EAST ALLEN COUNTY SCHOOLS
Bundle 8
Grade 6
Language Arts
Poetry
Big Idea: Connotations
Enduring Understandings
Essential Questions
Good poetry is often universal in its meaning.
How do poets use literary devices to describe the everyday world?
Small wording changes often make huge differences.
How can poems from different cultures translate across cultures?
Selecting the proper tone and mood of a speech affects the audience’s
emotions.
How do tone, mood, and emotion influence a listeners understanding of oral
communication?
Speaking and writing poetry well cannot be emotionless.
How do I match an oral presentation’s structure to my purpose and
audience?
CC/Learning Targets
RL.4
RL.10
W.10
L.5
SL.6
Core Vocabulary
alliteration
onomatopoeia
Links to Technology
-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
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Recommended Read-Alouds
G6 - Bundle 8
Big Idea: Connotations
Title
Summer of the Swans
The Book of Three
Charlie and the Chocolate Factory
The Giver
Even More Parts: Idioms from Head to Toe
Esperanza Rising
Kids Pick the Funniest Poems
Favorite Poems Old and New
It’s Raining Pigs and Noodles
The Poetry of Robert Frost: The Collected Poems
Dogku
Gathering Blue
The Messenger
Author
Betsy Byars
Lloyd Alexander
Roald Dahl
Lois Lowry
Tedd Arnold
Pam Munoz Ryan
Bruce Lansky
Helen Ferris
Jack Prelutsky
Robert Frost
Andrew Clements
Lois Lowry
Lois Lowry
Relates to…
Literary devices: imagery
Effects of literary devices: imagery, metaphor
Expectations, literary devices: imagery
Expectations, effects of literary devices: imagery, metaphor
Idioms
Figurative language/foreign words
Poetry
Poetry
Poetry
Poetry
Poetry
Expectations
Expectations
Reading Workshop
CC/Learning Targets
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.
G6 - Bundle 8
Resource of Ideas
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
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
Evidence of Learning
Tone and Meaning
-Comprehension Quiz or literary
response quiz
-Classroom discussion during
poetry anthology/poster lessons
-Reading Wonders Assessments
Reading Workshop
Correlating Learning Targets
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
G6 - Bundle 8
Teacher Notes
-All embedded apps included in this curriculum are free.
Writing Workshop
G6 - Bundle 8
CC/Learning Targets
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
Resource of Ideas
-Write Source CD-ROM, Overhead Transparencies folder, Benchmark Papers
pp. 1-23
-Guiding Readers and Writers, pp. 474-482 (performing on writing tests minilessons)
-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”)
Evidence of Learning
-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
-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
Correlating Learning Targets
W.4
W.5
W.6
6.5.6
Teacher Notes
-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
CC/Learning Targets
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).
G6 - Bundle 8
Resource of Ideas
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
Evidence of Learning
Figurative Language
-Figurative language quiz
-Visual display/poster of figurative
language types
-PowerPoint presentation of
figurative language types
-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
Differences in Meaning
-Teacher observation in
Writer’s/Reader’s notebook
Language and Word Study
SL.6
Adapt speech to a variety of
contexts and tasks, demonstrating
command of formal English when
indicated or appropriate.
Correlating Learning Targets
L.1
L.2
L.3
L.4
G6 - Bundle 8
L.6
SL.1
6.6.3
Teacher Notes
-Internet4classrooms.com (expansive resource for interactive grammar examples and quizzes)
-All embedded apps included in this curriculum are free.