Consider the following poem using Word Choice, Figurative Language, Sentence Structure, Line Length, Punctuation, Rhythm, Repetition, and Rhyme

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1 6RL9 : Assessment: 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. Have students read the following materials looking for a similar theme. Consider the following poem using Word Choice, Figurative Language, Sentence Structure, Line Length, Punctuation, Rhythm, Repetition, and Rhyme Genius by Nikki Grimes Sis! Wake up! I whisper in the middle of the night. Urgently I shake her till she switches on the light. The spiral notebook in my hand provides her quick relief. It tells her there s no danger of a break-in by a thief. Okay, she says, then props herself up vertically in bed. She nods for me to read my work. I cough, then forge ahead. The last verse of my poem leaves Her silent as a mouse I worry till she says, We have a genius in the house.

2 Scene from Beauty and the Beast by Disney LUMIERE: Tonight is the night! BEAST: (hesitantly) I'm not sure I can do this. LUMIERE: You don't have time to be timid. You must be bold, daring. BEAST: Bold. Daring. (BEAST has emerged from the tub and shakes himself dry.) LUMIERE: There will be music. Romantic candlelight, provided myself, and when the time is right, you confess your love. BEAST: (Inspired, repeating LUMIERE's instructions) Yes, I, I con-- No, I can't. LUMIERE: You care for the girl, don't you? BEAST: More than anything. LUMIERE: Well then you must tell her. (COATRACK has been cutting BEAST's hair. It finishes and steps back.) Voila. You look so...so... (Cut to shot of BEAST in pig-tails and bows.) BEAST: Stupid. LUMIERE: Not quite the word I was looking for. Perhaps a little more off the top. (COATRACK begins to cut and chop again. COGSWORTH enters.) COGSWORTH: Ahem ahem ahem. Your lady awaits. (Cut to grand staircase, where BELLE descends from the West Wing side in a glittering gold ball gown. She reaches the landing and looks up at BEAST, who is standing at the top of the stairs in his dress clothes. He is nudged on by LUMIERE from behind the curtain, and he descends and meets BELLE at the landing. Arm in arm, they descend the last section of stairs and continue on their way to dinner, stopped momentarily by FOOTSTOOL. MRS. POTTS sings from her cart with CHIP on board.) **Start of Song: "Beauty and the Beast"*

3 La Bamba in Baseball in April by Gary Soto

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11 1. What was the unifying theme of these three pieces of literature? 2. Explain in detail how each demonstrated the theme. 3. What do you think about this theme?

12 6RI8 Differentiation 2: 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.

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18 6L4.a-c Differentiation 1: 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. a. Use context (e.g., the overall meaning of a sentence or paragraph; a word s position or function in a sentence) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). c. 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. Today you will do research with the word origin books. You will create a presentation for the class on five interesting words. 6SL5 Context 2: Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. Add multimedia to your presentation.

19 Poster: 6L4 Know abstract, derived roots and affixes from Greek and Latin and use this knowledge to analyze the meaning of complex words (e.g., controversial). Greek and Latin Affixes --ist one who --ology the study of a not epi upon eu good hyper over Homo same Para beside Poly many Syn together ab away from ad to or toward bi two circum around contra against inter between non not post after pre before trans across

20 B e t w e e Generalize Principle Theory Discrepancies Missing parts Unclear Incomplete Tradition Interest Model POV Opinions Judging Influence Forces Direction Course action Structure Order Hierarchy Explain Repetition Predictability Parts Factors Attributes L. O. D. Tools Skills Symphony means sound together. Sym means together and phone means sound. Name: Date: Name of the piece evaluating: Workspace: Write, Draw, Chart, Create, etc. Reading What is the main theme of your book? Genre: Archetypes What in the setting, characters, or plot make you believe that this is the main theme? Innocent Victim How did the main character change in the book? Good Notes: Hero Bad Wanderer Warrior Wizard

21 Multiple Perspectives Opposing Views Summary: Monday: Social Studies TuesdaySS

22 Cornell Notes Section 2: Topic: Confucius and Taoism Standard: 6SS6.3 Questions: Notes: Section 4: Section 3: What was the context that brought about Confucius and Taoism? Section1: Name: Subject: Date: It was the decline of the Zhou Dynasty. The higher government was gone and the Warring States period began where, for two hundred years, groups fought for control of China. This Civil War caused a profound breakdown in the family as members sided with different factions seeking power. The social system was falling apart. There was chaos. Who was Confucius? What did Confucius teach? What is Taoism? Vocabulary: Confucius wanted to see China return to a time of social order and ethical behavior. Confucius grew up in a poor family and was an avid student. He became a minor public official and then a teacher who shared his ideas about how to live. His ideas were compiled in a book called, The Analects. Confucius thought that the people should be inspired to live ethical and moral lives because of the example of their moral and ethical leaders. Whether in government or fathers in families, Confucius called on those with authority to model proper behavior. Confucius also saw this ethical behavior as being a religious necessity. He called on leaders to carry out what heaven expected of them ( 天命 ). He also taught the importance of study and learning and was a great advocate for education. 子貢問曰 : 有一言而可以終身行之者乎? 子曰 : 其恕乎! 己所不欲 勿施於人 Zi gong (a disciple of Confucius) asked: "Is there any one word that could guide a person throughout life?" The Master replied: "How about 'shu' [reciprocity]: never impose on others what you would not choose for yourself?" Analects XV.24, tr. David Hinton Taoism means, The Way. The Tao is the guiding force of all reality. It is that which gave birth to the universe, which flows through nature, and which guides people into unity and harmony with each other. When leaders go with the flow of the Tao, they will bring about peace and health. Key to the Tao is the balance of opposites, like male and female. Laozi ( Old Master ) was the most famous Taoist teacher and wrote his teachings in a book called, The Way and Its Power. Laozi wrote: just as we take advantage of what is, we should recognize the usefulness of what is not. Part of Taoism is to understand the importance of all of reality, even the empty spaces.

23 Consider the origin; syllables; root words, meaning, and spelling of the following words: Dynasty Civil War Factions Confucius Social Order Ethical Behavior Chaos Authority Advocate Taoism Harmony Balance Summary: When faced with the chaos that results in a society where there is no established overarching government, people begin to reflect of the true nature of man and how he can live in peace and harmony with his neighbors. Confucius and Laozi came up with systems intended to bring about a better society in China. Mike Apodaca, 2013 Permission given to use in classrooms only, not for profit RHSS9 Analyze the relationship between a primary and secondary source on the same topic. Textbook: Primary and Secondary Sources Textbook: Confucius