author point of view develop narrator speaker in text RI.6.7 media format topic issue information synthesize summarize

Sixth Grade ELA

Unit 6: Winging It

I can compare and contrast a variety of fictional and nonfictional texts about flight and dreams of flying.

I can identify the theme or themes in texts read and describe how the author develops them. I can compare and contrast literature with biographies of aviators and videos of some of the first flights.

I can compare the experience of reading a text to watching it performed live.

I can perform an original skit for classmates about aviators and the science of flight.

I can conduct a research for an informative/explanatory essay, compare the information from primary-source documents (videos) with the secondary sources read (e.g., biographies); include in your essay the sources most appropriate to support your thesis.

Common Instructional Framework

Legend (CIF):

Collaborative Group (CG) Literacy Group (LG) Writing to Learn (WTL) Questioning (Q)

Classroom Talk (CT) Scaffolding (SC)

Common Core Standard: Focus Standards

Reference pp. 24 in Common Core Curriculum Maps book

RL.6.2 RI.6.6 RI.6.7 W.6.2 SL.6.5 L.6.1

Essential Vocabulary Task Analysis Question Stems Learning Activities/Assessments

Resources

RL.6.2

theme central idea convey details summarize distinct fact opinion judgment

RI.6.6

RL.6.2

Comprehension

 Recognize and analyze theme

 Understand symbolism

 Make inferences

 Support theme or idea with details from the text Summarize

RL.6.2

What does the story suggest about life?

What does ___________ represent in this story?

Which of the following best captures the theme?

In what way is _________ like __________?

Continue with daily grammar mini-lessons

Novel: Dragonwings

Watch Video on Lawrence Yep

Grammar With a Giggle

NC Crosswalk (grammar lessons)

Dragonwings Unit (LP)

http://www.scholastic.com/teachers/le sson-plan/dragonwings-unit

http://www.webenglishteacher.com/ye p.html

author point of view develop narrator speaker in text

RI.6.7

W.6.2

reason, detail, fact explanation elaboration audience thesis statement formal style conclusion introduction transitions topic compare/contrast cause/effect formatting heading classification selection organization analysis relevant content

SL.6.5

 Understand the difference between fact and opinion or judgment

RI.6.6

 Identify point of view

 Identify author’s purpose

 Understand and explain how point of view/purpose develops and is conveyed

RI.6.7

information from diverse media and formats

 Summarize information

 Develop

understanding of a topic/issue

W.6.2

information accurately

 Understand and use various organizational structures

 Utilize formatting, graphics, and multimedia

 Introduce a topic

 Use facts, concrete

The words in this sentence create the impression that ____________.

How can you best summarize the text?

Is your summary free of personal opinions or judgments?

RI.6.6

What is the author’s point or vies or purpose?

How does the author’s word choice help develop the point of view/purpose?

Use the text to support how the point of view/purpose is conveyed by the author?

RI.6.7

What common understanding on the topic/issue did you develop?

Which format best relays the message?

W.6.2

How can you clearly introduce your topic?

What organizational structure will best enable to you to convey your information?

What facts/details/examples/ quotations help to develop your topic?

What words will assist the reader

Introductory Activity:

Your teacher will read A Is for Airplane: An Aviation Alphabet by Mary Ann McCabe Riehle and/or The Airplane Alphabet Book by Jerry Pallotta to the class. How can picture books give you background

information about topics that may be new to you? Were you surprised by the amount of information within an alphabet book? Talk with a partner about the answers to these questions, then write your response in your journal.

RL and SL

As a class, keep a chart of the aviators studied using the categories listed here, either on chart paper or on a shared online

spreadsheet. At the end of the unit, this information will be used to make comparisons and generalizations about people who are passionate about aviation, either as a hobby or a career.

Performance, Narrative Writing, Informative Writing, Language Usage, Language Mechanics

Work in small groups to create and present a short

http://www.readwritethink.org/classro om-resources/lesson- plans/bookmaking-builds-vocabulary-content-276.html http://www.youtube.com/watch?v=uT2 dQB_OgFE Wright Brothers: http://www.readwritethink.org/classro om-resources/calendar- activities/wright-brothers-made-their-20372.html

Women Aviators in World War II “Fly Girls” (National Endowment for the Humanities)

http://edsitement.neh.gov/lesson- plan/women-aviators-world-war-ii-fly-girls

America on the Move (National Museum of American History)

interactive elements images

digital clarify multimedia components

L.6.1

language conventions standard English proper case intensive pronoun vague pronouns conventional language antecedent

subject pronoun object pronoun possessive pronoun

Figurative language Idioms such as: fly in the face of, fly off the handle, flying by the seat of your pants, flying colors, when pigs fly

Imagery

Literary techniques: rhyme scheme, meter, metaphor, simile, alliteration, onomatopoeia Memoir Personification

details, quotations, examples

to develop the topic

 Utilize transitional expressions to establish relationships among ideas and concepts

 Understand and use precise vocabulary

 Incorporate definitions of terms

 Understand and use domain-specific vocabulary

 Understand and use a formal style

SL.6.5

 Select appropriate multimedia components that have clear meaning to the presentation.

 Know how to create visual displays

 Be proficient in the use of digital and video cameras,

PowerPoint, LCD projectors

 Know how to embed photos,

in clarifying the relationship among the ideas and concepts?

What makes your piece formal in style?

Is your concluding statement consistent with the information presented?

SL.6.5

How does the use of _________ enhance your presentation? The message?

What digital media could you use to present your data clearly?

What is the message or

information you want to convey to your audience?

How would including media help the presentation?

Do the components help clarify the presentation?

What kind of information could you convey by using animation, graphics, sound…

How did you decide which images you would include?

Did you strategically place your media components and visual displays to enhance understanding of your presentation topic?

L.6.1

skit about the principles of flight and/or an aviator you learned about from experiments, simulations, videos, or multimedia sources in science class. Try to include the idioms about flying learned in this unit. Write the script paying careful attention to capitalization,

punctuation, spelling, and word choice. Your classmates will compare your presentation with your written version and will talk the differences between seeing it performed live and reading it. Record your performance using a video camera so you can

evaluate your performance.

Poetry:

Choose your favorite poem from I Am Phoenix: Poems for Two Voices and present a dramatic reading to the class. (Alternatively, write your own poem for two voices about flight, and present it to the class with a

classmate.) Record your performance using a video camera so you can

evaluate your performance.

video, audio, texts and animation in a presentation

L.6.1

 Know and correctly use all parts of speech (noun, pronoun, verb, adverb, adjective, etc.)

 Understand and correctly use pronouns, (subjective, objective, possessive; singular, plural; first, second and third person pronouns; antecedent, indefinite and intensive pronouns)

 Recognize variations from standard English

What are subjective pronouns? How do they differ from /are related to objective and possessive pronouns?

What is an intensive pronoun? How/when is it used?

What are the singular/plural forms of the pronoun ______?

Can one easily identify who or what the pronoun ______ is referring to? How can you clarify/reduce ambiguity?

In what way does the passage deviate from conventional use of pronouns? What might the author/you do to address conventional errors and improve clarity?

Language Usage, Language Mechanics:

"Success is not a destination; it’s a journey.” Write an argument in response to this quotation from the perspective of the aviator you studied. Would he/she agree with this phrase? Why or why not? Your well-developed argument should include an

engaging opening statement of your

aviator’s position, at least three clear reasons, and relevant evidence cited from the informational text read. Edit your writing for the grammar conventions studied so far this year. Be prepared to record yourself reading your essay as a podcast.

Multimedia Presentation,

Informative Writing, Language Usage, Language Mechanics:

Create an

have learned this year. Cite at least two specific details from two different sources from your research, including links to videos of flights or interviews with aviators. Compare the information from primary-source documents with the secondary sources read (biographies). Use a variety of words learned and studied throughout the year (from Vocabulary activities). Edit your writing for the grammar conventions studied so far this year prior to

publication. This