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Language Arts Grade 6
Standard 1: Students engage in the research process
Standard 2: Students engage in the reading process
Standard 3: Students engage in the writing process
Standard 4: Students engage in the speaking and listening process
Standard 5: Students understand media
Standard 6: Students understand and use principles of language
| Standard 1: Students engage in the research process | ||
| PLANNING RESEARCH | FLP Lesson | Lesson Description |
| 6.1.1. Pose relevant research questions | Let's Celebrate | Students interview friends and family members about their favorite celebrations and record the information. |
| Germ Busters | Students conduct an experiment about microbial growth in order to determine the importance of washing hands. | |
| Seasons Through the Year | Students select and read books about seasonal changes, then share the stories with the rest of the class. | |
| It All Starts with A | Students conduct surveys to learn what agriculture provides people. | |
| Gala Fiesta Jamboree | Students explore the role of celebrations in diverse cultures, their class, and the local community. After interviewing community members about favorite celebrations, they research various cultures' harvest festivals and prepare a celebrations presentation for the class. | |
| By the Way | Teams of students solve a mystery about cattle by-products. Students formulate questions about the mystery. Then they think critically about relationships among various products made from cattle. | |
| To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or they can use the issue example about the labeling of genetically engineered foods. | |
| ACCESSING INFORMATION | ||
| 6.1.2. Use sources that are appropriate for the research purpose | Let's Celebrate | Students interview friends and family members about their favorite celebrations and record the information. |
| Germ Busters | Students conduct an experiment about microbial growth in order to determine the importance of washing hands. | |
| Seasons Through the Year | Students select and read books about seasonal changes, then share the stories with the rest of the class. | |
| Gala Fiesta Jamboree | Students explore the role of celebrations in diverse cultures, their class, and the local community. After interviewing community members about favorite celebrations, they research various cultures' harvest festivals and prepare a celebrations presentation for the class. | |
| It All Starts with A | Students conduct surveys to learn what agriculture provides people. | |
| To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or they can use the issue example about the labeling of genetically engineered foods. | |
| EVALUATING RESEARCH INFORMATION | ||
| 6.1.3. Differentiate between accurate and inaccurate information | Let's Celebrate | Students interview friends and family members about their favorite celebrations and record the information. |
| Germ Busters | Students conduct an experiment about microbial growth in order to determine the importance of washing hands. | |
| Seasons Through the Year | Students select and read books about seasonal changes, then share the stories with the rest of the class. | |
| Gala Fiesta Jamboree | Students explore the role of celebrations in diverse cultures, their class, and the local community. After interviewing community members about favorite celebrations, they research various cultures' harvest festivals and prepare a celebrations presentation for the class. | |
| Lunchtime Favorites | Students trace the sources of their food from lunch to learn the interdependence of plants, animals and people. They explore the importance of eating a variety of foods from plants and animals and discover how culture influences food choices. | |
| It All Starts with A | Students conduct surveys to learn what agriculture provides people. | |
| To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. | |
| ORGANIZING RESEARCH INFORMATION | ||
| 6.1.4. Use information from several sources | Let's Celebrate | Students interview friends and family members about their favorite celebrations and record the information. |
| Germ Busters | Students conduct an experiment about microbial growth in order to determine the importance of washing hands. | |
| Seasons Through the Year | Students select and read books about seasonal changes, then share the stories with the rest of the class. | |
| It All Starts with A | Students conduct surveys to learn what agriculture provides people. | |
| To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. | |
| PRESENTATION | ||
| 6.1.5. Write a research report | Let's Celebrate | Students interview friends and family members about their favorite celebrations and record the information. |
| Germ Busters | Students conduct an experiment about microbial growth in order to determine the importance of washing hands. | |
| Seasons Through the Year | Students select and read books about seasonal changes, then share the stories with the rest of the class. | |
| It All Starts with A | Students conduct surveys to learn what agriculture provides people. | |
| To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. | |
| EVALUATING THE RESEARCH PROCESS | ||
| 6.1.6. Assess research process | Let's Celebrate | Students interview friends and family members about their favorite celebrations and record the information. |
| Germ Busters | Students conduct an experiment about microbial growth in order to determine the importance of washing hands. | |
| Seasons Through the Year | Students select and read books about seasonal changes, then share the stories with the rest of the class. | |
| It All Starts with A | Students conduct surveys to learn what agriculture provides people. | |
| To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. | |
| 6.1.7. Evaluate a research product using a rubric | ||
| Standard 2: Students engage in the reading process | ||
| LITERARY AND INFORMATIONAL GENRES | FLP Lesson | Lesson Description |
| 6.2.1. Identify characteristics of a variety of fiction genres; e.g., short stories, mysteries, poetry, fables, myths | Seasons Through the Year | Students select and read books about seasonal changes, then share the stories with the rest of the class. |
| 6.2.2. Identify characteristics of a variety of nonfiction genres | Seasons Through the Year | Students select and read books about seasonal changes, then share the stories with the rest of the class. |
| WORD RECOGNITION/VOCABULARY | ||
| 6.2.3. Use word recognition skills and vocabulary building strategies to determine the meaning of unfamiliar words and make sense of text; e.g., synonyms/antonyms, prefixes/suffixes, multiple meaning words, context clues, word reference aids – dictionary, glossary, thesaurus, base words | Seasons Through the Year | Students select and read books about seasonal changes, then share the stories with the rest of the class. |
| Germ Busters | Students conduct an experiment about microbial growth. When learning new terms, word recognition strategies may be used. | |
| Root, Root for Life | Students learn about the importance of roots and identify three ways in which roots help plants. When discussing unfamiliar words, word recognition strategies might be used. | |
| From Apple Cores to Healthy Soil | Students perform a composting experiment that reveals how soil organisms, temperature, air and water are able to decompose organic waste and enrich soil. Word recognition strategies are used to determine the meaning of unfamiliar words. | |
| Tomatoes to Ketchup, Chickens to Omelettes | Students build connections between raw and processed food items by cutting out pictures, matching pictures, and making collages. They analyze the processes raw foods undergo when processed. Word recognition strategies are used throughout the lessons to help determine the meaning of new words. | |
| We're into Pumpkins | Students will describe pumpkins, including their parts, colors, sizes and shapes. They also learn new words for describing pumpkins. Recognition strategies may be used when learning the new words. | |
| Buzzy, Buzzy Bee | Students review the process and sequence of plant pollination. Word recognition strategies are used to determine the meanings of unfamiliar words. | |
| Tree-mendous | Students play a fast -paced word classification game that helps them to gain an appreciation for the variety of ways people use and benefit from trees. | |
| READING STRATEGIES FOR INTERPRETING MEANING OF TEXTS | ||
| 6.2.4. Use graphic organizers and summarizing to enhance comprehension | Seasons Through the Year | Students select and read books about seasonal changes, then share the stories with the rest of the class. Graphic organizers and summarization may be used. |
| To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. Students may use graphic organizers to organize their research. | |
| 6.2.5. Use prior knowledge and experiences to aid text comprehension | Seasons Through the Year | Students select and read books about seasonal changes, then share the stories with the rest of the class. |
| PURPOSES FOR READING | ||
| 6.2.6. Read to be informed, entertained, and persuaded | Seasons Through the Year | Students select and read books about seasonal changes, then share the stories with the rest of the class. |
| Buzzy, Buzzy Bee | Students review the process and sequence of plant pollination. Word recognition strategies are used to determine the meanings of unfamiliar words. | |
| Soil Is Not Trivial | Using facts about the Dust Bowl, students write questions and play a trivia activity focused around the establishment of a national soil conservation program and the importance of soil. Students then explore and/or develop a plan to address a local soil conservation issue. | |
| To Whom It May Concern | Students play a fast -paced word classification game that helps them to gain an appreciation for the variety of ways people use and benefit from trees. | |
| 6.2.7. Read to develop life-long reading skills and habits | Seasons Through the Year | Students select and read books about seasonal changes, then share the stories with the rest of the class. |
| Buzzy, Buzzy Bee | Students review the process and sequence of plant pollination. Word recognition strategies are used to determine the meanings of unfamiliar words. | |
| To Whom It May Concern | Students play a fast -paced word classification game that helps them to gain an appreciation for the variety of ways people use and benefit from trees. | |
| LITERARY ELEMENTS AND TECHNIQUES | ||
| 6.2.8. Identify literary elements, including plot, setting, characters, conflict, resolution, dialogue, and flashback | ||
| 6.2.9. Identify figurative language, including personification, simile, metaphor | ||
| Standard 3: Students engage in the writing process | ||
| INFORMATIVE WRITING | FLP Lesson | Lesson Description |
| 6.3.1. Produce informative writing; e.g., research-based report, instructions | Seasons Through the Year | Students read books about seasons, in order to build awareness of seasonal change. |
| To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. | |
| NARRATIVE WRITING | ||
| 6.3.2. Produce narrative writing; e.g., short story, descriptive play, poetry | We're Into Pumpkins | Students brainstorm ideas for possible uses of pumpkins. |
| Expression Connection | Students write poetry using words and ideas from a word association game about farming. | |
| Loco for Cocoa | Students discover how chocolate traveled the world by creating a time line and map, preparing and tasting chocolate as an Aztec drink, and writing a cinquain poem about chocolate, based on a sensory experience. They also write a legend about the origins of chocolate, based on an Aztec myth. | |
| Seasons Through the Year | Students write about aspects of each season in agriculture communities, their communities and urban communities. | |
| PERSUASIVE WRITING | ||
| 6.3.3. Produce persuasive writing; e.g., opinion, essay, business letter | Let's Celebrate! | Students research the reasons that people celebrate various holidays and their favorite holidays. This information is compiled and students report their findings to the class. |
| Investigating Insects | Students observe and record at least five behaviors of insects. | |
| Germ Busters | Students record observations of a controlled experiment over a period of three weeks. They then write their conclusions and what they have learned from the experiment. | |
| From Apple Cores to Healthy Soil | Students identify organic wastes and identify reasons for recycling it. | |
| Your School Ground Through New Eyes | Students observe and describe the diversity of plant and animal life found in the school ground area and choose a private spot on the school ground for quietly observing and reflecting. | |
| Banking on Seeds | Students observe and record characteristics of seeds. | |
| Could It Be Something They Ate? | Students record information from an experiment with microbes to learn about the importance of safe food handling. | |
| To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. | |
| Cleared for Takeoff | Students learn about the important roles aviation plays in agriculture, as well as the requirements for a career in aviation. Students also compose two entries in a pilot log book. | |
| PREWRITING | ||
| 6.3.4. Use prewriting strategies; e.g., brainstorming, graphic organizers, outlining | Seasons Through the Year | Students write about aspects of each season in agriculture communities, their communities and urban communities. |
| Let's Celebrate! | Students gather and analyze information about favorite celebrations and describe three or four things people do to celebrate. | |
| To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. | |
| Germ Busters | Students record observations of a controlled experiment over a period of three weeks. They then write their conclusions and what they have learned from the experiment. | |
| Expression Connection | Students write poetry using words and ideas from a word association game about farming. | |
| 6.3.5. Use strategies to write for different audiences and purposes | Seasons Through the Year | Students write about aspects of each season in agriculture communities, their communities and urban communities. |
| Let's Celebrate! | Students gather and analyze information about favorite celebrations and describe three or four things people do to celebrate. | |
| To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. | |
| Germ Busters | Students record observations of a controlled experiment over a period of three weeks. They then write their conclusions and what they have learned from the experiment. | |
| Expression Connection | Students write poetry using words and ideas from a word association game about farming. | |
| DRAFTING | ||
| 6.3.6. Use prewriting strategies to create draft | Seasons Through the Year | Students write about aspects of each season in agriculture communities, their communities and urban communities. |
| Let's Celebrate! | Students gather and analyze information about favorite celebrations and describe three or four things people do to celebrate. | |
| To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. | |
| Germ Busters | Students record observations of a controlled experiment over a period of three weeks. They then write their conclusions and what they have learned from the experiment. | |
| Expression Connection | Students write poetry using words and ideas from a word association game about farming. | |
| 6.3.7. Incorporate grade-level appropriate vocabulary in writing | Seasons Through the Year | Students write about aspects of each season in agriculture communities, their communities and urban communities. |
| Let's Celebrate! | Students gather and analyze information about favorite celebrations and describe three or four things people do to celebrate. | |
| To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. | |
| Germ Busters | Students record observations of a controlled experiment over a period of three weeks. They then write their conclusions and what they have learned from the experiment. | |
| Expression Connection | Students write poetry using words and ideas from a word association game about farming. | |
| REVISING AND EDITING | ||
| 6.3.8. Use criteria to evaluate own and others’ writing; e.g., stay on topic, organization, effective details, clarity of message, word choice, sentence fluency | Seasons Through the Year | Students write and illustrate books with pages representing each seasons unique offerings. |
| 6.3.9. Use feedback and multiple drafts to clarify language and intent structure, grammar, paragraph indentation | Seasons Through the Year | Students write and illustrate books with pages representing each seasons unique offerings. The book is graded with a rubric. |
| Expression Connection | Students write poetry using words and ideas from a word association game about farming. | |
| 6.3.10. Edit for grammar, mechanics, usage, spelling | Seasons Through the Year | Students write and illustrate books with pages representing each seasons unique offerings. |
| Expression Connection | Students write poetry using words and ideas from a word association game about farming. | |
| FINAL DRAFT | ||
| No benchmark expectations at this level | ||
| PUBLICATION/PRESENTATION | ||
| 6.3.11 Incorporate visual aids into written work | Seasons Through the Year | Students write about aspects of each season in agriculture communities, their communities and urban communities. |
| Let's Celebrate! | Students gather and analyze information about favorite celebrations and describe three or four things people do to celebrate. | |
| To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. | |
| Germ Busters | Students record observations of a controlled experiment over a period of three weeks. They then write their conclusions and what they have learned from the experiment. | |
| Expression Connection | Students write poetry using words and ideas from a word association game about farming. | |
| Standard 4: Students engage in the speaking and listening process | ||
| PLANNING FOR AN AUDIENCE/PURPOSE | FLP Lesson | Lesson Description |
| 6.4.1. Speak with a purpose using delivery techniques appropriate for different audiences to inform, demonstrate, entertain, or persuade | Let's Celebrate | Students discuss the reasons people celebrate and how they celebrate. The students also interview friends and family members about favorite holidays. They also discuss harvest celebrations. |
| Tomatoes to Ketchup, Chickens to Omelettes | Students sort food pictures according to raw food source, create a collage that illustrates a specific raw food and its products and analyze and discuss the processes raw foods undergo when processed. | |
| We're Into Pumpkins | Students discuss the origin and uses of pumpkins. During a brainstorming activity they imagine all the possible uses of pumpkins, today and in the far past. The class then shares their ideas with each other. | |
| Soil Is Not Trivial | Students discuss the establishment of a national soil conservation program and why soil still needs to be protected today. | |
| Don't Use It All Up! | Students discuss the many ways in which water is used and the effects that the demands of a large population have on natural resources. Students also discuss how everyone can conserve or give water back to the environment. | |
| Germ Busters | Students discuss the effects of germs in their lives and the role hand washing plays in preventing illness. | |
| Buzzy, Buzzy Bee | Students play a game that teaches them about plant pollination and discuss the important role bees play in the process. | |
| From Apple Cores to Healthy Soil | Students discuss how organic waste is decomposed and enriched the soil. | |
| Perc through the Pores | Students describe and discuss three main types of soil particles. | |
| Banking on Seeds | Students discuss the history and present day importance of seeds. | |
| Could It Be Something They Ate? | Students discuss the importance of safe food handling and analyze their own and others behavior to determine who might get sick form contaminated foods. | |
| Feed the Need | Students discuss in groups all the aspects of hunger and report to the class | |
| Seasons Through the Year | Students discuss the characteristics of the four seasons in order to build awareness of seasonal change. | |
| Root, Root for Life | Students discuss ways in which roots help plants, explain how roots help the soil and tell why roots are important to people. | |
| Gala Fiesta Jamboree | Students discuss and plan their own celebrations in divers cultures, their class and their local communities. | |
| Investigating Insects | Students discuss ways in which some insects are beneficial to people. | |
| Nail by Nail, Board by Board | Students explore and discuss what shelters are made of, where building materials come from and associated careers. | |
| Step by Step | Students discuss the diversity of occupations involved in the path of production and why they are important to the overall process and the final product. | |
| To Whom It May Concern | After conducting research, students express an opinion in class and in a formal business letter written to an individual, group or organization about a controversial issue or use the issue examples about the labeling of genetically engineered foods. | |
| Calorie Counting | Students discover how their actual expenditure and their choices of food and activity can affect their energy balance. They discuss changes that could be made to balance calorie consumption and physical activity in his or her life. | |
| 6.4.2. Use supporting materials for topic development; e.g., research, personal experience, literature, interview | Let's Celebrate | Students share stories about friends and family members favorite holidays. |
| 6.4.3. Incorporate literature in presentations, such as book reports | Expression Connection | Students share "farm stories" as an intro to word associations and writing poetry about farming. |
| To Whom It May Concern | After conducting research, students express an opinion in class and in a formal business letter written to an individual, group or organization about a controversial issue or use the issue examples about the labeling of genetically engineered foods. | |
| To Whom It May Concern | After conducting research, students express an opinion in class and in a formal business letter written to an individual, group or organization about a controversial issue or use the issue examples about the labeling of genetically engineered foods. | |
| CONVERSATION, GROUP DISCUSSION, AND ORAL PRESENTATION | ||
| 6.4.4. Summarize key ideas of a speaker | Let's Celebrate | Students discuss the reasons people celebrate and how they celebrate. The students also interview friends and family members about favorite holidays. They also discuss harvest celebrations. |
| Tomatoes to Ketchup, Chickens to Omelettes | Students sort food pictures according to raw food source, create a collage that illustrates a specific raw food and its products and analyze and discuss the processes raw foods undergo when processed. | |
| We're Into Pumpkins | Students discuss the origin and uses of pumpkins. During a brainstorming activity they imagine all the possible uses of pumpkins, today and in the far past. The class then shares their ideas with each other. | |
| Soil Is Not Trivial | Students discuss the establishment of a national soil conservation program and why soil still needs to be protected today. | |
| Don't Use It All Up! | Students discuss the many ways in which water is used and the effects that the demands of a large population have on natural resources. Students also discuss how everyone can conserve or give water back to the environment. | |
| Germ Busters | Students discuss the effects of germs in their lives and the role hand washing plays in preventing illness. | |
| Buzzy, Buzzy Bee | Students play a game that teaches them about plant pollination and discuss the important role bees play in the process. | |
| From Apple Cores to Healthy Soil | Students discuss how organic waste is decomposed and enriched the soil. | |
| Perc through the Pores | Students describe and discuss three main types of soil particles. | |
| Banking on Seeds | Students discuss the history and present day importance of seeds. | |
| Could It Be Something They Ate? | Students discuss the importance of safe food handling and analyze their own and others behavior to determine who might get sick form contaminated foods. | |
| Feed the Need | Students discuss all aspects of hunger in groups and report to the class | |
| Seasons Through the Year | Students discuss the characteristics of the four seasons in order to build awareness of seasonal change. | |
| Root, Root for Life | Students discuss ways in which roots help plants, explain how roots help the soil and tell why roots are important to people. | |
| Gala Fiesta Jamboree | Students discuss and plan their own celebrations in divers cultures, their class and their local communities. | |
| Investigating Insects | Students discuss ways in which some insects are beneficial to people. | |
| Nail by Nail, Board by Board | Students explore and discuss what shelters are made of, where building materials come from and associated careers. | |
| Step by Step | Students discuss the diversity of occupations involved in the path of production and why they are important to the overall process and the final product. | |
| Calorie Counting | Students discover how their actual expenditure and their choices of food and activity can affect their energy balance. They discuss changes that could be made to balance calorie consumption and physical activity in his or her life. | |
| To Whom It May Concern | Students conduct research, then express an opinion in class in a formal business letter. The letter is written to an individual, group or organization about a controversial issue. | |
| VERBAL AND NONVERBAL COMMUNICATION | ||
| 6.4.5 Use appropriate volume and eye contact when speaking | Let's Celebrate | Students discuss the reasons people celebrate and how they celebrate. The students also interview friends and family members about favorite holidays. They also discuss harvest celebrations. |
| Tomatoes to Ketchup, Chickens to Omelettes | Students sort food pictures according to raw food source, create a collage that illustrates a specific raw food and its products and analyze and discuss the processes raw foods undergo when processed. | |
| We're Into Pumpkins | Students discuss the origin and uses of pumpkins. During a brainstorming activity they imagine all the possible uses of pumpkins, today and in the far past. The class then shares their ideas with each other. | |
| Soil Is Not Trivial | Students discuss the establishment of a national soil conservation program and why soil still needs to be protected today. | |
| Don't Use It All Up! | Students discuss the many ways in which water is used and the effects that the demands of a large population have on natural resources. Students also discuss how everyone can conserve or give water back to the environment. | |
| Germ Busters | Students discuss the effects of germs in their lives and the role hand washing plays in preventing illness. | |
| Buzzy, Buzzy Bee | Students play a game that teaches them about plant pollination and discuss the important role bees play in the process. | |
| From Apple Cores to Healthy Soil | Students discuss how organic waste is decomposed and enriched the soil. | |
| Perc through the Pores | Students describe and discuss three main types of soil particles. | |
| Banking on Seeds | Students discuss the history and present day importance of seeds. | |
| Could It Be Something They Ate? | Students discuss the importance of safe food handling and analyze their own and others behavior to determine who might get sick form contaminated foods. | |
| Feed the Need | Students discuss all aspects of hunger in groups and report to the class | |
| Seasons Through the Year | Students discuss the characteristics of the four seasons in order to build awareness of seasonal change. | |
| Root, Root for Life | Students discuss ways in which roots help plants, explain how roots help the soil and tell why roots are important to people. | |
| Gala Fiesta Jamboree | Students discuss and plan their own celebrations in divers cultures, their class and their local communities. | |
| Investigating Insects | Students discuss ways in which some insects are beneficial to people. | |
| Nail by Nail, Board by Board | Students explore and discuss what shelters are made of, where building materials come from and associated careers. | |
| Step by Step | Students discuss the diversity of occupations involved in the path of production and why they are important to the overall process and the final product. | |
| Calorie Counting | Students discover how their actual expenditure and their choices of food and activity can affect their energy balance. They discuss changes that could be made to balance calorie consumption and physical activity in his or her life. | |
| To Whom It May Concern | After conducting research, students express an opinion in class and in a formal business letter written to an individual, group or organization about a controversial issue or use the issue examples about the labeling of genetically engineered foods. | |
| Standard 5: Students understand media | ||
| MEDIA GENRES | FLP Lesson | Lesson Description |
| 6.5.1. Identify existing and developing media | ||
| USING MEDIA FOR A PURPOSE | ||
| 6.5.2. Use technology according to the district’s appropriate use policy | Tomatoes to Ketchup, Chickens to Omelettes | Students build connections between raw and processed food items by cutting out pictures, matching pictures, and making collages. They analyze the processes raw foods undergo when processed. |
| To Whom It May Concern | After conducting research, students express an opinion in class and in a formal business letter written to an individual, group or organization about a controversial issue or use the issue examples about the labeling of genetically engineered foods. | |
| 6.5.3. Construct media messages; e.g., slide shows, brochures, newsletters, commercials, advertisements | Tomatoes to Ketchup, Chickens to Omelettes | Students build connections between raw and processed food items by cutting out pictures, matching pictures, and making collages. They analyze the processes raw foods undergo when processed. |
| Be Label Able | Students use information obtained from several cereal boxes to design and market a new healthy cereal. | |
| To Whom It May Concern | After conducting research, students express an opinion in class and in a formal business letter written to an individual, group or organization about a controversial issue or use the issue examples about the labeling of genetically engineered foods. | |
| INTERPRETING MEDIA | ||
| 6.5.4. Identify the point of view of a media message | Why I Buy | Students are made aware of the external influences they receive when making purchasing decisions. After examining those influences, the students will conduct their own consumer preference trails. After graphing and analyzing the data, students decide which brand of a product they will purchase and why. |
| Be Label Able | Students graph the weight of several nutritional components identified on cereal box labels to select the healthiest cereal. They use this information to design and market a new healthy cereal. | |
| To Whom It May Concern | After conducting research, students express an opinion in class and in a formal business letter written to an individual, group or organization about a controversial issue or use the issue examples about the labeling of genetically engineered foods. | |
| 6.5.5 Identify bias in media messages | To Whom It May Concern | After conducting research, students express an opinion in class and in a formal business letter written to an individual, group or organization about a controversial issue or use the issue examples about the labeling of genetically engineered foods. |
| Why I Buy | In this lesson students are made aware of the external influences they receive when making purchasing decisions. After examining those influences, the students will conduct their own consumer preference trials. After collecting, graphing and analyzing the data, students decide which brand of a product they will purchase and why. | |
| Be Label Able | Students graph the weight of several nutritional components identified on cereal box labels to select the healthiest cereal. They use this information to design and market a new healthy cereal. | |
| 6.5.6. Define plagiarism and its consequences | ||
| Standard 6: Students understand and use principles of language | ||
| LANGUAGE CONVERSIONS/MECHANICS | FLP Lesson | Lesson Descriptions |
| 6.6.1. Use grade-appropriate conventions of sentence structure; i.e., simple, compound sentences, fragments, run-ons and declarative, interrogative, imperative, exclamatory | Seasons Through the Year | Students write about aspects of each season in agriculture communities, their communities and urban communities. |
| Let's Celebrate! | Students research the reasons that people celebrate various holidays and their favorite holidays. This information is compiled and students report their findings to the class. | |
| Investigating Insects | Students observe and record at least five behaviors of insects. | |
| Germ Busters | Students record observations of a controlled experiment over a period of three weeks. They then write their conclusions and what they have learned from the experiment. | |
| From Apple Cores to Healthy Soil | Students identify organic wastes and identify reasons for recycling it. | |
| Your School Ground Through New Eyes | Students observe and describe the diversity of plant and animal life found in the school ground area and choose a private spot on the school ground for quietly observing and reflecting. | |
| Banking on Seeds | Students observe and record characteristics of seeds. | |
| Could It Be Something They Ate? | Students record information from an experiment with microbes to learn about the importance of safe food handling. | |
| To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. | |
| Cleared for Takeoff | Students learn about the important roles aviation plays in agriculture, as well as the requirements for a career ion aviation. Students also compose two entries in a pilot log book. | |
| 6.6.2. Use grade-appropriate conventions of grammar; i.e., eight parts of speech and simple and perfect tense | Seasons Through the Year | Students write about aspects of each season in agriculture communities, their communities and urban communities. |
| Let's Celebrate! | Students research the reasons that people celebrate various holidays and their favorite holidays. This information is compiled and students report their findings to the class. | |
| Investigating Insects | Students observe and record at least five behaviors of insects. | |
| Germ Busters | Students record observations of a controlled experiment over a period of three weeks. They then write their conclusions and what they have learned from the experiment. | |
| From Apple Cores to Healthy Soil | Students identify organic wastes and identify reasons for recycling it. | |
| Your School Ground Through New Eyes | Students observe and describe the diversity of plant and animal life found in the school ground area and choose a private spot on the school ground for quietly observing and reflecting. | |
| Banking on Seeds | Students observe and record characteristics of seeds. | |
| Could It Be Something They Ate? | Students record information from an experiment with microbes to learn about the importance of safe food handling. | |
| To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. | |
| Cleared for Takeoff | Students learn about the important roles aviation plays in agriculture, as well as the requirements for a career in aviation. Students also compose two entries in a pilot log book. | |
| 6.6.3. Use grade-appropriate mechanics and usage; i.e., Capitalization: I, Proper Nouns, Proper Adjectives, and in sentences; Punctuation; end marks, quotation marks in dialogue, comma in a compound sentence, items in series, apostrophe, Usage: homonyms, spelling strategies for grade appropriate conventions of spelling | Seasons Through the Year | Students write about aspects of each season in agriculture communities, their communities and urban communities. |
| Let's Celebrate! | Students research the reasons that people celebrate various holidays and their favorite holidays. This information is compiled and students report their findings to the class. | |
| Investigating Insects | Students observe and record at least five behaviors of insects. | |
| Germ Busters | Students record observations of a controlled experiment over a period of three weeks. They then write their conclusions and what they have learned from the experiment. | |
| From Apple Cores to Healthy Soil | Students identify organic wastes and identify reasons for recycling it. | |
| Your School Ground Through New Eyes | Students observe and describe the diversity of plant and animal life found in the school ground area and choose a private spot on the school ground for quietly observing and reflecting. | |
| Banking on Seeds | Students observe and record characteristics of seeds. | |
| Could It Be Something They Ate? | Students record information from an experiment with microbes to learn about the importance of safe food handling. | |
| To Whom It May Concern | After conducting research, students write a letter expressing their opinions about a controversial issue or use the issue examples about the labeling of genetically engineered foods. | |
| Cleared for Takeoff | Students learn about the important roles aviation plays in agriculture, as well as the requirements for a career in aviation. Students also compose two entries in a pilot log book. | |
| FIGURATIVE LANGUAGE | ||
| 6.6.4. Identify and use similes, metaphors, idioms, alliteration, personification, and onomatopoeia | ||