L.6.4 (d): 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). Sample Learning Targets Sample Activities, Products, and Assessments (Formative and Summative) •Define the word “heritage” and review the word “culture” (from grade 5). •Read a variety of historical fiction and nonfiction about immigrant experiences. •Analyze multiple accounts of immigration and describe important similarities and differences in the details they provide. •Interview family members. •Conduct research on countries from which family members immigrated. •Write opinion papers on America as the “land of opportunity.” and perform poetry or songs for classmates. •Begin defining relationships between words (e.g., migrate, immigrate, emigrate, etc.). •Participate in group discussions. Academic Vocabulary/Key Anecdotes, Bias, Claims, Culture, Epilogue, Fact vs. Opinion, Heritage, Idioms, Legacy, Lore, Point of view / Perspective Race / Ethnicity, Realism, Stereotypes, Traditional literature Skills (Reading/Grammar/Writing/21st Century) PRENTICE HALL LITERATURE GRADE SIX Short Stories “The All-American Slurp” (LenseyNamioka) Poems “Abuelito Who” (Sandra Cisneros) “Saying Yes” (Diana Chang) Informational Text “My Papa, Mark Twain” (Susy Clemens) From Something to Declare (Julia Alvarez) “A Backwoods Boy” (Russell Freedman) “Preserving a Great American Symbol” (Richard Durbin) “Names/Nombres” (Julia Alvarez) “Jackie Robinson: Justice at Last” (Geoffrey C. Ward and Ken “The Shutout” (Patricia C. McKissack and Frederick McKissack, Jr.) NOTE: Teachers are encouraged to substitute and/or add “favorite” reading selections that contribute to students’ mastery of the standards and understanding of the essential question. Keep in mind that the selections listed in this section are merely suggestions for that fit into the overall theme.
• a response to literature/informational text based on task, purpose, and audience. • Recite poetry for classmates. • Compare and contrast the experience of reading a mystery to the experience of listening to or viewing an audio, video, or file version. • Use new vocabulary associated with mysteries in written responses. • Participate in discussions. Academic Vocabulary/Key Terms Alibi, Deductive reasoning, Figurative language, Inductive reasoning, Inference, Investigator, Literary elements: theme, characters, setting, plot, Main idea, Mystery, Nonsense poems, “Red herring”, Sleuth, Suspect, Suspense, Victim, Witness Skills (Reading/Grammar/Writing/21st Century) SUGGESTED WORKS Note: (E) indicates a CCSS exemplar text; (EA) indicates a text from a writer with works as exemplars. Stories Math •The Westing Game (Ellen Raskin) •G is for Googol: A Math Alphabet Book (David M. Schwartz and Marissa Moss) Mysteries •Precedent •The Mysterious Adventures of Sherlock Holmes (Arthur Conan Doyle) •Three Act Tragedy (Agatha Christie) •Contemporary •39 Clues series (Rick Riordan) •The Mysterious Benedict Society (Trenton Lee Stewart and Carson Ellis) •The Name of this Book is Secret (Secret Series) (Pseudonymous Bosch) •Chasing Vermeer (Blue Balliet and Brett Helquist) •The Wright Three (Blue Balliet and Brett Helquist) •The Calder Game (Blue Balliet and Helquist) Poems •"Jabberwocky" (Lewis Carroll) (E) •Math Talk: Mathematical Ideas in Poems for Two Voices (Theoni Pappas) •Poetry for People: Edward Lear (Edward Lear, Edward Mendelson, ed., and Laura •Poetry for Young People: Edgar Allan Poe (Edgar Allen Poe, Brod Bagert, ed., and Carolynn Cobleigh) Audiobooks •The New Adventures of Sherlock Holmes (Arthur Conan Doyle) (Anthony Boucher) •The Essential Agatha Christie Stories: Agatha Christies Best Short Sleuths Crack Famous Cases (Agatha Chris8e) (BBC Audiobooks America) •39 Clues Book 1: The Maze of Bones (Rick Riordan) (Scholastic Audio Books)