6th Grade English Term 3: The Power of Language Ms. Marybeth Anderson E-mail: manderson@daltonschool.kr or MsAndersonCDS@gmail.

com Class Website: http://andersonCDS.weebly.com

Interest Packet Outcome: Through reading Salman Rushdies Haroun and the Sea of Stories, students will develop their understanding of language and the influence that it can have. Students will also become familiar with a range of literary elements that are used in the novel. Students will also become familiar with and develop an understanding of several underlying themes of the novel. Term Introduction: Have you ever imagined a world without words? How would we understand each other? How would we express ourselves to one another? This term, we will read Salman Rushdies Haroun and the Sea of Stories -- a novel that explores the importance of language and stories and the influence that words can have over our everyday lives. Topic Overview: Storytelling Silence Language The Real and Unreal Essential Questions: Why do we tell stories? How can fiction reveal truth? How can speech and silence influence our lives?
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Skills List (Standards) Reading Literature RL.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Writing

RL.6.2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. RL.6.3. Describe how a particular storys or dramas plot unfolds in a series of epis odes as well as how the characters respond or change as the plot moves toward a resolution. RL.6.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. RL.6.6. Explain how an author develops the point of view of the narrator or speaker in a text. RL.6.7. Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they see and hear when reading the text to what they perceive when they listen or watch. RL.6.9. Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics. W.6.1. Write arguments to support claims with clear reasons and relevant evidence. o Introduce claim(s) and organize the reasons and evidence clearly. o Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. o Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. o Establish and maintain a formal style. o Provide a concluding statement or section that follows from the argument presented. W.6.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and wellstructured event sequences. o Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. o Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. o Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. o Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. o Provide a conclusion that follows from the narrated experiences or events. W.6.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1 3 above.) W.6.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W.6.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.6.10. 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. Speaking and Listening SL.6.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others ideas and expressing their own clearly. o Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. o Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. o Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. o Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. SL.6.4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. L.6.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.

o o o o

Use context (e.g., the overall meaning of a sentence or paragraph; a words position or function in a sentence) as a clue to the meaning of a word or phrase. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

Reference Materials The reference materials that are listed below must be with you for every class. Failure to bring any of these materials will result in the loss of citizenship credit. Haroun and the Sea of Stories by Salman Rushdie Handouts distributed in class English notebook (for this class ONLY) Independent reading book AND reading log Communication journal (to be checked weekly) Dictionary (electronic or paper is fine; you may NOT use your phone or laptop as a dictionary)

Term 3: Day by Day Week One: From January ________ until January _________, 2014
Lesson 1. Review and Preview Due: Tiny gratitude journals and 400 minutes on your reading log (mandatory); writing contest (optional) Goal: To review what was studied in Terms 1 and 2 and to preview work for Term 3. (SL6.1, SL6.2, SL6.4) Review of Term 2 vocabulary Discussion and activity: pros and cons of last term? Improvements? Vacation? Gratitude? Term 3 vocabulary pre-test for vocabulary groups Introduce new vocabulary words from Haroun and the Sea of Stories Homework: None Lesson 2. Introduction to Novel/Literary Techniques Due: Nothing Goal: To understand how writers use different literary techniques to convey messages to readers. (RL6.2, SL6.1, SL6.2, SL6.4) What are literary techniques? Distribute, read, and discuss reading passages that demonstrate the use of literary techniques; take notes Go over vocabulary words from Haroun Establish WORD JOURNAL section in English notebook (using the proper format shown in class) Homework: Nothing Lesson 3. The purpose of Storytelling/Setting Due: Nothing! Goal: To understand the purpose of storytelling. To understand what a setting is and why it is important. (W.6.10, SL.6.1, SL.6.4, ) Writing: What is the purpose of stories? Begin reading Chapter 1 together, identifying the setting of the story; take notes Notes: summary vs. reflection Homework: Finish reading Chapter 1 and write a reflection of Chapter 1 in your notebook. ALL reflections for this term must be between 5-10 sentences ONLY (no more, no less). Fragments or incomplete sentences will NOT be counted as full sentences.
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Week Two: From January ________ until January _________, 2014

Lesson 4. Literary References Due: Chapter 1 reflection (5-10 sentences only) Goal: To understand what literary references are and how writers can use literary references in their writing. (RL.6.6, SL.6.1, SL.6.4) Writing: What is time? How does it affect your everyday life? Read passage from Alice in Wonderland Begin reading Chapter 2, discussing the concept of time. Review Word Journal format, as well as parts of speech Homework: From CHAPTER 1, find 5 (or more!) vocabulary words (including at least 2 adjectives) that you are unfamiliar with and record them in the Word Journal in your notebook. Lesson 5. Characterization Due: 5 or more vocabulary words Goal: To understand what characterization means and how using this literary device can change the experience of reading a story. (RL.6.2, RL.6.3, RL.6.9, SL.6.1) Share vocabulary words from Word Journals (Chapter 1) Continue reading Chapter 2 in class, discussing how different characters have been portrayed up until this point of the novel. Find 5 (or more) words in small groups, noting the words in your Word Journal. Homework: Read the rest of Chapter 2, write FIVE words for your Word Journal, AND write a 5-10 sentence reflection of Chapter 2. Lesson 6. Characterization/Symbolism Due: Reading of Chapter 2; FIVE words in Word Journal from Chapter 2; reflection of Chapter 2 Goal: To understand what techniques a writer might use to develop the personality of the characters (action, dialogue, personification, etc.) and learn how to identify such techniques in the text. (RL.6.1, RL.6.2, RL.6.3, RL.6.5, RL.6.6) Review Chapter 2 together, discussing the character Butt (with notes) Writing: Create classroom rules using wordplay/rhymes Begin reading Chapter 3 together Homework: Find 5 or more vocabulary words from Chapter 3, and write them in the Word Journal (WJ). Lesson 7. Identifying Mood/Tone and Conflict Due: 5 or more vocabulary words from Chapter 3 Goal: To understand what mood and tone are and how they can change the experience of reading for the reader; to understand what the conflict in the novel is. (RL.6.1, RL.6.3, SL.6.1, L.6.4) Share some of the words from your Word Journal (WJ) Mini-lesson: Mood, tone, and conflict (with notes) Finish reading Chapter 3 together, discussing conflicts and how the mood/tone affects the plot. Homework: Finish reading Chapter 3; write a reflection of 5-10 sentences; add 5 words to your WJ.

Week Three: From January ________ until January _________, 2014

Lesson 8. Foreshadowing Due: Reflection of Chapter 3 (5 or more sentences) Goal: To help students understand the literary technique of foreshadowing. (W.6.3, W.6.10) Read the rest of Chapter 3 together, noting examples of foreshadowing. Writing: Describe the Dull Lake. What does it look like and how does it change throughout the chapter? Homework: Skim Chapter 4 and find at least 5 vocabulary words in the WJ. This time, include at least one example of symbolism, imagery, or characterization. Lesson 9. Understanding Text Due: 5 vocabulary words and literary device (symbolism, imagery, or characterization) from Chapter 4 Goal: To understand reading material through close reading. (RL.6.2, W.6.10) Go over vocabulary words and literary device pulled from Chapter 4. Read Chapter 4 as a class, going over foreshadowing from the previous chapter. Homework: Write a reflection of Chapter 4 (5-10 sentences). Quiz #1 (Chapters 1-4): next class

Week Four: From February ________ until February _________, 2014

Lesson 10. Quiz #1 Goal: To review what has been learned until Chapter 4. (RL.6.2, W.6.1, W.6.10) Due: Reflection of Chapter 4 (5-10) Share some reflections of chapters 1-4 together; review plot and literary devices so far Quiz #1: Chapters 1-4 When finished: begin reading Chapter 5, writing 5 or more vocabulary words in your WJ. Homework: Read Chapter 5 and find at least 5 vocabulary words for your WJ. Lesson 11. Comparing and Contrasting Due: 5 or more vocabulary words from Chapter 5 Goal: To understand how writers use contrast as a literary device to portray a concept/theme. (RL.6.1, RL.6.4, W.6.1, W.6.10, SL.6.1) Review quiz together, going over vocabulary words. Begin reading Chapter 5 together, noting examples of contrast Define oppression together, and go over homework assignment. Homework: Find and summarize a news article that talks about how people are oppressed somehow. Lesson 12. Understanding Culture in Text Due: News article and summary: oppression Goal: To understand how culture is reflected in literature; to identify cultural elements within the text. (RL.6.2, W.6.10, SL.6.1) Share news articles and summaries Discuss the meaning of oppression and how it links in with the themes of this novel. Discuss the cultural references that can be made from the novel. Read Chapter 6 together. Homework: Finish reading Chapter 6 and write a reflection (5-10 sentences) and 5 words for WJ.
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Lesson 13. Symbolism Due: Chapter 6 Reflection (5-10 sentences) and 5 vocabulary words in WJ. Goal: To identify and understand how symbolism is used in the story and what the characters within the story represent in real life. (RL.6.1, W.6.2, W.6.4, W.6.10, SL.6.1) Mini-lesson: Symbolism Begin reading Chapter 7 together In groups: take notes about each character and discuss what each character might be representing Homework: Finish reading Chapter 7, write a reflection, and add 5 words to your WJ.

Week Five: From February ________ until February _________, 2014

Lesson 14. Revisiting Setting Due: Chapter 7 Reflection (5-10 sentences) and 5 words in your WJ Goal: To understand the setting of the chapter and how it sets the tone of the chapter. (RL.6.1, SL.6.1, L.6.4) Mini-Lesson: Antagonists Begin reading Chapter 8 together Review vocabulary and WJ words Homework: Finish reading Chapter 8, write a reflection, and add 5 words to your WJ. Also, Quiz #2 (Chapters 5-8) is the next class. Lesson 15. Quiz #2 Due: Chapter 8 reflection (5-10 sentences) and 5 words in your WJ Goal: To review what has been learned about until this point. (RL.6.2, W.6.5) Share some reflections of chapters 5-8 together; review plot and literary devices so far Quiz #2 (Chapters 5-8) When finished: begin reading Chapter 9, writing 5 or more vocabulary words in your WJ. Homework: Read Chapter 9 and find at least 5 vocabulary words, recorded in Word Journal. Lesson 16. Symbolism/Contrast Due: 5 words from Chapter 9 Goal: To understand what certain characters represent in the novel. (RL.6.1, RL.6.4, W.6.10, SL.6.1) Writing: What kind of connections can you see between Kahani and the real world that Haroun lives in? Read Chapter 9 together, writing reflection in class. Homework: Read Chapter 10 for homework and write a reflection; add 5 more words to your WJ. Lesson 17. What is a Hero? Due: 5-10-sentence reflection for Chapter 10 and 5 more vocabulary words in your WJ Goal: To learn about the traditional figure of the hero and understand how Haroun falls under (or does not fall under) the category of the traditional hero. (RL.6.1, RL.6.2, W.6.5) Mini-lesson: Heroes Read excerpts Chapter 10 together, discussing whether Haroun could be considered a hero (or not) and why (or why not). Begin reading Chapter 11 together, continuing to find evidence to support your stance on Haroun. Homework: Finish Chapter 11, write a reflection, and add 5 more words to your WJ.
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Week Six: From February ________ until February _________, 2014

Lesson 18. Analyzing Tone Due: 5-10-sentence reflection for Chapter 11 and 5 more vocabulary words in your WJ Goal: To develop understanding of what tone is and how it helps to deliver the authors message. (RL.6.1, RL.6.2, W.6.5) Read Chapter 11 as a class. Writing: What is the overall tone of this chapter? How does it change near the end, and why? Begin reading Chapter 12 together. Homework: Finish Chapter 12, write a reflection, and add 5 more words to your WJ Lesson 19. Understanding Irony Due: 5-10-sentence reflection for Chapter 12 and 5 more vocabulary words in your WJ Goal: To understand the concept of irony and how it is used in the novel. (RL.6.3, RL.6.5, W.6.1, W.6.10, SL.6.1) Mini-lesson: Irony Go over Chapter 12 together, discussing the irony of Khattam-Shuds death. Go over tonights homework, and begin work in class. Homework: A 250-500-word version of the entire novel written from Harouns point of view. (This is worth 100 points of your final project! You can e-mail it, print it, or write it in your notebook, but you MUST include a word count somewhere on your work, and it MUST be your own original writing.) Lesson 20. Story Map Due: 250-500-word version of the story from Harouns point of view Goal: To understand the overall structure of the story. (RL.6.5, L.6.4) Share some versions of Harouns story! Go over sample story maps together. Then, in small groups, create a map of the books major plots, subplots, turning points, etc. Include the arc of the story on the map. Review vocabulary with class. Homework: Study for Quiz #3: Chapters 9-12; WORD JOURNAL due next class!!! Lesson 21. Quiz/Introduction of Final Project Due: Word Journal due Goal: To review what students have learned and introduce the final project. (W.6.1) Introduction of the final project Quiz #3 (Chapters 9-12) Turn in word journal (part of your final project!!!) Homework: Begin working on the rest of your final project.

Week Seven: From February ________ until February _________, 2014

Lesson 22. Time to Work on Final Project Students will work on and hand in an outline for their final project. Homework: Start working on final project.
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Lesson 23. Meeting with Ms. Anderson Due: Work on final project Goal: To have a 1:1 meeting with the teacher to confirm that the project is moving in the right direction. (RL.6.1, W.6.5, W.6.10) Meeting with Ms. Anderson Students who are not in a meeting will be working independently on their projects. Homework: Work on final project. Lessons 24-25. Time to Work on Final Project Goal: To give students sufficient time to work on their final assessment. (RL.6.1, W.6.5, W.6.10) Students will be given time to work on their projects. Students who are done by class 25 may present their projects early, if desired, for minimal extra credit. Homework: Finish final project.

Week Eight: From February ________ until February _________, 2014

Lessons 26-27. Hand in Assignments/Wrap up the Term Due: Final project, reading log, English notebook, book report Goal: To present students final projects; to make sure all assignments have been handed in; to end the term. (SL.6.4, SL.6.5, SL.6.6) Students will hand in their final projects, as well as their Reading Logs and English notebooks (class 26) Students will give a presentation of their final projects (classes 26-27) Students will write an in-class book report on their independent reading book (class 27)

Assessments and Projects

According to the English Department grading policy, your grades for each term will be based on the following Grading Breakdown: Projects: 30% (This has several parts: the final project at the end of the term, Word Journal, and version of the story from Harouns point of view, in a 250-500-word essay, and good behavior during in-class project work) Quizzes: 20% (three book quizzes of 5% each and 5 vocabulary quizzes that will be 1% each) Citizenship: 20% (based on daily participation and good behavior) Homework and in-class writing: 20% (daily in-class writing and homework assigned) Independent Reading: 10% (Reading Log, book report, and one AR quiz, ~3.5% each) Important Due Dates and Assessment Dates Lesson 10: Quiz #1 (Chapters 1-4) Lesson 15: Quiz #2 (Chapters 5-8) Lesson 20: 250-500-word version of novel from Harouns point of view Lesson 21: Quiz #3 (Chapters 9-12) AND Word Journal due Lesson 26: Final Project, Reading Log, Second Book Report, English notebook

Term 3 ENGLISH Calendar/Due dates/Class numbers: January 2014

Monday 13 x- no class today: 14 Winter Vacation Tuesday Wednesday 15 x- No English class today Thursday 16 17 Friday

20

21

22 x- No English class today 29 x- No English class today

23

24

27

28

30 x- no class today: 31 x- no class today: Lunar New Year Lunar New Year Holiday! Holiday!

February 2014
Monday 3 4 Tuesday Wednesday 5 x- No English class today Thursday 6 7 Friday

10

11

12 x- No English class today

13

14

17

18

19 x- No English class today

20

21

24

25

26 x- No English class today

27

28

March 2014
Monday 3 4 Tuesday Wednesday 5 x- No English class today; END OF TERM 3!! Thursday Friday 6 x- no class today: 7 x- no class today: Spring break!! Spring break!!

Spring break: Thursday, March 6 Wednesday, March 12, 2014 (Term 4 starts Thursday, March 13, 2014.)
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Homework and In-Class Writing (20%) The purpose of homework assignments and in-class writing assignments is to make sure that you have a clear understanding of the text and are able to develop independent ideas and develop the ideas into writing. In completing the homework assignments, students will meet the following standards: RL.6.1, RL.6.2, RL.6.3, RL.6.4, RL.6.6, W.6.1, W.6.4, W.6.10. All homework responses must be completed in your English notebook. Homework this term will include the following for EACH chapter of Haroun and the Sea of Stories: 5 new or challenging words for your Word Journal, NOT counting the words we studied together a 5-10-sentence reflection (NOT SUMMARY) finishing reading each chapter, even if we dont finish in class. Each response should be at least one full paragraph (5-10 sentences) and demonstrate good structure. This means that each paragraph should have a clear topic sentence (introduction), at least three supporting sentences, and a concluding sentence. Homework will be graded on a scale from 1-5 based on structure and content. In-Class Assessments (Quizzes/In-class writing) (30%) The in-class assessments are designed to assess: Students comprehension of and ability to analyze the text (RL.6.1, RL.6.2, RL.6.3) Students ability to extract the meaning of a vocabulary from context (RL.6.4) Students ability to write ideas and analyses in a coherent and organized manner (W.6.1, W.6.3, W.6.4, W.6.5, W.6.9, W.6.10) The following instructions apply to all in-class assessments (quizzes) Quizzes will consist of questions that must be answered in the form of analytical paragraphs specifically using evidence from the text Quizzes will be entirely open book. You must bring the two required reference materials (dictionary, pen, notebook, all handouts) with you on quiz days as on other days. You may also bring your dictionary to all assessments No talking whatsoever is allowed during assessments. All instructions will be read at the beginning of the quiz. After that, no questions are permitted. Students may silently raise their hands either to request permission to use the restroom or to request additional paper. All other communication is prohibited. Projects: Final Project Class #26 (30%) Your final project for Term 3 is to create an illustrated storybook of Haroun and the Sea of Stories. The storybook does not necessarily have to be hand-written and hand-illustrated. You may use technology, collages, sketchbooks, etc. You will not be restricted in material. As for the content, it MUST based on Haroun and the Sea of Stories. Try to keep the content as faithful as possible to the original text. Whether you do your project in a storybook format, PowerPoint format, sketchbook, etc., the project must be in the format of pages as it is a storybook. Also, each content page must have at least one paragraph (minimum of 5 sentences) of writing. Your story should have a central theme that runs throughout the story. You may choose from one of the provided themes: -Balance between silence and speech -The fun of wordplay -The importance of stories -Reality versus Story world -Freedom (of speech, to vote, to be who you are, etc.) -Love (between Haroun-Rashid, Haroun-Soraya, Haroun-Blabbermouth)
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Citizenship (All Classes) (20%): Citizenship grades are given daily and will be recorded in PowerSchool. Depending on the students classroom behavior, participation, etc., points may be earned or lost. Independent Reading (Every Night)/Book Report (Due Lesson 26): It is our schools policy that all middle and high school students must spend at least 20 minutes a day reading in a grade appropriate English-language book. Please bring your reading log to every class, as I will check it irregularly to ensure you are reading. All students must write a book report for each term. Book reports will, as always, be assessed based on the rubric distributed in class (and posted on the class website). Name: _________________________________________ Class: 6a/ 6b

Final Project Rubric: Haroun essay; Word Journal/Class vocabulary; in-class work; storybook; presentation
Component of Project Harouns point of view (essay) (100) Due: class 20 Word Journal and Class Vocabulary (175 points) Due: class 21 In-class Project Time (15) Due: classes 22-25 Written Project: Illustrated Storybook (200 points) Due: class 26 Description 250-500-word essay of the novel from Harouns point of view, due in class 20 Must include 115 words from class AND 60 words you chose for your Word Journal Possible Points 100

115 (class words) 60 (your Word Journal) 15

Working diligently on the project, not wasting time, not disruptive, good, focused work during class Your illustrations in the storybook are accurate and true to what was in Haroun and the Sea of Stories Neat and professional Effort and organization Full, obvious understanding of plot and characters, as evidenced by writing 6 Traits Rubric used to assess your writing Sentence count AND 250-500 sentences ONLY Proper use of 15 vocabulary words in your storybook Extra creativity, originality, etc. Good eye contact, information, charisma, volume, and pace

40 (true-to-text illustrations)

20 10 10 70 (36 points x ~2) 10 30 (15 words x 2 points each) 10 10

Presentation (10) Due: class 26

TOTAL: 500 points (Deductions)

500 Points will be taken for: any pencil; basic spelling errors; grammar mistakes weve already studied; not enough total sentences; no sentence count; no name on front cover; no rubric; no double-siding (if printed); starting sentences with: like, so, but, and, or; fragments (which do not count as full sentences); sloppiness 11