6th Grade ELA

15th 2014

Monday, December
Connecting History & Literature

Common Core Standards:

CCSS.ELA-Literacy.RL.6.9
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.
CCSS.ELA-Literacy.RL.6.5
Analyze how a particular sentence, chapter, scene, or stanza fits into the overall
structure of a text and contributes to the development of the theme, setting, or plot
Long Term Learning Targets:
I can examine literary elements (especially setting, conflict and point of view) for
the short story The Witch Who Came for the Weekend in order to determine how
they work together to communicate a central theme.
I can introduce claim(s) which are supported by clear reasoning and relevant
evidence that demonstrates my understanding of the text.
I can come to a structured class discussion prepared and refer to evidence in order
to probe or reflect on the topic, text, or ideas under discussion.
Learning Target: I can make connections between history and literature by
examining how setting contributed to the persecution of witches in Salem,
Massachusetts.
Brain Starter: Turn and Talk
Think about and carefully consider the following question. Then discuss your ideas
with an elbow partner: How did the setting of The Witch Who Came For The
Weekend contribute to Frances obsession over witches?
Mini Lesson: Save The Last Word For Me Protocol
Step 1- Students examine protocol for understanding.
Today during Work Time we will engage in a discussion protocol. Each group has
received 3 copies of the protocol; feel free to mark up this copy it is yours! Examine
the protocol in order to determine the exact steps you need to take to complete this
process successfully, as well as the importance of this process.
Ask yourselves: What are we doing? Why are we doing this? How will this help us?
How does this relate to our LT?
Assessment: Anecdotal Notes- Habits of Success: Commit to Quality (Are students
attempting to understand the protocol completely, assure all group members
develop this understanding and answer the guiding questions?)

Step 2-Protocol Review

Group Roles: Protocol Facilitator, Task Manager & Time Keeper.
1. Students in the group all read the same material.
2. Students select a quote/passage that moves them based off the Guiding
Question: How does the setting contribute to the hysteria over witchcraft in
Salem? They document where the passage can be found, and notes on what
they want to say about it or why they selected it.
3. One member in each group shares by reading only her/his passage aloud;
every other participant in the small group comments about the sentence.
(They explain how the quote shows how the setting contributes to the
hysteria over witchcraft in Salem.)
The individual with whom the sentence originated may NOT read their
explanation of their choice until all other participants have made their remarks.
Hence, Save the Last Word for Me.
4. Once each member has shared, discuss how your selections connected with
one another. Discuss the Final Question: How does this lesson from history
connect to what we know about the effect of the setting in the short story
The Witch Who Came for the Weekend?
Each group elects one student to explain a step of the protocol. The shortened steps
are charted along with the answers to the guiding questions for the purpose of the
protocol.

Work Time:
-Review Directions:
After you have selected group roles, begin completing the first two steps on your
own. When your group is ready to begin, allow the protocol facilitator to begin your
discussion.
-Elicit a Habit of Success in which students will follow during todays activity.
(Record as #habitofsuccess.)
*Be sure to honor the following Habit of Success:
-Have students take to decide on group roles.
-Students begin.
Group Roles: Protocol Facilitator, Task Manager & Time Keeper.
1. Students in the group all read the same material.
2. Students select a quote/passage that moves them based off the Guiding

Question: How does the setting contribute to the hysteria over witchcraft in
Salem? They document where the passage can be found, and notes on what
they want to say about it or why they selected it.
3. One member in each group shares by reading only her/his passage aloud;
every other participant in the small group comments about the sentence.
(They explain how the quote shows how the setting contributes to the
hysteria over witchcraft in Salem.)
The individual with whom the sentence originated may NOT read their
explanation of their choice until all other participants have made their remarks.
Hence, Save the Last Word for Me.
4. Once each member has shared, discuss how your selections connected with
one another. Discuss the Final Question: How does this lesson from history
connect to what we know about the effect of the setting in the short story
The Witch Who Came for the Weekend?
5. High Group Only: What might examining Salem Village tell us about authors
who write short stories? How has our understanding of the non-fiction author
deepened?

In Class Assessment/ Small Group Focus:

Steps 1 & 2- Assess bottom third for selection of relevant text evidence. (Below,
Approaching, Meeting & Exceeding.)
Steps 4- Observe high group with leveled Final Question. Offer follow up questions
if needed.
Assessment of Learning: Collected graphic organizers
Closing:
-Students select a closing question to respond to in their notebooks.
A. Reflect on your learning
Todays Learning Target is: I can make connections between history and literature
by examining how setting contributed to the persecution of witches in Salem,
Massachusetts. Did you master this LT? Were you able to make a strong connection
between history and literature? Explain your understanding and what evidence you
have that displays this.
B. Reflect on the process
What successes did your group experience today? What improvements may they
wish to make for next time? How closely did your group abide by the Habits of
Success? Explain.
-Students respond to A in a student-led discussion.

-Students respond to B in a student-led discussion.

Lesson Guiding Questions:
Skill Based:
How does the setting contribute to the hysteria over witchcraft in Salem?
How does this lesson from history connect to what we know about the effect of the
setting in the short story The Witch Who Came for the Weekend?
HIGH GROUP: What might examining Salem Village tell us about authors who
write short stories? How has our understanding of the non-fiction authors
deepened?
Process Based:
Learning Target: Based on the LT, what skill will we practice today? How will this
build on what we did Friday? Why might we do this? How does this relate to our
Long Term LT?
Mini Lesson/Work Time:
What are we doing? Why are engaging in this activity? How will this help us? How
might this relate to our LT?
Closing:
What successes did your group experience today? What improvements may they
wish to make for next time? How closely did your group abide by the Habits of
Success? How did this affect your work?

Differentiation:
(Last Class- Text Support: Low-Comprehension Questions & High Vocabulary Front
Loaded & Medium- High Vocabulary Front Loaded)
1- Leveled Protocol
2-Leveled Graphic Organizers (Low- Questions & Directions clarified & HighExtension Authors Craft Question.)
3-Tiered Choice Closing Question (A-Question about mastery of skills. B-Question
about process of learning.)
Grouping: Based on Literary Element Pre-Assessment
Low
Tables 1 & 3

Medium
Tables 5 & 6

High
Tables 2 & 4

Table 1
Michael
Olivia
Evelyn
Alyiah

Table 5
Mia
James
Julia
Patrick
Arlind

Table 2
Krista
Senali
Dino
Yanni
Sean

Table 3
Justin I
Gabriella
Matthew
Mark Z

Table 6
Amanda
Reanna
Gabby
Justin T

Table 4
Amanda
Robert
Wania
Alex