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.

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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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    March 2-6

    THE FOLLOWING AGENDA WILL BE FOLLOWED NEXT WEEK IN ORDER FOR US TO MAKE UP FOR LOST TIME DUE TO SNOW DAYS.  FOR ACCURATE INFORMATION, FOLLOW THE AGENDA FROM LAST WEEK (FEB. 23-37) 

    Figure It Out

    Essential Question:  How do strategies for solving math problems compare with strategies for solving mysteries?

    Weekly EQ:  What is poetry and how can you create your own using different figurative language techniques?

    Poems:  Variety of poems found in Literature Textbook pg. 602-642, A Dream Deferred by:  Langston Hughes, Picture Puzzle Piece by:  Shel Silverstein, My Dinner Loves Dancing by:  Anonymous, My Town by:  Sharon Hendricks, Onomatopoeia by:  Eve Merriam, Crack an Egg by:  Denise Rodgers

    Standards:  

    • I can determine the figurative and literal meaning of words and phrases based on how they are used in a text RL 4.1
    • I can analyze the impact of specific word choice on the meaning and tone of the passage RL 4.2
    • 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 RL5
    • I can compare and contrast texts of different forms on their treatment of the same topic RL 9
    • I can read and comprehend literature at the sixth grade level RL 10
    • I can produce clear, coherent writing in which the development, organization, and style are appropriate for sixth grade tasks, purposes, and audiences W4
    • I can use guidance from my peers and adults to plan revise and edit my writing W 5
    • I can interpret figures of speech in context L 5a
    • I can use the relationships between words to better understand each word’s meaning L 5b
    • I can distinguish among connotations and denotations of words L 5c
    • I can use appropriate eye contact, adequate volume, and clear pronunciation SL 4

    Monday

    Tuesday

    Wednesday

    Thursday

    Friday

    Vocabulary Powerpoint, mini lesson on acrostic poems,

    mini lesson on Figurative Language:  Alliteration and Hyperbole: Students write a poem using alliteration and hyperboles.

    Students will be completing a poetry booklet for a project grade:  Due March 13

     

    Reading lesson on Simile and Metaphor- Students get a  copy of A Dream Deferred, and Picture Puzzle Piece- students will use two different colored highlighters to identify similies and metaphors.  Students will also take notes explaining the simile or metaphor in each poem.

    Students will then write a poem using a simile (Using the Writing Similes Worksheet will help guide students in writing their own poem)

    SPRING BENCHMARK TESTING Kouns- Lab 109, Quick- Lab 115

    ELA Mod groups Spring Benchmark Testing  Personification and Onomatopoeia review lesson:  Students use the textbook Literature Grade 6 Holt/McDougal to find examples of: Alliteration, Hyperbole, Simile, Metaphor, Personification, Onomatopoeia Pg. 602-642

    Students then will write a poem using personification.

    Mini lesson on Shape Poems (Concrete Poems)- read the teacher examples, then students will write their own choosing the subject/shape on their own.

    Mini lesson on Rhyme Scheme and Couplets- Students read the notes from the chart paper, then do the practice exercise labeled “Rhyme Scheme” in order to identify the different types of stanzas and find their rhyme scheme.

    Vocabulary Quiz and quiz on Figurative Language

    If time allows, students will write their own couplet.


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    March 9-13

    Figure It Out

    Essential Question:  How do strategies for solving math problems compare with strategies for solving mysteries?

    Poems:  Various Poetry examples given by the teacher and from the textbook.

    Standards:  

    • I can determine the figurative and literal meaning of words and phrases based on how they are used in a text RL 4.1
    • I can analyze the impact of specific word choice on the meaning and tone of the passage RL 4.2
    • 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 RL5
    • I can compare and contrast texts of different forms on their treatment of the same topic RL 9
    • I can read and comprehend literature at the sixth grade level RL 10
    • I can produce clear, coherent writing in which the development, organization, and style are appropriate for sixth grade tasks, purposes, and audiences W4
    • I can use guidance from my peers and adults to plan revise and edit my writing W 5
    • I can interpret figures of speech in context L 5a
    • I can use the relationships between words to better understand each word’s meaning L 5b
    • I can distinguish among connotations and denotations of words L 5c
    • I can use appropriate eye contact, adequate volume, and clear pronunciation SL 4

    Monday

    Tuesday

    Wednesday

    Thursday

    Friday

     Teacher Workday

    Teacher will go over the vocabulary for the week using the PowerPoint- parroting.  Students complete the “Rhyming Words” Activity then draft a rough draft of their rhyming poem.  Students will write the final copy of the poem on the “Rhyming Poem” handout. 

    Teacher will also show examples of limerick and clerihew poems.  Students will draft some of these poems.

     Writing Workshop continued- teacher will present an example of diamante poems and haikus.  Students will draft a copy of these types of poems today.

     Students will completely finish and construct their poetry books.  Each student will pick a poem to share and read aloud at the poetry slam. Peer practice- practice volume, eye contact, and pronunciation with a peer.

    Quick Vocabulary Quiz

    Poetry Slam- Students will choose at least one poem to share at the poetry slam in the library. -rubric attached below


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    March 16-20

    Figure It Out

    Essential Question:  DO ADVERTISEMENTS INFLUENCE OR REFLECT TEENAGE CULTURE? (informational)

    Weekly EQ:  What creative techniques are used to attract my attention?  How do advertisers attempt to influence consumers? How do purpose and audience share the content in a persuasive text?

    Standards:  

    I can analyze the impact of specific word choice on the meaning and tone of the passage. RL 4-2

    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 determine the figurative, connotative, or technical meaning of words or phrases. RI 4-1

    I can determine the author’s point of view and explain how it is conveyed through the text. RI 6-1

    I can utilize media or graphics to develop a coherent understanding of a topic. RI 7-1

    I can trace and evaluate the argument and claims in a text. RI 8-1

    I can identify claims that are supported with reasons and those that are not. RI 8-2

    I can read and comprehend informational text appropriate for 6th grade. RI 10-1

    I can write an argument with clear reasons and relevant evidence, where I: W 1-1 a - introduce claims and organize the reasons/evidence clearly, b - support claims with clear and relevant reasons, use credible sources and demonstrate understanding of the topic, c - use words, phrases, and clauses to clarify relationships among claims/reasons, d - establish and maintain a formal style, and e - provide a concluding statement or section that flows from the presented argument. W 1-1


    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

    Students will watch a documentary 

    Students will continue to watch commercials. In groups students will analyze a print ad of their choice and discuss messages, techniques, and effectiveness of the advertisement. 

     Students will complete a survey on their online and media habits. Students will begin working on creating their own ad based on advertising techniques they have studied

    Continue working  on ad 

    Quiz on advertising terms, self/group evaluation of advertisements.  Link needed for quiz: http://adsoftheworld.com/media/print/mcdonalds_the_real_milkshake?size=original


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    March 23-27

    FIGURE IT OUT

    Essential Question:  DO ADVERTISEMENTS INFLUENCE OR REFLECT TEENAGE CULTURE? (informational)

    Weekly EQ:  What makes a good argument? 

    Standards:  

    I can analyze the impact of specific word choice on the meaning and tone of the passage. RL 4-2

    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 determine the figurative, connotative, or technical meaning of words or phrases. RI 4-1

    I can determine the author’s point of view and explain how it is conveyed through the text. RI 6-1

    I can utilize media or graphics to develop a coherent understanding of a topic. RI 7-1

    I can trace and evaluate the argument and claims in a text. RI 8-1

    I can identify claims that are supported with reasons and those that are not. RI 8-2

    I can read and comprehend informational text appropriate for 6th grade. RI 10-1

    I can write an argument with clear reasons and relevant evidence, where I: W 1-1 a - introduce claims and organize the reasons/evidence clearly, b - support claims with clear and relevant reasons, use credible sources and demonstrate understanding of the topic, c - use words, phrases, and clauses to clarify relationships among claims/reasons, d - establish and maintain a formal style, and e - provide a concluding statement or section that flows from the presented argument. W 1-1


    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

    Students will watch clips from documentary listed below. 

    Students will watch “The Pigeon Wants a Puppy!” Students will analyze the persuasive strategies used by the pigeon. Students will review persuasive techniques.  Students will practice techniques to help the pigeon create a better argument in order to get a puppy…or to get what he wants.  

    Students will watch “Don’t Let the Pigeon Stay Up Late!” Students will indentify techniques used in the story. Students will work in groups to think of more convincing arguments for staying up late. They will write their arguments on post-it notes. Each group will place their arguments on the appropriate persuasive technique poster in the room. Teacher will lead a class discussion on whether each argument is in the correct place.  

    Student will work on creating persuasive book about something they want to do. They will use the stories in class as their model story.  

    Quiz on persuasive writing terms, Assessment of persuasive book.  


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    March 30-April 2

    FIGURE IT OUT

    Essential Question:  DO ADVERTISEMENTS INFLUENCE OR REFLECT TEENAGE CULTURE? (informational)

    Weekly EQ:  What makes a good argument? 

    Standards:  

    I can analyze the impact of specific word choice on the meaning and tone of the passage. RL 4-2

    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 determine the figurative, connotative, or technical meaning of words or phrases. RI 4-1

    I can determine the author’s point of view and explain how it is conveyed through the text. RI 6-1

    I can utilize media or graphics to develop a coherent understanding of a topic. RI 7-1

    I can trace and evaluate the argument and claims in a text. RI 8-1

    I can identify claims that are supported with reasons and those that are not. RI 8-2

    I can read and comprehend informational text appropriate for 6th grade. RI 10-1

    I can write an argument with clear reasons and relevant evidence, where I: W 1-1 a - introduce claims and organize the reasons/evidence clearly, b - support claims with clear and relevant reasons, use credible sources and demonstrate understanding of the topic, c - use words, phrases, and clauses to clarify relationships among claims/reasons, d - establish and maintain a formal style, and e - provide a concluding statement or section that flows from the presented argument. W 1-1

    Monday

    Tuesday

    Wednesday

    Thursday

    Friday

     Library day

    Finish up advertisements today!  Project due today

    Practice EOG test

    No vocab this week! (no homework)

    All make up work due by Wednesday, April 1

    Students with absences last week are finishing their advertisements today.  ALL PROJECTS DUE TODAY!

    Continue practice EOG test

    Continue practice EOG Test

    Practice EOG due today!

     Holiday! No School


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