EAST ALLEN COUNTY SCHOOLS

Bundle 8

Grade 6

Language Arts

Big Idea: Connotations Poetry

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Enduring Understandings Essential Questions Good poetry is often universal in its meaning. Small wording changes often make huge differences. Selecting the proper tone and mood of a speech affects the audience’s emotions. Speaking and writing poetry well cannot be emotionless.

How do poets use literary devices to describe the everyday world? How can poems from different cultures translate across cultures? How do tone, mood, and emotion influence a listeners understanding of oral communication? How do I match an oral presentation’s structure to my purpose and audience?

CC/Learning Targets Core Vocabulary Links to Technology RL.4 RL.10 W.10 L.5 SL.6

alliteration onomatopoeia

-Dictionary (app)

-Snack Words (app) -Speed Typing (app) -Writing and Drawing Journal (app) -My Grammar Lab (app) -Grammar Express (app)

Bundle Performance Task(s) Students will create a poetry anthology or poster representing many various forms of poetry, possibly including: Haiku, Cinquain, Diamante, Free Verse, Acrostic, Ballad, Limerick, Palindrome, Shape Poetry, Quatrain, Couplet, Triplet, and Diamond Poetry. Parts of the final project should include literary devices. The anthology or poster will include both student-created poetry and published pieces, with visual representations of each poem. The final project will be shared orally and visually by the student. As an extension, students will write a short response, making a personal connection to two poems from the anthology. The poems selected may have personal connections to self, to text, or to the world, and the student will explain their rationale for choosing these poems. For example, a student could connect the day’s snowstorm to Robert Frost’s “Stopping by Woods on a Snowy Evening”, or a student could make an angry emotional connection to William Blake’s “The Tyger”. This extension will be shared during the final project’s presentation.

Grade 6 LA Bundle 8

Quarter 4 Month April - May

Recommended Read-Alouds G6 - Bundle 8

Big Idea: Connotations Title Author Relates to…

Summer of the Swans Betsy Byars Literary devices: imagery

The Book of Three Lloyd Alexander Effects of literary devices: imagery, metaphor

Charlie and the Chocolate Factory Roald Dahl Expectations, literary devices: imagery

The Giver Lois Lowry Expectations, effects of literary devices: imagery, metaphor

Even More Parts: Idioms from Head to Toe Tedd Arnold Idioms

Esperanza Rising Pam Munoz Ryan Figurative language/foreign words

Kids Pick the Funniest Poems Bruce Lansky Poetry

Favorite Poems Old and New Helen Ferris Poetry

It’s Raining Pigs and Noodles Jack Prelutsky Poetry

The Poetry of Robert Frost: The Collected Poems Robert Frost Poetry

Dogku Andrew Clements Poetry

Gathering Blue Lois Lowry Expectations

The Messenger Lois Lowry Expectations

Reading Workshop G6 - Bundle 8

CC/Learning Targets Resource of Ideas Evidence of Learning RL.4 (6.3.4) (6.3.7)

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. • Define how tone or meanings are conveyed in poetry, through word choice, figurative language, sentence structure, line length, punctuation, rhythm, alliteration and rhyme.

Tone and Meaning -Traits of Writing, (Voice) Ch 6 pp. 141-178 -Traits of Writing, (Word Choice) Ch. 7 pp. 179-218 -Poetry Splatter -Smartboard Activity (figurative language) -Children’sLibrary.org (Mother Goose nursery rhymes; other selections) -Children’sLibrary.org (Insect Soup, and other great poetry selections) -Connotation/Denotation Ppt -Write Source, (Figurative Language) pp. 356 – 360 Reading Wonders-Unit 4 -(WK 5) pp. T270-T281, R/W Workshop Hey Nilda pp. 292-297 -(WK 5) pp. T281A-T285, Anthology 5 poems pp. 326-331 Reading Wonders-Unit 6 -(WK 5) pp. T270-T281, R/W Workshop How Many Seconds pp. 436-441 -(WK 5) pp. T281A-T285, Anthology 4 poems pp. 506-511

Tone and Meaning -Comprehension Quiz or literary response quiz -Classroom discussion during poetry anthology/poster lessons -Reading Wonders Assessments

RL.10 (IN S.3)

By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

-The Pearl by John Steinbeck -Summer of the Swans by Betsy Byars -The Book of Three by Lloyd Alexander -Charlie and the Chocolate Factory by Roald Dahl -The Giver by Lois Lowry -Esperanza Rising by Pam Munoz Ryan -The Poetry of Robert Frost: The Collected Poems by Robert Frost -Lord of the Flies by William Golding -The Time Machine by H.G. Wells -Gathering Blue by Lois Lowry

Reading Workshop G6 - Bundle 8

Correlating Learning Targets Teacher Notes

RI.4 RI.9 RL.4

RL.7 RL.9 6.1.1 6.2.1 6.3.1 6.3.8 6.3.9 6.5.8

-All embedded apps included in this curriculum are free.

Writing Workshop G6 - Bundle 8

CC/Learning Targets Resource of Ideas Evidence of Learning W.10 (6.5.7)

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 discipline-specific tasks, purposes, and audiences. • Adjust tone and style as necessary

-Write Source CD-ROM, Overhead Transparencies folder, Benchmark Papers pp. 1-23

-Guiding Readers and Writers, pp. 474-482 (performing on writing tests mini-lessons)

-Comprehension and Fluency, pp. 454-460 (writing responses) -Inside Writer’s-Reader’s Notebook, pp. 11-18 (Writer’s-Reader’s notebook) -Momswhothink.com (huge alphabetical list of adjectives for describing) -Grammar.ccc.commnet.edu (excellent for descriptive details: halfway down page: “The Royal Order of Adjectives”) -Lucy Calkins e-docs Poetry pp. 168-176 Reading Wonders-Unit 4 pp. T350-T355 (Genre Writing) Reading Wonders-Unit 4 -(WK 5) (Word Choice) pp. T286-T287, R/W Workshop pp. 302-303

-District writing prompt to be given to students for anecdotal records and teacher evaluation -Writer’s/Reader’s notebook responses -Student-created rubrics based upon various genres of writing -Teacher observation during Guided/Independent Writing

Correlating Learning Targets Teacher Notes

W.4 W.5 W.6

6.5.6 -Reminder: Review 6 traits of writing: Conventions, Organization, Word Choice, Sentence Fluency, Ideas, and Voice as a prep for district writing prompt.

-Teacher needs to give district writing prompt as a form of assessment in this bundle. -Smartboard Activity 6+1 Traits -Internet4classrooms.com (expansive resource for interactive grammar examples and quizzes) .

Language and Word Study G6 - Bundle 8

CC/Learning Targets Resource of Ideas Evidence of Learning L.5 (6.1.2) (6.1.5)

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g.,

personification) in context. b. Use the relationship between

particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.

Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).

Figurative Language -The Continuum of Literacy Learning; p. 216-217

-Educational Rap.com (Poetry for Life, with lyrics)($3.99) -GameClassroom.com (figurative language baseball game) -Language arts.ppst.com (figurative language PowerPoints) -Quia.com (homographs) -Smartboard Activity Idioms 2

-Write Source, pp. 360-361

Reading Wonders-Unit 1 -(WK 4) (metaphors) pp. T216-T217, R/W Workshop pp. 71 Reading Wonders-Unit 2 -(WK 5) (personification) pp. T280-T281, R/W Workshop pp. 157 Reading Wonders-Unit 4 -(WK 2) (idioms) pp. T58-T59, R/W Workshop pp. 259 -(WK 5) (idioms) pp. T280-T281, R/W Workshop pp. 301 Reading Wonders-Unit 6 -(WK 5) (hyperbole) pp. T280-T281, R/W Workshop pp. 445

Differences in Meaning -Comprehension and Fluency, pp. 531-542; (Word Study strategies)

-Synonyms and related words (Thesaurus) -Synonym.com (massive list of synonyms for words) -Grammar monster.com (great word website for grammar mistakes) -GameClassroom.com (check out “Learning Tips”, “Extra Help Problems”, and “Online Resources” near the bottom)

Reading Wonders-Unit 2 -(WK 3) (connotations/denotations) pp. T152-T153, R/W Workshop pp. 129 Reading Wonders-Unit 5 -(WK 5) (connotations/denotations) pp. T280-T281, R/W Workshop pp. 373

Figurative Language -Figurative language quiz -Visual display/poster of figurative language types -PowerPoint presentation of figurative language types Differences in Meaning -Teacher observation in Writer’s/Reader’s notebook

Language and Word Study G6 - Bundle 8

SL.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Correlating Learning Targets Teacher Notes

L.1 L.2 L.3 L.4

L.6 SL.1 6.6.3

-Internet4classrooms.com (expansive resource for interactive grammar examples and quizzes) -All embedded apps included in this curriculum are free.