novel and film version.

Essential Questions: How do Internal and external factors influence ones self-perception? How does voice relate to audience and purpose? FCAT Stem Questions: Vocabulary LA.6.1.6.3 What does the word callused on mean? Reading Application LA.6.1.7.3 At what point does Stanley realize that the boys are digging holes in order to find something? Literary Analysis LA.6.2.1.2 What was most surprising about the warden? When does Stanley first realize that Zero can‟t read? Informational text/Research process LA6.6.2.2. Based upon the information in the article, how many state prisons currently have female wardens?













SpringBoard Unit #3 Changes in Self-Perception Activity 3.20 Kissin Kate Barlow” p. 244 Holes chapters 23-28 Activity 3.21 From Miss Katherine to Kissin Kate p.245-250 film clip

CCS RL.6.1 - Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.6.5 - Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. RL.6.7 - Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch. RI.6.8 - 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. SSS LA.6.2.2.3 organizes information to show understanding (i.e. Representing main ideas within text through charting, mapping paraphrasing, summarizing or compare/contrasting LA.6.3.1.1. Generate ideas from multiple sources based upon teacher directed topic and personal interest

Learning Strategies: (Before, during and after reading) 3.20 Visualizing, word Map 3.21 Graphic Organizers recording what is seen in the 7 flashbacks that reveal the subplot of the story (the story of Katherine Barlow) Vocabulary transition (WC) dissolve (WC)

3.21 Completion of graphic organizers recording flashback information

Essential Questions: How do Internal and external factors influence ones self-perception? How does voice relate to audience and purpose? FCAT Stem Questions: Vocabulary:

LA.6.1.6.3

What does quivering mean as it is used in the sentence on? Reading Application:

LA.6.1.7.4

Why are the townspeople so mad at Kate Barlow? Plot Development setting, ,

character

point of view, theme, conflict,

Character Development

LA6.2.1.7

Why did the townspeople kill Sam and Mary Lou? Descriptive /Figurative Language

LA.6.2.2.1

If you were to create another title for the book “Holes”, what would your title be? Determines the Validity and

Reliability

of information

Synthesize information

LA6.6.2.2

Based upon the article, would you probably read “Small Steps” the next novel by Louis Sachar which is a sequel to “Holes?”



Holes clip Holes (the novel) (audio book)










SpringBoard Unit #3 Changes in Self-Perception Writing Workshop # 7 Procedural Texts: Informal Letters sbww p. 52-53 Embedded Assessment #1 pp. 251-256 Writing letters in the voices of the characters Choose an incident in Holes to write about. Use the graphic organizer on p. 252 to organize thoughts. Write a letter about the incident in the voice of two different characters. Use the graphic organizer on pp. 253 & 254 to draft the raft. Read letters to partner and take notes while listening to partner‟s letter using pl 255 Edit letters using suggestions on p. 256

CCS W.6.1.a - Introduce claim(s) and organize the reasons and evidence clearly. W.6.1.b - Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. W.6.1.c - Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. W.6.2.a - Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. W.6.2.b - Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. W.6.2.c - Use appropriate transitions to clarify the relationships among ideas and concepts. W.6.2.f - Provide a concluding statement or section that follows from the information or explanation presented. SSS LA.6.3.1. use prewriting strategies to generate ideas and formulate a plan. evaluate draft for development of ideas, content, logical organization, voice, point of view, word choice and sentence variation. LA6.3.3.1 evaluates draft for the development of ideas and content logical organization, voice, point of views, work choice and sentence variation.

Learning Strategies: (Before, during and after reading) Raft prewriting, drafting, revising, self editing, peer-editing, sharing and responding

Two letters One in the voce of an adult, the other in the voice of the Boy Use letter model from Unit three p.215 Writing Workshop Prompt: Write an informal letter to a friend about a change that has occurred in your life.

Essential: How do Internal and external factors influence ones self-perception? How does voice relate to audience and purpose?













SpringBoard Unit #3 Changes in Self-Perception Learning Focus p. 259 What is Literary Analysis? Students review skills and knowledge necessary to complete embedded Assessment #2 Writing a character analysis essay. Activity 3.22 Visualizing Vocabulary p. 260 Working with a partner, students will Create a set of flashcards using the underlined words. Activity 3.23 The Lifeline p. 261 After plotting their own selected incidents on the graphic organizer on p. 261, students will Work in a small group of 4-5, group, to choose significant incidents to plot on a banner size poster and will revisit the essential question: How do internal and external factors influence on self-perception? 3.24 Hector Zeroni p. 262-263 Writing an introduction with a quotation and a thesis statement G&U: Parallel Structure p. 262 / Incorporating Quotations p. 263

CCS L.6.4.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. L.6.4.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). L.6.6 - 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. RL.6.2 - Determine a theme or 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. SSS LA6.1.6.3 - uses context clues to determine the meanings of unfamiliar words LA6.1.6.9 - determines the correct meaning of words with multiple meanings in context

Learning Strategies: (Before, during and after reading) Previewing QHT, Skimming/scanning Double entry journal, graphic organizer, predicting, summarizing/paraphrasing Double entry journal, discussion groups, skimming/scanning, word map

Visual Vocabulary Flashcards Banner sized poster (timeline of incidents) Writing an introduction with a quotation and a thesis statement.

Essential: How do Internal and external factors influence ones self-perception? How does voice relate to audience and purpose FCAT Stem Questions: Vocabulary LA.6.1.6.9 What does the word mirage mean in this sentence “ It was a mirage caused by the shimmering waves of heat rising off the dry ground.”


BEEP Lessons https://springboard.collegeboard.com

McDougall Littell Language of Literature Holes clip









Sixth Grade Language Arts - SpringBoard Instructional Focus Guide– Week #30 Core Text and Resources Common Core Standards (CCS)/


SpringBoard Unit #3 Changes in Self-Perception. 3.25 Evolution of the Caveman pp. 264-265 Students will analyze the way in which Stanley has changed and will explore the causes for these changes when completing the graphic organizer on pp. 264 & 265 Writing Prompt # 9 Response to Literature and Expository Text Springboard Writing Workshop p. 62-68 Embedded assessment #2 Writing a Character Analysis Essay pp. 267-271 Students will utilize the graphic organizers and suggestions for planning and prewriting a character analysis essay examining the ways that Stanley‟s character changed as a result of his friendship with Hector essay on pp. 267-271

CCS W.6.2.a - Introduce a topic; organize ideas,

concepts, and information, using strategies

such as definition, classification,

comparison/contrast, and cause/effect;

include formatting (e.g., headings), graphics

(e.g., charts, tables), and multimedia when

useful to aiding comprehension.

W.6.2.b - Develop the topic with relevant

facts, definitions, concrete details,

quotations, or other information and

examples.

W.6.2.c - Use appropriate transitions to

clarify the relationships among ideas and

concepts.

W.6.2.f - Provide a concluding statement or

section that follows from the information or

explanation presented.

W.6.5 - With some guidance and support

from peers and adults, develop and

strengthen writing as needed by planning,

revising, editing, rewriting, or trying a new

approach.

SSS LA.6.2.2.3 organizes information to show understanding (i.e. Representing main ideas within text through charting, mapping paraphrasing, summarizing or compare/contrasting LA.6.3.1. use prewriting strategies to generate ideas and formulate a plan. evaluate draft for development of ideas, content, logical organization, voice, point of view, word choice and sentence variation.

Double entry jounal Discussion group Skimming/scanning/writing Guided writing Revisiting prior work Drafting Revising Marking the draft Self editing Peer editing Sharing and responding Vocabulary evolution (WC)

Writing Workshop Prompt: In a multi-paragraph response-to -literature essay, analyze how a character‟s actions over the course of a story reveal a change in his or her character.

Essential: How do Internal and external factors influence ones self-perception? How does voice relate to audience and purpose?


BEEP Lessons https://springboard.collegeboard.com

McDougall Littell Language of Literature Holes clip











Core: “The Walrus and the Carpenter” Language of Literature pp. 556-558 SpringBoard Unit 4 Measuring the Changes in Me Learning Focus: Thinking as a reader and a writer Activity 4.1 p 280 Previewing the Unit Activity 4.2 pp 281-282 Reflecting on Reading Fluency Activity 4.3 p. 283-284 Revisiting, Revising, Reflecting Activity 4.4 pp. 285-286 Reflecting on Personal Changes G&U: Independent Clause/ Compound Sentences p. 285 Activity 4.5 pp. 287-288 Reflecting on Reading strategies and experiences ”

CCS W.6.5 - With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. SL.CCR.1 - Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others‟ ideas and expressing their own clearly and persuasively. SSS LA.6.2.2.3 organizes information to show understanding (i.e. Representing main ideas within text through charting, mapping paraphrasing, summarizing or compare/contrasting LA.6.3.2.2 Organize information into a logical sequence and combining or deleting sentences to enhance clarity LA.6.3.1. use prewriting strategies to generate ideas and formulate a plan. evaluate draft for development of ideas, content, logical organization, voice, point of view, word choice and sentence variation.

Learning Strategies: (Before, during and after reading) Close Reading, Marking the text, Predicting, think, Pair Share, Skimming, Summarizing, Paraphrasing, Graphic organizer Revisiting prior work word Map (Deeply revising to improve ideas, organization, Word Choice, Conventions by morning, deleting, adding, or replacing text. Prewriting , drafting, interview Skimming, scanning, discussion groups, scanning, review of strategies Vocabulary reflect (WC) inflection (WC) reflection (AV) diffuse (WC)

Complete reading organizer Complete Revision of Growth poem Completed Interview organizer Reflection on personal change Reading Strategy review and rating organizer

Essential: Why is it important to reflect on personal change and growth? Why does successful writing require global revision? FCAT Stem Questions: Reading Application:

LA.6.1.7.2

What was the primary purpose of Lewis Carroll‟s "The Walrus and the Carpenter”? Literary Analysis LA6.2.1.7 Lewis Carroll incorporates some details that incorporate fantasy (unreal) elements. Find several in the poem, “The Walrus and the Carpenter.” Informational text/research process LA6.6.1.1 Do the illustrations on pp. 556,557& 558 in Language of Literature complement the poem and assist the reader in the understanding of it.












SpringBoard Unit 4 Measuring the Changes in Me Activity 4.6 pp. 289-293 Students will choose to apply two Reading Strategies to the reading of “Thank You Mrs. Abruzzi.” G&U: Ellipsis p. 291 Activity 4.7 pp. 294-296 Reflecting, drafting, Evaluating, Revising Activity 4.8 pp. 297-301 Applying Revision strategies: Adding Activity 4.9 p. 302 Applying Revision strategies: Replacing Activity 4.10 p. 303 Applying Revision strategies: Deleting Embedded Assessment p. 304-306 Revise, Reflect, Publish

CCS W.CCR.3 - Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. L.CCR.3 - Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. W.CCR.4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. SSS LA.6.3.2.2 Organize information into a logical sequence and combining or deleting sentences to enhance clarity LA.. 6.3.1. use prewriting strategies to generate ideas and formulate a plan. evaluate draft for development of ideas, content, logical organization, voice, point of view, word choice and sentence variation. LA6.3.3.1 evaluates draft for the development of ideas and content logical organization, voice, point of vies, work choice and sentence variation.

Learning Strategies: (Before, during and after reading) Discussion Groups Applying two strategies of Choice: Close reading, Double entry journal, Marking the text, Metacognative Markers, Re-Reading, Think Alouds Reflecting Prior work, Drafting, Revising, Word Map, adding Elaborating, Reflecting, transformation into figurative language, replacing, deleting Vocabulary genre (LT) local revision (AV) global revision (AV) metaphor (WC) personification (WC)

Timed writing Select one of three prompts on p. 295 Revise writing using four different strategies.

Essential: Why is it important to reflect on personal change and growth? Why does successful writing require global revision? FCAT Stem Questions: Vocabulary LA.6.1.6.3 Which pair of words from the text is most similar? Reading Application:

LA.6.1.7.2 Why did Ray Romano thank Mrs. Abruzzi? Literary Analysis LA.6.2.1.2 What did the author regret? Informational text/research process LA.6.6.2.2 Based upon the information in the article, what is the most accurate statement regarding Ray Romano‟s formal education?












SpringBoard Unit 5 Learning Focus: What is research? SpringBoard Unit 5: Changing Times and Places Learning Focus: What is Research? Defining Primary and Secondary sources Activity 5.1: Previewing the Unit p. 311 Essential questions, unit overview and learning focus skills and knowledge needed for the Embedded assessment. Activity 5.2: Passing of Time p. 312 Identify objects or artifacts that have changed over time and chart results. Activity 5.3: Recognizing How time Relates to Change p. 314 After watching clips from Big and Back to the Future chart changes in Josh and document how artifacts have changed. G&U: Subordination p. 314 Activity 5.4 Creating a Works Cited Page pp. 315-317 correctly citing a variety of on line and other reference source material used in researching objects that have changed over time. Activity 5.5 Technology Changes Short Story: “The Fun They Had” pp. 318-320 Writing Workshop # 5 Script Writing SpringBoard Writing Workshop p. 42-45 Embedded Assessment #1 Researching and presenting an object that has changed over time. Pp. 321-325

CCS: RI.6.2 - 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. W.6.7 - Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. W.6.8 - Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. RL.6.1 - Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. SSS LA6.6.2.1 select a topic for inquiry, formulates, a search plan, and applies evaluative criteria to select an use appropriate resources LA6.62.3. Write an informational report that includes a focused topic, appropriate facts, and relevant details, a concluding statement and a list of sources used. LA6.6.2.4 explains and demonstrates an understanding of the importance of ethical research practices including the need to avoid plagiarism and know the associate consequences. LA6.3.3.1 evaluates draft for the development of ideas and content logical organization, voice, point of view, work choice and sentence variation.

Learning Strategies: (Before, during and after reading) Graphic organizer, marking the text think pair share, skimming and scanning, summarizing/paraphrasing Prewriting, quickwrite, word map Graphic organizer, presenting, think, pair share Practice Creating citations for books, web pages Close reading, marking the text metacognitive markers, rereading, think alouds, think –pair share, visualizing, sketching Vocabulary artifact (WC) research (AV) cite (WC) science fiction (LT) fantasy (LT)

Completed quickwrite: an everyday object that has changed over time Practice creating citations for books and web pages. Writing Workshop Prompt: Because you have written two successful scripts, the producer has given you the opportunity to write an original script on a topic of your choice. Embedded Assessment #1 Research an object that has changed over time. Compile research with citations and create a presentation to be shared with class

Essential: Why Do Objects Change over Time? How Does setting Affect characterization and Plot? FCAT Stem Questions: Vocabulary:

LA.6.1.6.3

In the sentence, “Maybe he said nonchalantly. What does nonchalantly mean? LA.6.1.6.8/LA.6.1.6.9

What does dispute mean in the sentence Margie wasn‟t prepared to dispute that? Reading Application:

LA.6.1.7.2/LA.6.1.7.3

“The Fun They Had”, was written in 1957. Have any of Asminov‟s science fiction school/classroom predictions become reality in 2010? LA.6.1.7.7

Compare the telebooks mentioned in the story to the e-books of today. Informational text/research

process:

LA6.6.2.2

According to your research, which web sites were most helpful in locating information about your object and how it change over time?



“Big” CD Clips “Back to the Future” CD clip










SpringBoard Unit 5: Changing Time and Places Learning Focus: What is Performance? Preview the skills and knowledge needed to complete embedded assessment #2 Activity 5.6 Forced Changes pp. 328-331 Read “The Millionaire Miser “, underlining the passages explaining Sushil‟s conflict circling unfamiliar words. G&U: Subordinating Conjunctions p.327 Activity 5.7 Tone Changes Give students copies of sentences and tones that must be used to deliver their sentence aloud. Create original sentences in which tones conveyed through use of descriptive words. Activity 5.8 Readers /theater Students see how the story “The Millionaire Miser” can be transformed into a play and are assigned roles to play in a reader‟s theater interpretation. Activity 5.9 Learning Lear’s Limericks Students participate in shared reading of Lear‟s Limericks and then select three poems from different sources to plan for recitation.

CCS RI.6.2 - 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. RL.6.7 - Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch. RL.6.10 - By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.6.9.b - Apply grade 6 Reading standards to literary nonfiction (e.g., “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”). SSS LA.6.2.2.3 organizes information to show understanding (i.e. Representing main ideas within text through charting, mapping paraphrasing, summarizing or compare/contrasting) LA6.6.3.1. analyze ways that production elements affect communication across the media LA6.3.3.1 evaluates draft for the development of ideas and content logical organization, voice, point of view, work choice and sentence variation. LA6.5.2.2. Deliver informative presentation including oral responses of literature and adjusts oral language, body language, eye contact, gestures, technology and supporting graphics appropriate to the situation.

Learning Strategies: (Before, during and after reading) Close reading, Marking the Text, Oral Reading, Predicting, Summarizing/Paraphrasing, Deleting, Close Reading Oral Interpretation, Role Playing, Word Map Marking the text, Oral interpretation, Oral Reading, Role Playing, Word Map Marking the text, Oral interpretation, Oral Reading, Rereading Vocabulary fable (LT) tone (AV) interpretation (LT) oral interpretation (LT) presentation (AV) limerick (LT) rhythm (LT)

Oral participation and interpretation of tone Reader‟s theater performance, evaluation, Poetry presentation organizer and actual delivery.


LA.6.1.6.9

In the sentence Drive away the scoundrel what does the word scoundrel mean? Reading Application:

LA.6.1.7.2

What is Edward Lear‟s primary purpose in writing Limericks?

LA.6.1.7.5

What is the pattern of a Limerick? Informational text/research

process:

LA6.6.2.2

Based upon the information in the article, which statement is most accurate in describing the bulk of Lear‟s work?










Sixth Grade Language Arts - SpringBoard Instructional Focus Guide– Week #35 Core Text and Resources Common Core Standards (CCS)/


SpringBoard Unit 5: Changing Time and Places Learning Focus: What is Performance? Activity 5.10 Poetry presentation p. 341 Activity 5.11 Creating a Dramatic Script from a Poem p.342 Students create scripts for the last part of the poem “Footwear Follies”. Activity 5.12 Building Vocabulary pp. 344-345 Students use context clues to predict the meaning of unfamiliar words used in” Rip Van Winkle”. G&U: Parts of Speech review p. 344 Activity 5.13 Guided Reading of Rip Van Winkle pp.346-357 Students will preview and chunk the reading of Rip Van Winkle using guided reading strategies and suggestions for preparation of performance in Embedded Assessment #2. 5.14 Poetry Performance pp. 358-359 Students will read, and interpret two poems worth Hearing and Fireflies (a poem for two voices as they prepare their own recitations.

CCS RL.6.3 - Describe how a particular story‟s or drama‟s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. RI.6.4 - Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. RL.6.3 - Describe how a particular story‟s or drama‟s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. RL.6.4 - 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. RL.6.7 - Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch. L.6.4.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). SSS LA6.1.6.3 uses context clues to determine the meanings of unfamiliar words LA6.1.6.9 determines the correct meaning of words with multiple meanings in context LA6.5.2.2. Deliver informative presentation including oral responses of literature and adjusts oral language, body language, eye contact, gestures, technology and supporting graphics appropriate to the situation.

Learning Strategies: (Before, during and after reading) Graphic Organizer Oral Interpretation Marking the text, Role Playing, Word Map Predicting, Think Aloud KWHL chart, Graphic Organizer, marking the text, Predicting, Oral Reading, Quickwrite, Think, Pair share, Sketching, Word map, preview Marking the text, oral interpretation, Rereading, Word Map Vocabulary quatrain (LT) drama (AV) script (WC) pantomime (WC) free verse (LT)

Selection of poems and completion of graphic organizer to prepare for poetry presentation. Oral recitation of selected poems. Evaluation of presentations. Scripts created for last part of poem “Footwear Follies” Completed activity p. 511-512 Students Cue cards and participation in discussion, performance preparation, rehearsal. Pantomime, and two voice performances.


LA.6.1.6.3

Predict the meaning of the following words found in Rip Van Winkle: and presented in context on shillings, tavern, revenues, wearily, jeer and incredulously. LA.6.1.7.2

How does the author portray Dam Van Winkle? LA6.2.1.7

What does Dame Van Winkle mean when she days “If excuses were shillings, we‟d be rich.” LA6.6.2.2

Based upon the article, what is the most accurate statement summarizing Washington Irving‟s two most famous works, “The Legend of Sleepy Hollow” and „Rip Van Winkle



Back to the Future CD










Core: “The Phantom Tollbooth” pp. 513-550 Language of Literature SpringBoard Unit 5: Changing Time and Places 5.15 Drama Games Teacher will assign student groups and lead students in participation of drama games directions on p. TE 307e and reflection on pp. 360. 5.16 Playing with Time Periods to prepare for Embedded assessment #2, students answer questions about transforming the scene they will perform to a different time period. Writing Workshop # 10 Research Springboard Writing Workshop p. 70-72 Embedded Assessment #2 Student groups (acting companies) will transform scene 3 of Rip Van Winkle into a different setting and will perform the adaptation for the class.

CCS RI.6.4 - Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. RL.6.4 - 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. W.6.6 - Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. W.6.7 - Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. W.6.8 - Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. SSS LA6.6.3.1. analyze ways that production elements affect communication across the media LA6.3.3.1 evaluates draft for the development of ideas and content logical organization, voice, point of view, work choice and sentence variation. LA.6.3.5.3. RL.6.4 - 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. share the writing with the intended audience

Learning Strategies: (Before, during and after reading) Role playing, word map Marking the text, Prewriting, Visualizing, Graphic Organizer, Word Map Pre writing, Drafting, marking the text, Role-playing Vocabulary collaborate (WC)

Student participation in Drama games and completion of reflection questions. Students‟ transformation of the scene and performance of their adaptation. Writing Workshop Prompt Follow the same process to research a topic and present it to your peers.


LA.6.1.6.3

From the passage in the story, what does the word plumb line mean? Reading Application:

LA.6.1.7.2

What is Norman Juster‟s primary purpose in writing “The Phantom Tollbooth" Literary Analysis-

Fiction/Nonfiction:

LA.6.2.1.2

How does Milo escape the Doldrums? How does Milo rescue the princess? LA6.2.1.7

Give several examples of the authors use of literary devices such as puns, figurative language to literal, homophone usage. LA6.6.2.2

Based upon the information in the article, what is Norman Juster‟s primary occupation?










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Sixth Grade Language Arts SpringBoard …wayneisd.sharpschool.net/UserFiles/Servers/Server_936008...Sixth Grade Language Arts – SpringBoard Instructional Focus Guide – Week # 3