Web viewTeacher: CORE Language Arts Grade 6 . Year: 2014-15 Course: Language Arts Grade 6 . Month:...
Transcript of Web viewTeacher: CORE Language Arts Grade 6 . Year: 2014-15 Course: Language Arts Grade 6 . Month:...
Teacher: CORE Language Arts Grade 6 Year: 2014-15 Course: Language Arts Grade 6 Month: All Months
Spelling Units
Standards Essential Questions AssessmentsSkills Content Lessons ResourcesL.6.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.6.6-Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.L.6.2b-Spell correctly.L.6.4c-Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
What is the importance of spelling words correctly?
What are the short vowel sounds?
What are the long vowel sounds?
Spelling Tests 10/1/2014
Spelling Tests 10/1/2014
Spelling Tests 10/1/2014
Spelling Tests 10/1/2014
short vowel sounds
long vowel soundsvowel + /r/ soundsoo, ou, o, oi vowel sounds
Lesson 1 Spelling short vowels Lesson 2 Spelling long vowel sounds Lesson 3 Vowel sounds /ou/, /oo/, /o/, /oi/ Lesson 4 Vowel + /r/ sounds
Spelling Lesson Format Spelling word list
Activity sheets
Spelling notebook
Narrative Writing
Standards Essential Questions AssessmentsSkills Content Lessons ResourcesL.6.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.6.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.6.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.6.3a-Vary sentence patterns for meaning, reader/ listener interest, and style.*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.
What does a complete sentence look like?
What are the four types of sentences and their punctuation?
What are the different parts of a sentence?
What is a fragment sentence?
How can you edit a fragment?
What is a run-on sentence?
How can you use conjunctions to edit a run-on sentence?
What are the 7 writing traits for good quality writing?
Sentence Quiz 10/1/2014
Independent Practice Worksheets 9/28/2014
Lesson 1 identify and write complete sentences
Lesson 2 identify and write four kinds of sentences capitalize the first words of a sentence use correct end punctuation for the four kinds of sentences Lesson 3 identify the complete subject and complete predicate in sentences
Lesson 4 identify the simple subject in sentences
Lesson 1 A sentence is a group of words that expresses a complete thought. When you write, you use sentences in many ways - to tell what you are thinking or feeling, to explain your ideas, and to ask questions.
Lesson 2 A declarative sentence makes a statement. An interrogative sentence asks a question. An imperative sentence gives a command or makes a request. An exclamatory sentence expresses strong feelings.
Lesson 3 The complete subject is all the words in the subject part of a sentence. The subject part names someone or
Lesson 1 - Writing Sentences
Lesson 2 - Four Types of Sentences
Lesson 3 - Complete Subjects and Predicates
Lesson 4 - Simple Subjects
Lesson 5 - Simple Predicates
Lesson 6- Sentence Fragments
Lesson 7- Run-on
TextbookNotebookWorksheetsPower pointThesaurusDictionaries
Lesson 5 identify the simple predicate in sentences
Lesson 6identify sentence fragments in writing and edit them correctly
Lesson 7identify run-on sentences in writing and edit them correctly
Lesson 7Research a writing trait and present it to the class
something. The complete predicate is all the words in the predicate part of a sentence. The predicate part tells what the subject is or does.
Lesson 4 The simple subject is the main word in the complete subject. In your writing choose your subjects carefully to make your meaning clear.
Lesson 5 The simple predicate, or verb, is the main word or words in the complete predicate. In good writing the simple predicate expresses action clearly,
Lesson 6A sentence fragment is a group of words that does not state a complete thought. An editor must add the missing part in order to make it a complete sentence.
Lesson 7A run-on sentence are two simple sentences that are not joined properly by a conjunction or a semicolon.
Sentences
Writing Traits Jigsaw Research & Presentation
L.6.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.6.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.6.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.6.1b-Use intensive pronouns (e.g., myself, ourselves).L.6.1c-Recognize and correct inappropriate shifts in pronoun number and person.*L.6.2b-Spell correctly.L.6.3a-Vary sentence patterns for meaning, reader/ listener interest, and style.*L.6.4c-Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.RI.6.1-Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RI.6.3-Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text
What is a writer?How do writers organize their thoughts and ideas?
What can a writer do to make their piece more interesting?What editing skills can a writer use?Why should a writer revise and edit?How does a writer decide what information is meaningful and should be included in the piece?
Eyewitness Account 9/10/2014
Historical Episode 10/5/2014
Biography 10/31/2014
Short Story 11/9/2014
write a cohesive paragraph
use appropriate editing marks to revise work
use technology to create a published pieceedit fragment and run-on sentences using coordinating conjunctionsuse quotation marks and commasrecognize and correct shifts in pronoun number and personusing appropriate verb tense of action verbs
topic sentence
supporting detail
concluding sentence
paragraphs
organization
proofreading
editing and revision
word processing
time order transition words
sentence fragments and run-onsquotations and commaspersonal, possessive, and indefinite pronounsaction and linking verbsverb tense
Analyzing Traits of a Narrative Piece
Analyzing the Narrative Writing Rubric
Prewriting with a 5-W Chart, Story Map, or Storyboard
Sentence Fragments and Run-ons
Coordinating Conjunctions
Quotations
Commas
Point of View
Overused
Graphic Organizers
Writing Materials (writing paper, pencil/pen)
PowerPoint presentations/ActivInspire Flipcharts
(e.g., through examples or anecdotes).RL.6.1-Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RL.6.3-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 toward a resolution.SL.6.1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.SL.6.5-Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.SL.6.1a-Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.SL.6.1b-Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.SL.6.1c-Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.SL.6.1d-Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.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.6.5-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.(Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 6 on page 52.)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.W.6.8-Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.W.6.10-Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.W.6.3a-Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.W.6.3b-Use narrative techniques, such as dialogue,
Words
Active vs. Passive Voice
Personal, Possessive, Indefinite Pronouns
Verb Tense
pacing, and description, to develop experiences, events, and/or characters.W.6.3c-Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.W.6.3d-Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.W.6.3e-Provide a conclusion that follows from the narrated experiences or events.
Spelling Units
Standards Essential Questions AssessmentsSkills Content Lessons ResourcesL.6.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.6.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.6.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.6.2b-Spell correctly.
What is the importance of spelling correctly?
How are homophones used in the English language?
What the "ie" rule?
Spelling Test 10/31/2014
Spelling Test 10/31/2014
Spelling Test 10/31/2014
Spelling Test 10/31/2014
spelling and defining homophones
Spelling words with ie or ei combination
spelling words with final r,n, or l endings
Lesson 5 Homophones Lesson 7 Words with ie or ei Lesson 8 Final er/ar/or sounds Lesson 9 Final en, el, and er
Spelling Lesson Format Spelling word list
Spelling notebook
Activity sheets
Narrative Writing
Standards Essential Questions AssessmentsSkills Content Lessons ResourcesL.6.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.6.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.6.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.6.3a-Vary sentence patterns for meaning, reader/ listener interest, and style.*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.
What are the five stages of the writing process?
What is a writer?
What does a complete sentence look like?
What are the four types of sentences and their punctuation?
What are the different parts of a sentence?
What is a fragment sentence?
How can you edit a fragment?
What is a run-on sentence?
How can you use conjunctions to edit a run-on sentence?
Unit 1 - Test 10/1/2014
Independent Practice Worksheets 10/1/2014
Lesson 1 identify and write complete sentences
Lesson 2 identify and write four kinds of sentences capitalize the first words of a sentence use correct end punctuation for the four kinds of sentences Lesson 3 identify the complete subject and complete predicate in sentences
Lesson 4 identify the simple subject in sentences
Lesson 1 A sentence is a group of words that expresses a complete thought. When you write, you use sentences in many ways - to tell what you are thinking or feeling, to explain your ideas, and to ask questions.
Lesson 2 A declarative sentence makes a statement. An interrogative sentence asks a question. An imperative sentence gives a command or makes a request. An exclamatory sentence expresses strong feelings.
Lesson 3 The complete subject is all the words in the subject part of a sentence. The subject part names someone or something. The complete
Lesson 1 - Writing Sentences
Lesson 1 - Writing Sentences
Lesson 2 - Four Types of Sentences
Lesson 2 - Four Types of Sentences
Lesson 3 - Complete Subjects and Predicates
Lesson 3 - Complete Subjects and Predicates
Lesson 3 - Complete Subjects and Predicates
Lesson 4 - Simple Subjects
Lesson 4 - Simple Subjects
Lesson 4 - Simple Subjects
TextbookNotebookWorksheetsPower pointPostersWebquestCentersStudy guidesTests Thesaurus Dictionaries
What are the 7 writing traits for good quality writing? Lesson 5
identify the simple predicate in sentences
Lesson 6identify sentence fragments in writing and edit them correctly
Lesson 7identify run-on sentences in writing and edit them correctly
Lesson 7Research a writing trait and present it to the class
predicate is all the words in the predicate part of a sentence. The predicate part tells what the subject is or does.
Lesson 4 The simple subject is the main word in the complete subject. In your writing choose your subjects carefully to make your meaning clear.
Lesson 5 The simple predicate, or verb, is the main word or words in the complete predicate. In good writing the simple predicate expresses action clearly,
Lesson 6A sentence fragment is a group of words that does not state a complete thought. An editor must add the missing part in order to make it a complete sentence.
Lesson 7A run-on sentence are two simple sentences that are not joined properly by a conjunction or a semicolon.
Lesson 5 - Simple Predicates
Lesson 5 - Simple Predicates
Lesson 5 - Simple Predicates
Lesson 6 - Locating Subjects in Sentences
Lesson 6 - Locating Subjects in Sentences
Lesson 7 - Vocabulary - Using the Thesaurus
Lesson 7 - Vocabulary - Using the Thesaurus
Lesson 6- Sentence Fragments
Lesson 7- Run-on Sentences
Writing Traits Jigsaw Research & Presentation
L.6.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.6.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.6.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.6.1b-Use intensive pronouns (e.g., myself, ourselves).L.6.1c-Recognize and correct inappropriate shifts in pronoun number and person.*L.6.2b-Spell correctly.L.6.3a-Vary sentence patterns for meaning, reader/ listener interest, and style.*
What is a writer?
How do writers organize their thoughts and ideas?
What can a writer do to make their piece more interesting?
What editing skills can a writer use?
Why should a writer revise and edit?
How does a writer decide what information is meaningful and should be included in the piece?
Eyewitness Account 10/1/2014
Historical Episode 10/1/2014
Biography 10/1/2014
Short Story 10/1/2014
write a cohesive paragraph
use adjectives to add detail
use appropriate editing marks to revise work
use technology to create a published piece
edit fragment and run-on sentencesuse quotation marks and commasrecognize and correct shifts in
topic sentence
supporting detail
concluding sentence
paragraphs
organization
proofreading
editing and revision
word processing
time order transition words
sentence fragments and run-onsquotations and commaspersonal, possessive, and indefinite pronounsaction and linking verbs
PROJECT - A Childhood Memory (narrative writing)
Analyzing Traits of an Eyewitness Account
Analyzing the Narrative Writing Rubric
Prewriting with a 5-W Chart
Sentence Fragments and Run-ons
Coordinating Conjunctions
Quotations
Graphic Organizers
Writing Materials (writing paper, pencil/pen)
PowerPoint presentations/ActivInspire Flipcharts
L.6.4c-Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.RI.6.1-Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RI.6.3-Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).RL.6.1-Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RL.6.3-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 toward a resolution.SL.6.1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.SL.6.5-Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.SL.6.1a-Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.SL.6.1b-Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.SL.6.1c-Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.SL.6.1d-Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.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.6.5-With some guidance and support from peers and adults, develop and
pronoun number and person
verb tense Commas
Point of View
Overused Words
Active vs. Passive Voice
Indefinite Pronouns
Verb Tense
strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.(Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 6 on page 52.)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.W.6.8-Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.W.6.10-Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.W.6.3a-Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.W.6.3b-Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.W.6.3c-Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.W.6.3d-Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.W.6.3e-Provide a conclusion that follows from the narrated experiences or events.
Spelling Units
Standards Essential QuestionsAssessmentsSkills Content Lessons Resources
L.6.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.6.2b-Spell correctly.L.6.4a-Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.L.6.4b-Use common, grade-appropriate Greek or Latin affixes and roots as
What is the importance of spelling words correctly?
What is the
Spelling Test 12/1/2014
Spelling Test 12/1/2014
Spelling Test 12/1/2014
spell words with -ed and -ing endings
Spell words with -ion, -ation, and various other
Lesson 10 Words with -ed or -ing Lesson 11 Endings and suffixes
Spelling Lesson Format Spelling word list
Spelling notebook
Activity Sheet
clues to the meaning of a word (e.g., audience, auditory, audible).L.6.4c-Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
rule for adding -ed or -ing to the end of a word?
What does adding suffixes to a word do to the meaning of that word?
suffixes Lesson 13 Suffix: -ion or -ation
Argument Writing
Standards Essential QuestionsAssessmentsSkills Content Lessons Resources
L.6.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.6.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.6.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.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.6.5-Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.6.6-Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.L.6.1d-Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*L.6.1e-Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*L.6.2a-Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*L.6.2b-Spell correctly.L.6.3b-Maintain consistency in style and tone.*L.6.4c-Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.L.6.5c-Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).RI.6.1-Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RI.6.6-Determine an author's point of view or purpose in a text and explain how it is conveyed in the textRI.6.8-Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.RL.6.1-Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RL.6.5-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.RL.6.6-Explain how an author develops the point of view of the narrator or speaker in a text.RL.6.7-Compare and contrast the experience of reading a story, drama, or
What is a Response to Literature?
What is an Argument Essay?
What is a Business Letter?
What is a Speech?
Response to Literature 11/9/2014
Argument Essay 11/23/2014
Business Letter 12/7/2014
Speech 12/21/2014
write a clear thesis statement and include relevant supporting evidence
Link ideas with transitions
avoid loaded words and use a formal style throughout paper
Punctuate dependent clauses correctly
write well organized paragraphs
use second-person point of view
recognize inappropriate shifts in pronoun number and person
Replace vague nouns and verbs
Use homophones correctly
use credible sources
thesis statement with supporting details
transition words/phrases
formal language (avoidance of negative language)
second-person point of view
pronouns and antecedents
homophones
credible sources
Analyzing a Model Argument Writing Piece
Analyzing an Argument Writing Rubric
Prewriting with Venn Diagram, T-Chart, Network Tree, or Order of Importance Organizer
Clauses
Coordinating and Subcoordinating Conjunctions
Compound & Complex Sentences
Pronouns & Antecedents
Semicolons & Colons
Subject-Verb Agreement
writing materials (pen, pencil, paper, brainstorming graphic organizer, editing marks sheet)
PowerPoint presentations/ActivInspire Flipcharts
poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.RL.6.9-Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.SL.6.1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.SL.6.1a-Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.SL.6.1b-Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.SL.6.1c-Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.SL.6.1d-Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.W.6.1-Write arguments to support claims with clear reasons and relevant evidence.W.6.4-Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)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.(Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 6 on page 52.)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.W.6.9-Draw evidence from literary or informational texts to support analysis, reflection, and research.W.6.10-Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.W.6.1a-Introduce claim(s) and organize the reasons and evidence clearly.W.6.1b-Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.W.6.1c-Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.W.6.1d-Establish and maintain a formal style.W.6.1e-Provide a concluding statement or section that follows from the argument presented.
Spelling Units
Standards Essential Questions Assessments Skills Content LessonsResourcesL.6.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.6.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.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.6.1e-Recognize variations from standard English in their own and
What is the importance of spelling?
How do Prefixes and suffixes change the meaning of a word?
Spelling Test 12/31/2014
Spelling Test 12/31/2014
Spelling Test 12/31/2014
spell words with -ion or -ation suffix
spell words with prefix in-
spell words with prefix com-
Lesson 14 Suffix: -ion or -ation Lesson 15 Prefix: in-
Spelling Lesson Format
Spelling word list
Spelling Notebooks
Activity
others' writing and speaking, and identify and use strategies to improve expression in conventional language.*L.6.2b-Spell correctly.L.6.4a-Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.L.6.4b-Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).L.6.4c-Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
Lesson 16 Prefix: com-
sheets
Argument Writing
Standards Essential Questions Assessments Skills Content Lessons ResourcesL.6.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.6.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.6.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.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.6.5-Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.6.6-Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.L.6.1d-Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*L.6.1e-Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*L.6.2a-Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*L.6.2b-Spell correctly.L.6.3b-Maintain consistency in style and tone.*L.6.4c-Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.L.6.5c-Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).RI.6.1-Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RI.6.6-Determine an author's point of view or purpose in a text and explain how it is conveyed in the textRI.6.8-Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.RL.6.1-Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RL.6.5-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.
What is a Response to Literature?
What is an Argument Essay?
What is a Business Letter?
What is a Speech?
Response to Literature 12/30/2014
Argument Essay 12/30/2014
Business Letter 12/30/2014
Speech 12/30/2014
write a clear thesis statement and include relevant supporting evidence
Link ideas with transitions
avoid loaded words and use a formal style throughout paper
Punctuate dependent clauses correctly
write well organized paragraphs
use second-person point of view
recognize inappropriate shifts in pronoun number and person
Replace vague nouns and verbs
Use homophones correctly
use credible sources
thesis statement with supporting details
transition words/phrases
formal language (avoidance of negative language)
second-person point of view
pronouns and antecedents
homophones
credible sources
Analyzing a Model Argument Writing Piece
Analyzing an Argument Writing Rubric
Prewriting with Venn Diagram, T-Chart, Network Tree, or Order of Importance Organizer
Clauses
Coordinating and Subcoordinating Conjunctions
Compound & Complex Sentences
Pronouns & Antecedents
Semicolons & Colons
Subject-Verb Agreement
writing materials (pen, pencil, paper, brainstorming graphic organizer, editing marks sheet)
PowerPoint presentations/ActivInspire Flipcharts
RL.6.6-Explain how an author develops the point of view of the narrator or speaker in a text.RL.6.7-Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.RL.6.9-Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.SL.6.1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.SL.6.1a-Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.SL.6.1b-Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.SL.6.1c-Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.SL.6.1d-Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.W.6.1-Write arguments to support claims with clear reasons and relevant evidence.W.6.4-Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)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.(Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 6 on page 52.)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.W.6.9-Draw evidence from literary or informational texts to support analysis, reflection, and research.W.6.10-Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.W.6.1a-Introduce claim(s) and organize the reasons and evidence clearly.W.6.1b-Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.W.6.1c-Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.W.6.1d-Establish and maintain a formal style.W.6.1e-Provide a concluding statement or section that follows from the argument presented.
Spelling Units
Standards Essential AssessmentsSkills Content LessonsResources
QuestionsL.6.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.6.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.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.6.5-Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.6.1e-Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*L.6.2b-Spell correctly.L.6.4b-Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).L.6.4c-Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.L.6.4d-Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
What is the importance of spelling?
How do Prefixes and suffixes change the meaning of a word?
Spelling Test 1/31/2015
Spelling Test 1/31/2015
Spelling Test 1/31/2015
Spelling Test 1/31/2015
spell words with endings ise, ize, ive, and age
spell words with suffixes -ent, -ant, -able, -ible, -ate
spell words with /sh/ sound
Lesson 17 Word endings: ise, ize, ive, age Lesson 19 Suffixes: -ent, -ant Lesson 20 Suffixes: -able, -ible, -ate Lesson 21 Spelling /sh/
Spelling Lesson Format
Spelling word list
Spelling notebook
Activity sheets
Informative/Explanatory Writing
Standards Essential QuestionsAssessmentsSkills Content Lessons Resources
L.6.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.6.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.6.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.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.6.6-Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.SL.6.1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.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.W.6.4-Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)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.(Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 6 on page 52.)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.W.6.7-Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
What is the purpose of research?
What are the steps for selecting a specific topic?
How are reliable sources chosen?
How are important facts selected from a source?
How is information from a source paraphrased onto notecards?
How are facts organized into an outline format?
How is the outline used to
Topic Proposal 1/27/2015
Note Cards 2/17/2015
Outline 2/28/2015
Rough Draft 3/9/2015
Final Paper 3/16/2015
Presentation of Research 3/21/2015
choose a topic
Gather resources
paraphrase information
outline information
rough draft with revision and editing
publishing a final copy
presentation of research findings
topic selection
reference materials
Note Cards
outline
rough draft to revise and edit
final draft of research paper
presentation of research findings
Choosing A TopicUsing Reference MaterialsCreating An OutlineCreating Note CardsCreating a Rough DraftRevision and EditingPublishing A Final PaperPresentation of Facts
reference books
computers
library
colored notecards
Noodle tools software
W.6.8-Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.W.6.9-Draw evidence from literary or informational texts to support analysis, reflection, and research.W.6.10-Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.W.6.2a-Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.W.6.2b-Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.W.6.2d-Use precise language and domain-specific vocabulary to inform about or explain the topic.W.6.2e-Establish and maintain a formal style.W.6.2f-Provide a concluding statement or section that follows from the information or explanation presented.SL.6.1a-Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.SL.6.1b-Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.SL.6.1c-Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.SL.6.1d-Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
create a rough draft?
What editing marks should be used to give feedback on the rough draft?
How does one decide which facts to present based on their research findings?
Spelling Units
Standards Essential QuestionsAssessmentsSkills Content Lessons Resources
L.6.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.6.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.6.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.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.6.5-Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.6.6-Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.L.6.2b-Spell correctly.L.6.4a-Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.L.6.4b-Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).L.6.4c-Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
What is the importance of spelling?
How are plural words formed?
How does a prefix change the meaning of a word?
Spelling Test 3/3/2015
Spelling Test 3/3/2015
Spelling Test 3/3/2015
Spelling Test 3/3/2015
spell the plural form of a word
spell words with prefixes dis-, ex-, inter-, per-, pre-, and pro-
Lesson 22 Plurals Lesson 23 Prefixes: dis-. ex-, inter- Lesson 25 Prefixes: per-, pre-, pro-
Spelling Lesson Format
Spelling word list
Spelling Notebooks
Activity sheets
L.6.4d-Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
Informative/Explanatory Writing
Standards Essential QuestionsAssessmentsSkills Content Lessons Resources
L.6.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.6.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.6.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.6.6-Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.L.6.1a-Ensure that pronouns are in the proper case (subjective, objective, possessive).L.6.1b-Use intensive pronouns (e.g., myself, ourselves).L.6.1c-Recognize and correct inappropriate shifts in pronoun number and person.*L.6.1d-Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*L.6.1e-Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*L.6.2a-Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*L.6.2b-Spell correctly.L.6.3a-Vary sentence patterns for meaning, reader/ listener interest, and style.*L.6.3b-Maintain consistency in style and tone.*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.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.6.4-Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)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.(Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 6 on page 52.)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.W.6.7-Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.W.6.8-Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.W.6.9-Draw evidence from literary or informational texts to support analysis, reflection, and research.W.6.10-Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
What is a Summary?
What is a Cause-Effect Report?
What is an Explanatory Essay?
Summary 1/31/2015
Cause-and-Effect Report 1/31/2015
Explanatory Essay 1/31/2015
Write attention-grabbing introduction
Use third-person point of view
Write with appropriate subject-verb agreement
Introduce the topic and present causes and effects in a logical order
use specific words
rewrite long, confusing sentences
Use subject and object pronouns correctly
Use domain-specific vocabulary
Use strong facts and details
introduction paragraph
fact vs. opinion
third-person point of view
subject-verb agreement
subject and object pronouns
domain specific vocabulary
Analyzing an Informative Writing Model Piece
Analyzing Informative Writing Rubric
Pre-write using a Spider Map, Cause-Effect Chart, or Fact Web
Dangling Modifiers
Direct Objects
Subject and Object Pronouns
Irregular Verbs
Concrete Details
Prepositional Phrases
Interjections
Textbook
Practice Worksheets
PowerPoint presentations/ActivInspire Flipcharts
W.6.2a-Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.W.6.2b-Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.W.6.2c-Use appropriate transitions to clarify the relationships among ideas and concepts.W.6.2d-Use precise language and domain-specific vocabulary to inform about or explain the topic.W.6.2e-Establish and maintain a formal style. L.6.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.6.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.6.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.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.6.6-Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.SL.6.1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.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.W.6.4-Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)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.(Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 6 on page 52.)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.W.6.7-Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.W.6.8-Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.W.6.9-Draw evidence from literary or informational texts to support analysis, reflection, and research.W.6.10-Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.W.6.2a-Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.W.6.2b-Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.W.6.2d-Use precise language and domain-specific vocabulary to inform about or explain the topic.
What is the purpose of research?
What are the steps for selecting a specific topic?
How are reliable sources chosen?
How are important facts selected from a source?
How is information from a source paraphrased onto notecards?
How are facts organized into an outline format?
How is the outline used to create a rough draft?
What editing marks should be used to give feedback on the rough draft?
How does one decide which facts to present based on their research findings?
Topic Proposal 1/31/2015
Note Cards 1/31/2015
Outline 1/31/2015
Rough Draft 1/31/2015
Final Paper 1/31/2015
Presentation of Research 1/31/2015
choose a topic
Gather resources
paraphrase information
outline information
rough draft with revision and editing
publishing a final copy
presentation of research findings
topic selection
reference materials
Note Cards
outline
rough draft to revise and edit
final draft of research paper
presentation of research findings
Choosing A Topic
Using Reference Materials
Creating An Outline
Creating Note Cards
Creating a Rough Draft
Creating a Rough Draft
Revision and Editing
Revision and Editing
Publishing A Final Paper
Publishing A Final Paper
Presentation of Facts
Presentation of Facts
reference books
computers
library
colored notecards
Noodle tools software
W.6.2e-Establish and maintain a formal style.W.6.2f-Provide a concluding statement or section that follows from the information or explanation presented.SL.6.1a-Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.SL.6.1b-Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.SL.6.1c-Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.SL.6.1d-Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
Spelling Units
Standards Essential QuestionsAssessmentsSkills Content Lessons Resources
L.6.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.6.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.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.6.5-Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.6.6-Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.L.6.1e-Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*L.6.4a-Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.L.6.4b-Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).L.6.4c-Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.L.6.4d-Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
What is the importance of spelling?
How do prefixes and suffixes change the spelling and meaning of a word?
Lesson 26 3/2/2015
Lesson 27 3/9/2015
Lesson 28 3/23/2015
Lesson 29 3/30/2015
spell words with prefixes ad-, de-, and trans-
Spell words with suffixes -ic, -ure, -ous
spell words by analyzing its word parts
Lesson 26 Prefix: ad- Lesson 27 Suffixes: -ic, -ure, -ous Lesson 28 Word Parts Lesson 29 Prefixes: de-, trans-
Spelling Lesson Format
Spelling word list
Spelling Notebooks
Activity sheets
Informative/Explanatory Writing
Standards Essential QuestionsAssessmentsSkills Content Lessons Resources
L.6.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.6.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.6.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.6.6-Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.L.6.1a-Ensure that pronouns are in the proper case (subjective, objective, possessive).
What is a Summary?
What is a Cause-Effect Report?
What is an Explanatory Essay?
Summary 3/3/2015
Cause-and-Effect Report 3/3/2015
Explanatory Essay 3/3/2015
Write attention-grabbing introduction
Use third-person point of view
Write with appropriate subject-verb agreement
Introduce the
introduction paragraph
fact vs. opinion
third-person point of view
subject-verb agreement
subject and
Analyzing an Informative Writing Model Piece
Analyzing Informative Writing Rubric
Pre-write
Textbook
Practice Worksheets
PowerPoint presentations/ActivInspire Flipcharts
L.6.1b-Use intensive pronouns (e.g., myself, ourselves).L.6.1c-Recognize and correct inappropriate shifts in pronoun number and person.*L.6.1d-Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*L.6.1e-Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*L.6.2a-Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*L.6.2b-Spell correctly.L.6.3a-Vary sentence patterns for meaning, reader/ listener interest, and style.*L.6.3b-Maintain consistency in style and tone.*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.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.6.4-Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)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.(Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 6 on page 52.)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.W.6.7-Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.W.6.8-Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.W.6.9-Draw evidence from literary or informational texts to support analysis, reflection, and research.W.6.10-Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.W.6.2a-Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.W.6.2b-Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.W.6.2c-Use appropriate transitions to clarify the relationships among ideas and concepts.W.6.2d-Use precise language and domain-specific vocabulary to inform about or explain the topic.W.6.2e-Establish and maintain a formal style.
topic and present causes and effects in a logical order
use specific words
rewrite long, confusing sentences
Use subject and object pronouns correctly
Use domain-specific vocabulary
Use strong facts and details
object pronouns
domain specific vocabulary
using a Spider Map, Cause-Effect Chart, or Fact Web
Dangling Modifiers
Direct Objects
Subject and Object Pronouns
Irregular Verbs
Concrete Details
Prepositional Phrases
Interjections
Spelling Units
Standards Essential QuestionsAssessments Skills Content Lessons Resources
L.6.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
What is the importance of
Lesson 31 4/13/2015 spell words that have been
Lesson 31 Words from
Spelling Lesson Format
Spelling word list
L.6.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.6.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.6.5-Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.6.6-Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.L.6.2b-Spell correctly.L.6.4a-Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.L.6.4b-Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).L.6.4c-Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.L.6.4d-Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
spelling?
How does the origin of the word effect the way it is spelled?
Lesson 32 4/20/2015
Lesson 33 4/27/2015
borrowed from other languages
spell words with both Greek and Latin word roots
Other Languages Lesson 32 Greek Word Parts Lesson 33 Latin Word Roots
Spelling Notebooks
Activity sheets
Descriptive Writing
Standards Essential QuestionsAssessments Skills Content Lessons Resources
L.6.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.6.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.6.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.6.1a-Ensure that pronouns are in the proper case (subjective, objective, possessive).L.6.1b-Use intensive pronouns (e.g., myself, ourselves).L.6.1c-Recognize and correct inappropriate shifts in pronoun number and person.*L.6.1d-Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*L.6.1e-Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*L.6.2a-Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*L.6.2b-Spell correctly.L.6.3a-Vary sentence patterns for meaning, reader/ listener interest, and style.*L.6.3b-Maintain consistency in style and tone.*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.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.6.4-Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)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.(Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 6 on page 52.)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
What is a Descriptive Essay?
What is an Observation Report
What is a Descriptive Article?
Descriptive Essay 4/30/2015
Observation Report 4/30/2015
Descriptive Article 4/30/2015
Use vivid imagery to help the reader visualize the picture?
Use appositives, predicate nouns, and predicate adjectives
Maintain consistency in style and tone
Use apostrophes correctly in possessive nouns and contractions
Use first-person point of view
imagery and figurative language
first-person point of view
appositives, predicate nouns and adjectives
possessive nouns and contractions
Analyze a Descriptive Model Essay
Analyzing Descriptive Writing Rubric
Prewrite using a Spider Map, Sequence Chain, Five Senses Chart, or Web
Predicate Noun & Adjectives
Appositives
Brackets & Dashes
Frequently Confused Words
The Perfect Tense
Present, Past, Future Tense
Comparative & Superlative
Textbook
writing materials (pencil, pen, paper, editing marks sheet, rubric)
PowerPoint presentations and ActivInspire flipcharts
skills to type a minimum of three pages in a single sitting.W.6.10-Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.W.6.2a-Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.W.6.2b-Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.W.6.2d-Use precise language and domain-specific vocabulary to inform about or explain the topic.W.6.3a-Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.W.6.3d-Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
Adjectives
Spelling Units
Standards Essential Questions AssessmentsSkills Content LessonsResources
L.6.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.6.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.6.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.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.6.6-Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.L.6.1e-Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*L.6.2b-Spell correctly.L.6.4a-Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.L.6.4b-Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).L.6.4c-Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.L.6.4d-Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
What is the importance of spelling?
How can one tell if the letters are part of the root word or are actually an added affix?
What strategy can be used to ensure the correct spelling of the word is used to portray the right meaning?
Lesson 34 5/11/2015
Lesson 35 5/18/2015
spell words with absorbed prefixes
spell words that are often confused
Lesson 34 Absorbed Prefixes Lesson 35 Words Often Confused
Spelling Lesson Format
Spelling word list
Spelling notebook
Activity sheets
Descriptive Writing
Standards Essential Questions AssessmentsSkills Content Lessons Resources
L.6.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.6.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.6.3-Use knowledge of language and its conventions when writing, speaking,
What is a Descriptive Essay?
What is an Observation Report
Descriptive Essay 5/1/2015
Observation Report 5/1/2015
Use vivid imagery to help the reader visualize the picture?
imagery and figurative language
first-person point of view
Analyze a Descriptive Model Essay
Analyzing
Textbook
writing materials (pencil, pen,
reading, or listening.L.6.1a-Ensure that pronouns are in the proper case (subjective, objective, possessive).L.6.1b-Use intensive pronouns (e.g., myself, ourselves).L.6.1c-Recognize and correct inappropriate shifts in pronoun number and person.*L.6.1d-Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*L.6.1e-Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*L.6.2a-Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*L.6.2b-Spell correctly.L.6.3a-Vary sentence patterns for meaning, reader/ listener interest, and style.*L.6.3b-Maintain consistency in style and tone.*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.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.6.4-Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)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.(Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 6 on page 52.)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.W.6.10-Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.W.6.2a-Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.W.6.2b-Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.W.6.2d-Use precise language and domain-specific vocabulary to inform about or explain the topic.W.6.3a-Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.W.6.3d-Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
What is a Descriptive Article?
Descriptive Article 5/1/2015
Use appositives, predicate nouns, and predicate adjectives
Maintain consistency in style and tone
Use apostrophes correctly in possessive nouns and contractions
Use first-person point of view
appositives, predicate nouns and adjectives
possessive nouns and contractions
Descriptive Writing Rubric
Prewrite using a Spider Map, Sequence Chain, Five Senses Chart, or Web
Predicate Noun & Adjectives
Appositives
Brackets & Dashes
Frequently Confused Words
The Perfect Tense
Present, Past, Future Tense
Comparative & Superlative Adjectives
paper, editing marks sheet, rubric)
PowerPoint presentations and ActivInspire flipcharts