Web viewDemonstrate command of the conventions of Standard English grammar and usage ... Essay Workbook -Elijah of Buxton ... a word in text-Explore use of context

HAZLETON AREA SCHOOL DISTRICT

DISTRICT UNIT/LESSON PLAN

Teacher Name: Cassandra Catania Subject: ELA Start Date(s): Quarter 3 Grade Level (s): 6

Building: Maple Manor

Unit PlanUnit Title: Accomplishments

Essential Questions: What happens when people share ideas?What kinds of challenges transform people?What can people accomplish by working together?How can one person affect the opinion of others?What steps can people take to promote a healthier environment?What is Diversity?What defines being an American? Who decides this?What are the reasons people move to new places?How do people decide where and when to move?What defines Home?How does where you are change who you are? / Does it?What challenges do immigrants face?

Standards: PA Core Standards, PA Academic Standards/Anchors (based on subject)RL.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.6.2. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. RL.6.3. Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves towards a resolution. 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 theme, setting, or plot. RL.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.SL.6.1.B. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. SL.6.2. Interpret information presented in diverse media formats and explain how it contributes to a topic, text, or issue under study.L.6.1. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. L.6.2.b. Demonstrate command of conventions of standard English capitalization, punctuation, and spelling when writing. L.6.4.a. Use context and a clue to determine the meaning of a word or phrase. L.6.6. Acquire and use-accurately grade-appropriate general academic and domain-specific words and phrases.

Summative Unit Assessment :

End of Unit Test

Summative Assessment Objective Assessment Method (check one)Students will-

read closely and analytically to comprehend a range of complex literary and informational texts.

produce effective writing for a range of purposes and audiences.

employ effective speaking and listening skills.

____ Rubric ___ Checklist _X_ Unit Test ____ Group____ Student Self-Assessment

____ Other (explain)

DAILY PLANDay Objective (s) DOK

LEVEL Activities / Teaching Strategies

Grou

ping

Materials / Resources Assessment of Objective (s)

Unit 3 Week 1

1

Students will:-interpret information presented in diverse media formats and explain how it contributes to a topic, text, or issue under study.-engage effectively in a range of collaborative discussions.-cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. -acquire and use-accurately grade-appropriate general academic and domain-specific words and phrases. -demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. -demonstrate command of conventions of standard English capitalization, punctuation, and spelling when writing.

1 -Build background knowledge on working together to find common ground through whole-group discussions and interactive videos-Listen for a purpose to a read-aloud (“The Neighborhood Problem”)-Identify characteristics of realistic fictional text-Gather vocabulary knowledge when considering a word in text-Distinguish direct and indirect objects -Use capital letters, abbreviations, and colons correctly-Spell vowel team syllables correctly-Focus on Weekly Skills through daily read of Elijah of Buxton

Direct InstructionInteractive Instruction

W -McGraw-Hill Interactive “Common Ground” video-McGraw-Hill “The Neighborhood Problem” Read Aloud text-McGraw-Hill Visual Vocabulary Cards & Online Interactive Activities-McGraw-Hill Grammar Activities-Daily Language Activity-Spelling Starter-Word Work-PDN/WOD-Document Camera-PSSA Released Items-Short fictional passages-Elijah of Buxton

Formative-Please Do NowThumbs up/Thumbs downTurn and Talk

Student Self - Assessment-Daily Language ActivitySpelling StarterWord WorkWord of the Day

Students will:-cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. -determine a theme or central idea

1, 2 -Visualize to enhance understanding while reading “Rockers Build a Soccer Field”-Close read of “Rockers Build a Soccer Field” identifying theme using a graphic organizer-Recognize the characteristics of realistic fiction through “Rockers Build a Soccer Field”

W S

-McGraw-Hill Reading/Writing Workshop “Rockers Build a Soccer Field”-Theme Graphic Organizer-McGraw-Hill Your Turn Practice book


2

of a text, and how it is conveyed through details. -describe how a particular story’s plot unfolds in a series of episodes as well as how the characters respond or change -analyze how a particular sentence, chapter, scene, or stanza fits into the structure of a text and contributes to the development of the theme, setting, or plot. -use context as a clue to determine the meaning of a word or phrase.-demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. -demonstrate command of conventions of standard English capitalization, punctuation, and spelling when writing.

-Explore use of context clues to strengthen vocabulary-Distinguish direct and indirect objects -Use capital letters, abbreviations, and colons correctly-Spell vowel team syllables correctly-Focus on Weekly Skills through daily read of Elijah of Buxton


-Daily Language Activity-Spelling Starter-Word Work-PDN/WOD-Document Camera-PSSA Released Items-Short fictional passages-Elijah of Buxton


3

Students will:-cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. -determine a theme or central idea of a text, and how it is conveyed through details. -describe how a particular story’s plot unfolds in a series of episodes as well as how the characters respond or change -analyze how a particular sentence, chapter, scene, or stanza fits into the structure of a text and contributes to the development of the theme, setting, or plot. -use context as a clue to determine the meaning of a word or phrase.-demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. -demonstrate command of conventions of standard English capitalization, punctuation, and spelling when writing.

1, 2, 3 -Triumph assignments: Theme, Central Idea, Text Structure-Study Island: Text Evidence, Inferences, Text Structure, Theme, Central Idea, Plot-Reading Wonders: Unit 3 Week 1 Vocabulary Practice, Direct/Indirect objects practice, Listen to Leveled Readers-Focus on Weekly Skills through daily read of Elijah of Buxton

Indirect Instruction Independent Study

W I

-Individual Laptops-Triumph Learning-Study Island-Reading Wonders Online -Daily Language Activity-Spelling Starter-Word Work-PDN/WOD-Document Camera-PSSA Released Items-Short fictional passages-Esperanza Rising

Formative-Please Do NowOnline Assignments


4


1,2,3 -Develop comprehension through close read of “How Tia Lola Came to Stay” -Analyze theme and central idea through story structure and use of a graphic organizer using assigned text-Assess author’s purpose-Connect ideas-Recognize characteristics of realistic fiction-Gather vocabulary knowledge when considering a word in text-Explore use of context clues to strengthen vocabulary-Distinguish direct and indirect objects -Use capital letters, abbreviations, and colons correctly-Spell vowel team syllables correctly-Focus on Weekly Skills through daily read of Elijah of Buxton

Direct Instruction

W I

-McGraw-Hill Anthology “How Tia Lola Came to Stay”-Theme Graphic Organizer-McGraw-Hill Your Turn Practice book-Daily Language Activity-Spelling Starter-Word Work-PDN/WOD-Document Camera-Elijah of Buxton

Formative-Please Do NowTurn and TalkCollins Type 1 Response


5 Students will:-cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. -determine a theme or central idea of a text, and how it is conveyed through details. -describe how a particular story’s plot unfolds in a series of episodes as well as how the characters respond or change -analyze how a particular sentence, chapter, scene, or stanza fits into the structure of a text and contributes to the development of the theme, setting, or plot. -use context as a clue to determine the meaning of a word or phrase.-demonstrate command of the conventions of Standard English

1-4 -Develop comprehension through close read of leveled reader based on Lexile level -Analyze theme and central idea through a story structure graphic organizer using assigned text-Assess author’s purpose-Connect ideas-Recognize characteristics of realistic fiction-Explore use of context clues to strengthen vocabulary-Distinguish direct and indirect objects -Use capital letters, abbreviations, and colons correctly-Spell vowel team syllables correctly-Focus on Weekly Skills through daily read of Elijah of Buxton

Independent StudyIndirect InstructionInteractive Instruction

W S I

-Individual Laptops-Triumph Learning Online-Study Island Online-Reading Wonders Interactive-Selected passages for skills practice-Vocabulary workstation cards-Vocabulary leveled practice sheets-Vocabulary squares-McGraw Hill’s “Common Ground”-McGraw Hill’s “Making Things Happen”-McGraw Hill’s “Bringing Home the Circus”-McGraw Hill “Your Turn” Practice Book-Grammar leveled practice sheets nouns-Spelling leveled practice sheets-Triumph Learning Informative Essay Workbook-Elijah of Buxton

Formative-Please Do NowTurn and Talk“Your Turn” Selected-response questionsVarious practice worksheets

Student Self - Assessment-Daily Language ActivitySpelling StarterWord WorkWord of the DayCenter folder checklist

grammar and usage when writing or speaking. -demonstrate command of conventions of standard English capitalization, punctuation, and spelling when writing.

6




W S I




7

Students will:-cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. -determine a theme or central idea of a text, and how it is conveyed through details. -describe how a particular story’s plot unfolds in a series of episodes as well as how the characters respond or change -analyze how a particular sentence, chapter, scene, or stanza fits into the structure of a text and

1, 2, 3 -Triumph assignments: Theme, Central Idea, Text Structure-Study Island: Text Evidence, Inferences, Text Structure, Theme, Central Idea, Plot-Reading Wonders: Unit 3 Week 1 Vocabulary Practice, Direct/Indirect objects practice, Listen to Leveled Readers-Focus on Weekly Skills through daily read of Elijah of Buxton


W I




contributes to the development of the theme, setting, or plot. -use context as a clue to determine the meaning of a word or phrase.-demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. -demonstrate command of conventions of standard English capitalization, punctuation, and spelling when writing.

8




W S I




9

Students will:-cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. -determine a theme or central idea of a text, and how it is conveyed through details. -describe how a particular story’s

1-4 -Develop comprehension through close read of leveled reader based on Lexile level -Analyze theme and central idea through a story structure graphic organizer using assigned text-Assess author’s purpose-Connect ideas-Recognize characteristics of realistic fiction-Explore use of context clues to strengthen vocabulary-Distinguish direct and indirect objects

W S I

-Individual Laptops-Triumph Learning Online-Study Island Online-Reading Wonders Interactive-Selected passages for skills practice-Vocabulary workstation cards-Vocabulary leveled practice sheets-Vocabulary squares-McGraw Hill’s “Common Ground”


Student Self - Assessment-

plot unfolds in a series of episodes as well as how the characters respond or change -analyze how a particular sentence, chapter, scene, or stanza fits into the structure of a text and contributes to the development of the theme, setting, or plot. -use context as a clue to determine the meaning of a word or phrase.-demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. -demonstrate command of conventions of standard English capitalization, punctuation, and spelling when writing.

-Use capital letters, abbreviations, and colons correctly-Spell vowel team syllables correctly-Focus on Weekly Skills through daily read of Elijah of Buxton


-McGraw Hill’s “Making Things Happen”-McGraw Hill’s “Bringing Home the Circus”-McGraw Hill “Your Turn” Practice Book-Grammar leveled practice sheets nouns-Spelling leveled practice sheets-Triumph Learning Informative Essay Workbook-Elijah of Buxton

Daily Language ActivitySpelling StarterWord WorkWord of the DayCenter folder checklist

10


1-4 -Review Unit 3 Week 1 skills through guided discussions-Assess theme through graphic organizer using weekly skills test-Assess vocabulary knowledge and comprehension of “How Tia Lola Came to Stay” through selection test-Assess direct/indirect object usage through grammar test-Assess team vowel syllables through weekly spelling test-Focus on Weekly Skills through daily read of Elijah of Buxton

Indirect InstructionIndependent Study

W I

-McGraw Hill Anthology -McGraw Hill Unit 3 Week 1 Test-McGraw Hill Selection Test-McGraw Hill Grammar Test-Daily Language Activity-Spelling Starter-Word Work-PDN/WOD-Document Camera-Elijah of Buxton

Formative-Please Do Now

Summative-Selection Test (vocabulary/comprehension)Unit 3 Week 1 Skills TestGrammar Skills TestUnit 3 Week 1 Spelling Test


Unit 3 Week 2

11

Students will:-interpret information presented in diverse media formats and explain how it contributes to a topic, text, or issue under study.-engage effectively in a range of collaborative discussions.-cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. -acquire and use-accurately grade-appropriate general academic and domain-specific words and phrases. -demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. -demonstrate command of conventions of standard English capitalization, punctuation, and spelling when writing.

1 -Build background knowledge on transformations through whole-group discussions and interactive videos-Listen for a purpose to a read-aloud (“On the Mountain”)-Identify characteristics of realistic fictional text-Gather vocabulary knowledge when considering a word in text-Use correct subject-verb agreement -Proofread sentences-Spell r-controlled vowel syllables correctly-Focus on Weekly Skills through daily read of Elijah of Buxton


W -McGraw-Hill Interactive “Transformations” video-McGraw-Hill “On the Mountain” Read Aloud text-McGraw-Hill Visual Vocabulary Cards & Online Interactive Activities-McGraw-Hill Grammar Activities-Daily Language Activity-Spelling Starter-Word Work-PDN/WOD-Document Camera-PSSA Released Items-Short fictional passages-Elijah of Buxton



12

Students will:-cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. -determine a theme or central idea of a text, and how it is conveyed through details. -describe how a particular story’s plot unfolds in a series of episodes as well as how the characters respond or change -analyze how a particular sentence, chapter, scene, or stanza fits into the structure of a text and contributes to the development of the theme, setting, or plot. -use context as a clue to determine the meaning of a word or phrase.-demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

1, 2 -Visualize to enhance understanding while reading “Facing the Storm”-Close read of “Facing the Storm” identifying theme using a graphic organizer-Recognize the characteristics of realistic fiction through “Facing the Storm” -Explore use of context clues to strengthen vocabulary-Use correct subject-verb agreement -Proofread sentences-Spell r-controlled vowel syllables correctly-Focus on Weekly Skills through daily read of Elijah of Buxton


W S

-McGraw-Hill Reading/Writing Workshop “Facing the Storm”-Theme Graphic Organizer-McGraw-Hill Your Turn Practice book-Daily Language Activity-Spelling Starter-Word Work-PDN/WOD-Document Camera-PSSA Released Items-Short fictional passages-Elijah of Buxton



-demonstrate command of conventions of standard English capitalization, punctuation, and spelling when writing.

13


1, 2, 3 -Triumph assignments: Theme, Central Idea, Text Structure-Study Island: Text Evidence, Inferences, Text Structure, Theme, Central Idea, Plot-Reading Wonders: Unit 3 Week 2 Vocabulary Practice, Subject-verb agreement practice, Listen to Leveled Readers-Focus on Weekly Skills through daily read of Elijah of Buxton


W I




14

Students will:-cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. -determine a theme or central idea of a text, and how it is conveyed through details. -describe how a particular story’s plot unfolds in a series of episodes as well as how the characters respond or change -analyze how a particular sentence, chapter, scene, or stanza fits into the structure of a text and contributes to the development of the theme, setting, or plot.

1,2,3 -Develop comprehension through close read of “Lizzie Bright and the Buckminster Boy” -Analyze theme and central idea through story structure and use of a graphic organizer using assigned text-Assess author’s purpose-Connect ideas-Recognize characteristics of realistic fiction-Gather vocabulary knowledge when considering a word in text-Explore use of context clues to strengthen vocabulary-Use correct subject-verb agreement -Proofread sentences-Spell r-controlled vowel syllables correctly-Focus on Weekly Skills through daily read of Elijah of Buxton

W I

-McGraw-Hill Anthology “Lizzie Bright and the Buckminster Boy”-Theme Graphic Organizer-McGraw-Hill Your Turn Practice book-Daily Language Activity-Spelling Starter-Word Work-PDN/WOD-Document Camera-Elijah of Buxton

Formative-Please Do NowTurn and TalkCollins Type 1 Response


-use context as a clue to determine the meaning of a word or phrase.-demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. -demonstrate command of conventions of standard English capitalization, punctuation, and spelling when writing.

Direct Instruction

15


1-4 -Develop comprehension through close read of leveled reader based on Lexile level -Analyze theme and central idea through a story structure graphic organizer using assigned text-Assess author’s purpose-Connect ideas-Recognize characteristics of realistic fiction-Explore use of context clues to strengthen vocabulary-Use correct subject-verb agreement -Proofread sentences-Spell r-controlled vowel syllables correctly-Focus on Weekly Skills through daily read of Elijah of Buxton


W S I

-Individual Laptops-Triumph Learning Online-Study Island Online-Reading Wonders Interactive-Selected passages for skills practice-Vocabulary workstation cards-Vocabulary leveled practice sheets-Vocabulary squares-McGraw Hill’s “Bear Country”-McGraw Hill’s “Think Hard Think Fast”-McGraw Hill’s “The Yard Sale”-McGraw Hill “Your Turn” Practice Book-Grammar leveled practice sheets nouns-Spelling leveled practice sheets-Triumph Learning Informative Essay Workbook-Elijah of Buxton



16

Students will:-cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. -determine a theme or central idea of a text, and how it is conveyed through details. -describe how a particular story’s plot unfolds in a series of episodes as well as how the characters

1-4 -Develop comprehension through close read of leveled reader based on Lexile level -Analyze theme and central idea through a story structure graphic organizer using assigned text-Assess author’s purpose-Connect ideas-Recognize characteristics of realistic fiction-Explore use of context clues to strengthen vocabulary-Use correct subject-verb agreement -Proofread sentences-Spell r-controlled vowel syllables correctly

W S I

-Individual Laptops-Triumph Learning Online-Study Island Online-Reading Wonders Interactive-Selected passages for skills practice-Vocabulary workstation cards-Vocabulary leveled practice sheets-Vocabulary squares-McGraw Hill’s “Bear Country”-McGraw Hill’s “Think Hard Think Fast”


Student Self - Assessment-Daily Language ActivitySpelling Starter

respond or change -analyze how a particular sentence, chapter, scene, or stanza fits into the structure of a text and contributes to the development of the theme, setting, or plot. -use context as a clue to determine the meaning of a word or phrase.-demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. -demonstrate command of conventions of standard English capitalization, punctuation, and spelling when writing.

-Focus on Weekly Skills through daily read of Elijah of Buxton


-McGraw Hill’s “The Yard Sale”-McGraw Hill “Your Turn” Practice Book-Grammar leveled practice sheets nouns-Spelling leveled practice sheets-Triumph Learning Informative Essay Workbook-Elijah of Buxton

Word WorkWord of the DayCenter folder checklist

17


1, 2, 3 -Triumph assignments: Theme, Central Idea, Text Structure-Study Island: Text Evidence, Inferences, Text Structure, Theme, Central Idea, Plot-Reading Wonders: Unit 3 Week 2 Vocabulary Practice, Subject-verb agreement practice, Listen to Leveled Readers-Focus on Weekly Skills through daily read of Elijah of Buxton


W I




18

Students will:-cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

1-4 -Develop comprehension through close read of leveled reader based on Lexile level -Analyze theme and central idea through a story structure graphic organizer using assigned text-Assess author’s purpose

W S I

-Individual Laptops-Triumph Learning Online-Study Island Online-Reading Wonders Interactive-Selected passages for skills practice

Formative-Please Do NowTurn and Talk“Your Turn” Selected-response questions

-determine a theme or central idea of a text, and how it is conveyed through details. -describe how a particular story’s plot unfolds in a series of episodes as well as how the characters respond or change -analyze how a particular sentence, chapter, scene, or stanza fits into the structure of a text and contributes to the development of the theme, setting, or plot. -use context as a clue to determine the meaning of a word or phrase.-demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. -demonstrate command of conventions of standard English capitalization, punctuation, and spelling when writing.

-Connect ideas-Recognize characteristics of realistic fiction-Explore use of context clues to strengthen vocabulary-Use correct subject-verb agreement -Proofread sentences-Spell r-controlled vowel syllables correctly-Focus on Weekly Skills through daily read of Elijah of Buxton


-Vocabulary workstation cards-Vocabulary leveled practice sheets-Vocabulary squares-McGraw Hill’s “Bear Country”-McGraw Hill’s “Think Hard Think Fast”-McGraw Hill’s “The Yard Sale”-McGraw Hill “Your Turn” Practice Book-Grammar leveled practice sheets nouns-Spelling leveled practice sheets-Triumph Learning Informative Essay Workbook-Elijah of Buxton

Various practice worksheets


19

Students will:-cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. -determine a theme or central idea of a text, and how it is conveyed through details. -describe how a particular story’s plot unfolds in a series of episodes as well as how the characters respond or change -analyze how a particular sentence, chapter, scene, or stanza fits into the structure of a text and contributes to the development of the theme, setting, or plot. -use context as a clue to determine the meaning of a word or phrase.-demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. -demonstrate command of conventions of standard English capitalization, punctuation, and

1-4 -Develop comprehension through close read of leveled reader based on Lexile level -Analyze theme and central idea through a story structure graphic organizer using assigned text-Assess author’s purpose-Connect ideas-Recognize characteristics of realistic fiction-Explore use of context clues to strengthen vocabulary-Use correct subject-verb agreement -Proofread sentences-Spell r-controlled vowel syllables correctly-Focus on Weekly Skills through daily read of Elijah of Buxton


W S I

-Individual Laptops-Triumph Learning Online-Study Island Online-Reading Wonders Interactive-Selected passages for skills practice-Vocabulary workstation cards-Vocabulary leveled practice sheets-Vocabulary squares-McGraw Hill’s “Bear Country”-McGraw Hill’s “Think Hard Think Fast”-McGraw Hill’s “The Yard Sale”-McGraw Hill “Your Turn” Practice Book-Grammar leveled practice sheets nouns-Spelling leveled practice sheets-Triumph Learning Informative Essay Workbook-Elijah of Buxton



spelling when writing.

20


1-4 -Review Unit 3 Week 2 skills through guided discussions-Assess theme through graphic organizer using weekly skills test-Assess vocabulary knowledge and comprehension of “Lizzie Bright and the Buckminster Boy” through selection test-Assess subject-verb agreement through grammar test-Assess r-controlled vowel syllables through weekly spelling test-Focus on Weekly Skills through daily read of Elijah of Buxton

Indirect InstructionIndependent Study

W I

-McGraw Hill Anthology -McGraw Hill Unit 3 Week 2 Test-McGraw Hill Selection Test-McGraw Hill Grammar Test-Daily Language Activity-Spelling Starter-Word Work-PDN/WOD-Document Camera-Elijah of Buxton

Formative-Please Do Now

Summative-Selection Test (vocabulary/comprehension)Unit 3 Week 2 Skills TestGrammar Skills TestUnit 3 Week 2 Spelling Test


Documents

Web viewDemonstrate command of the conventions of Standard English grammar and usage ... Essay Workbook -Elijah of Buxton ... a word in text-Explore use of context