Mrs. Shannon Brown TeacherWeb Update Georgia GPS Standards

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small medium large UNIT FOUR: Nov. 17-Dec. 19 Oral Tradition: Fables, Myths, and Folktales – Where do they come from? Throughout history, people of all cultures have created myths, folktales, or legends to explain the natural phenomena they did not understand. From earliest times, these stories have been passed orally from generation to generation. This unit is designed to help students continue this oral tradition of myths, fables, and folktales, and, in so doing, increase the students’ understanding of this ancient tradition, as well as increase their knowledge of and understanding of the traditional myths from various cultures. In the unit, students will listen to, study and analyze myths from several cultures, noting commonalities in structure and content. Students will then extend their abilities to write correctly and fluently by creating their own fable, myth, or folktale. In addition, the students will continue the oral tradition by participating in readers’ theatre and telling their myths to the class. ELA6R1. The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that: a. Identifies and analyzes sensory details and figurative language. b. Identifies and analyzes the author’s use of dialogue and description. c. Identifies and analyzes the elements of setting, characterization, plot and the resolution of the conflict of a story or play: i. internal/external conflicts ii. character conflicts, characters vs. nature, characters vs. society iii. antagonist/ protagonist. i. Compares traditional literature and mythology from different cultures. j. Identifies and analyzes similarities and differences in mythologies from different cultures. ELA6W2. The student demonstrates competence in a variety of genres: The student produces a narrative (fictional, personal) that: a. Engages readers by establishing and developing a plot, setting, and point of view that are appropriate to the story (e.g., varied beginnings, standard plot line, cohesive devices). b. Creates an organizing structure appropriate to purpose, audience, and context. c. Includes sensory details and concrete language to develop plot, setting, and character (e.g., vivid verbs, descriptive adjectives, and varied sentence structures). d. Uses a range of strategies (e.g., suspense, figurative language, dialogue, expanded vocabulary, movement, gestures, expressions). e. Excludes extraneous details and inconsistencies. f. Provides a sense of closure appropriate to the writing. ELASLV62. The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. The student will select and critically analyze messages using rubrics as assessment tools. When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student: b. Identifies the tone, mood, and emotion conveyed in the oral communication. When delivering or responding to presentations, the student: a. Gives oral presentations or dramatic interpretations for various purposes. b. Shows appropriate changes in delivery (e.g., gestures, vocabulary, pace, visuals). c. Uses language for dramatic effect. d. Uses rubrics as assessment tools. ELA6R3. The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres, in a way that makes meaning clear to listeners. The student a. Uses letter-sound knowledge t decode written English and uses a range of cueing systems (e.g., phonics and context clues) to determine pronunciation of meaning. b. Uses self-correction when subsequent reading indicates an earlier miscue (self-monitoring and self-monitoring strategies). c. Reads with a rhythm, flow, and meter that sounds like everyday speech (prosody). ELA6C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. ENDURING UNDERSTANDINGS There are cultural commonalities in traditional literature. Reading and listening to stories in the oral tradition is educational and enjoyable. Specific strategies are conducive to acquiring and understanding new vocabulary. Listening is an active process. ESSENTIAL QUESTIONS Reading: Why do we still celebrate the oral tradition today? How is the oral tradition distinguished from other narrative texts? How did ancient cultures explain natural events? How does reading folklore teach us about a culture? Writing: How do I choose a technique or stylistic feature when writing my own myth, fable, or folktale? Without using science or religion, how would I explain something from nature? Listening/Speaking/Viewing: What does it mean to be an “active” listener? How can I speak effectively in order to keep my audience interested? UNIT THREE: Oct. 22 - Nov. 14 Poetry This unit is designed to give students an in-depth study of poetry. Students will read and analyze various forms of this genre. Poetry is rich in figurative language and is a great way for students to express themselves. The challenge exists to “hook” the students with poetry that they can relate to. Graphic organizers will enable students to learn and be able to identify and create poetic devices of their own, including alliteration, onomatopoeia, free verse, and other key concepts. Appropriate lyrics and songs may be shared with the students. In writing class, students will create poems using poetic devices and conventions, and will develop a cumulative project which may include a bound poetry anthology. In literature, they will uncover author’s purpose and make personal connections with poetry. Students will create a presentation ( i.e., poetry café etc.) which will address GPS standards for Listening, Speaking, and Viewing and Fluency. ELA6R1: The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. The student identifies the characteristics of various genres and produces evidence of reading that a. Identifies and analyzes sensory details and figurative language. b. Identifies and analyzes the author’s use of dialogue and description. g. Defines and explains how tone is conveyed in literature through word choice, sentence structure, punctuation, rhythm, repetition, and rhyme. h. Responds to and explains the effects of sound, figurative language, and graphics in order to uncover meaning in literature: i. Sound (alliteration, onomatopoeia, rhyme scheme) ii. Figurative language (e.g. simile, metaphor) iii. Graphics (e.g. capital letters, line length). ELA6R3: a. Uses letter-sound knowledge to decode written English and uses a range of cueing systems (e.g., phonics and context clues) to determine pronunciation and meaning. b. Uses self-correction when subsequent reading indicates an earlier miscue (self-monitoring and self-correcting strategies). c. The student reads with a rhythm, flow and meter that sounds like everyday speech (prosody). ELA6W2: c. Includes sensory details and concrete language to develop writing. d. Uses a range of strategies (figurative language, expanded vocabulary). ELA6LSV1: The student participates in student-to-teacher, student-to- student, and group verbal interactions. The student b. Asks relevant questions. c. Responds to questions with appropriate information. e. Displays appropriate turn-taking behavior. j. Gives reasons in support of opinions expressed. k. Clarifies, illustrates, or expands on a response when asked to do so. ELA6LSV2: When delivering or responding to presentations, the student a. Gives oral presentations or dramatic interpretations for various purposes. b. Shows appropriate changes in delivery (e.g. gestures, vocabulary, pace, visuals). Uses language for dramatic effect. ELA6C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. ENDURING UNDERSTANDINGS To support an interpretation of a work of literature, we need to draw inferences about what the author is saying and support our claims with evidence from the text. Our life experiences can shape and influence how we respond to and interpret works of literature. Poetry paints a picture through figurative language and sensory details. ESSENTIAL QUESTIONS: Reading: How is poetry different than other types of literature? How do poets express themselves through figurative language and poetic devices? How do poetic devices help me to understand and appreciate poetry? Why do I respond to poetry differently than others? Writing: How does creating poetry help me express my feelings? Why would I choose poetry rather than another type of expression? Listening/Speaking/Viewing: What makes some speakers more engaging than others? What are some strategies for improving oral presentations? How can comments from peers be useful in improving our presentations? UNIT TWO Oct.1-21 Informational Texts (Nonfiction) This informational (nonfiction) unit will develop students’ understanding of and expertise in reading and writing informational texts. Students will learn reading and writing strategies from a study of various types of informational texts (including, but not limited to, picture books, interdisciplinary trade books, brochures, and pamphlets). Emphasis will be placed on the contextual and graphic features of informational texts. The writing product may be a picture book, a brochure, or a pamphlet (teacher discretion). The final product should follow an appropriate organizational pattern for the selected format. In designing the piece, the students will consider audience, purpose, and context. Students will broaden their research skills as they locate relevant information for their projects (a list of sources should be included in the final product). Because the emphasis is on nonfiction, the material used for class reading during this unit should be nonfiction. ELA6R1. The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of reading that: a. Applies knowledge of common textual features (e.g., paragraphs, topic sentences, concluding sentences, glossary, index). b. Applies knowledge of common graphic features (e.g., graphic organizers, diagrams, captions, illustrations). c. Applies knowledge of common organizational structures and patterns (e.g., transitions, logical order, cause and effect, classification schemes). d. Identifies and analyzes main ideas, supporting ideas, and supporting details. e. Follows multi-step instructions to complete or create a simple product ELA6W1. The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and provides a satisfying closure; the student a. Selects a focus, organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements. b. Writes texts of a length appropriate to address the topic or tell the story. c. Uses traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question). d. Uses appropriate structures to ensure coherence (e.g., transition elements). ELA6W3. The student uses research and technology to support writing; the student a. Uses organizational features of electronic text (e.g., bulletin boards, databases, keyword searches, e-mail addresses) to locate relevant information. b. Includes researched information in different types of products (e.g., compositions, multimedia presentations, graphic organizers, projects, etc.) c. Cites references. ELA6RC2. The student participates in discussions related to curricular learning in all subject areas; the student a. Identifies messages and themes from books in all subject areas. b. Responds to a variety of texts in multiple modes of discourse. d. Evaluates the merits of texts in every subject discipline. e. Examines the author’s purpose in writing. f. Recognizes and uses the features of disciplinary texts. (e.g., charts, graphs, photos, maps, highlighted vocabulary) ELA6RC3. The student acquires new vocabulary in each content area and uses it correctly; the student a. Demonstrates an understanding of contextual vocabulary in various subjects. b. Uses content vocabulary in writing and speaking. c. Explores understanding of new words found in subject area texts. ELA6C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student a. Identifies and uses the eight basic parts of speech and demonstrates that words can be different parts of speech within a sentence. i. Identifies and uses nouns – abstract, common, collective, plural, and possessive. ii. Identifies and uses pronouns – personal, possessive, interrogative, demonstrative, reflexive, and indefinite. iii. Identifies and uses adjectives – common, proper, and demonstrative. iv. Identifies and uses verbs – action (transitive/intransitive), linking, and state-of-being. v. Identifies and uses verb phrases – main verbs and helping verbs. vi. Identifies and uses adverbs. vii. Identifies and uses prepositional phrases (preposition, object of the preposition, and any of its modifiers). viii. Identifies and uses conjunctions – coordinating, correlative, and common subordinating. ix. Identifies and uses interjections. b. Recognizes basic parts of a sentence (subject, verb, direct object, indirect object, predicate noun, predicate adjective). c. Identifies and writes simple, compound, complex, and compound-complex sentences, avoiding fragments and run-ons. d. Demonstrates appropriate comma and semicolon usage (compound and complex sentences, appositives, words in direct address). e. Uses common spelling rules, applies common spelling patterns, and develops and masters words that are commonly misspelled. f. Produces final drafts that demonstrate accurate spelling and the correct use of punctuation and capitalization. Complementary Standards (optional) ELA6RC1. The student reads a minimum of 25 grade-level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas. ELA6W4. The student consistently uses the writing process to develop, revise, and evaluate writing; the student a. Plans and drafts independently and resourcefully. b. Revises manuscripts to improve the organization and consistency of ideas within and between paragraphs. c. Edits to correct errors in spelling, punctuation, etc. ELA6LSV1. The student participates in student-to-teacher, student-to- student, and group verbal interactions, in which the student: a. Initiates new topics in addition to responding to adult-initiated topics. b. Asks relevant questions. d. Confirms understanding by paraphrasing the adult’s directions or suggestions. f. Actively solicits another person’s comments or opinions. m. Writes a response to/ reflection of interactions with others. ELA6C1. The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. ENDURING UNDERSTANDINGS Informational texts (nonfiction) are an important genre for gaining knowledge. Textual features are important comprehension aids in informational texts. There are structural, purpose, and content differences between fiction and informational writings. ESSENTIAL QUESTIONS Reading: How do text features aid comprehension and identification of main ideas? How do I find the meaning of an unfamiliar word? Why is it important to know the vocabulary of informational texts? Writing: How do purpose and audience determine content, word choice, and voice in my writing? How does the use of Standard English prevent confusion? How should I organize my informational writing? How can I select an appropriate resource for my writing? Listening/Speaking/Viewing: What is the value of sharing our written work with others? UNIT ONE Narrative Texts: Enhancing Our Skills in Writing, Reading, Speaking, and Listening (7 weeks, August 11-September 27) In this unit, students will review the core procedures associated with the reading and writing processes. They will practice reading and writing habits that will be extended throughout the year, including the GPS commitment to “reading a minimum of 25 grade-level books or book equivalents (approximately 1,000,000 words) per year from a variety of subject disciplines.” Students will use various peer response group processes to present their writings and receive comments from peers and instructors based upon rubrics. The students will continue to develop their skills in the narrative writing process. They will read and respond to a variety of narratives, analyzing these narratives (this may include short stories or a novel) for effective strategies and noting characteristics of the genre. They will write personal narratives incorporating the elements of narrative writing. Students will demonstrate an understanding and control of the conventions of the English language in both written and spoken formats. They will increase their mastery of content vocabulary. ELA6R1. The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that: a. Identifies and analyzes sensory details and figurative language. b. Identifies and analyzes the author’s use of dialogue and description. e. Identifies and analyzes the elements of setting, characterization, plot and the resolution of the conflict of a story or play: i. internal/external conflicts ii. character conflicts, characters vs. nature, characters vs. society iii. antagonist/ protagonist. h. Responds to and explains the effects of sound, figurative language, and graphics in order to uncover meaning in literature: i. Sound (e.g., alliteration, onomatopoeia, rhyme scheme) ii. Figurative language (e.g., simile, metaphor) iii.Graphics (e.g., capital letters, line length). ELA6W2. The student demonstrates competence in a variety of genres: The student produces a narrative (fictional, personal) that: a. Engages readers by establishing and developing a plot, setting, and point of view that are appropriate to the story (e.g., varied beginnings, standard plot line, cohesive devices). b. Creates an organizing structure appropriate to purpose, audience, and context. c. Includes sensory details and concrete language to develop plot, setting, and character (e.g., vivid verbs, descriptive adjectives, and varied sentence structures). d. Uses a range of strategies (e.g., suspense, figurative language, dialogue, expanded vocabulary, movement, gestures, expressions). e. Excludes extraneous details and inconsistencies. f. Provides a sense of closure appropriate to the writing. ELA6C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student a. Identifies and uses the eight basic parts of speech and demonstrates that words can be different parts of speech within a sentence. ELA6R2: The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student a. Determines the meaning of unfamiliar words by using word, sentence and paragraph clues. b. Uses knowledge of Greek and Latin affixes to understand unfamiliar vocabulary. c. Identifies and interprets words with multiple meanings. d. Uses reference skills to determine pronunciations, meanings, alternate word choices, and parts of speech of words. ENDURING UNDERSTANDINGS Good readers, writers, and speakers/listeners use specific strategies when creating or comprehending different types of text (specifically narrative). Good readers are able to make personal connections to text. Understanding and control of English language conventions in writing and speaking are essential in life. ESSENTIAL QUESTIONS Reading: Why read? How can we critique and share our thoughts about selected readings? What makes characters memorable? What habits do good readers, writers, speakers, and listeners exhibit? What are the defining characteristics of narrative texts? Writing: How can we relate a personal experience through writing? Why write “right”? How do good writers engage their readers? What are the traits of excellent narrative writing?
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Mrs. Shannon Brown

Update Georgia GPS Standards

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