<p> John Drugan K-8 1st-9 Weeks at a Glance Grade: 6th- 8th ELAR (Instructional Days: 44 (2-½ days) 2016- 2017 Theme: Poetry correlation social studies____ Essential Question: How do we identify, understand, and use figurative language to enrich our writings? Poems: Day Dreaming on a Vacation, Education is the Key______Language Arts Language Arts Reading Social Studies Vocabulary (Genre & Comprehension Skill) ELAR Theme/Topic/ERA/ Week of: %=STAAR %=STAAR Resources Fig. 19 etc. Connection</p><p>Figurative Language- M-Rules, Procedures, supply list, Reading/Fluency. Students read grade-level text with fluency and Figurative Simile introduce poem-Daydreaming on a comprehension. Students are expected to: Language Hyperbole Vacation and /or Pictures from our 6.1A Adjust fluency when reading aloud grade-level text based on the posters Alliteration Vacation reading purpose and the nature of the text. 6.2A 6Determine the Metaphor meaning of grade-level academic English words derived from Latin, 6.2B Poems: Personification T-Read aloud, brainstorm importance Use context (e.g., cause and effect or compare and contrast organizational Daydreaming 1</p><p>Otomotopeia of following directions, text structures) to determine or clarify the meaning of unfamiliar or on a Vacation k e</p><p> e Imagery **introduce map skills-Geography & multiple meaning words. 6.2E Use a dictionary, a glossary, or a thesaurus & Education is</p><p>W poem: Education is the Key (printed or electronic) to determine the meanings, syllabication, the Key 5</p><p>- pronunciations, alternate word choices, and parts of speech of words. 1</p><p>. W-following Hairy-E and writing Readiness Standard 6.Fig19A Establish purposes for reading selected Pictures from g u process, stdts will begin a personal texts based upon own or others’ desired outcome to enhance our Vacation A narrative about summer vacation. comprehension. 6. Fig19B Ask literal, interpretive, evaluative, and universal questions of text 6.Fig19C Monitor and adjust comprehension Anchor Charts Th-breakdown** s.s. poem: (e.g., using background knowledge; creating sensory images; rereading a Education is the Key portion aloud; generating questions. 6.14 Writing/Writing Process. Students use elements of the writing process (planning, drafting, F- Toolbox for success revising, editing Figurative Language- M-Put together ISN books, take Reading/Fluency. Students read grade-level text with fluency and Figurative Reading Inventory comprehension. Students are expected to: Language posters Simile 6.1A Adjust fluency when reading aloud grade-level text based on the reading Hyperbole Anchor charts T- Power point on poetry/Anchor purpose and the nature of the text. 6.2A 6Determine the meaning of grade-level academic English words derived from Latin, 6.2B Use context (e.g., cause and Alliteration charts Poems: A Metaphor effect or compare and contrast organizational text structures) to determine or Remarkable clarify the meaning of unfamiliar or multiple meaning words. 6.2E Use a Adventure & Personification W-**Social Studies correlation dictionary, a glossary, or a thesaurus (printed or electronic) to determine the Education is Key Otomotopeia Poem-Education is the Key meanings, syllabication, pronunciations, alternate word choices, and parts of Power points Imagery speech of words. Readiness Standard 6.Fig19A Establish purposes for reading 2 selected texts based upon own or others’ desired outcome to enhance TH-Introduce A Remarkable k</p><p> e Adventure, Predict, Visualize- comprehension. 6. Fig19B Ask literal, interpretive, evaluative, and universal e questions of text 6.Fig19C Monitor and adjust comprehension (e.g., using </p><p>W Anchor Chart, listen to predictions, background knowledge; creating sensory images; rereading a portion aloud; 2 read aloud. 1 generating questions.</p><p>- Reading/Fluency. Students read grade-level text with 8</p><p> fluency and comprehension. Students are to enhance comprehension. 6. . F-orally read & re-read poem, orally g u define vocabulary, poetry response Fig19B Ask literal, interpretive, evaluative, and universal questions of A power point text 6.Fig19C Monitor and adjust comprehension (e.g., using background knowledge; creating sensory images6.Fig19D Make inferences about text and use textual evidence to support understanding. Readiness Standard (Fiction, Expository) Supporting Standard (Literary Nonfiction, Poetry, and Drama, Persuasive) TARGETED TEK 64% 6.4A Explain how figurative language (e.g., personification, metaphors, similes, hyperbole) contributes to the meaning of a poem.6.13B Recognize how various techniques influence viewers' emotions. A Remarkable Adventure vocabulary Author’s Wall Post . Reading/Fluency. Students read grade-level text with fluency and Power point- comprehension. Students are expected to: Figurative M-Power point on Figurative Figurative language vocabulary 6.1A Adjust fluency when reading aloud grade-level text based on the language language reading purpose and the nature of the text. 6.2A 6Determine the Take Home Project: </p><p>Technology Plan:</p>