Grade 6 Language Arts: Ms. Kouns

Topic outline

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    Welcome to my class!

     

    Welcome to Ms. Kouns's 6th grade Language Arts class!

    General information:

    Vocabulary is assigned every monday (unless it is a short week).  Students will then quiz on these words at the end of the week. Students should be completing 3 homeworks (from the Tic Tac Toe Vocabulary grid) a week so that they are prepared for the quiz at the end of the week.  See the attached homework directions.  THIS WILL BE THE SAME ALL YEAR.

    Students should always ALWAYS be studying for my class on Thursdays.

  • 8
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    October 27-31

    BLAST FROM THE PAST:  

    Essential Question:  How is folklore simultaneously revealing and limiting?:  What do myths, legends, tall, and porquoia tales reveal about world cultures- including our own? 

    Story Essential Question:  Is FEAR ever fun?

    Story: "The Chenoo" 712-723 Native American Legend

    Skills: 
    RL 1  Cite textual evidence to support inferences drawn from the text.  RI 7  Integrate information presented in different formats as well as in words to develop a coherent understanding of a topic.  L 4  c Consult dictionaries and thesauruses, both print and digital, to clarify meaning.  L 6  Gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.k

    Grammar focus:  Helping verbs and verb tenses.

    Monday

    Tuesday

    Wednesday

    Thursday

    Friday

    Vocabulary Powerpoint

    Verb Tenses Powerpoint

    Library

    Review verb tense: jumpstart practice

    Review characteristics of a legend

    Read "The Chenoo" pg. 712-723

    Complete Interactive reader

    Verb tense practice continued

    Read "Passamaquoddy" Nonfiction practice with maps and timelines

    Complete the Interactive reader

     Continue Interactive readers and practice skills

    Review for tests tomorrow

     Vocab Quiz/Grammar quiz

    open book reading test "The Chenoo" pg. 712-723


  • 9
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    November 3-7

     BLAST FROM THE PAST

    Unit Essential Question:  How is folklore simultaneously revealing and limiting?:  What do myths, legends, tall, and porquoia tales reveal about world cultures- including our own? 

    Essential Question:  When is it time to let go?

    Story: "The Crane Maiden" Japanese Folk Tale, "Aunty Misery" Puerto Rican Folk Tale

     

    Skills:RL 2  Provide a summary of the text distinct from personal opinions or judgments.  RL 7  Compare the experience of reading a story to viewing a live version of the text.  W 2 a  Organize ideas using comparison/contrast.  L 2 Demonstrate command of the conventions of punctuation.  L 4 a  Use context as a clue to the meaning of a word or phrase.  L 6 Gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.  Subject/Verb Agreement


     

    Monday 

    Tuesday 

    Wednesday 

    Thursday 

    Friday 

    Vocabulary for "Aunty Misery" and "The Crane Maiden"

    Lesson on subject/verb agreement

    library 

     Late Arrival Day

    subject/verb agreement practice

    Characteristics of Folk Tales review

    Read "The Crane Maiden" pg. 748-753

    discuss the message, character traits supernatural powers, and consequences of breaking a promise

     subject/verb agreement practice

    Read "Aunty Misery" pg. 754 

    Discuss the message, what the character represents, supernatural elements. 

     Create a characterization picture with descriptive words on Aunty Misery and Crane Maiden

    Complete the class set questions

    Vocabulary Quiz

    Quiz on subject/verb agreement

    open book test pg. 748-756


  • 10
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    November 10-14

     BLAST FROM THE PAST:

    Essential Question:  How is folklore simultaneously revealing and limiting?:  What do myths, legends, tall, and porquoia tales reveal about world cultures- including our own? 

    SKILLS:  Review of previously taught skills.

     

    Story: Unit 2 Post Test selections

     

    Monday

    Tuesday

    Wednesday

    Thursday

    Friday

    Important terms review-We will be reviewing important vocabulary/skills learned so far before we move forward.

    Grammar Focus:  There, their, they're

    Library-as needed only

    Take Unit 2 Assessment (1-40 to assess knowledge base on Myth, Legends, and Tales)

     Holiday, no school!

     Finish Unit 2 Assessment 

    Lesson on There, They're, and Their

    Review of 30 important vocabulary terms making a board game 

    Continue practice with they're, there, and their.

    Review the Unit 2 post test on Legends, Myths, and Tales

    *Identify foreshadowing in a given selection and its significance

    *Identify sensory details in a given selection 

    Quiz on review terms

    Finish projects (board games)


  • 11
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    November 17-21

     EMBRACING HERITAGE:

    Essential Question: Unit EQ: How does heritage define us individually and as a nation?

    Weekly EQ:  How can you relate to immigrant children who came to Ellis Island?

    SKILLS:  RL.6:  Explain how an author develops the point of view of the narrator in a text.  RI.3  Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.  RI.9  Compare and contrast one author's presentation of events with that of another.  W.1  Write arguments to support claims with clear reasons and relevant evidence.  W.5  With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or typing a new approach.  SL.3  Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.  L.4  Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.  L.4(c)  Consult reference materials, both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.  L.4(d)  Verify the preliminary determination of the meaning of a word or phrase.

    Story:  Multiple personal accounts of immigration to America from the perspective of children and adults.

    Grammar focus:  Synonyms

     

    Monday

    Tuesday

    Wednesday

    Thursday

    Friday

    Vocabulary Powerpoint

    Library

    Background information:  Anticipatory set on why people immigrated to America

    Meet your immigrant:  5 centers about different children who immigrated to America

    Synonyms practice

    Primary source photographs:  Photo Analysis to observe, reflect, and question.

    Synonyms practice

    Primary Source analysis:

    graphic organizer with:

    "William Remembers the Storm"

    "Interview with Morris Schneider"

    Watch the documentary and take notes (30 mins)

    Vocabulary quiz and quiz on synonyms

    "The Kitchen" primary source reading test

     


  • 12
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    November 24- November 25

    EMBRACING HERITAGE

    Essential Question:  How does heritage define us individually and as a nation?

    SKILLS:  

    RL.6:  Explain how an author develops the point of view of the narrator in a text.  RI.3  Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.  RI.9  Compare and contrast one author's presentation of events with that of another.  W.1  Write arguments to support claims with clear reasons and relevant evidence.  W.5  With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or typing a new approach.  SL.3  Deliniate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.  L.4  Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.  L.4(c)  Consult reference materials, both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.  L.4(d)  Verify the preliminary determination of the meaning of a word or phrase.

     

     

    Monday

    Tuesday

    Wednesday

    Thursday

    Friday

    Continue projects from week of Nov. 10-14

    Project presentation day!

     Teacher Workday!

     HAPPY THANKSGIVING!

     Holiday, NO SCHOOL!


  • 13
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    December 1-5 

    EMBRACING HERITAGE

    Unit Essential Question:  How does heritage define us individually and as a nation?

    Weekly EQ:  Would you be willing to leave behind many of your friends, family, and possessions for the possibility of more money, freedom, or opportunity?

    Content Standards:  

    CCSS.ELA-LITERACY.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.

    CCSS.ELA-LITERACY.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.

    CCSS.ELA-LITERACY.W.6.3
    Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

    CCSS.ELA-LITERACY.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.

    CCSS.ELA-LITERACY.W.6.3.E
    Provide a conclusion that follows from the narrated experiences or events.

    Monday

    Tuesday

    Wednesday

    Thursday

    Friday

    Vocabulary Powerpoint

    Powerpoint on "How to Read a Graphic Novel"-Introduction to "The Arrival" by Shaun Tan

    Preview pictures from the novel- answer basic questions

    Video from Discovery Education-"Immigration to the United States:  American Heritage Series"

    Review of techniques for reading a graphic novel

    Guided Comprehension questions for Chapter 1 of "The Arrival" (Link provided below for the graphic novel)

    Write a narrative (using the graphic organizer provided) 

    ~What is happening in this story from your point of view?

    Exit Slip:  What is one image that stuck in your head from the graphic novel, and why?

     Early Release @ 12:15

    Discussion on symbolism:  Why is the family so small? (referring to the pictures with the dragons)

    Why do the dragon shadows weave in and out amongst the buildings?

    What mood is expressed?

    What details contribute to the mood?

    What is the purpose or meaning of these shadows?

    ~Then Complete the Analysis Activity with the dragons pictures

     Revisit your narrative from Tuesday (or continue working on it as needed)

    Insert appropriate transitions

    proofread

     Viewing of the entire graphic novel "The Arrival" by Shaun Tan

    Answer the question stems as a summative assessment 

    Complete the vocabulary quiz for the week.

    finalize and proofread narratives


  • 14
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    Dec. 8-Dec. 12

    EMBRACING HERITAGE

    Essential Question:  How does heritage define us individually and as a nation?  What do these informational texts and stories reveal about our own country, the United States of America?

    Weekly EQ:  Based on the information you have learned about immigration, how could you limit the number of possessions you keep when moving to a new place?

    Story:  "Ellis Island (Cornerstones of Freedom)" ~nonfiction, "America" ~poem

    SKILLS:  RL. 6.6  Explain how an author develops the point of view of the narrator in a text.  RI. 6.3  Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.  RI. 6.9  Compare and contrast one author's presentation of events with that of another (e.g. a memoir written by and a biography on the same person)  W. 6.1  Write arguments to support claims with clear reasons and relevant evidence.  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. 6.3  Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.  L.6.4  Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.  L. 6.4(c)  Consult reference materials, both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.  L.6.4(d)  Verify the preliminary determination of the meaning of a word or phrase (by checking the inferred meaning in context or in a dictionary)

     

    Monday

    Tuesday

    Wednesday

    Thursday

    Friday

     library- online survey with Aldridge

    Vocabulary Powerpoint

    Analogies smart lesson

    Practice with analogies

    Jumpstart with analogies

    Read nonfiction passage "Ellis Island (Cornerstones of Freedom)"

    answer the margin questions using strategies for highlighting and paraphrasing 

    Introduce suitcase project rubric and start brainstorming

    Jumpstart with analogies

    Read "America" poem and answer questions

    continue suitcase projects by creating the suitcase

    Jumpstart with analogies

    Concentrate on creating objects for suitcase and preparing speech

     Vocabulary Quiz and quiz on analogies

    Reading Test on "Ellis Island (Cornerstones of Freedome)" and "America"


  • 15
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    Dec. 15-Dec.19

    EMBRACING HERITAGE

    Essential Question:  How does heritage define us individually and as a nation?  What do these informational texts and stories reveal about our own country, the United States of America?

    Weekly EQ:  How can the observation of others improve our own presentation skills? Why is learning public speaking important?

    Story:  No "selection" this week.  The teacher will instead show a video to help model expectations for their speeches.

    SKILLS:  SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.W.1  Write arguments to support claims with clear reasons and relevant evidence.  W.5  With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or typing a new approach.  SL.3  Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.  L.4  Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.  L.4(c)  Consult reference materials, both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.  L.4(d)  Verify the preliminary determination of the meaning of a word or phrase.

     

    Monday

    Tuesday

    Wednesday

    Thursday

    Friday

     Vocabulary PowerPoint

    Mini lesson on public speaking powerpoint.

    Video on public speaking

    Library

     Jumpstart on review of grammar lessons Graphic organizer for speech

    Begin writing speech based on the graphic organizer to defend their “suitcase items” chosen from the previous week. Students will practice with peers once they are finished. 

    Jumpstart on review of grammar lessons Students will continue to practice their speeches. The second half of class, students will evaluate vocabulary games using a peer rubric. Each student will be required to play two games and provide feedback to each game maker. 

    Jumpstart review of grammar lessons  Students continue to practice speeches for half of the class while peers give feedback for improvement while using a rubric. The second half of class students will continue to evaluate games.

     Students will present their speeches. 

    Students will be evaluated with a rubric. The audience will be free to ask questions. Selected students for each presenter will evaluate each speech to provide feedback. 

    Short quiz on vocabulary terms only 



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