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) the word and review the •Define “heritage” word (from grade 5). “culture” a variety of historical fiction and •Read nonfiction about immigrant experiences. multiple accounts of immigration and •Analyze describe important similarities and differences in the details they provide. family members. •Interview research on countries from which •Conduct family members immigrated. opinion papers on America as the •Write “land of opportunity.” and perform poetry or songs for classmates. defining relationships between words •Begin (e.g., migrate, immigrate, emigrate, etc.). in group discussions. •Participate Academic Vocabulary/Key Skills (Reading/Grammar/Writing/21st Century) Anecdotes, Bias, Claims, Culture, Epilogue, Fact vs. Opinion, Heritage, Idioms, Legacy, Lore, Point of view / Perspective Race / Ethnicity, Realism, Stereotypes, Traditional literature PRENTICE HALL LITERATURE GRADE SIX Short Stories All-American Slurp” (LenseyNamioka) “The Poems Who” (Sandra Cisneros) Yes” (Diana Chang) “Abuelito “Saying Informational Text Papa, Mark Twain” (Susy Clemens) “My From Something to Declare (Julia Alvarez) Backwoods Boy” (Russell Freedman) “A a Great American Symbol” (Richard Durbin) “Preserving (Julia Alvarez) “Names/Nombres” Robinson: Justice at Last” (Geoffrey C. Ward and Ken “Jackie Shutout” (Patricia C. McKissack and Frederick McKissack, Jr.) “The NOTE: Teachers are encouraged to substitute and/or add reading selections that “favorite” 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.
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.
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