6th Grade English ASSIGNMENT!! Term 2: Multiple Perspectives and Writing Ms. Marybeth Anderson E-mail: manderson@daltonschool.kr or MsAndersonCDS@gmail.

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Class Assignment
Outcome: Through reading excerpts from John Herseys Hiroshima, you will learn about how any event could have various aspects to it. You will learn excellent vocabulary, good writing practices, and how to interpret a work of nonfiction during this term. Term Introduction: In Term 1, we read a fictional story of a family living in Korea under Japanese colonization. In Term 2, you will read a nonfiction account of six different peoples lives in Hiroshima. These people were affected by the U.S. bombing campaign at the end of World War II. Throughout both of these terms, you will gain an understanding of different aspects of World War II and the world in general. Topic Overview: World War II Patriotism, Colonialism, and Human Rights The 6 Traits of Writing Literature Circles Historical Accounts and Their Interpretation Essential Questions: What is perspective and why is it important? Why is language important? Is it possible to mark someone as good or evil? How did the advent of nuclear weapons affect the world? How were the lives of people in Japan affected after the dropping of two nuclear bombs? Skills List
Reading Informational Text

RI.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.6.2. Determine a 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. RI.6.3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). RI.6.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. RI.6.5. Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. RI.6.6. Determine an authors point of view or purpose in a text and explain how it is conveyed in the text. RI.6.7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. RI.6.8. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. RI.6.9. Compare and contrast one authors presentation of events with that of another (e.g., a memoir written by and a biography on the same person). 2

Writing
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 o o o o o o o

the topic or text. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. Establish and maintain a formal style. W.6.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. 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. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. 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 13 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. 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 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.

Class Materials
The class materials that are listed below must be with you for every class. Failure to bring any of the seven (7) materials will affect your grade. (You will lose citizenship points if you dont bring these items.) Handouts distributed in class, which MUST BE kept in a binder or file Hiroshima by John Hersey An independent reading book of your choice (that is NOT on the CDS curriculum for English) An English-language dictionary Your reading log At least one pen or pencil A notebook for taking notes and doing in-class writing
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Term 2: Day by Day*

*Every class will begin with 10 minutes of independent reading. We will also do work from the Vocabulary Basics workbook on a regular basis, with vocabulary quizzes every Friday. Finally, be prepared for daily grammar reviews and writing exercises. WEEK ONE (Dates: ___________________________________________) Lesson 1. Introduction to the term Goal: To understand the expectations of you in English class this term; to practice reading, writing, and speaking; to review and explain our class syllabus; to do a comprehensive review Going over syllabus (assignment) and refresher on the rules; writing dates for classes and due dates In-class writing activity Reviewing grammar, spelling, and vocabulary review activities Homework: None! Lesson 2. Learning about context: World War II Due: Nothing Goal: To understand how the literary genre of the novel influences our personal lives and to understand the context of the novel so as to understand the plot better. (RL6.2, SL6.1, SL6.2, SL6.4) Introduction to the context of this terms book: World War II Identify major places in WWII battles Read online excerpts about events during WWII In-class writing about WWII Homework: None! Lesson 3. Introduction to the 6 Traits of Writing Due: Nothing Goal: To understand what point of view is and why it is important. (W.6.10, SL.6.1, SL.6.4, ) Introduce new vocabulary words Review 6 Traits rubrics (handouts) Grade your writing from Class #2 AND a peers on the 6 Traits scale Homework: Find and summarize any news article from this year. Bring the ARTICLE in, too! Lesson 4. Descriptive writing Due: News article (printed out) and summary Goal: To examine good descriptive writing and creating our own (W6.3, W6.4, W6.9, SL.6.1, SL.6.4) Briefly share topics and stories Descriptive writing (presentation and possible handout) Activity: Highlight good descriptive words and make a class list; compare words used to mood portrayed; note words in your notebook In-class writing on details during boredom Homework: Finish and revise in-class writing on a detailed description of boredom.
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WEEK TWO (Dates: ___________________________________________) Lesson 5. Six Traits focus this week: Conventions Due: Detailed description of boredom Goal: To understand good conventions in writing. (RL.6.1, RL.6.2, RL.6.3, RL.6.5, RL.6.6) Share some writings on boredom (read-alouds) Analyze one peers writing based on conventions only (punctuation, spelling, grammar, etc.) In-class freewrite: my experiences with Korea and Japan Self-revision for conventions Homework: News article and summary: Japan in the past 20 years (any time from 1993-2013) Lesson 6. Common mistakes Due: News article and summary Goal: To understand what common writing errors are and how to fix them (RL.6.1, W.6.1, W.6.10, SL.6.1) Quick news presentations for interested students (2-minute limit per student) Teachers presentation: Common writing mistakes (with handout) Editing a compilation of student errors Grammar book activities Homework: None Lesson 7. Review, vocabulary exercise, and peer editing Due: Nothing Goal: To understand text in more depth through close reading; to review concepts and vocabulary necessary for quiz (RL.6.1, RL.6.3, SL.6.1, L.6.4) Quotation, vocabulary, and grammar review Share recent writings and then peer edit them Rewrite edited reflections Homework: Study for grammar and quiz WEEK THREE (Dates: ___________________________________________) Lesson 8. Quiz #1 Goal: To gauge level of understanding of grammar and vocabulary (W.6.3, W.6.10) Quick review for quiz Quiz #1 (Conventions, basic grammar, vocabulary) Grammar Practice and Independent Reading Homework: Nothing Lesson 9. Historical context of the class text (computers needed); 6 Traits: Ideas and Content Goal: To understand the basics of aspects of WWII (RL.6.1, RL.6.3, SL.6.1, L.6.4) Teachers presentation, discussion, and handouts: World War II (Pearl Harbor, Hiroshima, Nagasaki) Research for 30 minutes online, taking notes: Hiroshima, Nagasaki Writing: WWII, Hiroshima, Nagasaki 6 Traits focus: ideas and content Homework: 200-500-word essay: What happened to Hiroshima and/or Nagasaki during World War II?
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Lesson 10. Looking at WWII from a childs perspective; begin Hiroshima by John Hersey Due: Essay on Hiroshima and/or Nagasaki Goal: To identify and understand the background of our class text. (RL.6.2, W.6.10) Share essays and thoughts on Hiroshima and/or Nagasaki Watch (and critique) an introduction of Sadako Sasaki and the story based on her life: http://www.youtube.com/watch?v=J3KksvUD24Y Read excerpt from Sadako and the Thousand Paper Cranes; assess with 6 Traits ideas/content rubric Discuss the dropping of the bomb in Hiroshima Begin reading Chapter 1 of Hiroshima Homework: Finish reading Chapter 1, and make a note of all 6 peoples names; notebook check #1 next class Lesson 11. Literature circles (and notebook check #1) Due: Reading of Chapter 1 with all 6 peoples names Goal: To understand who the main people in our book are; to know about literature circles (RL.6.2, W.6.10) Go over the beginning of the book (Chapter 1) including events and characters; update class notes Turn in your notebook: Notebook Check #1 Teachers presentation: Literature Circles (LCs); begin analyzing The Reverend Mr. Tanimoto together briefly from each persons role; handout of each character and their corresponding page numbers Break into groups (2-3 students per character) and start reading Chapter 2 in groups Homework: Finish your portion of reading for Chapter 2 and write down notes based on your role for the LC. WEEK FOUR (Dates: ___________________________________________) Lesson 12. Continuing literature circles Due: Reading of Chapter 2 and Literature Circle (LC) notes Goal: To understand our roles in LCs (RL.6.1, RL.6.4, W.6.1, W.6.10, SL.6.1) Discuss LC roles again; do an example of Mr. Tanimoto (Chapter 2) together Break into LC groups and discuss Chapter 2 Each group will present their person to the class, using their various LC roles (class notes) Homework: none Lesson 13. Six Traits focus: Word Choice Due: none Goal: To examine the use of vocabulary in our class text (RL.6.2, W.6.10, SL.6.1) Grammar and vocabulary review Six Traits focus: word choice (rubric); in-class writing about your groups character Homework: notebook check #2 AND Quiz #2 (Chapters 1-2, vocabulary, grammar) next class Lesson 14: Quiz #2 Due: nothing Goal: To gauge level of understanding of text, grammar, and vocabulary (W.6.3, W.6.10) Quiz #2 (Chapters 1-2) Grammar Practice and Independent Reading Homework: nothing
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Lesson 15. Analyzing our characters Due: nothing Goal: To take an active role in reading and analyzing a text.(RL.6.1, W.6.2, W.6.4, W.6.10, SL.6.1) Continue LC work with Chapter 3: read excerpts together, rotating roles from Chapter 2 Be prepared to present the chapters that you have analyzed Homework: Prepare the rest of your Chapter 3 presentation for the next class. WEEK FIVE (Dates: ___________________________________________) Lesson 16. Literature circle work and presentations (Chapter 3) Due: Literature circle work Goal: To understand your groups character in detail and to present information (RL.6.1, SL.6.1, L.6.4) Finish group work about your character from Chapter 3, deciding on what notes classmates should write. Present your character and take notes on other groups characters Write detailed character descriptions of your groups character Final discussion Homework: detailed character description of YOUR character from Chapters 1-3 (250-500 words) Lesson 17. Six Traits Focus: Voice Due: character description (250-500 words) Goal: To examine good writing based on voice (RL.6.2, W.6.5) Share character information briefly, highlighting good descriptions of each character Handout: good examples of voice + 6 Traits focus on Voice In-class writing: a friend/person you know using strong voice Homework: Write a 100-200-word response about how people in Hiroshima dealt with the nuclear bombing. Lesson 18. Examining a sad event in terms of ones voice Due: Response about Hiroshima Goal: To revise ones work and analyze different examples of voice in a similar situation (RL.6.1, RL.6.4, W.6.10, SL.6.1) Share responses and have a discussion about Hiroshima bombing, nuclear weapons, and warfare In-class revision of self and peers: voice Final review of the use of Voice in the Six Traits rubric Begin reading Chapter 4 (your characters pages) Homework: Finish reading Chapter 4, writing THREE examples of the author using VOICE to describe characters or events Lesson 19. Literature circle work and presentations (Chapter 4): Day I Due: Three examples (from Chapter 4) of VOICE Goal: To understand your groups character in detail and to present information (RL.6.1, SL.6.1, L.6.4) Finish group work about your character from Chapter 4, deciding on what notes classmates should write. Final discussion with your group about the presentation Homework: Prepare notes for classmates to write.
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WEEK SIX (Dates: ___________________________________________) Lesson 20. Literature circle work and presentations (Chapter 4): Day II Due: Literature circle work Goal: To understand your groups character in detail and to present information (RL.6.1, SL.6.1, L.6.4) Final discussion with your group to prepare your presentation Present your character and take notes on other groups characters Write detailed character descriptions of your groups character Final discussion (whole-class) Homework: none Lesson 21. Introduction to and Work on Final Project Due: nothing Goal: To finish the novel and discuss its themes (RL.6.1, RL.6.4, W.6.10, SL.6.1) Read excerpts of Chapter 5 and discuss the ending of the book; final discussion Introduction of the final project, begin working on it in class Homework: Prepare 3-5 images (pictures) from WWII in Japan (Hiroshima, Nagasaki, etc.) Lesson 22. In-class Research for Final Project Due: 3-5 images from WWII-era Japan Goal: To review contents learned in class until now. (RL.6.1, RL.6.2, W.6.5) Share images and write about impressions of this time In-class research: Hiroshima and Nagasaki Homework: Continue working on project Lessons 23-24. Describing Experiences; 6 Traits: Sentence Fluency Goal: To clearly describe experiences of the Hiroshima bombing; to write a paragraph with good sentence fluency (RL.6.1, RL.6.2, W.6.5) Brainstorm together: experiences during the bombing of Hiroshima; take notes Write a paragraph in class about these experiences Share and edit paragraphs, looking for sentence fluency Work on project, analyzing work for sentence fluency Homework: Continue working on project WEEKS SEVEN-EIGHT (Dates: ___________________________________________ Lessons 25-26. Six Traits Focus: Organization Goal: To look at and produce good examples of organization; to summarize stories well (RL.6.6, SL.6.1, SL.6.4) Examine Six Traits rubric: Organization Read examples of good, bad, and mediocre organization, using the rubric to grade work Summarize several articles/paragraphs, keeping organization in mind Edit project for good organization Homework: Continue working on final project.
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Lessons 27-29. Final Projects Due; Wrap-up Term Goal: To show objectives met during the term via a final project; to review good writing practices and (RL.6.1, W.6.5, W.6.10) Book Report writing (20-30 minutes in class) Students will hand in their final projects as well as their Reading Logs, English notebooks, and Book Reports Homework: None!

Assessments and Projects

According to the English Department grading policy, your grades for each term will be based on the following: In-Class Assessments: 20% (1 book quiz at 10% + grammar and vocabulary quizzes, 10% total) Projects: 30% (in this case, several smaller projects throughout the term) Citizenship: 20% (based on daily participation, preparedness, and good behavior) Homework and in-class writing: 20% (work done in class; homework; reading log) In-class Book Report: 10% (book report on one independent reading book) Important Due Dates and Assessment Dates Lesson 8: Quiz #1 (Conventions, Grammar, and Vocabulary) Date due: _________________________ Lesson 11: Notebook Check #1 Date due: _________________________ Lesson 14: Quiz #2 (Chapters 1-2), Notebook Check #2 Date due: _________________________ Lesson 27: Book Report, Final Project due Date due: _________________________ Lessons 6, 10, 16, 20, and 24: Vocabulary Quizzes (every Friday)

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. Homework responses will be graded on a scale from 1-5 based on structure and content. In-Class Assessments (Quizzes) Lesson #8 and #14, and vocabulary quizzes every Friday (20%) The in-class assessments are designed to assess: Students comprehension of and ability to analyze the text Students ability to extract the meaning of a vocabulary from context Students ability to write ideas and analyses in a coherent and organized manner The following instructions apply to all quizzes based on the book: 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 (30%) For the final project for this term, students will be given several small projects. The purpose of the final projects is to evaluate the students understanding of the text as well as his/her ability to analyze the text.
Citizenship (All Classes) (20%) Citizenship grades are given daily and will be recorded in Powerschool. Citizenship is out of 5 points per day (20 points per week). Depending on the students classroom behavior, participation, etc., points may be earned or lost. If a student receives more than two warning in one class, the student will receive a deduction of one point in his/her citizenship grade for the day. If the student demonstrates active participation, student can gain citizenship points . Independent Reading (Every Night)/Book Report (Due Class #26) It is our schools policy that all middle and high school students must spend at least 20 minutes a day reading a grade appropriate English-language book. This reading needs to be done OUTSIDE of the classroom. All reading must be recorded in the CDS Reading Log on a nightly basis with the following information: (1) Title of Book (2) Author of Book (3) Time Spent Reading and (4) Pages read. It must also be signed by a responsible adult (parent, guardian, or dorm parent). Half of your independent reading grade (5% of our term grade) is awarded proportionately based upon doing this reading. Please bring your reading log to every class, as I will check it randomly to ensure you are reading. All students must also write a book report for each term. Directions were given out last term, and will be distributed again.

Expansion Topics
Tangential Topics World War II (Pearl Harbor, Hiroshima, Nagasaki) Nuclear weapons The nuclear bombings of Hiroshima and Nagasaki Japanese culture and history Leukemia, cancer, survival The end of World War II/ the Korean War Recommended Reading Nonfiction: Air RaidPearl Habor! The Story of December 7, 1941 by Theodore Taylor (grades 4-8) The Day Pearl Harbor Was Bombed: A Photo History of World War II by George Sullivan (grades 4-9) America in World War II 1941 by Edward F. Dolan (grades 6-9) I Am an American: A True Story of Japanese Internment by Jerry Stanley (grades 4-9) Rosie the Riveter: Women Working on the Homefront in WWII by Penny Colman Baseball Saved Us by Ken Mochizuki Sadako and the Thousand Paper Cranes by Eleanor Coerr (grades 3-6) My Hiroshima by Junko Moimoto (grades 3-8) Hiroshima by Laurence Yep (grades 4-5) Hiroshima; Hiroshima and Nagasaki, both by R.G. Grant (grades 6-10) Hiroshima: August 6, 1945 by Jason Hook (grades 6-9)
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Recommended Reading, Continued: Nonfiction: Hiroshima and Nagasaki: Fire from the Sky by Andrew Langley (grades 6-8) Hiroshima: The Shadow of the Bomb by Richard Tames (grades 6-8) Hiroshima: The Story of the First Atom Bomb by Clive A. Lawton (grades 7-9) Letters Home from Japan by Marcia S. Gresko (grades 4-6) One Thousand Paper Cranes: The Story of Sadako and the Childrens Peace Statue (grades 6-8) Please speak with the teacher for further recommendations based upon your personal interests. Fiction: The Kingdom by the Sea by Robert Wetall (grades 5-9) Autumn Street by Lois Lowry (grades 4-8) Goodnight, Mr. Tom by Michelle Magorian (grades 5-9) Lights Go On Again by Kit Pearson (grades 5-9) Dawn of Fear by Susan Cooper (grades 5-9) Rose Blanche by Roberto Innocenti (grades 5-9) Hiroshima No Pika by Toshi Maruki (grades 5-9) Alex, Who Won His War by Chester Aaron (grades 5-9) The Year of Impossible Goodbyes by Sook Nyul Choi (grades 5-9) Snow Treasure by Marie McSwigan (grades 4-9) Waiting for Anya by Michael Morpurgo On the Wings of Peace: In Memory of Hiroshima and Nagasaki by Sheila Hamanaka Behind the Bedroom Wall by Laura Williams The Summer of My German Soldier by Bette Greene (grades 6-9) Aloha Means Come Back: The Story of a World War II Girl by Dorothy and Thomas Hoobler (grades 3-6) Journey to Topaz and Journey Home, both by Yochiko Uchida (grades 5-9)

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Term 2 ENGLISH Calendar/Due dates/Class numbers: October 2013 Monday 21 22 Tuesday Wednesday 23 x- No English class today 30 x- No English class today 24 Thursday 25 Friday

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1 Parent-teacher conferences (no classes)

November 2013 Monday 4 5 Tuesday Wednesday 6 x- No English class today 13 x- No English class today 20 x- No English class today 27 x- No English class today 7 Thursday 8 Friday

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December 2013 Monday 2 3 Tuesday Wednesday 4 x- No English class today 11 x- No English class today 5 Thursday 6 Friday

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13 END OF TERM 2!!!

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