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 (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.

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    January 26-30

    Courageous Characters

    Essential Question:  How are acts of courage revealed in writing?  (fictional and informational)

    Weekly EQ:  Why is it important to have a good relationship with your family?

    Novel:  Walk Two Moons by Sharon Creech  

    Standards:  

    I can use evidence from the text to support my analysis of what the text says and inferences I make RL1.1
    I can determine the theme and explain how it is portrayed through details RL2.1
    I can summarize a text and leave out my personal opinion RL 2.2
    I can describe how a story’s plot unfolds using a series of episodes RL3.1
    I can explain how the characters respond or change as the plot advances RL 3.2
    I can explain how a particular chapter/scene fits into the overall structure of a text and contributes to the development of the
    theme, setting, or plot RL 5.1
    I can use evidence from the text to support my analysis of what the text says and inferences I make RI 1.1
    I can produce clear, coherent writing in which the development, organization, and style are appropriate for sixth grade tasks,
    purposes, and audiences W 4.1
    I can prepare for a class discussion and participate by referring to my findings during a discussion SL 1a
    I can follow agreed upon rules for class discussions, carryout my role, and meet goals and deadlines SL 1b
    I can ask and answer questions during a discussion to elaborate on the remarks of others and contribute to the discussion SL 1c
    I can use context clues to figure out word meanings L4a

    Monday

    Tuesday

    Wednesday

    Thursday

    Friday

     Library

    Vocabulary- Students complete 3 Tic Tac Toe vocabulary activities from the activity grid with the 10 vocabulary words.

    Students complete a book summary to practice paraphrasing and summarizing skills for the novel study.

    Powerpoint on introducing the story and “About the Author: Sharon Creech”
    Read Chapters 1-4- audio
    Students will start completing their Comprehensive Novel Study Portfolio for Walk Two Moons- page 1

    Read Ch. 5-­8 students will complete Portfolios­ pg. 2

    Enrichment Activities: “Road Trip” map activity. Trace a map of the United States, and mark Sal’s journey west from Kentucky
    to Lewiston, Idaho. Draw symbols to indicate important landmarks and geographical features that Sal visited along the way. How does
    Sal’s geographical journey represent an emotional journey for her as well?
    There is a map in the students’ portfolios for them to complete, but there will be a large scale version on the board for all to
    see. (Guided instruction)

    Read Ch. 9-­11 students will begin working on maps in Portfolios­ pg. 11
    Complete the Vocabulary Quiz,
    Complete the Test on Ch. 1­-11,
    Students complete the Weekly
    Essential Question in portfolio pg. 12: Why is it important to have a good relationship with your family?
    If extra time is available: Students complete the “Authentic Task” LEARN BRAILLE (see teacher print out)

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    February 2-6

    COURAGEOUS CHARACTERS

    Essential Question:  How are acts of courage revealed in writing? 

    Weekly EQ:  How do you cope with the loss of a loved one?

    Novel Study:  Walk Two Moons by: Sharon Creech

    Standards:  

    I can use evidence from the text to support my analysis of what the text says and inferences I make RL1.1
    I can determine the theme and explain how it is portrayed through details RL2.1
    I can summarize a text and leave out my personal opinion RL 2.2
    I can describe how a story’s plot unfolds using a series of episodes RL3.1
    I can explain how the characters respond or change as the plot advances RL 3.2
    I can explain how a particular chapter/scene fits into the overall structure of a text and contributes to the development of the
    theme, setting, or plot RL 5.1
    I can use evidence from the text to support my analysis of what the text says and inferences I make RI 1.1
    I can produce clear, coherent writing in which the development, organization, and style are appropriate for sixth grade tasks,
    purposes, and audiences W 4.1
    I can prepare for a class discussion and participate by referring to my findings during a discussion SL 1a
    I can follow agreed upon rules for class discussions, carryout my role, and meet goals and deadlines SL 1b
    I can ask and answer questions during a discussion to elaborate on the remarks of others and contribute to the discussion SL 1c
    I can use context clues to figure out word meanings L4a


    Monday

    Tuesday

    Wednesday

    Thursday

    Friday

    Teacher will present the vocabulary for the week from a powerpoint.  (modeling pronunciation through parroting, as well as applying meaning by students giving sentence examples)  

    Library

    Read Ch. 12

    Read Ch. 13-14  (portfolio pg. 3)

    Early Release @ 12:15

    Read Ch. 15-16 (finish pg. 3 in portfolio) Students will also add to the road map (portfolio pg. 11)

    Read Ch. 17-18  complete part of portfolio pg. 4

    Vocab Quiz, Test on Ch. 12-18, Complete the weekly Essential Question in portfolio pg. 12:  How do you cope with the loss of a loved one?

    For extra time that may be available:  Students split into groups and complete the “Authentic Task”  SNAKEBITE! (see teacher handout)


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    February 9-13

    COURAGEOUS CHARACTERS

    Essential Question:  How are acts of courage revealed in writing?  

    Weekly EQ:  What is the importance of a title that authors use?

    Novel:  Walk Two Moons by:  Sharon Creech

    Standards:  

    I can use evidence from the text to support my analysis of what the text says and inferences I make  RL1.1

    I can determine the theme and explain how it is portrayed through details  RL2.1

    I can summarize a text and leave out my personal opinion RL 2.2

    I can describe how a story’s plot unfolds using a series of episodes RL3.1

    I can explain how the characters respond or change as the plot advances  RL 3.2

    I can explain how a particular chapter/scene fits into the overall structure of a text and contributes to the development of the theme, setting, or plot RL 5.1

    I can use evidence from the text to support my analysis of what the text says and inferences I make  RI 1.1

    I can produce clear, coherent writing in which the development, organization, and style are appropriate for sixth grade tasks, purposes, and audiences W 4.1

    I can prepare for a class discussion and participate by referring to my findings during a discussion SL 1a

    I can follow agreed upon rules for class discussions,  carryout my role, and meet goals and deadlines SL 1b

    I can ask and answer questions during a discussion to elaborate on the remarks of others and contribute to the discussion SL 1c

    I can use context clues to figure out word meanings L4a


    Monday

    Tuesday

    Wednesday

    Thursday

    Friday

    Library

    Teacher will present the vocabulary for the week from a powerpoint.  (modeling pronunciation through parroting, as well as applying meaning by students giving sentence examples)  

    Library

    Read Ch. 19

    Read Ch. 20-21  Students complete pg. 4 in portfolio

    Authentic Task:  Native American Tribes

    Sal’s mother is a descendent of the Seneca Native American Tribe.  There are Native American tribes that settled near our area!  

    Using a search engine or encyclopedia, research one of the following Native American tribes that lived near our area:

    Catawba, Tuscarora, Cherokee,

    Answer the following questions and report to class:

    What is the name of the tribe?

    What type of houses did this tribe live in?

    What type of foods did this tribe eat?

    Describe this tribe’s particular styles of dance and/or music and celebrations.

    What language did this tribe speak?

    Did this tribe disappear?  If so, when and why did they disappear?  

    Are members of this tribe still alive in your area?  If so, what are the names of two of the members?

    Report out to the class.

    Read Ch. 22-23  Students complete pg. 4 & 5 in portfolio.

    Continue Authentic Task

    ead Ch. 24  Students complete Summarizing on pg. 5 in portfolio.  Students then work on Road map pg. 11.

    Vocab Quiz, Test on Ch. 19-24, complete Weekly Essential Question in portfolio pg. 12:  What is the importance of a title authors use?

    Students will work on Tic Tac Toe Activity Grids- 3 activities to be completed with the entire novel.  Due:  Feb. 27



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    February 16-20

    COURAGEOUS CHARACTERS

    Essential Question:  How are acts of courage revealed in writing?  

    Weekly EQ:  What is the meaning of the book’s title?  

    Novel:  Walk Two Moons by:  Sharon Creech

    Standards:  

    I can use evidence from the text to support my analysis of what the text says and inferences I make  RL1.1

    I can determine the theme and explain how it is portrayed through details  RL2.1

    I can summarize a text and leave out my personal opinion RL 2.2

    I can describe how a story’s plot unfolds using a series of episodes RL3.1

    I can explain how the characters respond or change as the plot advances  RL 3.2

    I can explain how a particular chapter/scene fits into the overall structure of a text and contributes to the development of the theme, setting, or plot RL 5.1

    I can use evidence from the text to support my analysis of what the text says and inferences I make  RI 1.1

    I can produce clear, coherent writing in which the development, organization, and style are appropriate for sixth grade tasks, purposes, and audiences W 4.1

    I can prepare for a class discussion and participate by referring to my findings during a discussion SL 1a

    I can follow agreed upon rules for class discussions,  carryout my role, and meet goals and deadlines SL 1b

    I can ask and answer questions during a discussion to elaborate on the remarks of others and contribute to the discussion SL 1c

    I can use context clues to figure out word meanings L4a


    Monday

    Tuesday

    Wednesday

    Thursday

    Friday

     Teacher Workday!

    Teacher will present the vocabulary for the week from a powerpoint.  (modeling pronunciation through parroting, as well as applying meaning by students giving sentence examples)  

    Library

    Read Ch. 25-27

    Complete pg. 5 in portfolio

     Read Ch. 28-29  Students finish questions on pg. 5, then start the “Authentic Task” of the week:  Social Studies Connection:  Researching Greek Gods

    ead Ch. 30-32  Students complete pg. 6 of portfolio.  If time permits:  Design your own IPod Touch app. You will also need to write two sentences for the application explaining what the application is and how it would relate to the story Walk Two Moons. You will need to get the IPod app square sheet from your teacher.

    Vocab Quiz, Test on Ch. 25-32, Students complete the Weekly Essential Question on pg. 13 of portfolio:  What is the meaning of the book’s title?

    Students then add necessary places to the Road Trip Map pg. 11 of portfolio


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    February 23-27

    COURAGEOUS CHARACTERS

    Essential Question:  How are acts of courage revealed in writing?  

    Weekly EQ:  Why is making inferences in the story essential for comprehension?

    Novel:  Walk Two Moons by:  Sharon Creech

    Standards:  

    I can use evidence from the text to support my analysis of what the text says and inferences I make  RL1.1

    I can determine the theme and explain how it is portrayed through details  RL2.1

    I can summarize a text and leave out my personal opinion RL 2.2

    I can describe how a story’s plot unfolds using a series of episodes RL3.1

    I can explain how the characters respond or change as the plot advances  RL 3.2

    I can explain how a particular chapter/scene fits into the overall structure of a text and contributes to the development of the theme, setting, or plot RL 5.1

    I can use evidence from the text to support my analysis of what the text says and inferences I make  RI 1.1

    I can produce clear, coherent writing in which the development, organization, and style are appropriate for sixth grade tasks, purposes, and audiences W 4.1

    I can prepare for a class discussion and participate by referring to my findings during a discussion SL 1a

    I can follow agreed upon rules for class discussions,  carryout my role, and meet goals and deadlines SL 1b

    I can ask and answer questions during a discussion to elaborate on the remarks of others and contribute to the discussion SL 1c

    I can use context clues to figure out word meanings L4a

    Monday

    Tuesday

    Wednesday

    Thursday

    Friday

    Teacher will present the vocabulary for the week from a powerpoint.  (modeling pronunciation through parroting, as well as applying meaning by students giving sentence examples)  

    Library

    Read Ch. 33

    Read Ch. 34-36 Complete pg. 6 and part of 7 in portfolio

    Read Ch. 37-39  Complete pg. 7 in portfolio CONTINUED…  If time permits:  Design your own IPod Touch app. You will also need to write two sentences for the application explaining what the application is and how it would relate to the story Walk Two Moons. You will need to get the IPod app square sheet from your teacher.

    Read Ch. 40-44 Finish the Road Trip Map on pg. 11 of portfolio.  Then complete pg. 8-10 in portfolio.

    Project Portfolios due today!!  Vocab Quiz, Test on Ch.33-44, Students answer Weekly Essential Question on pg. 13 of portfolio:  Why is making inferences in the story essential for comprehension?


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