Grade 6 Unit 6 - California Reading

Transcription

C alifornia
DAY
1
SE / TE
PA G ES
838–840
Planner • The Tiger
Who Would Be King/The Ant
and the Dove
Get Ready to Read
Concept
Communities Shaping People
2
SE / TE
pag e s
8 41– 8 4 2
DAY
3
SE / TE
pag e
843
question of the week
SE/TE, p. 840
What happens when individuals in communities
work together?
Oral Vocabulary/Build Concepts Writing About the Big Question:
Big Question Vocabulary support
UR, pp. 23–26
ELRN, Before You Read
SE/TE, pp. 822–823, 840
UR, p. 27, RN/ARN/ELRN,
Making Connections
4
SE / TE
pag e s
844–845
5
Word Study
Reread to Analyze
Language Arts
Suffix -ment
Conventions
Independent and
Subordinate Clauses
Writing Genre
Fable
50–60 minutes
Picture It! Cause and Effect
Reading Skill/Strategy
Reread to Analyze Cause-and-Effect Relationships
Literary Analysis Fables and Folk Tales
Vocabulary prowled, inquired, repulse, monarch, startled, repaid
SE, p. lvii
SE/TE, p. 839, GOT, pp. 166, 168
RN/ARN, Before You Read
SE/TE, p. 839, GOT, pp. 169, 171
Daily Bellringer Activity Quick Write
Conventions Introduce the Grammar concept.
Writing Introduce the Writing genre.
Listening and Speaking Introduce the Listening and
Speaking assignment. Have students identify research
sources and compile a list of keywords for Internet searches.
Trait
Ideas
Managing Your Class
40–45 minutes
Independent Activities
DBA, Week 31, Day 1
Reread for fluency with partners: Reading Warm-up A or B or
other text at students’ independent level.
SE/TE, p. 854
SE/TE, p. 855, RN/ARN,
Support for Writing and
Extend Your Learning
UR, pp. 25–26
Write a response to Writing About the Big Question. Share writing.
SE/TE, p. 840
Complete Reading and Vocabulary Warm-ups A or B.
UR, pp. 23–26
View and respond to the Get Connected video.
www.PHLitOnline.com
SE/TE, p. 840
Skill: Suffix -ment
How does the tiger want to change the community?
Oral Vocabulary/Build Concepts Big Question Vocabulary common, isolate, connection
SE/TE, pp. 822–823
Fables and Folk Tales prompts
Selection Vocabulary
SE/TE, pp. 842–844
GOT, pp. 166, 168–169, 171
RN/ARN/ELRN
Hear It! Audio CD
DBA, Week 31, Day 2
Conventions Have students write a description of the
tiger, underlining independent clauses and circling
subordinate clauses.
Prior Knowledge/Build Concepts Activating Prior Knowledge
TE, p. 842
Writing Have students identify the lesson their fable will
teach and the characters they will use.
Background Storytellers
TE, p. 841
Listening and Speaking Have students take notes and
identify visual aids.
Reread for fluency with partners: the opening pages of the story
or other text at students’ independent level.
SE, pp. 842–843
Write a monologue that expresses the tigress’s view of the tiger.
Complete the Vocabulary Builder worksheet.
View the Background video.
UR, p. 30
www.PHLitOnline.com
question of the Day
What does the tiger gain and lose from changing
the community?
Fables and Folk Tales prompts
SE/TE, pp. 822–823
SE/TE, pp. 842–844
GOT, pp. 166, 168–169, 171
RN/ARN/ELRN
Hear It! Audio CD
Conventions Have students complete the Grammar
worksheet.
DBA, Week 31, Day 3
UR, p. 48
Writing Have students complete the Writing worksheet
and other appropriate support pages and begin drafting
their fables.
SE/TE, p. 855, UR, p. 49
RN/ARN, Support for Writing
and Extend Your Learning
Listening and Speaking Have students complete the Extend
Your Learning worksheet and other appropriate support
pages and then begin organizing visual aids and drafting text
for their oral reports.
SE/TE, p. 855, UR, p. 50
Read self-selected Independent Reading books at students’
independent level.
SE/TE, p. 1003
Write a news headline and lead describing what happens in the
fight between the tiger and the lion. Share writing.
Complete the Reading Skill worksheet.
Visit Vocabulary Central.
UR, p. 28
www.PHLitOnline.com
question of the Day
REVIEW
How do the ant and the dove help each other?
Cause and Effect/Fables and Folk Tales
Oral Vocabulary/Prior Knowledge/Build Concepts Additional Vocabulary for English Learners
Concept Connector: Activating Prior Knowledge, Writing About the
Big Question, Reading Skill Graphic Organizer
SE / TE
pag e S
854–855
Reading Strategy
Foundational Element 8g: Comprehension Skills Cause and effect (Reading Skill: Cause and Effect) • Reading 3.6 Identify and analyze features of
themes conveyed through characters, actions, and images. (Literary Analysis: Fables and Folk Tales) • Language Conventions 1.1 Use simple, compound,
and compound-complex sentences; use effective coordination and subordination of ideas to express complete thoughts. (Grammar: Independent and
Subordinate Clauses) • Writing 2.1 Write narratives. (Writing: Fable) • Listening and Speaking 2.2 Deliver informative presentations. (Listening and
Speaking: Oral Report)
Fables and Folk Tales
question of the Day
REVIEW
DAY
Literary Analysis
Cause and Effect
This week’s ELA CONTENT STANDARDS
independent Activities
Oral Vocabulary/Build Concepts Big Question Vocabulary influence, participation, involve
DAY
Read and
Comprehend
Reading Skill
20–25 minutes
Fluency/Vocabulary Reading and Vocabulary Warm-ups
Additional Vocabulary for English Learners
DAY
You may use either “The Tiger Who Would Be King”/”The Ant and the Dove” or “The Lion and
the Bulls”/”A Crippled Boy” to teach the target skills and meet the lesson objectives. Choose
one selection to teach (or choose to teach both). Guidance in preparing students for “The Lion
and the Bulls”/”A Crippled Boy”, the more challenging selection, appears on Teacher’s Edition
p. 839. A lesson plan for “The Lion and the Bulls”/”A Crippled Boy”
appears on pp. 74–75 of this booklet.
TE, p. 843
MONITOR PROGRESS
ritical Thinking questions
C
Reading Skill questions
Literary Analysis questions
Vocabulary Practice
DBA, Week 31, Day 4
Conventions Have students write a two-sentence summary
of the story, using independent and subordinate clauses in
their writing.
SE/TE, pp. 844–845
ELRN, Vocabulary Skill Review
GOT, pp. 169, 171
RN/ARN/ELRN
Writing Have students revise their fables, responding to
reviewers’ remarks.
Listening and Speaking Have students revise and rehearse
their oral reports.
independent level.
SE/TE, p. 1003
Write a response to the Question of the Week. Share writing.
Complete the Literary Analysis worksheet.
Extend Your Learning
Visit the Enriched Online Student Edition to take the Self-test and
warm up for the Selection Test.
UR, p. 29
www.PHLitOnline.com
question of the Week
How does working together help communities solve problems?
Reality Central, “Help You, Help Me”
Oral Vocabulary/Build Concepts
MONITOR PROGRESS
Selection Test A or B
REVIEW
Big Question Vocabulary support, common, isolate, connection,
influence, participation, involve
72 • Unit 6: First Selection Set
K e y = Target Skill SE/TE, pp. 822–823
RC
UR, pp. 35–38
= also available online at www.PHLitOnline.com UR = Unit Resources GOT = Graphic Organizer Transparencies RN = Reader’s Notebook
Conventions Have students complete Grammar Practice A and
the Challenge.
Writing Have students share their fables.
Listening and Speaking Have students present their
oral reports.
DBA, Week 31, Day 5
SE/TE, p. 854
SE/TE, p. 855
Reread for fluency with partners: “Help You, Help Me”.
Visit the Enriched Online Student Edition for an interactive
Grammar Tutorial.
Complete the Enrichment worksheet (advanced learners).
ARN = Reader’s Notebook: Adapted Version ELRN = Reader’s Notebook: English Learner’s Version RC = Reality Central DBA = Daily Bellringer Activities
RC
www.PHLitOnline.com
UR, p. 31
www.PHLitOnline.com
The Tiger Who Would Be King/The Ant and the Dove •
73
C alifornia
DAY
1
SE / TE
PA G ES
838–839,
846
DAY
2
SE / TE
pag e s
8 47– 8 4 9
DAY
3
SE / TE
pag e s
8 5 0 – 8 51
Planner • The Lion and
the Bulls/A Crippled Boy
Get Ready to Read
Concept
4
SE / TE
pag e s
8 52 – 8 5 3
SE/TE, p. 846
What happens when individuals in communities don’t
work together?
Big Question Vocabulary group
UR, pp. 39–42
SE/TE, pp. 822–823, 846
UR, p. 43
RN/ARN/ELRN,
Making Connections
Word Study
Reread to Analyze
Language Arts
Suffix -ous
Conventions
Independent and
Subordinate Clauses
Writing Genre
Fables
50–60 minutes
Reread to Analyze Cause-and-Effect Relationships
Literary Analysis Fables and Folk Tales
Vocabulary lure, slanderous, crippled, provided, official, demonstrate
SE, p. lvii
SE/TE, p. 839, GOT, pp. 167–168
SE/TE, p. 839, GOT, pp. 170–171
Trait
Ideas
40–45 minutes
Speaking assignment. Have students identify research
DBA, Week 31, Day 1
SE/TE, p. 854
Managing Your Class
UR, pp. 41–42
SE/TE, p. 846
UR, pp. 39–42
www.PHLitOnline.com
SE/TE, p. 846
Skill: Suffix -ous
How does dividing individuals in a community destroy it?
Cause and Effect prompts
Oral Vocabulary/Build Concepts Vocabulary Development:
Big Question Vocabulary common, isolate, connection
SE/TE, pp. 822–823
TE, p. 848
TE, p. 848
Background Aesop
TE, p. 847
SE/TE, pp. 848–852
GOT, pp. 167–168, 170–171
RN/ARN/ELRN
Hear It! Audio CD
DBA, Week 31, Day 2
Conventions Have students write a description of the
lion, underlining independent clauses and circling
subordinate clauses.
Writing Have students identify the lesson their fable will teach
and the characters they will use.
Listening and Speaking Have students take notes and
identify visual aids.
Reread for fluency with partners: the opening pages of the fable
SE, pp. 848–849
Write an editorial by one of the bulls, arguing against the lion’s
slanderous talk.
UR, p. 46
www.PHLitOnline.com
question of the Day
How does Theo’s separation from other children lead
to problems?
SE/TE, pp. 822–823
TE, p. 848
SE/TE, pp. 848–852
GOT, pp. 167–168, 170–171
RN/ARN/ELRN
Hear It! Audio CD
worksheet.
their fables.
pages and then begin organizing visual aids and drafting text
for their oral reports.
DBA, Week 31, Day 3
UR, p. 48
SE/TE, p. 855, UR, p. 49
SE/TE, p. 855, UR, p. 50
independent level.
SE/TE, p. 1003
Write a response by Theo in which he refuses the King’s
assignment and gives reasons for his decision. Share writing.
UR, p. 44
www.PHLitOnline.com
question of the Day
REVIEW
How do Theo’s actions affect him and the king? How do they affect
the community?
Cause and Effect/Fables and Folk Tales
TE, p. 851
MONITOR PROGRESS
C
Vocabulary Practice
DBA, Week 31, Day 4
Conventions Have students write a protest of the King’s actions,
using independent and subordinate clauses in their writing.
REVIEW
5
Reading Strategy
Foundational Element 8g: Comprehension Skills Cause and effect (Reading Skill: Cause and Effect) • Reading 3.6 Identify and analyze features of
themes conveyed through characters, actions, and images. (Literary Analysis: Fables and Folk Tales) • Language Conventions 1.1 Use simple, compound,
and compound-complex sentences; use effective coordination and subordination of ideas to express complete thoughts. (Grammar: Independent and
Subordinate Clauses) • Writing 2.1 Write narratives. (Writing: Fable) • Listening and Speaking 2.2 Deliver informative presentations. (Listening and
Speaking: Oral Report)
Fables and Folk Tales
question of the Day
Concept Connector: Writing About the Big Question, Reading Skill
Graphic Organizer
SE / TE
pag e S
854–855
Literary Analysis
Cause and Effect
Oral Vocabulary/Prior Knowledge/Build Concepts DAY
Read and
Comprehend
Reading Skill
20–25 minutes
Vocabulary Development: Big Question Vocabulary influence, participation, involve
DAY
You may use either “The Tiger Who Would Be King”/”The Ant and the Dove” or “The Lion and
the Bulls”/”A Crippled Boy” to teach the target skills and meet the lesson objectives. Choose one
selection to teach (or choose to teach both). Guidance in preparing students for “The Lion and
the Bulls”/”A Crippled Boy”, the more challenging selection, appears on Teacher’s Edition p. 839.
A lesson plan for “The Tiger Who Would Be King”/”The Ant and the Dove”
appears on pp. 72–73 of this booklet.
SE/TE, pp. 852–853
GOT, pp. 170–171
RN/ARN/ELRN
Writing Have students revise their fables, responding to
reviewers’ remarks.
Listening and Speaking Have students revise and rehearse
their oral reports.
independent level.
SE/TE, p. 1003
UR, p. 45
www.PHLitOnline.com
How can working against each other hurt individuals and the
entire community?
Reality Central, “Making Everyone Welcome”
MONITOR PROGRESS
REVIEW
Big Question Vocabulary group, common, isolate, connection,
influence, participation, involve
74 • Unit 6: First Selection Set
K e y = Target Skill RC
UR, pp. 54–57
SE/TE, pp. 822–823
TE, p. 848
Conventions Have students complete Grammar Practice B and
the Challenge.
Writing Have students share their fables.
Listening and Speaking Have students present their
oral reports.
DBA, Week 31, Day 5
SE/TE, p. 854
SE/TE, p. 855
Reread for fluency with partners: “Making Everyone Welcome”.
RC
Grammar Tutorial.
www.PHLitOnline.com
UR, p. 47
Visit the Enriched Online Student Edition for an additional
research activity.
www.PHLitOnline.com
The Lion and the Bulls/A Crippled Boy • 75
C alifornia
DAY
1
SE / TE
PA G ES
856–858
DAY
2
SE / TE
pag e s
8 5 9 – 8 61
Planner • Arachne
Get Ready to Read
Concept
3
SE / TE
pag e s
862–863
SE/TE, p. 858
What values are important to communities?
Big Question Vocabulary values
UR, pp. 58–61
SE/TE, pp. 822–823, 858
UR, p. 62
RN/ARN/ELRN,
Making Connections
4
SE / TE
pag e s
864–865
Ask Questions
Language Arts
Latin Root -mort-
Simple, Compound,
and Complex
Sentences
Writing Genre
Compare-andContrast Essay
Ask Questions to Analyze Cause-and-Effect
Relationships
Literary Analysis Myths
Vocabulary obscure, humble, mortal, indignantly, obstinacy, strive
Skill: Latin Root -mort-
SE, p. lvii
SE/TE, p. 857, GOT, pp. 175, 177
SE/TE, p. 857, GOT, pp. 172, 174
Trait
Organization
40–45 minutes
Daily Bellringer Activity Sentence Modeling
DBA, Week 32, Day 1
SE/TE, p. 874
Research and Technology Introduce the Research and
Technology assignment. Review features of an annotated
bibliography and then have students identify research
Managing Your Class
UR, pp. 60–61
SE/TE, p. 858
UR, pp. 58–61
www.PHLitOnline.com
SE/TE, p. 858
Big Question Vocabulary influence, community
Background Spiders
SE/TE, pp. 822–823
TE, p. 860
TE, p. 860
Myths prompts
Reading Check questions
SE/TE, pp. 860–864
GOT, pp. 172, 174–175, 177
RN/ARN/ELRN
Hear It! Audio CD
DBA, Week 32, Day 2
Conventions Have students write a description of Arachne,
identifying simple, compound, and complex sentences in
their writing.
Writing Have students identify real-life and text examples for
their essays.
Research and Technology Have students conduct research
and take notes.
SE/TE, p. 859
Reread for fluency with partners: the opening pages of the myth
SE, pp. 860–861
Write a letter from Arachne to a possible employer, describing
her abilities.
UR, p. 65
www.PHLitOnline.com
question of the Day
What does the old woman suggest that Arachne should
value?
SE/TE, pp. 822–823
TE, p. 860
DBA, Week 32, Day 3
Conventions Have students complete the Grammar worksheet.
their essays.
SE/TE, p. 875, UR, p. 86
Research and Technology Have students complete the Extend
Your Learning worksheet and other appropriate support pages
and then begin drafting their bibliography entries.
SE/TE, p. 875, UR, p. 87
Myths prompts
SE/TE, pp. 860–864
GOT, pp. 172, 174–175, 177
RN/ARN/ELRN
Hear It! Audio CD
UR, p. 85
independent level.
SE/TE, p. 1003
Write a news report in which you describe the contest between
Arachne and Athene. Share writing.
UR, p. 63
www.PHLitOnline.com
question of the Day
REVIEW
When Athene punishes Arachne, what community values
are reinforced?
Cause and Effect/Myths
TE, p. 863
MONITOR PROGRESS
C
Vocabulary Practice
DBA, Week 32, Day 4
Conventions Have students write a summary of the myth’s
ending, using simple, compound, and complex sentences in
their writing.
REVIEW
5
Word Study
50–60 minutes
What do the Greeks value about Arachne?
Concept Connector: Vocab-o-Gram, Writing About the Big
Question, Reading Skill Graphic Organizer
SE / TE
pag e S
8 74 – 8 7 5
Reading Strategy
Conventions
Myths
question of the Day
Literary Analysis
Cause and Effect
Foundational Element 8g: Comprehension Skills Cause and effect (Reading Skill: Cause and Effect) • Reading 3.1 Identify the forms of
fiction and describe the major characteristics of each form. (Literary Analysis: Myths) • Language Conventions 1.1 Use simple, compound,
and compound-complex sentences; use effective coordination and subordination of ideas to express complete thoughts. (Grammar: Simple,
Compound, and Complex Sentences) • Writing 2.4 Write responses to literature. (Writing: Compare-and-Contrast Essay) • Writing 1.4 Use
organizational features of electronic text (e.g., keyword searches) to locate information. (Research and Technology: Annotated Bibliography Entry)
Vocabulary Development: Big Question Vocabulary belief, common
DAY
Read and
Comprehend
Reading Skill
20–25 minutes
DAY
You may use either “Arachne” or the Prologue from The Whale Rider to teach the target skills
and meet the lesson objectives. Choose one selection to teach (or choose to teach both).
Guidance in preparing students for the Prologue from The Whale Rider, the more challenging
selection, appears on Teacher’s Edition p. 857. A lesson plan for the Prologue from The Whale
Rider appears on pp. 78–79 of this booklet.
SE/TE, pp. 864–865
GOT, pp. 175, 177
RN/ARN/ELRN
Writing Have students revise their essays, adding examples
as needed.
Research and Technology Have students revise their
bibliographies, checking accuracy.
independent level.
SE/TE, p. 1003
UR, p. 64
www.PHLitOnline.com
How can stories help teach the values of a community?
Reality Central, “Mentors Make a Difference”
MONITOR PROGRESS
REVIEW
Big Question Vocabulary values, influence, belief, community,
common
76 • Unit 6: Second Selection Set
TE, p. 860
RC
UR, pp. 70–75
the Challenge.
Writing Have students share their essays in group discussions.
Research and Technology Have students present their
bibliography entries.
DBA, Week 32, Day 5
SE/TE, p. 874
SE/TE, p. 875
Reread for fluency with partners: “Mentors Make a Difference”.
RC
Grammar Tutorial.
www.PHLitOnline.com
UR, p. 66
research activity.
www.PHLitOnline.com
Arachne • 77
C alifornia
DAY
1
SE / TE
PA G ES
8 5 6 – 8 57,
866
DAY
2
SE / TE
pag e s
8 6 7– 8 6 9
Planner • Prologue
from The Whale Rider
Get Ready to Read
Concept
3
SE / TE
pag e s
8 7 0 – 8 71
Read and
Comprehend
Reading Skill
Literary Analysis
Reading Strategy
Word Study
Cause and Effect
Ask Questions
20–25 minutes
How can the past help people and communities?
Big Question Vocabulary influence
SE/TE, p. 866
UR, pp. 76–79
SE/TE, pp. 822–823, 866
Making Connections
4
SE / TE
pag e s
872–873
Ask Questions to Analyze Cause-and-Effect
Relationships
Literary Analysis Myths
Vocabulary yearning, clatter, teemed, reluctant, apex, splendor
Skill: Latin Root -splend-
5
Language Arts
Latin Root -splend-
Simple, Compound,
and Complex
Sentences
Writing Genre
Compare-andContrast Essay
SE, p. lvii
SE/TE, p. 857, GOT, pp. 176–177
SE/TE, p. 857, GOT, pp. 173–174
Trait
Organization
Managing Your Class
40–45 minutes
DBA, Week 32, Day 1
SE/TE, p. 874
Technology assignment. Review features of an annotated
bibliography and then have students identify research
UR, pp. 78–79
SE/TE, p. 866
UR, pp. 76–79
www.PHLitOnline.com
SE/TE, p. 866
What was the world in the old days waiting for?
Big Question Vocabulary belief
Background Paikea
SE/TE, pp. 822–823
TE, p. 868
TE, p. 868
Myths prompts
SE/TE, pp. 868–872
GOT, pp. 173–174, 176–177
RN/ARN/ELRN
Hear It! Audio CD
DBA, Week 32, Day 2
Conventions Have students describe the world in the myth,
identifying simple, compound, and complex sentences in
their writing.
Writing Have students identify real-life and text examples for
their essays.
and take notes.
SE/TE, p. 867
Reread for fluency with partners: the opening pages of the myth
SE, pp. 868–869
Write a request from the land and sea that describes
their yearning in the myth.
UR, p. 83
www.PHLitOnline.com
question of the Day
What does whale rider give to the community?
Vocabulary Development: Big Question Vocabulary community, connection
SE/TE, pp. 822–823
TE, p. 868
Myths prompts
SE/TE, pp. 868–872
GOT, pp. 173–174, 176–177
RN/ARN/ELRN
Hear It! Audio CD
worksheet.
DBA, Week 32, Day 3
UR, p. 85
their essays.
SE/TE, p. 875, UR, p. 86
Research and Technology Have students complete the
Extend Your Learning worksheet and other appropriate
supporting pages and then begin drafting their
bibliography entries.
SE/TE, p. 875, UR, p. 87
independent level.
SE/TE, p. 1003
Write an announcement of the whale rider’s arrival. Share writing.
UR, p. 81
www.PHLitOnline.com
question of the Day
REVIEW
How will the last spear help the community in the future?
Cause and Effect/Myths
Concept Connector: Vocab-o-Gram, Writing About the Big
Question, Literary Analysis Graphic Organizer
SE / TE
pag e S
8 74 – 8 7 5
Conventions
Myths
question of the Day
REVIEW
DAY
Foundational Element 8g: Comprehension Skills Cause and effect (Reading Skill: Cause and Effect) • Reading 3.1 Identify the forms of
fiction and describe the major characteristics of each form. (Literary Analysis: Myths) • Language Conventions 1.1 Use simple, compound, and
compound-complex sentences; use effective coordination and subordination of ideas to express complete thoughts. (Grammar: Simple, Compound,
and Complex Sentences) • Writing 2.4 Write responses to literature. (Writing: Compare-and-Contrast Essay) • Writing 1.4 Use organizational
features of electronic text (e.g., keyword searches) to locate information. (Research and Technology: Annotated Bibliography Entry)
50–60 minutes
DAY
DAY
You may use either “Arachne” or the Prologue from The Whale Rider to teach the target skills
and meet the lesson objectives. Choose one selection to teach (or choose to teach both).
Guidance in preparing students for the Prologue from The Whale Rider, the more challenging
selection, appears on Teacher’s Edition p. 857. A lesson plan for “Arachne” appears on
pp. 76–77 of this booklet.
TE, p. 871
MONITOR PROGRESS
C
Vocabulary Practice
DBA, Week 32, Day 4
Conventions Have students write an explanation of the final
spear, using simple, compound, and complex sentences in
their writing.
SE/TE, pp. 872–873
GOT, pp. 176–177
RN/ARN/ELRN
Writing Have students revise their essays, adding examples
as needed.
Research and Technology Have students revise their
bibliographies, checking accuracy.
independent level.
SE/TE, p. 1003
UR, p. 82
www.PHLitOnline.com
How can old stories help people and their communities?
Reality Central, “Living with the Past”
MONITOR PROGRESS
REVIEW
Big Question Vocabulary belief, community, connection,
influence, culture
78 • Unit 6: Second Selection Set
TE, p. 868
RC
UR, pp. 91–96
the Challenge.
Writing Have students share their essays in group discussions.
Research and Technology Have students present their
bibliography entries.
DBA, Week 32, Day 5
SE/TE, p. 874
SE/TE, p. 875
Reread for fluency with partners: “Living with the Past”.
RC
Grammar Tutorial.
www.PHLitOnline.com
UR, p. 84
research activity.
www.PHLitOnline.com
Prologue from The Whale Rider • 79
C alifornia
DAY
1
SE / TE
PA G ES
9 12 – 9 14
Planner • Why the
Tortoise’s Shell Is Not Smooth
Get Ready to Read
Concept
2
SE / TE
pag e s
9 15 – 9 17
DAY
3
SE / TE
pag e s
9 19 – 9 2 0
Read and
Comprehend
Reading Skill
Literary Analysis
Reading Strategy
Word Study
Purpose for Reading
Preview the Text
20–25 minutes
SE/TE, p. 914
How do communities react when individuals
behave badly?
DAY
You may use either “Why the Tortoise’s Shell Is Not Smooth” or “He Lion, Bruh Bear and Bruh
Rabbit” to teach the target skills and meet the lesson objectives. Choose one selection to teach
(or choose to teach both). Guidance in preparing students for “He Lion, Bruh Bear, and Bruh
Rabbit”, the more challenging selection, appears on Teacher’s Edition p. 913. A lesson plan for
“He Lion, Bruh Bear, and Bruh Rabbit” appears on pp. 82–83 of this booklet.
Big Question Vocabulary community, group
UR, pp. 123–126
SE/TE, pp. 822–823, 914
Making Connections
4
SE / TE
pag e s
9 2 0 – 9 21
5
Language Arts
Suffix -ary
Picture It! Setting a Purpose for Reading
Preview the Text to Set a Purpose for Reading
Literary Analysis Personification
Vocabulary cunning, famine, orator, custom, eloquent, compound
SE, p. lxvi
SE/TE, p. 913, GOT, pp. 183, 185
SE/TE, p. 913, GOT, pp. 186, 188
Conventions
Commas
Writing Genre
Invitation
Daily Bellringer Activity Revision
Speaking assignment. Have students reread the specified
scene and assign roles.
Trait
Conventions
Managing Your Class
40–45 minutes
DBA, Week 34, Day 1
SE/TE, p. 930
UR, pp. 125–126
SE/TE, p. 914
UR, pp. 123–126
www.PHLitOnline.com
SE/TE, p. 914
Skill: Suffix -ary
question of the Day
What community lesson does the Tortoise explain to
the birds?
Big Question Vocabulary influence
Background The Oral Tradition
Purpose for Reading prompts
SE/TE, pp. 822–823
TE, p. 916
Personification prompts
SE/TE, pp. 916–920
GOT, pp. 183, 185–186, 188
RN/ARN/ELRN
Hear It! Audio CD
TE, p. 916
DBA, Week 34, Day 2
Conventions Have students write a summary of the Tortoise’s
actions, using commas in a list in their writing.
Writing Have students identify the information they need to
include in their invitations.
Listening and Speaking Have students experiment with
pace, volume, and tone of voice.
Reread for fluency with partners: the opening pages of the folk
tale or other text at students’ independent level.
SE, pp. 917–918
Write a prediction of how the Tortoise will get to the sky.
UR, p. 130
www.PHLitOnline.com
SE/TE, p. 915
question of the Day
How do the birds feel when the Tortoise eats all the food?
Vocabulary Development: Big Question Vocabulary culture, values
SE/TE, pp. 822–823
TE, p. 916
SE/TE, pp. 916–920
GOT, pp. 183, 185–186, 188
RN/ARN/ELRN
Hear It! Audio CD
worksheet.
DBA, Week 34, Day 3
UR, p. 150
their invitations.
SE/TE, p. 931, UR, p. 151
pages and then begin creating their readings.
SE/TE, p. 931, UR, p. 152
independent level.
SE/TE, p. 1003
Write a response to the Tortoise’s actions at the feast.
Share writing.
UR, p. 128
www.PHLitOnline.com
question of the Day
REVIEW
What important lesson does the Tortoise learn from the birds?
Purpose for Reading/Personification
Concept Connector: Anticipation Guide, Writing About the Big
Question, Reading Skill Graphic Organizer
SE / TE
pag e S
9 3 0 – 9 31
Personification
REVIEW
DAY
Reading 3.1 Identify the forms of fiction and describe the major characteristics of each form. (Literary Analysis: Personification) • Reading 3.7 Explain
the effects of common literary devices in a variety of fictional and nonfictional texts. (Literary Analysis: Personification) • Language Conventions 1.3 Use
colons after the salutation in business letters, semicolons to connect independent clauses, and commas when linking two clauses with a conjunction in
compound sentences. (Grammar: Commas) • Writing 1.1 Choose the form of writing that best suits the intended purpose. (Writing: Invitation) • Listening
and Speaking 1.7 Use effective rate, volume, pitch, and tone and align nonverbal elements to sustain audience interest and attention. (Listening and
Speaking: Dramatic Reading) • Reading 1.1 Read aloud narrative and expository text fluently and accurately with appropriate pacing, intonation, and
expression. (Listening and Speaking: Dramatic Reading)
50–60 minutes
DAY
TE, p. 919
MONITOR PROGRESS
C
Vocabulary Practice
DBA, Week 34, Day 4
Conventions Have students write a list of what happens to the
Tortoise after the feast, using commas in the list.
SE/TE, pp. 920-921
GOT, pp. 186, 188
RN/ARN/ELRN
Writing Have students revise their invitations, checking
for accuracy.
Listening and Speaking Have students rehearse and present
their dramatic readings.
independent level.
SE/TE, p. 1003
UR, p. 129
www.PHLitOnline.com
What are some ways that communities punish individuals who
act badly?
Reality Central, “Seeking Student Success”
MONITOR PROGRESS
REVIEW
Big Question Vocabulary influence, community, group, culture,
values
80 • Unit 6: Third Selection Set
UR, pp. 135–140
SE/TE, pp. 822–823
TE, p. 916
the Challenge.
Writing Have students share their invitations.
Listening and Speaking Have students revise their dramatic
readings based on audience feedback.
DBA, Week 34, Day 5
SE/TE, p. 930
SE/TE, p. 931
Reread for fluency with partners “Seeking Student Success”.
RC
Grammar Tutorial.
www.PHLitOnline.com
UR, p. 131
research activity.
www.PHLitOnline.com
Why the Tortoise’s Shell Is Not Smooth • 81
C alifornia
DAY
1
SE / TE
PA G ES
9 12 – 9 13 ,
922
DAY
2
SE / TE
pag e s
923–925
Planner • He Lion,
Bruh Bear, and Bruh Rabbit
Get Ready to Read
Concept
3
SE / TE
pag e s
926–927
SE/TE, p. 922
How can individuals help their communities?
Big Question Vocabulary involve, community
UR, pp. 141–144
SE/TE, pp. 822–823, 922
Making Connections
4
SE / TE
pag e s
928–929
5
Word Study
Preview the Text
Language Arts
Suffix -en
Conventions
Commas
Writing Genre
Invitation
50–60 minutes
Preview the Text to Set a Purpose for Reading
Literary Analysis Personification
Vocabulary lair, cordial, scrawny, olden, thicket, peaceable
SE, p. lxvi
SE/TE, p. 913, GOT, pp. 184–185
SE/TE, p. 913, GOT, pp. 187–188
Speaking assignment. Have students reread the specified
scene and assign roles.
Trait
Conventions
Managing Your Class
40–45 minutes
DBA, Week 34, Day 1
SE/TE, p. 930
UR, pp. 143–144
SE/TE, p. 922
UR, pp. 141–144
www.PHLitOnline.com
SE/TE, p. 922
Skill: Suffix -en
What problem does the community have with he Lion?
Big Question Vocabulary group, influence
Background Animal Characters
SE/TE, pp. 822–823
TE, p. 924
TE, p. 924
SE/TE, pp. 924–928
GOT, pp. 184–185, 187–188
RN/ARN/ELRN
Hear It! Audio CD
DBA, Week 34, Day 2
Conventions Have students write a summary of the Lion’s
actions, using commas in a list in their writing.
Writing Have students identify the facts and information they
need to include in their invitations.
Listening and Speaking Have students experiment with
pace, volume, and tone of voice.
SE, pp. 924–925
Write a job description of the Lion’s role in the community.
UR, p. 148
www.PHLitOnline.com
SE/TE, p. 923
question of the Day
What do Bruh Rabbit and Bruh Bear suggest to solve the
community’s problem?
SE/TE, pp. 822–823
TE, p. 924
SE/TE, pp. 924–928
GOT, pp. 184–185, 187–188
RN/ARN/ELRN
Hear It! Audio CD
worksheet.
DBA, Week 34, Day 3
UR, p. 150
their invitations.
SE/TE, p. 931, UR, p. 151
pages and then begin creating their readings.
SE/TE, p. 931, UR, p. 152
independent level.
SE/TE, p. 1003
Write an explanation of the characters he Lion meets on his stroll
with Bruh Rabbit and Bruh Bear. Share writing.
UR, p. 146
www.PHLitOnline.com
question of the Day
REVIEW
How does Lion change after his experience with Man?
Purpose for Reading/Personification
Concept Connector: Anticipation Guide, Reading Skill Graphic
Organizer, Writing About the Big Question
SE / TE
pag e S
9 3 0 – 9 31
Reading Strategy
Reading 3.1 Identify the forms of fiction and describe the major characteristics of each form. (Literary Analysis: Personification) • Reading 3.7 Explain
the effects of common literary devices in a variety of fictional and nonfictional texts. (Literary Analysis: Personification) • Language Conventions 1.3 Use
colons after the salutation in business letters, semicolons to connect independent clauses, and commas when linking two clauses with a conjunction in
compound sentences. (Grammar: Commas) • Writing 1.1 Choose the form of writing that best suits the intended purpose. (Writing: Invitation) • Listening
and Speaking 1.7 Use effective rate, volume, pitch, and tone and align nonverbal elements to sustain audience interest and attention. (Listening and
Speaking: Dramatic Reading) • Reading 1.1 Read aloud narrative and expository text fluently and accurately with appropriate pacing, intonation, and
expression. (Listening and Speaking: Dramatic Reading)
Personification
question of the Day
REVIEW
DAY
Literary Analysis
Purpose for Reading
Vocabulary Development: Big Question Vocabulary isolate, connection
DAY
Read and
Comprehend
Reading Skill
20–25 minutes
DAY
You may use either “Why the Tortoise’s Shell Is Not Smooth” or “He Lion, Bruh Bear, and Bruh
Rabbit” to teach the target skills and meet the lesson objectives. Choose one selection to
teach (or choose to teach both). Guidance in preparing students for “He Lion, Bruh Bear, and
Bruh Rabbit”, the more challenging selection, appears on Teacher’s Edition p. 913. A lesson
plan for “Why the Tortoise’s Shell Is Not Smooth” appears
on pp. 80–81 of this booklet.
TE, p. 926
MONITOR PROGRESS
C
Vocabulary Practice
DBA, Week 34, Day 4
Conventions Have students write a list of the changes in the
forest, using commas in the list.
SE/TE, pp. 928–929
GOT, pp. 187–188
RN/ARN/ELRN
Writing Have students revise their invitations, checking
for accuracy.
Listening and Speaking Have students rehearse and present
their dramatic readings.
independent level.
SE/TE, p. 1003
UR, p. 147
www.PHLitOnline.com
What are some ways that wise individuals can help
their communities solve problems?
Reality Central, “How Teens Use Slang”
MONITOR PROGRESS
REVIEW
Big Question Vocabulary involve, community, group,
influence, isolate, connection
82 • Unit 6: Third Selection Set
UR, pp. 156–161
SE/TE, pp. 822–823
TE, p. 924
the Challenge.
Writing Have students share their invitations.
Listening and Speaking Have students revise their dramatic
readings based on audience feedback.
DBA, Week 34, Day 5
Reread for fluency with partners: “How Teens Use Slang”.
RC
SE/TE, p. 930
Grammar Tutorial.
www.PHLitOnline.com
SE/TE, p. 931
UR, p. 149
research activity.
www.PHLitOnline.com
He Lion, Bruh Bear, and Bruh Rabbit • 83
C alifornia
DAY
1
SE / TE
PA G ES
932–934
DAY
2
SE / TE
pag e s
935–936
Planner •
The Three Wishes
Get Ready to Read
Concept
SE/TE, p. 934
What can a culture learn from folk tales?
Big Question Vocabulary culture, generation
UR, pp. 162–165
SE/TE, pp. 822–823, 934
Making Connections
3
SE / TE
pag e
937
4
SE / TE
pag e s
938–939
Big Question Vocabulary family, influence
Background Versions of Folk Tales
Conventions
Semicolons and Colons
Writing Genre
Plot Proposal
50–60 minutes
Setting a Purpose for Reading
Literary Analysis Universal Theme
Vocabulary scarcely, embraced, covetousness, greed,
repentance
Skill: Latin Root -pen-
SE, p. lxvi
SE/TE, p. 933, GOT, pp. 192, 194
SE/TE, p. 933, GOT, pp. 189, 191
Daily Bellringer Activity Research
Technology assignment. Have students meet in groups,
identify research sources and keywords, and assign
responsibilities for their reports.
Trait
Ideas
Managing Your Class
40–45 minutes
DBA, Week 35, Day 1
SE/TE, p. 954
UR, pp. 164–165
SE/TE, p. 934
UR, pp. 162–165
www.PHLitOnline.com
SE/TE, p. 934
Setting a Purpose prompts
SE/TE, pp. 822–823
TE, p. 936
TE, p. 936
SE/TE, pp. 936–938
GOT, pp. 189, 191–192, 194
RN/ARN/ELRN
Hear It! Audio CD
DBA, Week 35, Day 2
Conventions Have students write a description of the couple’s
treasures, using a colon to introduce a list in their writing.
Writing Have students identify themes and brainstorm for
situations to illustrate the themes.
for their reports.
SE, pp. 936–937
Write an evaluation of the woodsman’s wife’s choice to share her
meal with the old man.
UR, p. 169
www.PHLitOnline.com
question of the Day
What happens when the woodsman wishes for changes in
his life?
SE/TE, pp. 822–823
TE, p. 936
SE/TE, pp. 936–938
GOT, pp. 189, 191–192, 194
RN/ARN/ELRN
Hear It! Audio CD
worksheet.
DBA, Week 35, Day 3
UR, p. 187
Writing Have students complete the Writing worksheet and
other appropriate support pages and begin drafting their
plot proposals.
SE/TE, p. 955, UR, p. 188
support pages and then create outlines and plan
their reports.
SE/TE, p. 955, UR, p. 189
independent level.
SE/TE, p. 1003
Write a cause-effect paragraph explaining what happens to the
old couple after they make wishes. Share writing.
UR, p. 167
www.PHLitOnline.com
question of the Day
REVIEW
What do the woodsman and his wife learn about wishing
for more?
Setting a Purpose/Universal Theme
TE, p. 937
MONITOR PROGRESS
C
Vocabulary Practice
DBA, Week 35, Day 4
Conventions Have students write a summary of the story
ending, using a semicolon to connect ideas.
REVIEW
5
Language Arts
Latin Root -pen-
SE/TE, p. 935
Concept Connector: Activating Prior Knowledge, Writing About
the Big Question, Literary Analysis Graphic Organizer
SE / TE
pag e S
954–955
Word Study
What lesson does the first story paragraph suggest?
Reading Strategy
R
eading Rate
Universal Theme
question of the Day
Vocabulary Development: Big Question Vocabulary belief, involve, value
DAY
Literary Analysis
Setting a Purpose
Reading 3.6 Identify and analyze features of themes conveyed through characters, actions, and images. (Literary Analysis: Universal Themes)
• Language Conventions 1.3 Use colons after the salutation in business letters, semicolons to connect independent clauses, and commas when
linking two clauses with a conjunction in compound sentences. (Grammar: Semicolons and Colons) • Writing 2.1 Write narratives. (Writing: Plot
Proposal) • Writing 1.4 Use organizational features of electronic text (e.g., keyword searches) to locate information. (Research and Technology:
Written and Visual Report)
DAY
Read and
Comprehend
Reading Skill
20–25 minutes
You may use either “The Three Wishes” or “The Stone” to teach the target skills and meet
the lesson objectives. Choose one selection to teach (or choose to teach both). Guidance in
preparing students for “The Stone”, the more challenging selection, appears on Teacher’s
Edition p. 933. A lesson plan for “The Stone” appears on pp. 86–87 of this booklet.
SE/TE, pp. 938–939
GOT, pp. 192, 194
RN/ARN/ELRN
Writing Have students revise their proposals, checking
for theme.
Research and Technology Have students revise and rehearse,
pairing images and facts.
independent level.
SE/TE, p. 1003
UR, p. 168
www.PHLitOnline.com
What can a culture learn from stories about wishes?
Reality Central, “Buying Power”
MONITOR PROGRESS
REVIEW
Big Question Vocabulary culture, generation, family, influence,
belief, involve, value
84 • Unit 6: Fourth Selection Set
TE, p. 936
RC
UR, pp. 174–177
the Challenge.
Writing Have students share their plot proposals.
Research and Technology Have students present their reports.
DBA, Week 35, Day 5
SE/TE, p. 954
SE/TE, p. 955
Reread for fluency with partners: “Buying Power”.
Grammar Tutorial.
RC
www.PHLitOnline.com
UR, p. 170
research activity.
www.PHLitOnline.com
The Three Wishes • 85
C alifornia
DAY
1
SE / TE
PA G ES
932–933,
940
DAY
2
SE / TE
pag e s
9 41– 9 4 5
Planner • The Stone
Get Ready to Read
Concept
SE/TE, p. 940
How are individuals in a community connected to
one another?
Big Question Vocabulary family, community
UR, pp. 178–181
SE/TE, pp. 822–823, 940
Making Connections
3
SE / TE
pag e s
946–950
Literary Analysis
Reading Strategy
R
eading Rate
Word Study
Setting a Purpose
4
SE / TE
pag e s
9 51– 9 5 3
Setting a Purpose for Reading
Literary Analysis Universal Theme
Vocabulary feeble, vanished, plight, jubilation, rue, sown
Skill: Latin Root -van-
5
Conventions
Semicolons and Colons
Writing Genre
Plot Proposal
SE, p. lxvi
SE/TE, p. 933, GOT, pp. 193–194
SE/TE, p. 933, GOT, pp. 190–191
Technology assignment. Have students meet in groups,
identify research sources and keywords, and assign
responsibilities for their reports.
Trait
Ideas
Managing Your Class
40–45 minutes
DBA, Week 35, Day 1
SE/TE, p. 954
UR, pp. 180–181
SE/TE, p. 940
UR, pp. 178–181
www.PHLitOnline.com
SE/TE, p. 940
How is Maibon affected by the old man he sees on
the road?
Background Stories About Wishes
SE/TE, pp. 822–823
TE, p. 942
Universal Theme prompts
SE/TE, pp. 942–952
GOT, pp. 190–191, 193–194
RN/ARN/ELRN
Hear It! Audio CD
TE, p. 942
DBA, Week 35, Day 2
Conventions Have students write a description of Maibon’s
complaints, using a colon to introduce a list in their writing.
Writing Have students identify themes and brainstorm for
situations to illustrate the themes.
for their reports.
Reread for fluency with partners: the opening pages of the story
SE, pp. 943–944
Write a diary entry by Doli, expressing his feelings about his
efforts at being invisible.
UR, p. 185
www.PHLitOnline.com
SE/TE, p. 941
question of the Day
How does Maibon’s wish affect his family and farm?
Vocabulary Development: Big Question Vocabulary influence, belief, isolates
SE/TE, pp. 822–823
TE, p. 942
Universal Theme prompts
SE/TE, pp. 942–952
GOT, pp. 190–191, 193–194
RN/ARN/ELRN
Hear It! Audio CD
worksheet.
DBA, Week 35, Day 3
UR, p. 187
independent level.
SE/TE, p. 1003
Write a response to the idea of never getting old. Share writing.
Writing Have students complete the Writing worksheet and
other appropriate support pages and begin drafting their
plot proposals.
SE/TE, p. 955, UR, p. 188
support pages and then create outlines and plan
their reports.
SE/TE, p. 955, UR, p. 189
UR, p. 183
www.PHLitOnline.com
question of the Day
REVIEW
How is Maibon changed by getting his wish?
Setting a Purpose/Universal Theme
Concept Connector: Activating Prior Knowledge, Writing About
the Big Question, Literary Analysis Graphic Organizer
SE / TE
pag e S
954–955
Language Arts
Latin Root -van-
question of the Day
REVIEW
DAY
Universal Theme
50–60 minutes
DAY
Reading 3.6 Identify and analyze features of themes conveyed through characters, actions, and images. (Literary Analysis: Universal Themes)
• Language Conventions 1.3 Use colons after the salutation in business letters, semicolons to connect independent clauses, and commas when
linking two clauses with a conjunction in compound sentences. (Grammar: Semicolons and Colons) • Writing 2.1 Write narratives. (Writing: Plot
Proposal) • Writing 1.4 Use organizational features of electronic text (e.g., keyword searches) to locate information. (Research and Technology:
Written and Visual Report)
Big Question Vocabulary involve
DAY
Read and
Comprehend
Reading Skill
20–25 minutes
You may use either “The Three Wishes” or “The Stone” to teach the target skills and meet
the lesson objectives. Choose one selection to teach (or choose to teach both). Guidance in
preparing students for “The Stone”, the more challenging selection, appears on Teacher’s
Edition p. 933. A lesson plan for “The Three Wishes” appears on pp. 84–85 of this booklet.
TE, p. 951
MONITOR PROGRESS
C
Vocabulary Practice
DBA, Week 35, Day 4
Conventions Have students write a summary of the story
ending, using a semicolon to connect ideas.
SE/TE, pp. 952–953
GOT, pp. 193–194
RN/ARN/ELRN
Writing Have students revise their proposals, checking
for theme.
Research and Technology Have students revise and rehearse,
pairing images and facts.
independent level.
SE/TE, p. 1003
UR, p. 184
www.PHLitOnline.com
How does each person’s actions affect everyone in his or her
family or community?
Reality Central, “Age and Beauty”
MONITOR PROGRESS
REVIEW
Big Question Vocabulary family, community, involve, influence,
belief, isolate
86 • Unit 6: Fourth Selection Set
UR, pp. 193–198
SE/TE, pp. 822–823
TE, p. 942
the Challenge.
Writing Have students share their plot proposals.
Research and Technology Have students present their reports.
DBA, Week 35, Day 5
SE/TE, p. 954
SE/TE, p. 955
Reread for fluency with partners: “Age and Beauty”.
Grammar Tutorial.
RC
www.PHLitOnline.com
UR, p. 186
research activity.
www.PHLitOnline.com
The Stone • 87

Grade 6 Unit 6 - California Reading

Transcription

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