Learning+Targets

**Grade 6, Unit 7 Reading, Writing, Communicating**

 * May 7-20, 2012**
 * Topics: Genre exploration and creative writing**


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**Grade 6, Unit 6 Reading, Writing, Communicating**

 * March 26, 2012-May 1, 2012**
 * Topics: Content integration and research**


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**Grade 6, Unit 5 Reading, Writing, Communicating**

 * February 6, 2012-March16, 2012**
 * Topics: Literary Analysis and Persuasive Writing**

ESSENTIAL QUESTIONS // 1. ** Why is it important for characters to respond or change as the plot unfolds in a story or drama? ** // In order for characters to be considered dynamic as opposed to flat, it is important for them to respond or change throughout the series of episodes that unfold the plot.

// 2. ** How does an author develop a narrator's point of view? ** // Authors use the words and actions of a narrator in a story to develop his/her point of view.

// 3. ** How does an author create meaning or tone? ** // Authors choose specific words and phrases, including figurative language, to convey meaning or tone in a story.

// 4. ** Why is a logical approach important to defending a position? ** // A logical approach to defending a position is difficult for the opposition to challenge or dispute.

// 5. ** How do you decide which reasons would best support a position in a persuasive piece? ** // In order to decide which reasons would best support a position, the writer must be clear about his/her position and choose reasons that will support the position and influence the audience or opposition.


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**Grade 6, Unit 4 Reading, Writing, Communicating**

 * January 9-31, 2012**
 * Topic: Poetry**
 * Essential Questions**


 * **Why is it possible to have different interpretations of a poem?**
 * Poetry is a genre that is open to personal interpretation and might differ from person to person.
 * **What is unique about how an author arranges words and phrases in poetry?**
 * Authors arrange words and phrases in poetry to express emotion and insight and to create writing that is aesthetic in nature, very much like music.
 * **Why are life experiences a foundation for writing poetry?**
 * Life experiences are a foundation for writing poetry, because poems are a unique perspective or commentary on life.
 * **How do poetic techniques engage readers?**
 * Poetic techniques engage readers with meaning and imagery created by word choice, figurative language, repetition, rhyme, etc.
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Grade 6, Unit 3, Reading Writing, Communicating
November 14, 2011-December 16, 2011

Reading : Real World Reading
Reading Target: // EQ 1: How can using context help a reader determine the meaning of words? // Looking at pictures, captions, boldface words and reading the text around an unknown word are all context clues to help readers determine the meanings of words.

// EQ 2: Why is it important to know the author's point of view or purpose? // Knowing the author's point of view and purpose helps readers determine what kind of lens they are looking through and implies the manner in which they should read a piece.

Writing: Correspondence Writing
Writing Target: // EQ 1: Why do some types of writing require a specific format? // In many cases the format of the writing communicates its purpose (e.g. letter, memo, fax, brochure, etc.).

// EQ 2: Ho //// w do you incorporate style into writing that requires a specific format? // A writer's ideas, word choice, and syntax can demonstrate his/her unique style of writing regardless of the specific format.

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**Grade 6, Unit 2 Reading, Writing, Communicating**
October 3, 2011-November 11, 2011


 * Reading Target: Students will be able to identify story elements. **

**Reading Essential Questions** ** What makes a good story? ** **-Good stories include well-developed elements like plot, setting, and characterization.**

**Why aren't the themes of the stories obvious and how are they determined?** **-As you read more complex literature, themes are often implied instead of obvious. Selecting a universal idea in a story and supporting it with key ideas and details as evidence is how to determine the theme.**

**Why do we read fiction?**

 * -Fiction mirrors real life in that it teaches many life lessons despite unimaginable characters and settings (e.g. Harry Potter and Hogwarts) **


 * Writing Target: Students will write narratives using effective technique, relevant descriptive details, and well structured event sequences and produce clear and coherent writing. **

**Writing Essential Questions**

**Why is narrative writing a powerful way to share ideas and emotions?**
**Humans inherently love stories and they are a powerful vehicle for communicating ideas and emotions.**

**Why is style important?**

 * Style is what makes artists like writers, painter, fashion designers, etc. unique from each other and interesting to others. **

__Week 13__
November 21-25, 2011 THANKSGIVING BREAK

__Week 12__

 * Friday, November 18, 2011**


 * Thursday, November 17, 2011**

RWC, begin Unit 3
 * Wednesday, November 16, 2011**


 * Tuesday, November 15, 2011**
 * Unit 3 WRITING PRE CFA, Lab 1 **


 * Monday, November 14, 2011**
 * Unit 3 READING PRE CFA, Lab 1 **

__Week 11__ - Central idea, author's purpose and reference materials
Spelling and vocabulary quiz Vocabulary sentences DUE Al Capone CH 36-Afterwords DUE
 * Friday, November 11, 2011**

Vocabulary: pitch, frequency, vibrate, expedition, navigational instruments, hypothesis, evidence, method, observations, conclusion (Words are found in context: //National Geographic Explorer:// Can you hear now?)
 * Thursday, November 10, 2011**
 * Wednesday, November 9, 2011**
 * Tuesday, November 8, 2011**
 * Monday, November 7, 2011**

__Week 10__
Unit 2 WRITING POST CFA, Lab 2 Spelling and vocabulary quiz Vocabulary sentences DUE Al Capone CH 31-35 DUE
 * Friday, November 4, 2011**

Unit 2 READING POST CFA, Shop Lab
 * Thursday, November 3, 2011**

Reading Fiction Unit 2, Daybook RWC Final Review, Essential Questions, Vocabulary
 * Wednesday,November 2, 2011**

Reading Fiction Unit 2, Daybook
 * Tuesday, November 1, 2011**

Reading Fiction Unit 2, Daybook TFK - Bats Beware! Vocabulary: dwindle; launch; nocturnal; mammal; extinction; fungus; eco-friendly; kinetic; monsoon; typhoons Write a sentence for each vocabulary word. Spelling and vocabulary quiz FRIDAY.
 * Monday, October 31, 2011**

__Week 9__
Teacher work day - no school for students
 * Friday, October 28, 2011**

Spelling and vocabulary quiz Vocabulary sentences DUE Al Capone CH 26-30 DUE Unit 2 RWC review- Discuss answers to Essential Questions Continue SMART goals
 * Thursday, October 27, 2011**

Al Capone - The REAL MAN Author's purpose, tone, point of view and audience Continue SMART goals
 * Wednesday, October 26, 2011**

What is theme? Review Grade 6, Unit 2 vocabulary (Quizlet) Teacher-student review/edit individual Halloween story Continue SMART goals
 * Tuesday, October 25, 2011**

1. Write/type 5 paragraph Halloween Story (narrative)- Students were working on their narrative on Friday. They might need to copy their originals from another computer lab to transfer to shop lab. Expectation is that the narrative is completed today, peer reviewed, changes made based on peer's input and printed for my review tomorrow. Shop lab reserved from 1:45-3:45.
 * Monday, October 24, 2011**

2. Quizlet - practice this week's vocabulary words (Giggles in the Middle - week 3) spelling and vocabulary test on Thursday (students must also write their own word for each vocab word and submit to me by Thursday) Students may type sentences if they have time and choose to do so.

VOCABULARY - snivel, somber, sotto voce, mausoleum, surreptitiously, surveyed, uttered, loquacious, ushered, tittered

3. Class Blog - each student must read all blogs about last writing prompt and write one response.

Then, they need to write another blog about a personal goal they have. What is the personal goal? Why did they set it? And describe specifically how it is a SMART goal (specific, measurable, attainable, realistic, and timely)

4. If students have any time left, they may choose a reading/language arts activity on Quia.

5. Remember to check the WIKI for this week's daily practices. Notebooks will be due on Thursday NOT Friday this week as we don't have school Friday. Grades were updated so they should check them.

__Week 8__
Turn in Al Capone CH 20-25 Spelling and vocabulary test Vocabulary sentences due
 * Friday, October 21, 2011**

Setting long-term goals for reading, writing, math, personal, community, CELA, CSAP, NWEA "Spreading the News" class read and explain for DP
 * Thursday, October 20, 2011**

National Geographic SPIDERS with reading comprehension worksheets
 * Wednesday, October 19, 2011**

Setting short-term goals for reading, writing, math, personal, community, CELA, CSAP, NWEA Point of view, 6Lit, p. 119
 * Tuesday, October 18, 2011**
 * Monday, October 17, 2011**

Define each vocabulary word and write a sentence demonstrating your understanding of the word. Turn in Friday for credit. appropriate encountered proboscis eerie queried differentiate consternation amiable terse blurted SEE www.quizlet.com (Ms. Hetrick's class for study cards)

__Week 7__
Values (www.values.com) //Al Capone Does My Shirts//, CH 10-15 DUE Vocabulary sentences due! Spelling and vocabulary test
 * Friday, October 14, 2011**

Daily Traits, Week 2, Day 4 (vivid details to make your setting interesting) Vocab: uncompromising, resumed Better Answers Paragraph edit practice Theme - Lit book, p. 118 Narrative writing-nonfictional
 * Thursday, October 13, 2011**

Daily Traits, Week 2, Day 3 (details to make characters come to life) Vocab: stifled, peer Better Answer Paragraph edit practice Figurative Language Narrative writing- nonfictional
 * Wednesday, October 12, 2011**

Daily Traits, Week 2, Day 2 (strong details support main idea) Vocab: wrathful, wrath Better Answers Paragraph edit practice Figurative language Class practice figurative language -metaphor, simile, hyperbole, personification Narrative writing-Creative
 * Tuesday, October 11, 2011**

Daily Traits, Week 2, Day 1 (topic sentences) Vocab: malevolent, peer, emitting, pandemonium TFK-The Buzz on Bees Better Answers (registers of language, question/answer relationships) Story Elements - plot, episode, character and resolution Plot structure Narrative writing-Creative
 * Monday, October 10, 2011**

Define each vocabulary word and write a sentence demonstrating your understanding of the word. Turn in Friday for credit. striplings intrepid stern shenanigans martinet confiscated articulated querulous puerile inimitable SEE www.quizlet.com (Ms. Hetrick's class for study cards)

__Week 6__
Spelling and Vocabulary Quiz //Al Capone Does My Shirts//, CH 6-9 DUE Computer Lab - vocabulary test Quia Tween Tribune-Read article on Steve Jobs and write a response
 * Friday, October 8, 2011**

Unit 2, Writing, PRE CFA Daily Traits, Week 1, Day 4 (purpose and audience) Better Answers (Restating question, the gist) Narrative Writing - What is narrative writing, creative/imaginative narrative writing
 * Thursday, October 7, 2011**

Unit 2, Reading, PRE CFA Daily Traits, Week 1, Day 3 (purpose and audience)
 * Wednesday, October 6, 2011**

Daily Traits, Week 1, Day 1 and 2 (purpose, audience) Read TFK- A New Kind of School, complete quiz and cyber school debate/reading round up graphic organizers. Turn in for a grade.
 * Tuesday, October 5, 2011**

//Time for Kids// - "On the Wings of Monarchs" Complete 1. How many Monarchs; 2. A butterfly's body; 3. On wings of Monarchs Turn "On wings of Monarchs" in for a grade
 * Monday, October 4, 2011**

Write a sentence using each vocabulary word to demonstrate your understanding. Turn in for a grade. 1. Drought – n. a prolonged period of low rainfall or no rainfall 2. Evacuate – v. to leave a danger area 3. Fierce – adj. powerful and strong 4. Retire – v. to withdraw from service 5. Critic – n. a person who expresses a negative opinion of something 6. Cyber – adj. having to do mainly with computers or online technology 7. Innovation – n. a new idea or method 8. compartment – n. a separate division or section 9. memoir – n. a story about a personal experience 10. elements – n. pieces of something

**Grade 6, Unit 1, Reading, Writing Communicating**

 * August 29, 2011-September 23, 2011**

Reading Target - Students will be able to read and synthesize a variety of texts.

__Reading Essential Questions__ How does the structure and features of a text help determine the central idea? How does summarizing a text show understanding? Why do readers need to evaluate their own thinking?

Writing Target - Students will be able to write to a specific audience and communicate using clear ideas and evidence.

__Writing Essential Questions__ Why is it important to consider purpose and audience in your writing? Why does a writer need to support ideas and reasons and evidence?

//main idea//- central idea //reflection//- to think back over //argument//- a disagreement //W's and H's//- who, what, when, where, why, how, how much //summarize//- identify the main idea and key details //"pre-"// - before i.e. preview "//post"// - after i.e. postwar //effective// - something that make an effect, it works well //purpose// - reason //audience// - group of people you are communicating with //evidence// - proof, reasons for //argument// - disagreement //claims// - says //clear reasons// - understandable with supporting evidence //relevant information// - information that relates to the topic //pro// - for //con// - against //opinion// - is what a person believes //topic sentence// - main idea of the paragraph //supporting details// - supports the main idea //summarize// - identify the main idea and key details //connotative// - the associated or secondary meaning of a word or expression in addition to its explicit or primary meeting: A possible connotation of "home" is a "place of warmth, comfort, and affection." //figurative language// - words used for descriptive effect that express some truth beyond the literal level. Figures of speech such as similes, metaphors, or personification are examples of figurative language. //technical// - transmitting, understanding, and knowledge of a technical subject to others that need to know the basics and details. //expository// - Writing that is designed to convey information or explain what is difficult to understand //persuasive// - writing that attempts to convince the reader to accept a particular point of view or take a specific action narrative - tells a personal or fictional experience or tells a story based on read or imagined events descriptive //simile// - compares to people, items using "like" or "as" ex. She has so much energy and warmth, she is like the sun. //metaphor// - compares to people, items saying one is the other. She has so much energy and warmth, she is the sun. //context clues// - clues in the text that helps the reader figure out the meaning of vocabulary
 * __Reading, Writing, Communicating: Unit 1 Vocabulary__**

__Week 5__ Blogging, Quia, Quizlet, Tween Tribune Spelling and vocabulary quiz. See daily practice for details.
 * Friday, September 30, 2011**

Review Unit 1 Reading and Writing CFS's Identify areas of strength and skills needing improvement Skills practice
 * Thursday, September 29, 2011**
 * VIP Words for Standardized Tests QUIZ RETAKE opportunity **

What is inferring? Why is it an important life skill?
 * Wednesday, September 28, 2011**

Post CFA Reading Unit 1
 * Tuesday, September 27, 2011**

POST CFA Writing Unit 1
 * Monday, September 26, 2011**

__Week 4__ Quia VOCABULARY QUIZ, Tween Tribune - write an opinion response to an article, College in Colorado-establish account and take first assessment
 * Friday, September 23, 2011**

RWC Unit 1 Vocabulary Quiz 2 Class answer RWC Essential Questions Introduction to the Writing Process and Six Traits of Writing
 * Thursday, September 22, 2011**

Class review PRE CFA Vocabulary and spelling review Reading Comprehension Practice
 * Wednesday, September 21, 2011**

Homonyms practice Class review PRE CFA Vocabulary and spelling review Reading Comprehension Practice
 * Tuesday, September 20, 2011**

Vocabulary cards [|Practice Vocab on Quizlet] Author's purpose - School Uniforms Making inferences Definition and examples of types of language: figurative, connotative, technical Similes and metaphor practice
 * Monday, September 19, 2011**

__Week 3__ Vocabulary and Spelling Quiz - Vocabulary words from daily warm-ups**: tedious, nestled, verdant, shrilled, ingenuous, auburn, insipid, waggish, sagacious, otiose** TFK-//After Irene//, "Reading a News Story" (Example of expository writing) Practice skills and knowledge from week using QUIA: author's purpose (**mandatory quiz-for grade**), main ideas supporting evidence, similes and metaphors, inferences (activities) Write a BLOG reflecting on your first three weeks of 6th grade [|EduBlog] [|Quizlet] On Quizlet, practice vocabulary words for RWC Unit 1
 * Friday, September 16, 2011**

TFK-//After Irene//, "Hurricanes in US" (connect to geography) Practice spelling quiz, 1:1 vocabulary study
 * Thursday, September 15, 2011**

TFK-//After Irene//, "A Storm's Power" (cause/effect) Similes and metaphors Homonyms practice Review RWC vocabulary Finalize paragraph about nature clearly demonstrating topic sentence, two details, each detail with an explanation. Turn in for a grade.
 * Wednesday, September 14, 2011**

TFK-//After Irene//, "Get to know TFK" Review RWC vocabulary Author's Purpose practice Writing paragraphs with strong topic sentences and supporting details/evidence (topic -nature) Definition and examples of types of language: figurative, connotative, technical
 * Tuesday, September 13, 2011**

Author's Purpose review and practice
 * Monday, September 12, 2011**

__Week 2__ RWC vocabulary and spelling quiz Practice notebooks due! Set up student blog using edublogs
 * Friday, September 9, 2011**

Vocabulary review for quiz tomorrow
 * Thursday, September 8, 2011**

Review Writing Pre-CFA PRIDE Activity
 * Wednesday, September 7, 2011**

Review Reading Pre-CFA Review practice notebooks grades and comments Reading journals instructions
 * Tuesday, September 6, 2011**


 * Monday, September 5, 2011 //-//** Labor Day, School Holiday

__Week 1__ Grade 6, Unit 1, Writing pre-CFA Homonyms review
 * Friday, September 2, 2011**

Grade 6, Unit 1 Reading pre-CFA Writing: What is an argument? Stand up and sound off Homonyms review
 * Thursday, September 1, 2011**

Peer edit writing prompt from yesterday. Rewrite and pair with drawing. Main idea and details
 * Wednesday, August 31, 2011**

Writing prompt: If I could be any animal, I would be a ..., because Main ideas and details - Identify main ideas and details in sample paragraphs
 * Tuesday, August 30, 2011**

Writing prompt: When I woke up this morning, I felt..., because... Math, Unit 1, pre CFA
 * Monday, August 29, 2011**