Grade 6 Language Arts: Ms. Kouns

Topic outline

  •  
     

    Welcome to my class!

     

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

    General information:

    Vocabulary is assigned every monday (except on short weeks).  Students will then quiz on these meanings at the end of the week. Students should be completing 3 homeworks 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.

  • 1
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    August 25-29 

    Story: 

    Genre:  Fiction and Procedural Information

    Skills:  Analyzing Text, elements of a plot, cite evidence, describe plot, analyze sentences, write informative texts, consult a thesaurus, distinguish among connotations.

    Week at a glance:

    Monday

    Tuesday

    Wednesday

    Thursday

    Friday

    Introductions, Procedures, Rules, Consequences, Q & A

    Continue Q & A,

    Start diagnostic test for Language Arts

    Homeroom:  Locks and lockers

    Classes:  Finish diagnostic test, get organized with school supplies

    Library day,

    introduction to vocabulary and how Homework works- words will be given!

    Vocabulary quiz (students will have 2 chances to take)

    Read a story and discuss plot diagram


  • 2
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    September 2-5 


    Story:  "All Summer in a Day," "Settling in Space"

    Genre:  Nonfiction (Science Article), Science Fiction

    Skills:  Cite textual evidence, describe how characters respond to plot changes, analyze sentence and sentence structure, demonstrate command of conventions and punctuation, consult a thesaurus, write narratives.

    Week at a glance:

    Monday

    Tuesday

    Wednesday

    Thursday

    Friday

    NO SCHOOL!

     

    Happy Labor Day!

    Vocabulary and plot diagram review.

    Read "All Summer In A Day"- Science Fiction and create a plot diagram

    Review vocabulary.

    Work on making inferences, and answer questions for Reading Check.

    Read "Settling in Space"

    Complete Graphic Oragnizer on Supporting details for Main Idea.

    Review vocabulary

    Vocabulary Quiz

    Reading test using the literature book.- cite the text to prove multiple choice answers and short answer responses.

    • September 8-12

      Story:  "Eleven" and poem "On turning Ten"

      Genre:  Fiction:  Short Story, Poetry

      Skills:  Determine the meaning of words as used in context, explain how the author developes the POV of the narrator, consult dictionaries to clarify meanings.

      Week at a glance:

      Monday

      Tuesday

      Wednesday

      Thursday

      Friday

      Vocabulary

      Read "Eleven"

      Discuss 1st person POV

      Review Vocabulary

      Complete "Reading Check" and "Question Support"

      Early Release @ 12:15

      Fundraising Rally in the gym 8:45-9:15

      Writing Activity:  Examine the issue of growing up from two sides:  The good Vs. the bad.

       Review "Eleven"

      Read "On Turning Ten" -a poem

      Compare and contrast "Eleven" and "On Turning Ten"

      Vocabulary quiz,

      Reading test on "Eleven" and "On Turning Ten"


       

      September 15-19

      Poem:  "The Walrus and the Carpenter"

      Genre:  Narrative Poetry

      Skills: Analyze how a particular stanza fits into the structureof a text and contributes to the development of the setting or plot.  Pose and respond to specific questions with elaboration and detail.

      Week at a glance:

      Monday

      Tuesday

      Wednesday

      Thursday

      Friday

      Vocabulary powerpoint,

      library

      Start Tic Tac Toe homework

       

       Walrus and the Carpenter vocabulary review

      Read "The Walrus and the Carpenter" pg. 144

      T chart comparing/contrasting Poem to video clip from "Alice in Wonderland"

      Show video again

      Students finish T charts

      Students complete the class set worksheets 

      "Text Analysis, Question Support, Reading Strategy"

       SMART lesson on figurative language 

      metaphor

       simile

      onomatopoeia

      personification

       alliteration

       hyperbole

      Students complete practice worksheets (as seen in the smart lesson)

       Vocabulary Quiz

      Open book test on "The Walrus and the Carpenter" pg. 144


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    September 22-26

    Poem:  "The Walrus and the Carpenter"

    Genre:  Narrative Poetry

    Skills: Analyze how a particular stanza fits into the structureof a text and contributes to the development of the setting or plot.  Pose and respond to specific questions with elaboration and detail.

    Week at a glance:

    Monday

    Tuesday

    Wednesday

    Thursday

    Friday

    Vocabulary powerpoint,

    library

    Start Tic Tac Toe homework

     

     Walrus and the Carpenter vocabulary review

    Read "The Walrus and the Carpenter" pg. 144

    T chart comparing/contrasting Poem to video clip from "Alice in Wonderland"

    Show video again

    Students finish T charts

    Students complete the class set worksheets 

    "Text Analysis, Question Support, Reading Strategy"

     SMART lesson on figurative language 

    metaphor

     simile

    onomatopoeia

    personification

     alliteration

     hyperbole

    Students complete practice worksheets (as seen in the smart lesson)

     Vocabulary Quiz

    Open book test on "The Walrus and the Carpenter" pg. 144


  • 4
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    September 29-October 3

    Poem:  "The Walrus and the Carpenter"

    Genre:  Narrative Poetry

    Skills: Analyze how a particular stanza fits into the structureof a text and contributes to the development of the setting or plot.  Pose and respond to specific questions with elaboration and detail.

    Week at a glance:

    Monday

    Tuesday

    Wednesday

    Thursday

    Friday

    Vocabulary powerpoint,

    library

    Start Tic Tac Toe homework

     

     Walrus and the Carpenter vocabulary review

    Read "The Walrus and the Carpenter" pg. 144

    T chart comparing/contrasting Poem to video clip from "Alice in Wonderland"

    Show video again

    Students finish T charts

    Students complete the class set worksheets 

    "Text Analysis, Question Support, Reading Strategy"

     SMART lesson on figurative language 

    metaphor

     simile

    onomatopoeia

    personification

     alliteration

     hyperbole

    Students complete practice worksheets (as seen in the smart lesson)

     Vocabulary Quiz

    Open book test on "The Walrus and the Carpenter" pg. 144


  • 5
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    October 6-10

    I WON'T GROW UP

    Essential Question:  What distinguishes childhood from adulthood?

    Poems:  "Oranges" "Life Doesn't Frighten Me" "On Turning Ten"

    Genre:  Poetry

    Skills: Poetic Elements:  sensory language, understanding the speakers perspective, analyze how a particular stanza fits into the structure, explain how an author develops the point of view ofthe speaker.

    Week at a glance:

    Monday

    Tuesday

    Wednesday

    Thursday

    Friday

     Vocabulary-

    Practice with poetry terms.

     Read "Life Doesn't Frigthten Me"

    Read "On Turning Ten"

    Analyze the text through exploration of the speaker's point of view. Complete Text Analysis

     

     Review "Life Doesn't Frighten Me" by completing the Reading Survey.

    Poetry terms practice.

    Worksheets:  Rolling with Metaphors, Metaphors and Similes, and Personification/Metaphor/Similes worksheets

    Read "Oranges" by Gary Soto.

     Review "Oranges" by completing questions 1 & 2 pg. 516 in the Prentice Hall Literature book.

    Class discussion:  Question Support with a partner

    Report out answers.

     Review session.

    Vocabulary Quiz


    Reading Test citing textual evidence.


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    October 13-16

    I WON'T GROW UP

    Essential Question:  What distinguishes childhood from adulthood?

    Reading Selection:  Scholastic Scope article, "Do Manners Matter?:  Experts say we're turning into a bunch of savages.  Should we care?" 

    Genre:  Nonfiction

    Skills: W1 a-e:  Write arguments to support claims with clear reasons and relevant evidence.  W4:  Produce clear and coherent writing appropriate to task, purpose, and audience.  W 5:  Strengthen writing as needed by using the writing process.  W6:  Demonstrate sufficient command of keyboarding skills.  W9a (RL5):  Draw evidence from literary texts.  W10:  Write routinely over shorter time frames for a range of tasks, purposes, and audiences.

    Week at a Glance:

    Monday

    Tuesday

    Wednesday

    Thursday

    Friday

    1.  Vocabulary Powerpoint

    2.  Introduction to Argumentative Writing Powerpoint

    Students will take notes for future reference

     

    1.  Writing and Grammar Handbook:  Topic Sentences pg. 21 & 22

    2.  Read Scholastic article:  "Do Manners Matter?" pg. 22-23 Sept.3, 2012 edition

    3.  Short discussion on debate about manners

    4.  Fill out the T chart attached:  Students support both sides of the argument by providing 3 examples of support from the article for EACH side.

     1.  Students will start the writing process:  Prewriting:  Choose the thesis (stance on the issue) 

    2.  Drafting:  Students will fill out the graphic organizer attached in order to organize their thoughts.

    3.  Transisional phrases:  Lesson on including transitional phrases in your writing to help your writing flow.

    1.  Quick introduction (smart lesson) on strong leads for writing (aka hooks). 

    2.  Students will use their graphic organizers (T chart and flow chart) to start drafting their essays.  (The drafting stage)

    Early Release @ 12:15

     Teacher Workday


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    October 20-24

    I WON'T GROW UP

    Essential Question:  What distinguishes childhood from adulthood?

    Reading Selection:  Scholastic Scope article, "Do Manners Matter?:  Experts say we're turning into a bunch of savages.  Should we care?" 

    Genre:  Nonfiction

    Skills: W1 a-e:  Write arguments to support claims with clear reasons and relevant evidence.  W4:  Produce clear and coherent writing appropriate to task, purpose, and audience.  W 5:  Strengthen writing as needed by using the writing process.  W6:  Demonstrate sufficient command of keyboarding skills.  W9a (RL5):  Draw evidence from literary texts.  W10:  Write routinely over shorter time frames for a range of tasks, purposes, and audiences.

     

    Monday

    Tuesday

    Wednesday

    Thursday

    Friday

     Vocabulary Powerpoint:  Review of the writing process

    Students will record vocabulary which is a simple review of the writing process.

    Students will proofread 2 peers' essays and sign them today.

     Begin final drafts of essays on computers.

    All essays due Thursday!

     Continue final drafts of essays on computers.

    All essays due Thursday!

     Dismiss at 12:15:

    All final drafts due today.  We will finish them in class.

    Students will take a mini quiz on the writing process.

    Teacher Workday!


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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: "The Crane Maiden" retold by Rafe Martin- a Japanese Folk Tale, "Aunty Misery" by Judith Ortiz Cofer- a Puerto Rican Folk Tale

    Skills:  

    RL. 6.3 Describe how a particular story's plot unfolds in a series of episodes as well as how the characters respond to changes in the plot at the story moves towards the resolution.  RI. 6.4  Determine the meaning of words and phrases as they are used in a text.  W. 6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.  W. 6.7  Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.  SL. 6.1  Engage effectively in a range of collaborative discussions, building on others' ideas and expressing their own clearly.  SL. 6.1 (c) Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.  SL. 6.1(d) Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.  L.6.4  Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies.  L. 6.4(a) Use context as a clue to the meaning of a word or phrase.  L.6.4(b) Use common, grade appropriate Greek or Latin affixes and roots as clues to the meaning of a word.

     

    Monday

    Tuesday

    Wednesday

    Thursday

    Friday

    1st 9 weeks 6th ELA Common Assessment all day

    1.  "The Crane Maiden," "Aunty Misery" Vocabulary Powerpoint.

    2.  Characteristics of Folk Tales lesson

    3.  Correcting Sentence Fragments powerpoint

     1.Practice with sentence fragments  

    2.  Read "The Crane Maiden" pg. 748-753

    3.  Read "Aunty Misery" pg. 754

    4.  work on class set packet for review of the two stories.

     1.  Review of Sentence Fragments -complete and check.

    2.  Finish class set questions on 2 stories.

    3.  Study with a partner for quiz on sentence fragments and vocab words.

     Vocab Quiz

    Reading Test- open book pg. 748-756

    Test corrections as needed.


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    November 3-7

     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: Greek Myth "Arachne" pg. 698, Nonfiction Science Article "Spider Webs" pg. 706

     

    Skills:

    RL. 6.3 Describe how a particular story's plot unfolds in a series of episodes as well as how the characters respond to changes in the plot at the story moves towards the resolution.  RI. 6.4  Determine the meaning of words and phrases as they are used in a text.  W. 6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.  W. 6.7  Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.  SL. 6.1  Engage effectively in a range of collaborative discussions, building on others' ideas and expressing their own clearly.  SL. 6.1 (c) Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.  SL. 6.1(d) Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.  L.6.4  Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies.  L. 6.4(a) Use context as a clue to the meaning of a word or phrase.  L.6.4(b) Use common, grade appropriate Greek or Latin affixes and roots as clues to the meaning of a word.

     

    Monday 

    Tuesday 

    Wednesday 

    Thursday 

    Friday 

    Vocabulary for "Arachne"

     Writing analysis:  Write about 3 areas you need to improve upon for your next writing assignment.

    Test corrections from Friday

    Review of Common Assessment from last week.

    Library

     Late Arrival Day

    Powerpoint on Run-On sentences

    Read Myth "Arachne" pg. 698

    -discuss the characteristics of a myth.

    -start class set questions on run-on sentences and the story "Arachne"

     Run-On sentences review- warm up

    List "values" of ancient greeks based on "Arachne"

    Read "Spider Webs" pg. 706

    -discuss text features such as graphics, layout, captions, headings, etc.

    -continue class set packet.

     Run-on sentences warm up.

    Review of vocabulary words- review game with white boards.

    Finish class set packet- label the top of all work.

     Vocabulary and Run-On sentences quiz

    Reading test on "Arachne" pg. 698 open book.


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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:  RL. 6.3 Describe how a particular story's plot unfolds in a series of episodes as well as how the characters respond to changes in the plot at the story moves towards the resolution.  RI. 6.4  Determine the meaning of words and phrases as they are used in a text.  W. 6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.  W. 6.7  Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.  SL. 6.1  Engage effectively in a range of collaborative discussions, building on others' ideas and expressing their own clearly.  SL. 6.1 (c) Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.  SL. 6.1(d) Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.  L.6.4  Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies.  L. 6.4(a) Use context as a clue to the meaning of a word or phrase.  L.6.4(b) Use common, grade appropriate Greek or Latin affixes and roots as clues to the meaning of a word.

     

    Story:  "Sootface"  An Ojibwa Cinderella Story retold by Robert D. San Souci pg. 770

     

    Monday

    Tuesday

    Wednesday

    Thursday

    Friday

     Library and bookfair browsing

    "Sootface" vocabulary powerpoint,

    Combining sentences powerpoint.

     Holiday, no school!

    Warm up on combining sentences.

    Read the story "Sootface" pg. 770

    ~discussion on story elements

     mini lesson and practice on There, They're, and Their

    Start class set questions on "Sootface"

     Warm up on There, They're, and Their

    Review of story and characteristics of Folk Tales

    Finish class set questions on "Sootface"

    Possible quiz on using there, their, and they're

    Quiz on combining sentences and vocabulary

    Open book reading test on "Sootface"


  • 11
    Show only topic 11

    November 17-21

     

     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:  RL. 6.3 Describe how a particular story's plot unfolds in a series of episodes as well as how the characters respond to changes in the plot at the story moves towards the resolution.  RI. 6.4  Determine the meaning of words and phrases as they are used in a text.  W. 6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.  W. 6.7  Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.  SL. 6.1  Engage effectively in a range of collaborative discussions, building on others' ideas and expressing their own clearly.  SL. 6.1 (c) Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.  SL. 6.1(d) Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.  L.6.4  Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies.  L. 6.4(a) Use context as a clue to the meaning of a word or phrase.  L.6.4(b) Use common, grade appropriate Greek or Latin affixes and roots as clues to the meaning of a word.

    Story:  Yeh-Shen:  A Cinderella Story from China retold by Ai-Ling Louie pg. 762

     

    Monday

    Tuesday

    Wednesday

    Thursday

    Friday

    NO SCHOOL!!  Holiday

    Library

    Test Corrections as needed

    Yeh-Shen Vocabulary Powerpoint

    Powerpoint on Subject-Verb agreement

    Subject-Verb Agreement

    Subject-Verb Agreement warm up

    What are some of the effects of kindness on others?

    Universal Theme:  What kind of person is Yeh-Shen?

    Read story pg. 762-768

    What is the Universal Theme of the story?

    Vocabulary review

    Discussion:  Compare and contrast the Native American story "Sootface" to the Chinese Folk Tale "Yeh-Shen"

    Complete the class set of questions to go with the story "Yeh-Shen"

    Vocabulary Quiz and quiz on subject-verb agreement.

    Open book reading test on "Yeh-Shen"- students are to highlight words in the questions and give the page number for where they can find their answers.

     


  • 12
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    November 24- November 25

    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: "The Chenoo" a Native American Legend retold by Joseph and James Bruchac pg.714 AND Nonfiction article:  "The Passamaquoddy" pg.720

    SKILLS:  RL. 6.3 Describe how a particular story's plot unfolds in a series of episodes as well as how the characters respond to changes in the plot at the story moves towards the resolution.  RI. 6.4  Determine the meaning of words and phrases as they are used in a text.  W. 6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.  W. 6.7  Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.  SL. 6.1  Engage effectively in a range of collaborative discussions, building on others' ideas and expressing their own clearly.  SL. 6.1 (c) Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.  SL. 6.1(d) Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.  L.6.4  Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies.  L. 6.4(a) Use context as a clue to the meaning of a word or phrase.  L.6.4(b) Use common, grade appropriate Greek or Latin affixes and roots as clues to the meaning of a word.

     

     

    Monday

    Tuesday

    Wednesday

    Thursday

    Friday

     Library

    Vocabulary Powerpoint

    Smart lesson on Nouns

    Powerpoint on Pronouns

    Introduction to story "The Chenoo" by describing legends and symbols

    Read story "The Chenoo" pg. 714

     Lesson on Demonstrative Pronouns

    Start on class set questions on the story

     Lesson on indefinate pronouns

    Finish class set questions from yesterday

     Vocabulary Quiz and quiz on Nouns and Pronouns

    Reading test- open book pg. 714 "The Chenoo"


  • 13
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    December 1-5 

    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:  No Story- Narrative Writing:  Write your own myth.

    SKILLS:  RL. 6.3 Describe how a particular story's plot unfolds in a series of episodes as well as how the characters respond to changes in the plot at the story moves towards the resolution.  RI. 6.4  Determine the meaning of words and phrases as they are used in a text.  W. 6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.  W. 6.7  Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.  SL. 6.1  Engage effectively in a range of collaborative discussions, building on others' ideas and expressing their own clearly.  SL. 6.1 (c) Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.  SL. 6.1(d) Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.  L.6.4  Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies.  L. 6.4(a) Use context as a clue to the meaning of a word or phrase.  L.6.4(b) Use common, grade appropriate Greek or Latin affixes and roots as clues to the meaning of a word.

     

    Monday

    Tuesday

    Wednesday

    Thursday

    Friday

     Write a short myth-  possible topics would be why we eat turkey on Thanksgiving, where the turkey came from, or why people get sleepy on Thanksgiving day

    criteria:  

    explain a natural phenomenon in a creative or exaggerated way

    have non human characters (gods, godesses, superhero-type characters)

    have human characters

     Finish your myth and create an illustration

    See the attached graphic organizer and rubric for grading

     Early Release @ 12:15

     

     


  • 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?

    Story:

    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

    Vocabulary Powerpoint

    Adjectives smart lesson 

    Practice with adjectives- pg. 218 in Writing and Grammar book Exercise 1, 1-10 and Exercise 2, 1-10

     Video:  Immigration Through Ellis Island- award winning documentary and notes-Youtube

    Read "Ellis Island (Cornerstones of Freedom)" passage and respond to questions.

     Early Release at 12:15

    pg. 222 in Writing and Grammar book Exercise 4

    Begin Ellis Island Folder with small groups

     Warm up:  pg. 224 Writing and Grammar book:  Read and complete exercise 6 pg. 225 1-5

    Video:  Ellis Island Reading Rainbow on Discovery Education

    Finish up Ellis Island Folder

     Vocabulary Quiz and quiz on adjectives

    Test on Ellis Island


  • 15
    Show only topic 15

    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?

    Story:

    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

    Introduction to Verbs lesson

    Vocabulary Powerpoint 

    Watch video on Ramadan

     Verb tenses lesson

    Watch video on Hanukkah and read the selection "Eight Days of Light" 

    Answer questions for selection

     Verbs reviewed

    Video on Kwanzaa

    Reading selection "What is Kwanzaa?"

    answer questions for selection

     Watch video:  A Multicultural Christmas

    Reading selection: "Christmas Symbols" 

    Answer the questions for the selection

     Video on Diwali- answer questions on the board

    Vocabulary Quiz

    Reading selection test on "New Year's Day Traditions" and "Chinese New Year"



  • 16
    Show only topic 16

    Jan. 5-9

    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?

    Story:

    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

     No vocabulary!

    Conjunctions Powerpoint lesson

    Introduction to group project:  Students will randomly be given a holiday to research.

    *Create a poster giving information about your particular holiday

    Students get in groups and generate a plan

     Conjunctions smart lesson

    Students begin collaborative research on their holiday

     Happy Birthday Ms. Kouns!

    Conjunctions practice- Writing and Grammar book pg. 245 Exercise 1 1-10 and check

    Students continue researching

    Schoolhouse Rock- Conjunction Junction video

     Students finish product and works cited page- to be presented tomorrow!

     Last day before winter break!

    Quiz on conjunctions

    Students present projects for the class



  • 17
    Show only topic 17

    January 12-16

    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?

    Story:

    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

     

     

     

     Students are planning their project poster from before Winter Break on different winter holidays.

     Projects are being drafted onto poster paper today.



  • 18
    Show only topic 18

    Jan 20 & 23

    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?

    Story:  No story this week:  Poems for review of poetry terms: "Like Bookends" pg. 583

    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

     We are finishing projects today and going to the library.  We are also reviewing vocabulary from the first semester.  (see attached)

    Introduction to Conjunctions and practice in Writing and Grammar book pg. 245

     Project presentation day and review of nouns/pronouns

    Practice worksheets

     Review of adjectives and poetry terms.

    Read poem pg. 583 for poetry term review

    Practice worksheets

     Review of verbs-

    Helping Verbs

    Action Verbs

    Linking Verbs

     Test on parts of speech- Nouns, Pronouns, Adjectives, Verbs, Conjunctions


  • 19
    Show only topic 19

    January 26-30

    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?

    Story: The Red Guards pg. 276

    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

    Vocabulary

    introduction to conjunctions

     conjunctions review

    read the story "The Red Guards" pg. 276

    Start class set questions

     review conjunctions and vocabulary 

    finish class sets

     *End of 9 Weeks

    Reading test and vocabulary quiz on vocabulary words and conjunctions.

     TEACHER WORKDAY


  • 20
    Show only topic 20

    February 2-6

    COURAGEOUS CHARACTERS

    Essential Question:  How are acts of courage revealed in writing?  How can a fictional story relate to informational material from the same historical time period?

    Story: Begin reading "The Well" by Mildred D. Taylor

    Standards:  RL.6.9 Compare and contrast texts in different forms or genres in terms of their approaches to similar themes and topics.  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 and judgements.  W.6.1 Write arguments to support claims with clear reasons and relevant evidence.  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.  SL.6.2 Interpret information presented in diverse formats and explain how it contributes to a topic, text, or issue under study.  L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

    Monday

    Tuesday

    Wednesday

    Thursday

    Friday

     Holiday

     Teacher Workday

    Early Release @ 12:15

    Introduction to racism in the south- history

    Introduction to Mildred D. Taylor

     Students research a list of questions that will prepare them to read "The Well"

    www.pbs.org/wnet/jimcrow/stories_events_depression.html

     Students finish researching information that will prepare them to read "The Well"


  • 21
    Show only topic 21

    February 9-13

    COURAGEOUS CHARACTERS

    Essential Question:  How are acts of courage revealed in writing?  How can a fictional story relate to informational material from the same historical time period?

    Story: "The Well" by Mildred D. Taylor

    Standards:  RL.6.9 Compare and contrast texts in different forms or genres in terms of their approaches to similar themes and topics.  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 and judgements.  W.6.1 Write arguments to support claims with clear reasons and relevant evidence.  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.  SL.6.2 Interpret information presented in diverse formats and explain how it contributes to a topic, text, or issue under study.  L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

    Monday

    Tuesday

    Wednesday

    Thursday

    Friday

    Library

    Vocabulary

    Review of information from last week.

    Begin reading "The Well" section 1

     Smart lesson on interjections

    Finish reading secion 1 if we haven't finished yet.

    Read section 2 of "The Well"

     Practice with interjections Exercise 12 pg. 251 

    Continue reading "The Well" section 3

    Interjections practice pg. 251 Exercise 13

     Read Section 4 of "The Well"

     Students are working independently on "The Well" portfolio

    Quiz on "The Well" week 1 vocabulary and on interjections



  • 22
    Show only topic 22

    February 16-20

    COURAGEOUS CHARACTERS

    Essential Question:  How are acts of courage revealed in writing?  How can a fictional story relate to informational material from the same historical time period?

    Story: "The Well" by Mildred D. Taylor

    Standards:  RL.6.9 Compare and contrast texts in different forms or genres in terms of their approaches to similar themes and topics.  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 and judgements.  W.6.1 Write arguments to support claims with clear reasons and relevant evidence.  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.  SL.6.2 Interpret information presented in diverse formats and explain how it contributes to a topic, text, or issue under study.  L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

    Monday

    Tuesday

    Wednesday

    Thursday

    Friday

     Teacher Workday

    Section Summaries

    Section Questions

    Read Section 6 of "The Well"

     Early Release at 12:15

    Read Section 7

    Summary of section 7 from "The Well"

     Read section 8 of "The Well"

    Section summary, questions

    Finish portfolio including characterizations

    Vocabulary Quiz

    "The Well" Test


  • 23
    Show only topic 23

    February 23-27

    COURAGEOUS CHARACTERS

    Essential Question:  How are acts of courage revealed in writing?  How can a fictional story relate to informational material from the same historical time period?

    Story: "The Well" by: Mildred D. Taylor

    Standards:  RL.6.9 Compare and contrast texts in different forms or genres in terms of their approaches to similar themes and topics.  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 and judgements.  W.6.1 Write arguments to support claims with clear reasons and relevant evidence.  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.  SL.6.2 Interpret information presented in diverse formats and explain how it contributes to a topic, text, or issue under study.  L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

    Monday

    Tuesday

    Wednesday

    Thursday

    Friday

     Completion of all portfolios

    Review of parts of speech

    Writing prompt:  In the novel "The Well," the Logan family experienced many hardships in the form of racism.  One reason for storytelling and song is to help people get through experiences of sorrow and pain.  Write a song/poem from the perspective of Ma Rachel.  In the poem/song, show how Ma Rachel would find comfort in a creative form of expression.

     Portfolios due today!

    Review of parts of speech

    Continue writing prompt

    Proofreading of peer poem/song.  Did you address the writing prompt?

    Continue reviewing parts of speech.

    Writing prompt:  In the novel "The Well," the Logan family experienced many hardships in the form of racism.  One reason for storytelling and song is to help people get through experiences of sorrow and pain.  Write a song/poem from the perspective of Ma Rachel.  In the poem/song, show how Ma Rachel would find comfort in a creative form of expression.

     Type up final draft of poem/song on webapps.

    Submit a drawing that matches the poem/song you wrote about Ma Rachel.

    Continue review of parts of speech.

     Test on Parts of Speech

    Finishing writing prompt and portfolios as needed.

    Finish everything early?  Go to funbrain.com -reading- grammar gorillas- advanced parts of speech review


  • 24
    Show only topic 24

    March 2-6

    COURAGEOUS CHARACTERS

    Essential Question:  How are acts of courage revealed in writing?  How can a fictional story relate to informational material from the same historical time period?

    Story:  "The Story of My Life" by Hellen Keller

    Standards:  RL.6.9 Compare and contrast texts in different forms or genres in terms of their approaches to similar themes and topics.  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 and judgements.  W.6.1 Write arguments to support claims with clear reasons and relevant evidence.  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.  SL.6.2 Interpret information presented in diverse formats and explain how it contributes to a topic, text, or issue under study.  L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

    Monday

    Tuesday

    Wednesday

    Thursday

    Friday

     Teacher Workday

     Library

    Vocabulary

    Adverbs lesson

    Adverbs practice pg. 228 Writing and Grammar book Exercise 17

    Read story:  "The Story of My Life" by: Helen Keller pg. 834

    Read "American Sign Language" pg. 841

    -class discussion and practice with the alphabet

    Practice with adverbs:  Pg. 229 Exercise 18, pg. 231 Exercise 19

    Complete the class set of questions for "The Story of My Life" 

     Vocabulary Quiz and Quiz on Adverbs

    Open book reading test pg. 834


  • 25
    Show only topic 25

    March 9-13

    COURAGEOUS CHARACTERS

    Essential Question:  How are acts of courage revealed in writing?  How can a fictional story relate to informational material from the same historical time period?

    Story:  There is no particular story this week since we are working on research.  However, I will still give a practice reading test on Friday on a selection I will give.  I will also give a vocabulary quiz.

    Standards:  RL.6.9 Compare and contrast texts in different forms or genres in terms of their approaches to similar themes and topics.  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 and judgements.  W.6.1 Write arguments to support claims with clear reasons and relevant evidence.  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.  SL.6.2 Interpret information presented in diverse formats and explain how it contributes to a topic, text, or issue under study.  L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

    Monday

    Tuesday

    Wednesday

    Thursday

    Friday

     Teacher Workday

     Library for research-

    Record resources today on Works Cited Worksheet

    Get all information for project and check out a book if necessary

    Practice with prepositions pg. 237 Exercise 2 and 3

     Library for research

    Continue research for interview and news story.

     Library for research

    Interview information due tomorrow!   Finish all interview information if possible today!

     Vocabulary Test and test on prepositions

    Interview is due today!  Students will sign up to give their interview in front of the class.


  • 26
    Show only topic 26

    March 16-20

    COURAGEOUS CHARACTERS

    Essential Question:  How are acts of courage revealed in writing?  How can a fictional story relate to informational material from the same historical time period?

    Story:  We will continue our African American Achievers or Courageous Presidents project.

    Standards:  RL.6.9 Compare and contrast texts in different forms or genres in terms of their approaches to similar themes and topics.  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 and judgements.  W.6.1 Write arguments to support claims with clear reasons and relevant evidence.  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.  SL.6.2 Interpret information presented in diverse formats and explain how it contributes to a topic, text, or issue under study.  L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

    Monday

    Tuesday

    Wednesday

    Thursday

    Friday

     Vocabulary Powerpoint

    Library visit to continue research

    Start news article on laptops- webapps

     Interview presentations

    Continuing news articles

     Interview presentations

    Continuing news articles

     Interview presentations

    Continuing news articles

     Interview presentations

    Turn in all projects

    Vocabulary Quiz

    Possible reading test?


  • 27
    Show only topic 27

    March 23-27

    FIGURE IT OUT

    Essential Question:  How do strategies for solving math problems compare with strategies for solving mysteries?  How can we solve mysteries, riddles, nonsense poems, and math problems?

    Story: Finish Unit:  Courageous Characters.  "The Story of My Life" by Helen Keller

    Standards:  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.  RI.6.4  Determine the meaning of words and phrases as they are used in a text , including figurative, connotative, and technical meanings.  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.  L.6.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

    Monday

    Tuesday

    Wednesday

    Thursday

    Friday

     Library/Finish tests and test corrections

    Vocabulary Powerpoint 

    Start of Grammar Flipbook-fold, staple, cut and paste labels,

    Start lesson for flip book.

    Finish Grammar Flip book notes.

    Literature book pg. 833- autobiographies 

    Read "The Story of My Life" pg. 834 & discuss. (3 pages)

    Early Release @ 12:15

    Students work on class set that goes with the story:  "The Story of My Life"

    Complete a plot diagram as a class according to "The Story of My Life"

    Work on flip books

     Students will have independent time today to work on flipbooks and class sets.

    Students who finish early are encouraged to study flip books and vocabulary.

     Vocabulary Quiz and quiz on grammar flip books.

    Reading test on "The Story of My Life"

    ALL Grammar Flip Books due.


  • 28
    Show only topic 28

    March 30-April 2

    FIGURE IT OUT

    Essential Question:  How do strategies for solving math problems compare with strategies for solving mysteries?  How can we solve mysteries, riddles, nonsense poems, and math problems?

    Story:  "Origami" pg. 541 in black and yellow literature book, "Bird House" pg. 378-381.

    Grammar Focus:  Using Verbs- Irregular verbs, sit and set, rise and raise, lie and lay, verb tenses

    Standards:  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.  RI.6.4  Determine the meaning of words and phrases as they are used in a text , including figurative, connotative, and technical meanings.  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.  L.6.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

    Monday

    Tuesday

    Wednesday

    Thursday

    Friday

     Library day

    Vocabulary Powerpoint

    Lesson on Using Verbs

     Using verbs lesson finished

    Class set questions-practice with verbs

    Read and try "Origami:  Apotasaurus" pg. 541 in Black and Yellow Literature book.

    Early Release day changed to full day!

    Continue with Following Directions:  Read "How to Build a Bat House" pg. 780-781

    Complete class set questions on the passage.

     Continue practice with verbs

    Finish class sets on "How to Build a Bat House"

    Vocabulary review

     Holiday! No School


  • 29
    Show only topic 29

    April 13-17

    FIGURE IT OUT

    Essential Question:  How do strategies for solving math problems compare with strategies for solving mysteries?  How can we solve mysteries, riddles, nonsense poems, and math problems?

    Poems:  "Jabberwocky" handout and "The Lorax" handout

    Grammar Focus:  Using modifiers- adjectives vs adverbs, good and well, avoiding double comparisons, avoiding double negatives.

    Standards:  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.  RI.6.4  Determine the meaning of words and phrases as they are used in a text , including figurative, connotative, and technical meanings.  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.  L.6.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

    Monday

    Tuesday

    Wednesday

    Thursday

    Friday

     No vocabulary this week!  You will see why.

    Library

    Read "Jabberwocky"

    distinguish vocabulary-look up words in dictionary as needed

    Lesson on correcting misplaced modifiers-notes

     Lesson on dangling modifiers and understanding comparison.

    Practice with these using the class set.

    Library/Book Fair day.

    Continue working on class sets.

    Read "Jabberwocky" completing the context clues lesson.

    Discuss meanings of words while filling out the vocabulary chart from the class sets.

    Students then identify parts of speech of the words.

     Check your meanings compared to the teacher meanings.

    Discuss and determine as a class the parts of speech of vocabulary found in the poem.

    Finish class sets, then read "The Lorax"  

    Locate the "Nonsense" words and write down possible meanings.

     Test on "The Jabberwocky" 

    Test on using modifiers:  adj. vs. adv., good and well, avoiding double comparisons, and avoiding double negatives.


  • 30
    Show only topic 30

    April 20-24

    FIGURE IT OUT

    Essential Question:  How do strategies for solving math problems compare with strategies for solving mysteries?  How can we solve mysteries, riddles, nonsense poems, and math problems?

    Poems:  "Fall" pg. 602, "Fog" pg. 611, "Two Limericks" pg. 640, "Sea Fever" pg. 594, "Alone in the Nets" pg. 588

    Grammar Focus:  Sentences- complete subjects and predicates, simple subjects and predicates, compound subjects and verbs.

    Standards:  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.  RI.6.4  Determine the meaning of words and phrases as they are used in a text , including figurative, connotative, and technical meanings.  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.  L.6.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

    Monday

    Tuesday

    Wednesday

    Thursday

    Friday

    Library

    Poetry Vocabulary Review

    Grammar lesson on sentences

     Read "Fall," "Fog," and "Two limericks"

    and "Sea Fever" and "Alone in the Nets"

    Introduction to poetry project

    Continue Grammar lesson on simple subjects and predicates

    Early Release @ 12:15

    Benchmark Testing in the computer lab

     lesson on compound subjects and predicates

    Finish class sets

    Introduce Poetry Project

     Practice Poetry selection test "Outside in the Weather"

    Vocabulary quiz and quiz on applying poetry terms

    quiz on Sentences

    Continue working on Mini Poetry Project


  • 31
    Show only topic 31

    April 27-May 1

    FIGURE IT OUT

    Essential Question:  How do strategies for solving math problems compare with strategies for solving mysteries?  How can we solve mysteries, riddles, nonsense poems, and math problems?

    Story:  No stories/poems to read this week.

    Grammar Focus:  Kinds of sentences- simple, compound, sentence purpose.

    Standards:  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.  RI.6.4  Determine the meaning of words and phrases as they are used in a text , including figurative, connotative, and technical meanings.  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.  L.6.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

    Monday

    Tuesday

    Wednesday

    Thursday

    Friday

     Library- Students search for other poetry examples  from the library- projects due tomorrow!

    Test Corrections from Friday

     Projects due at the end of class today! 

    Students finish class projects and decorate the cover of their project.

    Early Release changed to full day

    Poetry Slam all day in the library!

    All students will be required to read one poem at the poetry slam.

     Vacation

    Holiday 


  • 32
    Show only topic 32

    May 4-8

    WINGING IT

    Essential Question:  How do literature and informational text reveal why people dream of flying?  Read about the science and history of flight.

    Reading Focus:  Test Prep:  Reading Literary and Nonfiction Texts

    Grammar Focus:  Complements- direct objects and indirect objects, subject complements, predicate nominative, predicate adjectives.

    Standards:  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 judgements.  RI.6.6 Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.  RI.6.7 Integrate information presented in different media or formats as well as in words to develop a coherent understanding of a topic or issue.  W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.  SL.6.5 Include multimedia components to visual displays in presentations to clarify information.  L.6.1  Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

    Monday

    Tuesday

    Wednesday

    Thursday

    Friday

     VACATION

     No library this week!

    Test corrections from last week.

    Vocabulary and testing skill building powerpoint

    Lesson on Direct and Indirect Objects

    Work on class sets

    Lesson on Predicate Nominatives and Adjectives

    Read the reading selection:  

    Warm up on predicate nominatives and adjectives

    work on class set

    read the reading selection:

     Test on the following:  Test Prep Vocabulary,  Predicate Nominatives and Adjectives,

    Reading selection test.

    Test corrections if time permits.


  • 33
    Show only topic 33

    May 11-15

    WINGING IT

    Essential Question:  How do literature and informational text reveal why people dream of flying?  Read about the science and history of flight.

    Reading Focus:  Test Prep:  Reading Informational Texts- Text Features

    Grammar Focus:  Capital letters- proper nouns, proper adjectives and school subjects, capitalizing titles.

    Standards:  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 judgements.  RI.6.6 Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.  RI.6.7 Integrate information presented in different media or formats as well as in words to develop a coherent understanding of a topic or issue.  W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.  SL.6.5 Include multimedia components to visual displays in presentations to clarify information.  L.6.1  Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

    Monday

    Tuesday

    Wednesday

    Thursday

    Friday

     Library and Test Corrections

    Vocabulary Powerpoint Lesson

    Lesson on Using Capital Letters

     Continue and finish lesson on Using Capital Letters

    Practice with reading selection- text features

    Early Release @ 12:15

    Work on class set- Using Capital Letters

    Practice with reading selection on text features

     Vocabulary review

    Continue class set

    Practice reading selection on text features

     Quiz on Using Capital Letters and vocabulary

    Reading Passage test on Text Features


  • 34
    Show only topic 34

    May 18-22

    WINGING IT

    Essential Question:  How do literature and informational text reveal why people dream of flying?  Read about the science and history of flight.

    Reading Focus:  Test Prep:  Reading Informational Texts:  Patterns of Organization

    Grammar Focus:  Punctuation- end marks, commas to separate items in a series, commas to separate adjectives and parts of compound sentence, commas with interrupters, commas in dates, addresses, and letters, simicolons and colons.

    Standards:  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 judgements.  RI.6.6 Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.  RI.6.7 Integrate information presented in different media or formats as well as in words to develop a coherent understanding of a topic or issue.  W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.  SL.6.5 Include multimedia components to visual displays in presentations to clarify information.  L.6.1  Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

    Monday

    Tuesday

    Wednesday

    Thursday

    Friday

     Library and Test Corrections from Friday

    Vocabulary PowerPoint

    Lesson on punctuation

     Lesson on commas

    Reading Selection  practice

    Early Release changed to full day

    Lesson on semicolons

    Reading selection practice

     Students work on class set

    Reading selection practice

     Test on punctuation and vocabulary

    Reading selection test on Patterns of Organization


  • 35
    Show only topic 35

    May 26-29

    WINGING IT

    Essential Question:  How do literature and informational text reveal why people dream of flying?  Read about the science and history of flight.

    Reading Focus:  Test Prep:  Reading Informational Texts:  Forms

    Grammar Focus:  Punctuation- Italics and quotation marks in titles, punctuating quotations and titles, using quotation marks.

    Standards:  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 judgements.  RI.6.6 Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.  RI.6.7 Integrate information presented in different media or formats as well as in words to develop a coherent understanding of a topic or issue.  W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.  SL.6.5 Include multimedia components to visual displays in presentations to clarify information.  L.6.1  Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

    Monday

    Tuesday

    Wednesday

    Thursday

    Friday

    Holiday! No School

    Library and Complete test corrections from Friday

    Vocabulary PowerPoint lesson

    Lesson on using  quotation marks for direct quotations

     Lesson on using quotation marks for dialogue

    Reading passage showing different text forms

    Work on class set

    Lesson on quotation marks for titles

    Reading passage practice on informational text forms

    work on class set

     Vocabulary Review

    Review game on reading terms

    finish class sets

    reading passage practice

     Reading passage practice test

    Quiz on vocabulary and quotation marks


  • 36
    Show only topic 36

    June 1-5

    WINGING IT

    Essential Question:  How do literature and informational text reveal why people dream of flying?  Read about the science and history of flight.

    Reading Focus:  Test Prep:  Reading Persuasive Texts

    Grammar Focus:  Punctuation- using apostrophes to show possession, apostrophes in contractions and plurals, hyphens.

    Standards:  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 judgements.  RI.6.6 Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.  RI.6.7 Integrate information presented in different media or formats as well as in words to develop a coherent understanding of a topic or issue.  W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.  SL.6.5 Include multimedia components to visual displays in presentations to clarify information.  L.6.1  Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

    Monday

    Tuesday

    Wednesday

    Thursday

    Friday

     Library and Test Corrections

    Vocabulary Powerpoint

    lesson on using apostrophes- possessive case

     lesson on using apostrophes- contractions

    work on class set

    reading selection practice

    lesson on using apostrophes- contractions

    work on class set

    reading selection practice

     finish class sets

    reading selection practice

     Vocabulary and apostrophe quiz

    Reading selection test on advertisements and other persuasive techniques


  • 37
    Show only topic 37

    June 8-10

    WINGING IT

    Essential Question:  How do literature and informational text reveal why people dream of flying?  Read about the science and history of flight.

    Reading Focus:  Test Prep:  Adjusting Reading Rate to Purpose

    Grammar Focus:  Spelling- Using word parts, spelling rules, adding prefixes and suffixes, forming the plurals of nouns, writing numbers.

    Standards:  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 judgements.  RI.6.6 Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.  RI.6.7 Integrate information presented in different media or formats as well as in words to develop a coherent understanding of a topic or issue.  W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.  SL.6.5 Include multimedia components to visual displays in presentations to clarify information.  L.6.1  Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

    Monday

    Tuesday

    Wednesday

    Thursday

    Friday

    Holiday

     Library and Test Corrections

    LAST DAY OF SCHOOL!

    Teacher Workday

    Teacher Workday 


  • 38
    Show only topic 38

    WINGING IT

    Essential Question:  How do literature and informational text reveal why people dream of flying?  Read about the science and history of flight.

    Students are starting a group project this week on the Parts of Speech

    Grammar Focus:  Common Usage Problems

    Standards:  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 judgements.  RI.6.6 Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.  RI.6.7 Integrate information presented in different media or formats as well as in words to develop a coherent understanding of a topic or issue.  W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.  SL.6.5 Include multimedia components to visual displays in presentations to clarify information.  L.6.1  Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

    Monday

    Tuesday

    Wednesday

    Thursday

    Friday

     Extend 2 Science test

    Finishing Study Guides 

    **GET A GOOD NIGHT'S SLEEP FOR THE READING TEST TOMORROW!

     EOG IN READING!!!!

    After EOGs- finish study guides for last grade of the year!

    EOG in MATH!

     EOG Make ups

     EOG make ups

    BETA CLUB TRIP


  • 39
    Show only topic 39

    WINGING IT

    Essential Question:  How do literature and informational text reveal why people dream of flying?  Read about the science and history of flight.

    Students are completing a parts of speech group project this week!

    Standards:  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 judgements.  RI.6.6 Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.  RI.6.7 Integrate information presented in different media or formats as well as in words to develop a coherent understanding of a topic or issue.  W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.  SL.6.5 Include multimedia components to visual displays in presentations to clarify information.  L.6.1  Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

    Monday

    Tuesday

    Wednesday

    Thursday

    Friday

    NCFE Social Studies Test

     Make up testing

    FALCONS END OF YEAR CELEBRATION IN THEATER

    Last day of school moved to here!

    Make up testing

     

     


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