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Fourth Quarter 6
Page history last edited by Anonymous 1 yr ago
Fourth Quarter Grade 6
April
4/21-4/28
April 21 - April 28 Writing 6 Lessons
| EALRS: The student wil be able to: |
ACTIVITY |
2.3.1 Uses a variety of forms/genres.
· Includes more than one form/genre in a single piece (e.g., a report about global issues that includes captions with pictures, charts/graphs, and a journal excerpt).
· Maintains a log or portfolio to track variety of forms/genres used.
· Produces a variety of new forms/genres.
2.4.1 Produces documents used in a career setting.
·
1.1.1 Applies more than one strategy for generating ideas and planning writing.
· Gathers information from a range of resources and uses an organizer to analyze, synthesize, and/or evaluate information to plan writing.
3.1.1 Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples.
· Narrows topic with controlling idea (e.g., thesis statement or sentence that states the narrowed topic —
· Selects details relevant to the topic to extend ideas and develop elaboration (e.g., multiple examples, anecdotes, statistics).
· Uses personal experiences, observations, and research to support opinions and ideas
3.1.2 Uses an effective organizational structure.
3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.
· Selects and uses precise and specialized language in content writing (e.g., hypothesis in both science and social studies, hydration in health and fitness).
· Selects and uses persuasive techniques (e.g., testimonials, bandwagon).
· Selects and uses literary devices (e.g., simile, metaphor, and personification).
· Selects and uses poetic devices (e.g., repetition, rhythm, rhyme schemes).
· Searches for alternatives to commonly used words, particularly in persuasive writing and poetry.
Goal: READING:
2.1.3 Apply comprehension monitoring strategies during and after reading: determine importance using theme, main idea, and supporting details in grade-level informational/expository text and/or literary/narrative text. W
· State both literal and/or inferred main ideas and provide supporting text-based details.
· State the theme/message and supporting details in culturally relevant literary/narrative text.
· Organize theme, main idea and supporting details into a self-created graphic organizer to enhance text comprehension.
2.1.6 Apply comprehension monitoring strategies for informational and technical materials, complex narratives, and expositions: monitor for meaning, create mental images, and generate and answer questions. Organize images and information into a self-created graphic organizer to enhance text comprehension.
2.1.7 Apply comprehension monitoring strategies for informational and technical materials, complex narratives, and expositions: determine importance and summarize text. W
· Create an informational summary that includes an introductory statement, main ideas, and supporting text-based details; make connections among the key ideas from the entire text; use own words in an objective voice; is accurate to the original text; and avoids interpretation or judgment.
· Organize summary information for informational/expository, technical materials, and complex narratives into a self-created graphic organizer to enhance text comprehension.
2.4.1 Analyze informational/expository text and literary/narrative text to draw conclusions and develop insights. W |
4/21 Entry prompt: Write a memory from kindergarten; Finish project; intro new project;
4/22 and 4/23 More info on project;
Look over Science News Kids site for ideas for topics and extras http://www.sciencenewsforkids.org/
What is included in the site?
List title and example.
Directions at:
http://msedwards.pbwiki.com/Science+News+Project
4/23 and 4/24 Create examples from previous projects as practice.
4/24 & 4/25 Topic idea gathering: What’s in the news? Move into team planning ideas with minutes and gist statement. Sharing.
4/28 Continue team planning ideas with minutes and gist statement. Develop names for project. Sharing.
Team
Mini-lessons for project based on:
Research Report Quatrain
Literary analyses Biography
Persuasive essay
Narrative essay
Business letter of information requests
http://msedwards.pbwiki.com/Science+News+Project
|
4/15-4/28
April 14 - April 28 Writing 6 Lessons
| EALRS: The student wil be able to: |
ACTIVITY |
2.3.1 Uses a variety of forms/genres.
· Includes more than one form/genre in a single piece (e.g., a report about global issues that includes captions with pictures, charts/graphs, and a journal excerpt).
· Maintains a log or portfolio to track variety of forms/genres used.
· Produces a variety of new forms/genres.
2.4.1 Produces documents used in a career setting.
·
1.1.1 Applies more than one strategy for generating ideas and planning writing.
· Gathers information from a range of resources and uses an organizer to analyze, synthesize, and/or evaluate information to plan writing.
3.1.1 Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples.
· Narrows topic with controlling idea (e.g., thesis statement or sentence that states the narrowed topic —
· Selects details relevant to the topic to extend ideas and develop elaboration (e.g., multiple examples, anecdotes, statistics).
· Uses personal experiences, observations, and research to support opinions and ideas
3.1.2 Uses an effective organizational structure.
3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.
· Selects and uses precise and specialized language in content writing (e.g., hypothesis in both science and social studies, hydration in health and fitness).
· Selects and uses persuasive techniques (e.g., testimonials, bandwagon).
· Selects and uses literary devices (e.g., simile, metaphor, and personification).
· Selects and uses poetic devices (e.g., repetition, rhythm, rhyme schemes).
· Searches for alternatives to commonly used words, particularly in persuasive writing and poetry.
Goal: READING:
2.1.3 Apply comprehension monitoring strategies during and after reading: determine importance using theme, main idea, and supporting details in grade-level informational/expository text and/or literary/narrative text. W
· State both literal and/or inferred main ideas and provide supporting text-based details.
· State the theme/message and supporting details in culturally relevant literary/narrative text.
· Organize theme, main idea and supporting details into a self-created graphic organizer to enhance text comprehension.
2.1.6 Apply comprehension monitoring strategies for informational and technical materials, complex narratives, and expositions: monitor for meaning, create mental images, and generate and answer questions. Organize images and information into a self-created graphic organizer to enhance text comprehension.
2.1.7 Apply comprehension monitoring strategies for informational and technical materials, complex narratives, and expositions: determine importance and summarize text. W
· Create an informational summary that includes an introductory statement, main ideas, and supporting text-based details; make connections among the key ideas from the entire text; use own words in an objective voice; is accurate to the original text; and avoids interpretation or judgment.
· Organize summary information for informational/expository, technical materials, and complex narratives into a self-created graphic organizer to enhance text comprehension.
2.4.1 Analyze informational/expository text and literary/narrative text to draw conclusions and develop insights. W |
4/14 Awards Assembly
4/15 Finish project; Job application
4/16 Finish project; Write Source conventions
4/17 Finish project; intro new project; look over Science News Kids site for ideas for topics and extras
http://www.sciencenewsforkids.org/
What is included in the site?
List title and example.
Create examples from previous projects as practice.
4/18 Begin planning, researching, and prewriting.
4/21 Team planning, researching, and prewriting. Mini-lessons for project based on:
Research Report Quatrain
Literary analyses Biography
Persuasive essay
Narrative essay
Business letter of information requests
2.4.1 Produces documents used in a career setting.
· Collaborates with peers on long-term writing projects (e.g., class newspaper).
· Writes in forms associated with specific tasks or careers (e.g., application for student body office, presentation software as a visual aid).
· Selects and synthesizes information from technical and job-related documents for inclusion in writing (e.g., report that includes data/information derived from charts or graphs).
3.1.2 Uses an effective organizational structure.
· Writes unified, cohesive paragraphs (e.g., topic sentence with logically presented details; spatial order; chronological order).
· Constructs an introduction using varying approaches (e.g., question, statistics/interesting facts, brief history).
· Constructs an ending/conclusion that goes beyond a repetition of the introduction (e.g., a summary, an interesting fact, echo from the beginning of the piece).
· Varies leads, endings, and types of conflicts in narratives.
· Sequences ideas and uses transitions to link events, reasons, facts, and opinions (e.g., degree transitions, such as most important and least important, within and between paragraphs).
Organizes clearly:
- explanations (e.g., cause and effect, point-by-point comparisons)
- persuasion (e.g., least to most important arguments)
- narratives (e.g., flashback)
- poetry (e.g., stanzas/chorus)
http://msedwards.pbwiki.com/Science+News+Project
|
4/9-4/14
April 9 - April 14 Writing 6 Lessons
| EALRS: The student wil be able to: |
ACTIVITY |
1.1.1 Applies more than one strategy for generating ideas and planning writing.
· Gathers information from a range of resources and uses an organizer to analyze, synthesize, and/or evaluate information to plan writing.
3.1.1 Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples.
· Narrows topic with controlling idea (e.g., thesis statement or sentence that states the narrowed topic —
· Selects details relevant to the topic to extend ideas and develop elaboration (e.g., multiple examples, anecdotes, statistics).
· Uses personal experiences, observations, and research to support opinions and ideas
3.1.2 Uses an effective organizational structure.
Organizes clearly:
- explanations (e.g., cause and effect, point-by-point comparisons)
2.1.1 Applies understanding of multiple and varied audiences to write effectively.
· Identifies an intended audience.
· Identifies and includes information audience needs to know (e.g., defines scientific terms, makes no assumptions about audience’s prior knowledge).
· Identifies audience’s interest and knowledge of topic to determine emphasis.
· Anticipates readers’ questions and writes accordingly.
3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.
· Selects and uses precise and specialized language |
Projects:
Conference Preparation
4/8 Eagle Store
4/9 WASL practice test
4/10 work on test; begin project for parents
4/11 Conferences
4/14 finish test
4/15 finish project
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Fourth Quarter 6
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