How Do the Forms Relate? How Do They Differ?

John Drugan K-8 3rd 9 Weeks Grade: 6th ELAR (Weeks at a Glance) 43 Instructional Days: 2015- 2016 Essential Question: How does written and visual media forms (movies, art, T.V.) relate to verbal or written elements in media? How do the forms relate? How do they differ? Language Arts Language Arts Reading Social Studies Vocabulary (Genre & Comprehension Skill) Theme/Topic/ERA/ Week of: %=STAAR %=STAAR Exploring Fiction & Drama Resources Connection

Literary Elements M-Staff Development. Unit 04A: Exploring Persuasive Text and Media 6.1B Analyze the historical Anchor Chart- Holocaust Vocab 6.2 Reading/Vocabulary Development. Students understand new background of various Writing contemporary societies to Bandwagon appeal T-TR vocabulary and use it when reading and writing. Students are evaluate relationships Red herring Writing Process Expository: Persuade expected to: 6.2B 65.15% Use context (e.g., cause and effect or between past conflicts and False authority other students which pet is better. compare and contrast organizational text structures) to determine current conditions. Testimonial F-Holocaust Vocabulary/Suitcase or clarify the meaning of unfamiliar or multiple Targeted TEK 6.2A Identify and describe the influence of individual or 1 Critique Activity meaning words. Readiness Standard Reading/Comprehension Skills group achievements on k

e (C) Monitor and adjust comprehension (e.g., using background

e various historical or Prentice Hall Literature Language and knowledge; creating sensory images; rereading a portion aloud; W contemporary societies 8

Literacy Textbook generating questions. (D)Make inferences about text and use American Revolution on the n a textual evidence to support understanding. Make inferences about French Revolution. J 6.2B Evaluate the social, - text and use textual evidence to support understanding. Readiness 4 political, economic, and

n Standard /Supporting Standard (E) 63.86% Summarize,

a cultural contributions of

J paraphrase, and synthesize texts in ways that maintain meaning and individuals and groups from logical order within a text and across texts. Readiness Standard various societies, past and /Supporting Standard (F) Make connections (e.g., thematic links, present author analysis) between and across multiple texts of various 6.3A Pose and answer geographic questions, genres, and provide textual evidence. Readiness Standard 6.14 including: Where is it Writing Process A-D located?

Holocaust Voc. Fig19 Reading/Comprehension Skills. Students use a flexible range 6.15F - Identify and explain of metacognitive reading skills in both assigned and independent examples of conflict and Suitcase template cooperation between and M- Suitcase Activity reading to understand an author’s message. Students will continue among cultures to apply earlier standards with greater depth in increasingly more 6.16B Compare Mood masks T-W Holocaust Vocabulary complex texts as they become self-directed, critical readers. 6. characteristics of institutions Fig19E Summarize, paraphrase, and synthesize texts in ways that in various contemporary IWB notes/United TR-United Streaming Holocaust video maintain meaning and logical order within a text and across texts. societies. Streaming 6.16C - Analyze the efforts

Readiness Standard (6.Fig19F Make connections (e.g., thematic and activities institutions use F-Reflection links, author analysis) between and across multiple texts of various to sustain themselves over genres, and provide textual evidence. Readiness Standard time Prentice Hall Literature Language and Supporting Standard 6.9A Reading/Comprehension of Informational 6.21A Differentiate between, Literacy Textbook Text/Culture and History. Students analyze, make inferences and locate, and use valid primary and secondary sources such draw conclusions about the author's purpose in cultural, historical, as computer software; and contemporary contexts and provide evidence from the text to

2 interviews; biographies.

k support their understanding. 6.13A Explain messages conveyed in 6.21B Analyze information e

e various forms of media. Supporting Standard 6.13B Recognize how by sequencing, categorizing, W various techniques influence viewers' emotions. Supporting identifying cause-and-effect relationships, comparing, Standard 6.13C Critique persuasive techniques (e.g., testimonials, 5 contrasting, finding the main 1

bandwagon appeal) used in media messages.

n idea, summarizing, making a

J generalizations and

- predictions, and drawing 1

1 inferences and conclusions.

n 6.21C Organize and interpret a

J information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps. 6.22B Incorporate main and supporting ideas in verbal and written communication based on research 6.23B Use a decision-making Author’s Wall: students. Examine persuasive texts & media to help identify purpose, structure & persuasive techniques across multiple text? Technology Plan:

Novel: Holocaust Unit/Benno & the Night of Broken Glass, the Cats of Krasinski Square/Number the Stars Author’s Wall: imaginative story The Black Cat/Headless Teacher/Student