<p>Alvarado Intermediate School</p><p>Teacher: Grade & Subject: Week of: Unit & Essential Questions: Rainville 6th Grade Language January 26- January 30, 2015  How do media influence our choices in products we Arts purchase/use?  How do I recognize the different persuasive techniques? TEKS/Learning Objectives: 6.2A - Determine the meaning of grade-level Learning Targets: academic English words derived from Latin, Greek, or other linguistic roots  We will determine the meaning of grade-level vocabulary and affixes. 6.Fig19D - Make inferences about text and use textual evidence to words. support understanding. 6.Fig19F - Make connections (e.g., thematic links,  We will identify and correct grammar errors in sentences. author analysis) between and across multiple texts of various genres, and  We will identify the messages conveyed in different forms provide textual evidence. 6.Fig19E - Summarize, paraphrase, and synthesize of media. texts in ways that maintain meaning and logical order within a text and across Word Study: afghan, atoll, badminton, canary, cashmere, texts. 6.11B - Identify simply faulty reasoning used in persuasive texts. 6.13A - currants, denim, facetious, grope, mayonnaise, mock, murmur, Explain messages conveyed in various forms of media.6.13B - Recognize howpsychedelic, shudder, shun, spaniel, tentative, timid, turquoise, various techniques influence viewers' emotions6.13C - Critique persuasive vague techniques (e.g., testimonials, bandwagon appeal) used in media messages</p><p>Academic Vocabulary of Instruction: plot, exposition, rising action, AI: SRA, Moby Max, Reteach difficult concepts climax/turning point, falling action, denouement/resolution, conflict, sensory detail, dialect, conversational voice, theme, first person point-of-view, third person point-of-view, refrain, figurative language, personification, hyperbole, simile, metaphor, stylistic elements, traditional and classical literature, bandwagon, testimonial, appeal, exaggeration, contradiction, misleading statements, sentimental appeals, scare tactics, false authority.</p><p>A Engage Explore Explain Elaborate/Extend Evaluate/Assess</p><p>Essential Instruction and Guided Practice: Independent Practice Question(s) & Hook Mini-Lesson (I do, we do, you do) MONDAY Stargirl Chapter 27 Daily Language Continue persuasive Complete C-Scope Unit Review Week 20 essay on longer school 4B days/ more days off. </p><p>TUESDAY Stargirl Chapter 28 Daily Language Complete persuasive Review Week 20 essay on longer school days/ more days off.</p><p>WEDNESDAY Stargirl Chapter 29 & Daily Language Review Media Vocabulary Media scavenger hunt 30 Review Week 20 in newspaper ads. </p><p>THURSDAY Stargirl Chapter 31 & Daily Language Review word study. Complete scavenger 32 Review Week 20 hunt with newspaper ads. </p><p>FRIDAY Daily Language Word Study Quiz 9 Review Week 20 Grammar Quiz 9</p><p>Customized Learning: Customized Learning: Extra time for completing assignments: 1, 2, 3, 5, 6, 7, 9, 10 Emphasis on major points: 1, 3. Shorten instructions to one or two steps:1, 2, 3. Opportunity to repeat and explain instructions: 3.Extra time for written response:1, 2, 3. Oral exams:1, 3, 5, 6, 7, 10. Frequent feedback: 1, 2, 3. Encouragement for classroom participation: 1. Peer tutoring/ paired working arrangement:5, 6, 7. Teacher check for understanding: 1, 2, 3. Directions in simple vocabulary: 3, 7. Study aids/manipulatives/graphic organizers:3, 5. Reteach difficult concepts: 6, 7, 9. Spell check: 3. Whisper phone 5, 6. Chuck instruction: 6. Preferential seating: 4, 5, 7, 8, 10. Color transparencies: 10. Follow BIP: 1, 10. </p><p>ELL Visual aids: 11. Modeling: 11. ESL materials: 11. </p>