Core Content Coaching ELA Grade 6 1st 6 Weeks Literary Elements Middle School Austin Independent School District What you may need: • • • • • • • • • • School Calendar/Yearly Itinerary (YI) Curriculum Road Map (CRM)/Street View TEKS/ELPS/CCRS STAAR Released Sample Items Adopted Text Book A resource for quality texts A resource for higher order question stems Lesson plan template Planning for Rigor Document …and most especially, EACH OTHER! Start with getting an overview of how much time you have….. Yearly Itinerary information should be used along with school event calendar information to get an accurate picture of available instructional time. YI Begin with the end in mind…. The Planning for Rigor Planning Tool The document provides an overview of essential components to lesson planning which includes rigor. Link to one-page Planning for Rigor document Review CRM for Unit and Standards: Unit: Reading and Writing Literary Texts CRM Street View • Look for reading and writing connection in the Street View..... ELA Reading Comprehension Skills (Fig19E) Vertical Alignment of TEKS… 5th Grade 6th Grade 7th Grade 8th Grade 9th Grade/Eng I 5.6A describe incidents that advance the story or novel, explaining how each incident gives rise to or foreshadows future events; Readiness 6.6A summarize the elements of plot development (e.g., rising action, turning point, climax, falling action, denouement) in various works of fiction; Readiness 7.6A explain the influence of the setting on the plot development; Readiness 8.6A analyze linear plot developments (e.g., conflict rising action, falling action, resolution, subplots) to determine whether and how conflicts are resolved; Readiness 9.5A analyze non-linear plot development (e.g., flashbacks, foreshadowing, subplots, parallel plot structures) and compare it to linear plot development; Readiness 8.6B analyze how the central characters’ qualities influence the theme of a fictional work and resolution of the central conflict Readiness 9.5B analyze how authors develop complex yet believable characters in works of fiction through a range of literary devices including character foils Readiness 5.6B explain the roles and functions of characters in various plots, including their relationships and conflicts; Readiness 6.6B recognize dialect and conversational voice and explain how authors use dialect to convey character; Supporting 7.6B analyze the development of the plot through the internal and external responses of the characters, including their motivation and conflicts; Readiness Readiness for all grades in Fiction and Expository: Fig 19D make inferences about text and use textual evidence to support understanding Fig 19E summarize, paraphrase, and synthesize (new starting in 6th) in ways that maintain meaning and logical order a text and across texts. th 6 Grade Week 2 6.6A Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding (A) summarize the elements of plot development (e.g., rising action, turning point, climax, falling action, denouement) in various works of fiction (B) recognize dialect and conversational voice and explain how authors use dialect to convey character. Deconstruct the TEKS/SE Cognitive Demand Find the verb(s) stated in the Knowledge and Skill and the SE. Concept Find the noun of the TEKS and SE Context In what context do the TEKS and SE require the concept be taught? Summarize Elements of Plot In Various Works of Fiction Recognize Dialect and Conversational Voice To Convey Character in Fiction Summarize/Paraphrase/ Synthesize Texts Maintaining meaning and logical order within and across texts Don’t forget ELPS, CCRS, and 21st Century Framework…. • ELPS These standards are required by law and are not only designed to make content comprehensible and develop academic language for ELL’s but support quality instruction for all learners in listening, speaking, reading, and writing. • CCRS These standards were approved in 2008 to ensure that Texas students are graduating from high school with all the skills necessary to be successful in college. These focus not only on content but the intellectual skills and underlying understandings of the structure of knowledge necessary to be highly equipped for post-secondary education. • Framework for 21st Century Learning This framework is designed to outline the skills, knowledge, and expertise students need to be successful in life, work, and globally. They focus on aptitudes such as, creativity, technology, collaboration, critical thinking, problem solving, and communication. Elements of Plot • Plot is the description of action in a story – what happened, to whom, and why. • Traditionally includes: – A beginning that introduces setting, characters, and problem. – A series of events (rising action) in which the character takes action to solve the problem. – A high point (climax) in which the tension is at its highest and the problem is about to be solved. – A resolution of the problem. – A brief ending (falling action or denouement) that ties up loose ends and gives a sense of completeness. Link to Plot Structure Power Point Dialect, Voice and Character • Characters are revealed through their relationships with other characters and through those characters’ thoughts, dialogue (dialect and conversational voice). • Authors use dialect to tell the reader more about a character’s background without directly stating anything. • Features of dialect can used to alert the reader to the character’s educational/social status or regional location. Dialect, Voice and Character • Recognizing dialect helps the reader better understand the character and how the author wishes to portray them. • Studying dialect can enhance the importance of ELA language standards through a heightened sensitivity to language variation. Academic Vocabulary found in CRM and on AISD Resources page… 1) 6thGradeCRM 2) AISD Curriculum Resource Page: Link to AISD Middle School ELA Academic Vocabulary Guiding Questions…. • Guiding Questions are: derived from Enduring Understandings and Essential Questions in CRM, include language of the TEK, are narrowed to address specific lesson objectives, and are open ended and conceptual. For example: Enduring Understanding: Literary elements make Essential Question: How does understanding a literature more vibrant and improve reader’s story’s plot and literary elements deepen the experience. reader’s understandings and appreciation of the author’s craft? 6.6A Sample 6th Grade Guiding Questions: What leads this character to make this decision? At what point in the story did the character realize…..? What techniques does the author use to show time passing? How would the outcome had been different if this event…….had happened differently? How was the problem in this story resolved? What changes or compromises did the characters have to make in order to reach this resolution? At what point do you think the climax of this story occurs? 6.6B Sample 6th Grade Guiding Questions: How did dialect convey information to you about this character? What other strategies did the author use to provide insight into this character? What stands out to you about this character as a person? What text evidence supports your claim? Use the curriculum documents (CRM, YI, Street Views) already created to assist in including all components of quality lesson planning. THE CRM’s and HM Literature textbooks are a great place to START! Timken Roller Bearing Co., calendar, September 1950, teacher at desk by George Eastman House (hide) No known copyright restrictions Additional Text Resources • There is a whole world out there of well-written, relevant, compelling juvenile literature and many sources for critical thinking question stems of depth and complexity! 2012 Lone Star Reading List 2012 Maverick Graphic Novel Reading List Short Fiction and Nonfiction Texts AND Skills-Focused Questions from Center for Urban Education Higher Order Thinking Skills Question Templates Core Instruction Balanced Literacy: Gradual Release of Responsibility The first part of differentiating instruction involves; finding out where your students are starting in their knowledge base and anticipating areas where clarification may be necessary. There are formal and informal ways to acquire this information. Here is an example of how to assess background knowledge about plot structure, engage students in constructivist learning, and hook them into this week’s lesson focus…… Instruction and Assessment have a reciprocal relationship… The following 3 slides offer a model lesson cycle for week 2 BLOCK 1 Assessing for background knowledge about plot and literary elements and building on it…. Teacher asks students who saw The Hunger Games movie over the summer and begins to ask questions related to the plot and other literary elements (problem, rising action, turning point, falling action, resolution, conflict, setting, genre)…..The Hunger Games can be replaced with another movie or story with which students are familiar. As teacher asks these leading question and students respond, teacher scribes the events in the appropriate place on the blank plot diagram prepared prior to lesson (on whiteboard, poster board, Smartboard, etc) I do….. Secondary Climaxwhen katniss and Peeta almost eat the poisonous berries to beat the capital Katniss, Peeta, and Cato are on top of the mountain with the mutant mutts below them…or when they are being attacked by the mutts When Tributes Katniss and get killed Peeta win, until final outsmart the few Game contestants Keepers and are left end the games. Teacher then asks students, “what did I just do here, or what does this look like, or what did I just create?” Students may recognize the plot diagram and begin to give proper terminology to accompany events from the Hunger games which teacher plotted…if not, teacher can begin to give the terminology and place it on the diagram. Teacher can then solicit an extended conversation about the setting, character traits, theme mood depending on readiness of the class…..(this will set the mood for the lesson cycle to follow….) Plot Chart-Student Work Page When they head back to the train BLOCK 2 Guiding students through read-aloud of text, recognizing and analyzing elements of plot….. Teacher reviews Plot Chart from last session and sets the expectation that teacher will now read aloud a story ( a quality picture book such as The Memory String by Eve Bunting) and we will create another plot chart based on this literary text similar to how we did for the movie from last time. Provide students with their own copies of plot chart to take notes on as they listen to the story. They can use the anchor chart from last session to guide their note-taking. After reading the story, ask student pairs to share their plot charts with each other with guiding questions to frame their conversations such as; What is the central conflict? What are the events that lead you to know this (provide text evidence)? How is the problem resolved? In what ways do the characters change as a result of the events in the story? Pairs then share their findings in whole class discussion as teacher completes a Plot Chart for the class using input from students based on Read Aloud. We do…. When you use rich and complex picture books written with relevant and compelling themes, they lend themselves to teaching specific skills, and comprehension strategies. This book can be used for elements of plot, character conflict, changes over time, inferencing and summarizing….. BLOCK 3 Provide students scaffolded support and then independent practice time with creating plot charts…. Provide groups or pairs with short texts to practice completing plot charts and, at this point, also embed open-ended higher level questions which require students to discuss inferences, author’s craft, and character analysis into the task. Teacher circulates to check for understanding, participate in discussions, offer suggestions for deeper thinking, clear up misconceptions, etc. For independent practice, provide an additional short text to use for completion of individual plot chart accompanied with high level comprehension questions. Formal and informal assessment can be acquired through discussion and completed charts by pairs and individuals. Level of texts can be differentiated easily to accommodate students’ needs. You do… Use LEVELED onepage fiction texts (such as these) or picture books with which students can practice completing plot charts in groups, pairs, and independently. Clear Expectations • Knowledge and Skill Statement and Student Expectations posted and referenced in the classroom. • What models or anchors of support will we use? • How will students be held accountable for their learning and make their thinking public? • How will discussion and collaboration be encouraged and expected? • How will students be grouped for rigorous thinking and problem solving? Gradual Release • I Do: Teacher begins with a question, problem to solve, or hook. – Read Aloud/Think Aloud/Questioning/Text Evidence – Teacher models performance task (Plot Diagram) • We Do: Shared Reading/Partner Reading – Shared construction of task (Plot Diagram) – Develop criteria/rubric for task • You Do: Students complete task independently – Judge task based on criteria or rubric Includes: Small group instruction (literature circles, targeted intervention) Student Engagement/ Formative Assessment • Shared Reading of Fiction Texts – Teacher High-Level Questioning – Turn and Talk at pre-planned stopping points to discuss elements of plot and character – Expectation for Justification of Thinking – Students Provide/Locate Text Evidence Student Performance Tasks • Complete a detailed Plot Diagram of a book read. • Draw an illustration of a character. Use speech bubbles to write dialogue portraying the character’s dialect and voice. • Using the Plot Diagram, students write a summary of the plot in one coherent paragraph (using criteria established by teacher and students.) Reader Response Journals Students might: • Identify literary elements • Summarize the plot • Explain the influence of setting • Analyze characters and plot development Use Guiding Questions from earlier slide to make them specific to the text that students are reading! Vocabulary Instruction Find Tier 2 Words – Is this word related to a critical concept in the text? – Will this word come up repeatedly in this text? – Will this word come up again in other texts? – Will this word have high utility in the students’ lives? – Can include academic vocabulary and rich vocabulary from the stories read. Now I have the Tier 2 words, what do I do with them? Active Use Repetition Definition Elaboration Four Components of HighQuality Vocabulary Instruction Definition • The teacher helps the student to find a definition each student understands. NOTE: Dictionary definitions are rarely useful: Provide student friendly definition in the context of the text first. And later, use the words in other contexts. Elaboration • The teacher uses a system to help the students to make connections between the new vocabulary and their prior knowledge. Elaboration Elaboration Elaboration Repetition • The teacher ensures that the new vocabulary comes up many, many, many, many times. Partner Practice/Quizzes Games Tier 2 Activities Active Use • The teacher finds ways to encourage the students to actively use the new vocabulary. Praise Rewards Mandate – use in speaking and writing Word Walls/Banks Correct the Teacher “Give” the word to the student Use vocabulary in writing tasks Don’t Forget Independent Reading and Fluency • By the end of this week, students should have selected a book to read (literary/fiction), and should have created a calendar of milestones to ensure they finish the book by the 5th week of class) e.g., there are 260 pages in the book; I will be on page 60 by this Friday, page 120 by next Friday, etc. • Fry Sight Words and Phrases (for students who do not read most common sight words with automaticity). • Repeated readings (see Fluency in Street View) Reading/Writing Connection 6.16 Student write about their own experiences. 16(A) Write a personal narrative that has a clearly defined focus and communicates the importance of or reasons for actions and/or consequences. • Teacher models each step of the writing process: Prewrite, Draft. Revise, Edit, Publish • Reread narrative texts as mentor texts and plan mini-lessons based on students’ writing. Next Steps • This concludes your planning for ELA for TEKS/SE for Week 2. You will repeat the process weekly for planning the TEKS/SEs for Weeks 3-6. • Please also refer to The AISD Comprehensive Literacy Handbook for planning instruction.