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RL.6.6 author point of view develop narrator speaker in text

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Sixth Grade ELA

Unit 3:

Embracing Heritage

Essential Question: How does heritage define us individually and as a nation? I CAN:

I can define the word heritage and review the word culture.

I can explore U.S. immigrant experiences through historical fiction and nonfiction texts.

I can analyze multiple accounts of U.S. immigration from different points of view and describe important similarities and differences in the details they provide.

I can conduct interviews to gather information from human “primary sources” (e.g., with family members). I can summarize information gleaned from interviews.

I can explain the importance of oral tradition.

I can conduct research on countries from which family members emigrated.

I can write arguments about the proposition that America is a “land of opportunity.”

I can define related words and identify their parts of speech (e.g., migrate, immigrate, emigrate, etc.).

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 pg. 24 in Common Core Curriculum Maps book

RL.6.6

RI.6.3 RI.6.9 W.6.1 W.6.5 SL.6.3 L.6.4 L.6.4c L.6.4d Essential Vocabulary Task

Analysis

Question Stem Common Instruction al Frame (CIF)

Learning Activities/Assessments Resources

RL.6.6

author

point of view

develop

narrator

speaker in text

RL.6.6

Explain how an author develops the point of view of the

narrator or speaker in a

RL.6.6

How does the author develop the narrator or speaker’s point of view?

How does the author’s word choice help develop the narrator or speaker’s

Immigration: Stories of Yesterday and Today (Explore Ellis Island, Virtual Field Trip to Ellis Island, Meet Young

Immigrants, Immigration Data)

Family Tree: This Is Your Life!

Immigration: Stories of Yesterday and Today: http://teacher.scholastic.c om/activities/immigration /index.htm

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RI.6.3

describe

plot

episodes

characters/charac

ter traits

resolution

dialogue

RI.6.9

compare

contrast

presentation

event

perspective

W.6.1

arguments

claims

clear reasons

relevant evidence

facts, reasons,

details

credible source

thesis statement

persuade

style

conclusion

transitions

supporting

evidence

W.6.5

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).

RI.6.9

Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

W.6.1

Write arguments to support

point of view?

Who is the narrator?

From whose point of view is the text written?

How did the author help develop the character’s point of view?

RI.6.3

Analyze in detail how an individual, event, or idea is introduced in a text.

Explain why it was important for the author to introduce the

individual/event/idea at this point in the text.

How did the

individual/events/idea change over the course of the text?

Where does the author provide an example or anecdote to support the development of an individual/event/idea?

RI.6.9

Compare _______ presentation of _____ to ______ presentation of _______.

How do the works of ______ differ from the works of ______?

Part One: Family Tree

Part Two: Interview a Relative

Short Stories:

“All-American Slurp” by Lensey Namioka– Chinese/American Culture “Ta-Na-E-Ka” by Mary Whitebird Novel Unit: Taking Sides by Gary Soto

Keep an index card file of words studied while reading about immigrant

experiences. Keeping the words on index cards will help you when we sort words by prefix, suffix, root words, meaning, country of origin, spelling feature, and more. Just as we can trace the path of our ancestors, we can trace the path of words. Choose some words and trace back from modern-day uses of the words to their historical origins (e.g., culture, heritage, immigration, emigration, immigrant, endowment, lineage, racism, tolerance, legacy, ancestry, etc.). (Note: This will be an ongoing activity all year long.) In addition, you will create an individual semantic map of the phrase "embracing heritage” in order to represent visually your understanding of this phrase. (RL.6.4, L.6.4)

Grade) Curriculum Resource Page for the guideline- In Unit 3.

6thGrade Elements of Literature Book

Taking Sides:

http://www.classzone.com/ novelguides/litcons/taking/ guide.cfm

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planning

revising

editing

rewriting

organization

SL.6.3

Delineate

fact

opinion

L.6.4/( c &d)

context clues

root word

affix

prefix

suffix

consult

reference

materials

dictionary

thesauruses

glossary

pronunciation

verify

context

Unit

Terminology:

Biography Epilogue Heritage Legacy Lore Memoir Realism claims with clear reasons and relevant evidence. a. Introduce a claim(s) and organize the reasons and evidence clearly. b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrati ng an understandi ng of the topic or text. c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. d. Establish and maintain a formal style. e. Provide a concluding

Explain the similarities and differences of _____ and ______.

What is common in both texts?

How do the texts differ?

Which of the authors’ approaches do you prefer? Why?

W.6.1

How can you clearly introduce your claim?

What reasons/evidence best supports your claim?

Is the evidence relevant? Are your sources

credible?

What words will assist the reader in clarifying the relationship between the claim and reasons?

What makes your piece formal in style?

Is your concluding statement congruent with the argument presented?

W.6.5

How will you plan your writing piece?

How does your planning template compare with your writing piece? Was

Travel Brochures: Highighting the Setting of a Story (ReadWriteThink)

The Peopling of America (The Statue of Liberty-Ellis Island Foundation, Inc.)

Annie Moore Becomes the First

Immigrant to Enter Ellis Island in 1892 (ReadWriteThink) (W.6.8) Travel Brochures: (ReadWriteThink) http://www.readwritethink. org/classroom- resources/lesson- plans/travel-brochures- highlighting-setting-961.html

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Traditional literature statement or section that follows from the

argument presented.

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.)

SL.6.3

Delineate a speaker’s argument and specific claims,

something

added/omitted? Why

What is the best title for this piece?

Is the structure you selected the most effective format for conveying your ideas?

Is additional evidence, description, or

clarification needed anywhere in the piece?

Does one section of your writing piece

problematic? How can you revise that portion to better fit the overall piece?

Do all sentences belong? Do some sentences need to be reworded or deleted?

Is your writing free of writing conventions errors?

Where should you go if you need helping editing?

SL.6.3

Is the speaker’s argument valid? Why or why not?

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distinguishin g claims that are

supported by reasons and evidence from claims that are not.

L.6.4/( c

&d)

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. c. Consult reference materials (e.g.,

dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciatio n of a word or determine

or why not?

How is the argument supported?

Are the speaker’s claims based on fact and evidence?

Are the speaker’s arguments based on faulty logic?

What information was factual?

Which claims were based on opinion?

Was the factual

information backed with relevant evidence?

L.6.4

Based upon the use of the word in the

sentence, what can you deduce the word _______ means?

Does the positioning of the word _________ assist in determining meaning? Is an appositive clue provided?

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or

clarify its precise meaning or its part of speech. d. Verify the preliminary determinatio n of the mean

What reference tool would best assist you in determining the

pronunciation of a word, its meaning, or its part of speech?

What tools or strategies can you use to verify the meaning of an unknown word/phrase

References

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