6th Grade ELAR Unit 4 Title Suggested Time Frame Drama 3rd Six Weeks 4 Weeks Big Ideas/Enduring Understandings Guiding Questions Reading ● I can understand characters in a drama. (protagonist/antagonist) ● I can compare dramatic text structures to other literary structures. (Consider figurative language, plot, character, stylistic elements, etc. See Fig. 19) ● I can use actions, dialogue and stage directions in a dramatic text to help me understand the theme. Writing ● Authors create characters with certain qualities and use dialogue to develop the characters, setting, and plot. ● It is important for writers to be able to communicate ideas clearly. ● A short answer response to a text provides an answer to a question that demonstrates an analysis of a text and is supported by textual evidence. Reading ● How do the following elements of drama affect the meaning of the literary text? ­Plot ­Climactic structure ­Characters ­Protagonist ­Antagonist ­Setting ­Dialogue ● How are dramas similar to and different from other literary texts? ● How do playwrights use dialogue and stage directions to reveal literary elements? Writing ● How can I use dialogue to develop the characters, setting, and plot in a story? ● How can revising and editing help a writer communicate his/her ideas more clearly? ● How does my short answer response provide an answer to a question that demonstrates an analysis of a text is supported by textual evidence? Vertical Alignment Expectations *TEKS one level below* *TEKS one level above* ELAR Vertical Alignment TEKS CISD 2015, Updated 7/12/2016 Sample Assessment Question What is the theme of this story? How is the theme of this story different than the topic? Comparing the play and movie of this story, how is the setting different in the two versions? In comparing the play and movie of this story, how is the character __ portrayed differently in the two versions? What important difference between the dramatic and film versions of this story changes the plot in the movie version? Which element of dramatic literature is missing from this play? What evidence from this play tells the reader that the play is considered a drama? How do figurative language, imagery, and sound devices increase the interest level of a poem? Reading Writing 6.1 6.2​
A,B​
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E 6.3​
A 6.​
5 6.6​
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B,C F19A,B,C,​
D,E Writing TEKS 6.14 ​
B 6.15 6.15​
Ai 6.15​
Aiii 6.17​
C Conventions TEKS Listening & Speaking TEKS 6.19​
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(verbs­irregular 6.26 6.19Avi 6.27 6.19​
C ​
(simple/compound 6.28 sentences) 6.20​
Bi,ii​
(punct.­commas in compound sentences) 6.21 The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to address the TEKS to the proper depth and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS and research­based best practices. Teaching using only the suggested resources does not guarantee student mastery of all standards. Teachers must use professional judgment to select among these and/or other resources to teach the district curriculum. Some resources are protected by copyright. A username and password is required to view the copyrighted material. Ongoing TEKS Reading­Fig. 19 A­F, 6.1, 6.2A­E Writing­6.14A­E, 6.21A­C Knowledge and Skills with Student Expectations CISD 2015, Updated 7/12/2016 District Specificity/ Examples Vocabulary Instructional Strategies Suggested Resources Resources listed and categorized to indicate suggested uses. Any additional resources must be aligned with the TEKS. 6.3 Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: (A) infer the implicit theme of a work of fiction, distinguishing theme from the topic Supporting • What is the implied theme in this story? • What theme is inferred in this story? • What is the theme of this story? • How is the theme of this story different than the topic? Theme Moral Implicit Theme Theme vs. Topic How do theme and genre influence the students’ understanding of text? 6.5 Reading/Comprehension of Bloom’s Level­understanding, Literary Text/Drama. Students analyzing, evaluating understand, make inferences and draw conclusions about the structure and elements of ­The structure of dramatic literature is drama and provide evidence the way in which the elements from text to support their (characters, setting, plot, theme, and understanding. Students are dialogue) are presented to the expected to explain the audience. It is the framework (plan) of similarities and differences in the play and the way in which the setting, characters, and the characters play out the scheme plot of a play and those in a (plot). film based upon the same story line. Describe why this play ​
is ​
an Supporting outstanding example of dramatic CISD 2015, Updated 7/12/2016 drawing conclusions folklore genre inference setting author’s style tone mood character traits protagonist antagonist plot conflict internal conflict external conflict flashback foreshadowing compare/contrast Literature: Various novels CISD Aligned novel list Holt​
pg. TX30­TX31 Activities: Websites: www.readwritethink.org Lessons: Audience Cast Characters Comedy Dialogue Dramatic adaptations Scenery Scripts Set Stage directions Craft Structure element View film clip and similar literature piece for comparison Drama Resources Literature: Various texts and novels Holt​
pgs. 166­169 Holt​
pgs. 534­551 compare/contrast with “Phantom Tollbooth” movie clips Holt​
Unit 5 Activities: Compass Learning literature. • This play is an outstanding example of dramatic literature because ­ • Which element of dramatic literature is missing from this play? • What evidence from this play tells the reader that the play is considered a drama? (A) explain the similarities & differences in the setting, characters, & plot of a play and those in a film based upon the same story line. • In comparing the play and movie of this story, how is the setting different in the two versions? • In comparing the play and movie of this story, how is the character _ portrayed differently in the two versions? • What important difference between the dramatic and film versions of this story changes the plot in the movie version? 6.6 Reading/Comprehension of Evaluate how plot, use of dialect and Literary Text/Fiction. Students literary elements affect meaning. understand, make inferences and draw conclusions about 6.6A­​
Understanding the structure and elements of ­Understanding the elements of plot fiction and provide evidence and how they connect enhances from text to support their appreciation, connections, and understanding. Students are comprehension. It is necessary that expected to: students understand that the plot CISD 2015, Updated 7/12/2016 Websites: www.readwritethink.org Drama lessons: http://www.proteacher.com/08
0010.shtml Lessons: rising action turning point exposition climax falling action resolution/denouement Dialect Conversational voice Character Narrator Story Map/Plot Chart Literature: Holt ​
Literature pg. 5, Units 1 “Boar Out There” p32 “The School Play” p.34 “All Summer in a Day” p.66 “Eleven” p. 198 “Ghost of the Lagoon” p.206 “Jeremiah’s Song” p. 220 Activities: (A) summarize the elements of plot development (e.g., rising action, turning point, climax, falling action, denouement) in various works of fiction; Readiness (B) recognize dialect and conversational voice and explain how authors use dialect to convey character; and Supporting (C) describe different forms of point­of­view, including first­ and third­person. Supporting CISD 2015, Updated 7/12/2016 along with characters and setting convey how a story unfolds. Summarizing provides a meaningful strategy for the analysis of how one event builds upon or influences another. Summary is used to recall, inform, or organize ideas. • Which of these is the best summary of this selection? • Why are paragraphs _ and _ important? • Summarize the plot of this selection. 6.6B­​
Remembering • Understanding ­Dialect is the characteristics of language used by a particular group or people. Authors may use dialogue/conversational voice with or without dialect. Authors use dialect to convey characters’ background, attitude, education, and/or social status. The use of dialogue (with or with or without dialect) enhances connections with the reader by developing empathy, friendship, and informality. • The dialect of _ helps the reader to describe him/her as ­ • In what way does the author Point of view First person point of view Third person point of view Compass Learning Websites: www.readwritethink.org Lessons: help the reader to understand the character _? • The reader can understand the motivations of _ by _ (conversational voice described in the story) • How does the way the character expresses his/her feelings help the reader understand the character? WRITING (6.14) Writing/Writing Process. Students use elements of the CISD 2015, Updated 7/12/2016 6.6C­​
Understanding The narrator/speaker’s point of view provides a vantage point for the reader and helps the reader understand the author’s purpose and perspective. In first person point of view, the narrator stands inside the story as a character or observer. In third person point of view the narrator is not inside the story but is telling the story using the words “he”, “she”, “they”, etc. • Describe the point of view of _ in this story. • Why is the point of view of _ important in this story? • Describe the difference between the points of view of _ and _ in this story. Bloom’s ­ apply, create How does revision clarify meaning in the final draft? draft edit publish Teacher modeling of writing, editing, Literature: Use various texts as mentor reading writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: ( B ) develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events , cause ­ effect , compare ­ contrast) and building on ideas to create a focused , organized , and coherent piece of writing; Readiness 6.15 Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to: (A) write imaginative(stories that include: (i) a clearly defined focus, plot, and point of view; (iii) dialogue that develops a story Supporting Writing checkpoints Teacher/student writing conference Mini lessons for each stage of writing Use the 7th grade STAAR rubrics revision thesis transitions and revision Group writing Writing rubrics: http://www.rubricia n.com/writing.htm. Holt pg. R28­R34 Writing Academy Block 1 (Should be just reviewing and working on Block 2 and starting Block 3). Bloom’s ­ create What is a descriptive essay? ­Study how setting affects a story ­Dialogue study/writing ­Use writing process ­Checkpoint and mini lessons throughout the process ­“I do, We do, You do” model How do figurative language, imagery, and sound devices increase the interest level of a poem? Use the 7th grade STAAR rubrics dialogue plot point of view sensory details Alliteration Onomatopoeia Plot Sensory details ­Exemplars used for models ­Plot chart/Map ­Talk topics ­Interactive notebooks ­Poetry notebook ­Picture books ­Creative writing 6.17 (C) write responses to literary or expository texts and provide evidence from the text to demonstrate understanding; Supporting Bloom’s ­ apply, create Are students communicating the process effectively? Writing process “I do, We do, You do” model Checklists and mini lessons throughout the process Teacher/Student conferences Expository text Procedural text Transitions Direct teach Teacher models Daily practice Group collaboration Exemplars used for models Create class responses together Literature: Use various texts as mentor reading Writing Academy Block 2 and Block 3 Holt​
pg. 414­422 Empowering Writers: http://empoweringwriters.com/
toolbox/ Holt​
pg. 656 Literature: Use various texts as mentor reading Writing Lessons http://edselect.com/writing CISD 2015, Updated 7/12/2016 (6.19) Oral and Written Conventions/Conventions. (A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking: (ii) non­count nouns (e.g., rice, paper); (v) prepositions and prepositional phrases to convey location, time, direction, or to provide details Readiness Bloom’s ­ apply How do prepositional phrases increase specificity in written communication? Assess and practice within students own writing. See STAAR for 7th grade writing Conventions Direct teach Teacher models Daily practice Group collaboration Exemplars used for models Create class responses together (6.20) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to: (A) use capitalization for: (i) abbreviations Supporting 6.20B Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. ​
readiness (i) commas in compound sentences Bloom’s ­ apply How does capitalization make written communication more understandable? Assess and practice within students own writing. See STAAR for 7th grade writing Abbreviations Direct teach Teacher models Daily practice Group collaboration Exemplars used for models Create class responses together Assess and practice within students own writing. See STAAR for 7th grade writing Comma Compound sentence Direct teach Teacher models Daily practice Group collaboration Exemplars used for models Create class responses together CISD 2015, Updated 7/12/2016 Various readings for mentor text Holt​
online Language Handbook ­​
Holt​
online lessons ­Holt pgs. R46­R47, R52, R60 Non­Count Nouns​
­ TPT free download www.abcteach.com www.chompchomp.com www.purdueowl.com Use various literature as mentor text/models Online Grammar Snap­You tube www.abcteach.com www.chompchomp.com www.purdueowl.com Use various literature as mentor text/models www.abcteach.com www.chompchomp.com www.purdueowl.com supporting (ii) proper punctuation and spacing for quotations supporting 6.21 Oral and Written Conventions/Spelling. Students spell correctly. (B) use spelling pattern and rules and print and electronic resources to determine and check correct spellings readiness (C) know how to use the spell­check function in word processing while understanding its limitations supporting CISD 2015, Updated 7/12/2016 Assess and practice within students own writing. See STAAR for 7th grade writing Print and Electronic resource Direct teach Teacher models Daily practice Group collaboration Exemplars used for models Create class responses together Use various literature as mentor text/models www.abcteach.com www.chompchomp.com www.purdueowl.com