Preface Lake County LA Curriculum Maps Teams of Lake County teachers created curriculum maps to ensure that students throughout the district receive a common curriculum. The maps help ensure that all state requirements are taught and that the content is divided into teachable segments with appropriate pacing. The curriculum maps will guide your instruction but provide flexibility based on the individual needs of students. All teachers are expected to use the curriculum maps, in conjunction with data, to drive instruction. The maps were designed for the instruction to take place by quarter. Utilizing formative assessments will help determine whether students have achieved mastery and are ready to proceed or are in need of re-teaching. While there is flexibility in the map for re-teaching of skills, the expectation is that teachers will finish the content within each quarter in its entirety. Listed below are a few of the new or updated features common to all curriculum maps: Essential Question(s):

o Provide application of the skills/concepts o Have more than one right answer which promotes student discourse o Increase the rigor in the classroom, by changing from teacher-centered to student-

centered learning o Require you to make a decision o Promote critical thinking and problem solving o Encourage interdependence

Academic Vocabulary:

o Unfamiliar vocabulary that are essential to understanding new content within explicit instruction

o Not necessarily the bold words in the chapter. o Cumulative and continuously used throughout the year. o Integrated into word walls, a research-based strategy that will facilitate vocabulary

acquisition. Common Board Configuration Elements (specific layouts may vary by sites, but must include each of these): Purpose: For the student to know what is being taught and what the student will learn

o Date o Benchmark o Measurable, student-friendly objective o Essential Question o Bell work o Agenda (Specific daily schedule) o Homework o Exit Strategy/Card/Ticket Out

Lessons that infuse Reading, Writing, and Discussion are imperative components of every subject area. The district adopted materials should be used for core instruction and there should be daily:

o Teacher to student and student to student discourse utilizing academic vocabulary. o Reading and authentic writing o Writing that includes higher-order thinking o Incorporation of effective reading and writing instructional strategies

Response to Intervention:

o When students are not making progress with core instructional materials, supplemental materials should be utilized. Supplemental text should be provided using the student’s lexile range as a guide. Supplemental materials should also be provided to students who are beyond the level of the core instructional materials. Utilize your Media Specialists and Instructional Coaches to assist in locating appropriate materials for students. As you collect appropriate supplemental materials compile resources to be included in future curriculum map revisions.

Differentiation Strategies o Use triangulation of data to determine small groups and differentiation of the product,

process or content in order to meet the learning needs of all students. o For assistance with organizing small groups in your classroom, contact your Literacy Coach.

Maps are organized and include the following:

o Pacing o Objective o Essential questions, content and understanding, benchmarks, and assessment

How to Access the Course Description for Language Arts Courses

1. Go to the website www.floridastandards.org

2. On the left margin click on “Course Descriptions”. You should see a section bar. It contains a drop down box. Click on the down arrow to select a choice from the drop down box.

3. Click on the “Basic and Adult Education” choice. A second choice will appear.

4. Click on the grade level choice. A subject area will appear.

5. Click on “Language Arts”. A sub subject will appear.

6. Click on desired course. (M/J Language Arts) for Middle Grades:

7. Scroll down to the bottom of the page, and click “Export to Word”. This action will export your course description with benchmarks to a Word document.

Guide to the Grade-Level Specifications Benchmark Classification System Each benchmark in the Sunshine State Standards is coded with a system of numbers and letters.

• The two letters in the first position of the code identify the Subject Area (e.g., LA for Language Arts).

• The number in the second position (first number) represents the Grade Level.

• The number in the third position (second number) represents the Strand, or category of knowledge, to which the benchmark belongs. In Language Arts, the FCAT assesses six strands: (1) Reading Process; (2) Literary Analysis; (3) Writing Process; (4) Writing Applications; (5) Communication; and (6) Information and Media Literacy. FCAT Reading assess Reading Process (Strand 1), Literary Analysis (Strand 2), and Information and Media Literacy (Strand 6).

• The number in the fourth position of the code represents the Standard for the benchmark.

• The number in the fifth position shows the specific Benchmark that falls under the specific strand and within the standard.

Reading the Grade Level Specifications

Writing Writing is infused throughout the map and should be a daily activity in the classroom. When teaching essay writing, utilizing a writing rubric will address concerns for peer to peer grading and teacher grading. For examples of writing rubrics, visit the website www.readwritethink.org. For examples of FCAT writing rubrics please visit the website: http://fcat.fldoe.org/rubrcpag.asp. (See resource section). For examples of FCAT writing anchor sets please copy and paste this link into your browser: http://fcat.fldoe.org/fcatpub2.asp. or http://fcat.fldoe.org/10writinganchorsets.asp.

Essay Rubric

6+1 Trait Writing Model

Student Name:

Category 4 3 2 1 There is one clear, Main idea is clear, Main idea is The main idea is not well-focused topic. but the supporting somewhat clear, but clear. There is a Focus on topic Main idea stands out information is

general. there is a need for seemingly random

(content) and is supported by more supporting information.

collection of information. detailed information.

All supportive facts Almost all supportive Most supportive facts No facts are reported Accuracy of facts or most are are reported

accurately. facts are reported accurately.

are reported accurately. inaccurately reported. (content)

There is no clear The introduction is The introduction The introduction introduction of the inviting, states the clearly states the states the main topic, main topic or main topic, and main topic and but does not structure of the paper. previews the structure

of the paper. previews the structure adequately preview

the structure of the Introduction of the paper, but it is (organization) paper nor is it not particularly particularly inviting

to the reader. inviting to the reader.

Some details are not Details are placed in Details are placed in Many details are not in a logical or a logical order, but a logical order and in a logical or expected order, and the way they are the way they are expected order. There

is little sense that the writing is organized.

Sequencing this distracts the reader.

presented sometimes presented effectively keeps the interest of the reader.

(organization) makes the writing less interesting. All sentences sound Almost all sentences Most sentences sound

natural and are easy- on-the-ear when read aloud, but several are awkward or difficult to understand.

The sentences are natural and are easy- on-the-ear when read aloud. Each sentence

sound natural and are easy-on-the-ear when read aloud, but 1 or 2

difficult to read aloud because they sound Flow & rhythm awkward, are

distractingly is clear and has an obvious emphasis.

are awkward or (sentence fluency) difficult to understand.

repetitive, or difficult to understand.

Writer uses vivid Writer uses a limited Writer uses words

that communicate Writer uses vivid

words and phrases that linger or draw

words and phrases that linger or draw

vocabulary, which clearly, but the does not writing lacks variety,

punch, or flair. pictures in the pictures in the communicate reader's mind, and the choice and placement

reader's mind, but strongly or capture the reader's interest.

occasionally the words are used

Word choice of the words seems Jargon or clichés may accurate, natural, and not forced.

inaccurately or seem overdone.

be present and detract from the meaning.

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Lake County Schools Language Arts Overview and Course Progression by Grade Level 

6th Grade

When students enter middle school, they should already have a solid foundation in literature and other subject areas and should be able to read and write fluently. Students should begin sixth grade with a strong background in mythology, folktales, and fables from around the world; classic and contemporary fiction and poetry; and literary nonfiction related to historical and select science topics. They should able to write short essays in which they articulate a central idea and support it with examples from texts. In sixth grade, students begin to explore deeper and subtler themes. Later in the year, they study folklore; consider aspects of courage; read literature, first-hand narratives, and informational texts about heritage. They study morphology and etymology. Students write in a variety of genres using the writing process, including responses to literature, reflective essays, and stories. They use graphic organizers to lay out their ideas and plan their essays. They participate in class discussion and creative activities; practice reading literature expressively; and deliver presentations. By the end of sixth grade, they should be ready to study literature with complex and challenging themes.

7th Grade

Students entering seventh grade have read literature from many standpoints: in connection with history, science, and the arts; in pursuit of answers to a question; in consideration of a theme or literary element; and as a way of gaining insights into human existence. In seventh grade, they continue reading texts from different angles. Students read literature from and about the Middle Ages around the world in order to gain insights into character. They consider themes of perseverance and determination in a wide variety of fictional and historical texts. Students study morphology, etymology, and word history throughout the course, building their own dictionaries of words they have investigated. Students write in a variety of genres, including responses to literature, reflective essays, and stories. In addition, they create multimedia presentations. Students also write research essays about an author they have read and develop their skills of argumentation. They use graphic organizers to lay out their ideas and plan their essays. They participate in class discussion and art enrichment activities; practice reading literature expressively; and deliver presentations. By the end of seventh grade, they are ready to begin studying complex aspects of literature.

8th Grade

In eighth grade, students build on all they have learned in earlier years and begin to study complex psychological, philosophical, and moral themes in literature. Students consider relationships between setting and theme in literature and write their own stories set in cities and the countryside. They continue to use graphic organizers to plan their writing. In their reports, research essays, and oral presentations, students draw on multiple sources, including literary, informational, and multimedia texts. In class discussions and literary responses, they pay close attention to figurative language and its effects. By the end of eighth grade, students should have a rich background in literature and literary nonfiction, with a grasp of the historical context and many nuances of the works they have read.

9th Grade

Students who enter ninth grade with a foundation in fiction, drama, poetry, mythology, and literary nonfiction. In addition, they will have begun to analyze literature from various angles, to view literature in historical context, and to observe connections between literature and the arts. The ninth grade course is an overview of excellent literature across the major genres (short story, novel, poetry, drama, epic poetry, and literary nonfiction). Students will begin to read and respond to literary criticism. In addition to discussing and writing about works, students should memorize poems and excerpts of speeches and learn to deliver them with expression. By the end of ninth grade, students are prepared for focused literary study: world literature in grade 10, American literature in grade 11, and European literature in grade 12.

10th Grade

In tenth grade, students study literature from around the world- Russian literature, Asian literature, African/Middle Eastern literature, and Latin American literature with consideration of historical and cultural context. The focus is on themes and literary forms that pertain to them. Students come to grasp the relationship between local concerns and universal questions. In Russian literature, students begin by reading short Russian masterpieces of the nineteenth century and proceed to read select twentieth-century works in historical context. In Asian Literature, students observe and describe literary forms in texts. In African and the Middle Eastern literature, students gain cultural insight as they explore prose and poetry. Students study the literature of Latin America and become aware of the authors’ views of literature itself—its forms, peculiarities, language, and relationship to reality. Throughout the year, students take part in seminars, write essays, and deliver speeches

11th Grade

The course for eleventh grade is devoted to a study of American literature from the colonial period to the late twentieth century. Because much of the early literature is nonfiction (diaries, letters, sermons, almanacs, speeches, and foundational documents), there are many opportunities to analyze historical and informational texts. Throughout the year, students have opportunities to make connections with history, art, and other subjects. Essays range from the analytical to the creative: students might write a narrative essay in the style of Thoreau’s Walden or compare the treatment of a given theme in works from different genres. Students build on their writing skills from previous years, integrating multiple sources and perspectives into their work, reading literary criticism, and writing longer and more complex essays. To build appreciation of the sounds and rhythms of American literature, students continue to recite poems and speeches and refine their expressive delivery. By the end of the year, students have a foundation in American literature and are ready to branch out into European literature, which is studied in twelfth grade.

12th Grade

In twelfth grade, students focus on European literature from the Middle Ages to the present. Students should see how earlier works influence later works and how forms and ideas have evolved over time. Students consider prominent themes for each time period: for instance, the tension between reason and emotion in seventeenth-century literature, and questions of the relationship between art and nature in the literature of the eighteenth and early nineteenth century. Most of the poetry studied this year is English, because of the importance of reading poetry in the original language. Through immersion in the poetry of Shakespeare, Donne, Milton, Blake, Wordsworth, Byron, Auden, and others, students develop an ear for English metrical forms and learn to recite poems expressively from memory. In their essays and discussions, students may relate a work to its historical circumstances, trace a symbol through a work or works, or consider a moral or philosophical question. Writing assignments include essays and research papers. By the end of twelfth grade, students have become familiar with some of the major works and ideas of European literature, have honed their skills of literary analysis, and have learned to write a research paper.

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6th Grade English Language Arts Pacing Guide First Nine Weeks Second Nine Weeks Third Nine Weeks Fourth Nine Weeks

Reading /Literature • Elements of fiction with

emphasis on theme and plot structure

• Figurative Language • Short Story Study • Genre Recognition • Themes

Writing

• Narrative Essays • Personal responses to

reading. • Writing to learn

Grammar / Conventions (Through the writing process)

• Punctuation • Style, tone • Words & phrases

Vocabulary

• Word Parts • Content-Directed Literary

Terms • Context clues

Speaking/Listening/Viewing

• Daily student discussions • Think/pair/share • Listening strategies

Reading / Literature • Elements of Nonfiction • Essay elements • Organizational patterns • Inferences • Cause and effect

Writing

• Expository Essays • Research Process* • Plagiarism * • Formal Documentation* • Primary and Secondary

Sources* • Note-taking and

summarizing Grammar / Conventions (Through the writing process)

• Verb shifts • Punctuating series • Verb tense • Sentence simple to

compound combinations Vocabulary

• Word Parts • Context clues • Literary Terms

Speaking/Listening/ Viewing

• Oral presentation of research product

• Daily student discussions *In support of Science Fair

Reading / Literature • Elements of Poetry • Novel Study • Folk tales/Animal tales

Writing

• Supported poem analysis • Comparative, expository

essay • Book report, review, critique

Grammar / Conventions (Through the writing process)

• Shifts in pronoun number and person

• Verb tense • Compound to complex

sentence combinations Vocabulary

• Complex Word Parts • Literary Terms • Connotation/Denotation • Words from other languages • Using context clues

Speaking/Listening/Viewing

• Oral presentation/reading of poetry/book review

• Daily student discussions • Listening strategies

Reading / Literature • Elements of Drama • Oral Dramatic Reading • Non Fiction

Writing

• Written communication • Directions • Technical Writing • Persuasive essay

Grammar / Conventions (through the writing process)

• Commas, parentheses, dashes

• Sentence patterns related to establishing style

Vocabulary • Complex Word Parts • Literary Terms • Greek/Roman words • Applying context clues

Speaking / Listening / Viewing

• Presenting to an Audience

• Responding to a Speaker • Listening Strategies • Speaking Strategies • Daily student discussions

6th Grade English Language Arts Curriculum Map 1st Nine Weeks Objectives of Learning:

• Read and demonstrate comprehension of a variety of fiction and narrative selections. • Develop personal written expression through use of writing process. • Build grade-appropriate vocabulary using strategies including context clues and study of word parts.

Essential Questions Skills Standards Assessments Reading/Literature

How does an author develop a theme?

*Guiding Questions How are fictional plots structured? How does figurative language contribute to literature?

Reading/Literature

-Using reading strategies identify the elements of fiction and understand their roles in a story. -Distinguish several different genres of fiction, including short story, novel, folktale/legend/myth, and drama. -Identify the stages of plot in a story, including exposition, rising and falling action, and climax. -Use foreshadowing to make predictions about the story. -Discuss and identify story themes

Reading/Literature LA.6.1.5.1 adjust reading rate based on purpose, text difficulty, form, and style LA.6.1.7.1use background knowledge of subject and related content areas, pre-reading strategies, graphic representations, and knowledge of text structure to make and confirm complex predictions of content, purpose, and organization of a reading selection

Formal: Quizzes Unit tests Expository essay Persuasive essay LA.6.1.7.2 analyze the authors purpose and perspective in a variety of texts and

understand how they affect meaning Book review Book report LA.6.1.7.3 determine the main idea or essential message in grade-level text through

inferring, paraphrasing, summarizing, and identifying relevant details LA.6.1.7.5 analyze a variety of text structures and text features and explain their impact on meaning in text LA.6.1.7.6 analyze and evaluate similar themes or topics by different authors across a variety of fiction and nonfiction selections LA.6.1.7.7 compare and contrast elements in multiple texts

Book project Book talk Informal: Journals Learning Logs LA.6.1.7.8 use strategies to repair comprehension of grade-appropriate text when self-

monitoring indicates confusion, including but not limited to rereading, checking context clues, predicting, note-making, summarizing, using graphic and semantic organizers, questioning, and clarifying by checking other sources.

Web Quests Word Wall Activity:

LA.6.2.1.1 identify the characteristics of various genres as forms with distinct characteristics and purposes LA.6.2.1.2 locate and analyze the elements of plot structure, including exposition, setting, character development, rising/falling action, conflict/resolution, and theme in a variety of fiction LA.6.2.1.4 identify and explain recurring themes across a variety of works LA.6.2.1.5 develop an interpretation of a selection and support through sustained use of examples and contextual evidence LA.6.2.1.7 locate and analyze an author's use of allusions and descriptive, idiomatic, and figurative language in a variety of literary text, identifying how word choice sets the author's tone and advances the work's theme LA.6.2.1.9 explain how ideas, values, and themes of a literary work often reflect the historical period in which it was written LA.6.2.1.10 use interest and recommendation of others to select a balance of age and ability appropriate fiction materials to read to expand the core foundation of knowledge necessary to function as a fully literate member of a shared culture. LA.6.1.6.2 listen to, read, and discuss familiar and conceptually challenging text

Transition words & phrases Descriptive words Literary terms Writing Assessments

8

Writing

How can I express myself effectively in writing?

Writing

Using the writing process, produce personal narratives

Writing LA.6.4.1.1 write narrative accounts with an engaging plot include a clearly described setting with figurative language and descriptive words or phrases to enhance style and tone LA.6.4.1.2 write a variety of expressive forms that employ figurative language, rhythm, dialogue, characterization, and/or appropriate format LA.6.3.1.1 prewrite by generating ideas from multiple sources based upon teacher-directed topics and personal interests LA.6.3.1.2 prewrite by making a plan for writing that prioritizes ideas, addresses purpose, audience, main idea, and logical sequence LA.6.3.1.3 prewrite by using organizational strategies and tools LA.6.3.2.1 draft writing by developing main ideas from the prewriting plan using primary and secondary sources appropriate to purpose and audience LA.6.3.2.2 draft writing by organizing information into a logical sequence and combining or deleting sentences to enhance clarity LA.6.3.2.3 draft writing by analyzing language techniques of professional authors to enhance the use of descriptive language and word choices LA.6.3.3.1 revise by evaluating the draft for development of ideas and content, logical organization, voice, point of view, word choice, and sentence variation LA.6.3.3.2 revise by creating clarity and logic by rearranging words, sentences, and paragraphs, adding transitional words, incorporating sources directly and indirectly into writing, using generalizations where appropriate, and connecting conclusion to ending LA.6.3.3.3 revise by creating precision and interest by expressing ideas vividly through multiple language techniques and modifying word choices using resources and reference materials LA.6.3.3.4 revise by applying appropriate tools or strategies to evaluate and refine the draft LA.6.3.5.1 prepare writing using technology in a format appropriate to audience and purpose LA.6.3.5.2 use elements of spacing and design for graphics when applicable to enhance the appearance of the document LA.6.3.5.3 share the writing with the intended audience LA.6.3.3.3 revise by creating precision and interest by expressing ideas vividly through multiple language techniques and modifying word choices using resources and reference materials LA.6.3.4.1edit for correct use of spelling, using spelling rules, orthographic patterns, generalizations, knowledge of root words, prefixes, suffixes, and knowledge of Greek and Latin root words and using a dictionary, thesaurus, or other resources as necessary LA.6.3.4.2 edit for correct use of capitalization, including major words in titles of books, plays, movies, and television programs

Expository essay Persuasive essay Submission-ready research document for Science Fair *FCAT style writing prompt practice including feedback provided by the teacher, and a revise, rewrite and published work sample

9

Grammar Conventions Grammar Conventions How does grammar usage affect writing?

Why is proper grammar important?

Vocabulary How can understanding the meaning of prefixes, suffixes, and roots assist in vocabulary development? How can context clues be used to understand new words?

Grammar Conventions -Use punctuation for effect in authentic writing. -Maintain consistency in style and tone in writing. -Choose words and phrases to convey ideas precisely. -Produce complete sentences, avoiding fragments and run-ons. Vocabulary -Identify prefixes, roots, and suffixes and understand how they modify meaning. -Successfully define new words using context clues. -Understand and use literary terms

LA.6.3.4.3 edit for correct use of punctuation in simple, compound, and complex sentences, including appositives and appositive phrases, and in cited sources, including quotations for exact words from sources; LA.6.3.4.4 edit for correct use of the eight parts of speech LA.6.3.4.5 edit for correct use of consistency in verb tense in simple, compound, and complex sentences LA.6.3.4.2 The student will demonstrate the ability to select and ethically use media appropriate for the purpose, occasion, and audience. LA.6.3.4.1edit for correct use of spelling, using spelling rules, orthographic patterns, generalizations, knowledge of root words, prefixes, suffixes, and knowledge of Greek and Latin root words and using a dictionary, thesaurus, or other resources as necessary Vocabulary LA.6.1.6.1 use new vocabulary that is introduced and taught directly LA.6.1.6.3 use context clues to determine meanings of unfamiliar words , LA.6.1.6.4 categorize key vocabulary and identify salient features LA.6.1.6.5 relate new vocabulary to familiar words LA.6.1.6.6 distinguish denotative and connotative meanings of words LA.6.1.6.7 identify and understand the meaning of conceptually advanced prefixes, suffixes, and root words LA.6.1.6.8 identify advanced word/phrase relationships and their meanings LA.6.1.6.9 determine the correct meaning of words with multiple meanings in context LA.6.1.6.10 determine meanings of words, pronunciation, parts of speech, etymologies, and alternate word choices by using a dictionary, thesaurus, and digital tools LA.6.1.6.11 will identify the meaning of words and phrases derived from Greek and Latin mythology and identify frequently used words from other languages

Word Parts for the course (these word parts are unique to 6th de) and are pegra

forenot repost 

ated at upper grades. multi im/in

super act  photo morphanti

Literary terms: cynical denotation diction explicit figurative language connotation foreshadowing implicit intrinsic monologue parallelism rhetorical question style symbol syntax theme

agr  bio podCycl‐  Aud‐ aquasemi

Trans     inter           form‐             lab‐ 

10

6th Grade English Language Arts Curriculum Map 2nd Nine Weeks Objectives of Learning:

• Read and demonstrate comprehension of a variety of nonfiction and informational selections. • Develop informational and expository written expression through use of writing process. • Build grade-appropriate vocabulary using strategies including context clues and study of word parts.

Essential Questions Skills Standards Assessments Reading/Literature What role(s) does the structure of nonfiction text play in conveying information?

Reading/Fiction/Nonfiction -Distinguish fiction from nonfiction. -Identify the characteristics of nonfiction and understand their roles in essays and other informational forms. -Recognize and correctly use common organizational patterns including cause and effect and comparison and contrast. -Practice making inferences when reading different informational texts. -Identify cause and effect

Reading/Literature LA.6.1.5.1, LA.6.1.7.1, LA.6.1.7.2, LA.6.1.7.3, LA.6.1.7.4, LA.6.1.7.5, LA.6.1.7.7, LA.6.1.7.8, LA.6.2.1.1 LA.6.2.2.1 select a topic for inquiry, formulate a search plan, and apply evaluative criteria to select and use appropriate resources LA.6.2.2.2 collect, evaluate and summarize information using a variety of techniques from multiple sources (e.g., encyclopedias, websites, experts) that includes paraphrasing to convey ideas and details from the source, main idea(s) and relevant details LA.6.2.2.3 write an informational report that includes a focused topic, appropriate facts and relevant details, a logical sequence, a concluding statement, and list of sources used LA.6.2.2.4 explain and demonstrate an understanding of the importance of ethical research practices, including the need to avoid plagiarism, and know the associated consequences LA.6.2.2.5 use interest and recommendation of others to select a variety of age and ability appropriate nonfiction materials (e.g., biographies and topical areas, such as science, music, art, history, sports, current events) to expand the core knowledge necessary to connect topics and function as a fully literate member of a shared culture. LA.6.2.2.4 identify the characteristics of a variety of types of nonfiction text LA.6.2.2.2 use information from the text to answer questions related to the main idea or relevant details, maintaining chronological or logical order LA.6.1.7.4 identify cause-and-effect relationships in text;

Formal: Quizzes Unit tests Expository essay Persuasive essay Submission-ready research document for Science Fair Book review Book report Book project Informal: Prewriting Strategies Graphic Organizers Journals Learning Logs Web Quests Book talk Word Wall Activity: Transition words & phrases Descriptive words Literary terms

Literary terms: Ambiguity analogy anecdote eccentricity euphemism genre hyperbole sarcasm simile tome

11

Writing How do expository essays relate to real world use?

Writing -Produce expository essays of at least 300 words by using the complete writing process. -Use research process to produce accurate and properly cited information in the form of a science fair project. -Properly use APA citation format for sources.

Writing LA.6.2.2.1 locate, use, and analyze specific information from organizational text LA.6.2.2.3 organize information to show understanding LA.6.4.2.1 write in a variety of informational/expository forms LA.6.4.2.2 record information related to a topic, including visual aids to organize and record information and include a list of sources used LA.6.4.2.3 write informational/expository essays that include a thesis statement, supporting details, and introductory, body, and concluding paragraphs LA.6.4.1.2 write a variety of expressive forms that employ figurative language, rhythm, dialogue, characterization, and/or appropriate format LA.6.3.1.1 prewrite by generating ideas from multiple sources based upon teacher-directed topics and personal interests LA.6.3.1.2 prewrite by making a plan for writing that prioritizes ideas, addresses purpose, audience, main idea, and logical sequence LA.6.3.1.3 prewrite by using organizational strategies and tools LA.6.3.2.1 draft writing by developing main ideas from the prewriting plan using primary and secondary sources appropriate to purpose and audience LA.6.3.2.2 draft writing by organizing information into a logical sequence and combining or deleting sentences to enhance clarity LA.6.3.2.3 draft writing by analyzing language techniques of professional authors to enhance the use of descriptive language and word choices LA.6.3.3.1 revise by evaluating the draft for development of ideas and content, logical organization, voice, point of view, word choice, and sentence variation LA.6.3.3.2 revise by creating clarity and logic by rearranging words, sentences, and paragraphs, adding transitional words, incorporating sources directly and indirectly into writing, using generalizations where appropriate, and connecting conclusion to ending LA.6.3.3.3 revise by creating precision and interest by expressing ideas vividly through multiple language techniques and modifying word choices using resources and reference materials LA.6.3.3.4 revise by applying appropriate tools or strategies to evaluate and refine the draft LA.6.3.5.1 prepare writing using technology in a format appropriate to audience and purpose LA.6.3.5.2 use elements of spacing and design for graphics when applicable to enhance the appearance of the document LA.6.3.5.3 share the writing with the intended audience LA.6.3.3.3 revise by creating precision and interest by expressing ideas vividly through multiple language techniques and modifying word choices using resources and reference materials LA.6.3.4.1edit for correct use of spelling, using spelling rules, orthographic patterns, generalizations, knowledge of root words, prefixes, suffixes, and knowledge of Greek and Latin root words and using a dictionary, thesaurus, or other resources as necessary

Writing Assessments Submission-ready research document for Science Fair Expository essay *FCAT style writing prompt practice including feedback provided by the teacher, and a revise, rewrite and published work sample

12

Grammar/Conventions How does grammar usage affect writing?

Vocabulary How can understanding the meaning of prefixes, suffixes, and roots assist in vocabulary development? How can context clues help me understand unknown words?

Grammar/Conventions -Recognize and correct inappropriate shifts in verb tense and aspect - Use punctuation to separate items in a series -Expand, combine, and reduce sentences for meaning, reader/listener interest, and style Vocabulary -Identify prefixes, roots, and suffixes and understand how they modify meaning. -Successfully define new words using context clues. -Understand and use literary terms

Grammar/Conventions LA.6.3.4.1, LA.6.3.4.2, LA.6.3.4.3, LA.6.3.4.4 , LA.6.3.4.5 LA.6.3.4.1edit for correct use of spelling, using spelling rules, orthographic patterns, generalizations, knowledge of root words, prefixes, suffixes, and knowledge of Greek and Latin root words and using a dictionary, thesaurus, or other resources as necessary LA.6.3.4.3 edit for correct use of punctuation in simple, compound, and complex sentences, including appositives and appositive phrases, and in cited sources, including quotations for exact words from sources; LA.6.3.4.4 edit for correct use of the eight parts of speech LA.6.3.4.5 edit for correct use of consistency in verb tense in simple, compound, and complex sentences Vocabulary LA.6.1.6.1 use new vocabulary that is introduced and taught directly LA.6.1.6.3 use context clues to determine meanings of unfamiliar words , LA.6.1.6.4 categorize key vocabulary and identify salient features LA.6.1.6.5 relate new vocabulary to familiar words LA.6.1.6.6 distinguish denotative and connotative meanings of words LA.6.1.6.7 identify and understand the meaning of conceptually advanced prefixes, suffixes, and root words LA.6.1.6.8 identify advanced word/phrase relationships and their meanings LA.6.1.6.9 determine the correct meaning of words with multiple meanings in context LA.6.1.6.10 determine meanings of words, pronunciation, parts of speech, etymologies, and alternate word choices by using a dictionary, thesaurus, and digital tools LA.6.1.6.11 will identify the meaning of words and phrases derived from Greek and Latin mythology and identify frequently used words from other languages

13

6th Grade English Language Arts Curriculum Map 3rd Nine Weeks Objectives of Learning:

• Read and demonstrate comprehension of poetry and /or a novel. • Participate in daily classroom discussions. • Develop persuasive written expression through use of writing process, including writing for oral presentation. • Build grade-appropriate vocabulary using strategies including context clues and study of word parts.

Essential Questions Skills Standards Assessments Reading/Literature How does an author make a novel and/or poem memorable? What distinguishes novels from other fiction? Writing Why is it important to write daily? Grammar/Conventions How does grammar usage affect writing?

Vocabulary How can understanding the meaning of prefixes, suffixes, and roots assist in vocabulary development?

Reading/Literature -Distinguish novels from other fiction and poetry from prose. -Identify and understand the elements of poetry -Recognize and understand different forms of poetry including epic, narrative, concrete, haiku, cinquain, and free verse -Use foreshadowing in the novel to make predictions about the story. -Read folk literature: folktales & animal tales -Read & understand the characteristics & narrative structures of folk literature. Writing Write a well-supported analysis of a poem. Authentic writing of an original poem Write an expository essay that compares two or more works. Write a book report, review or critique. Grammar/Conventions -Recognize and correct inappropriate shifts in pronoun number and person -Recognize and correct vague pronouns Vocabulary -Identify prefixes, roots, and suffixes and understand how they modify meaning. -Successfully define new words using context clues. -Understand and use literary terms

Reading/Literature LA.6.1.6 write a book report, review, or critique that compares two or more works by the same author LA.6.1.5.1, LA.6.1.7.1, LA.6.1.7.2, LA.6.1.7.3, LA.6.1.7.4, LA.6.1.7.5, LA.6.1.7.7, LA.6.1.7.8, LA.6.2.1.1, LA.6.2.1.2, LA.6.2.1.4, LA.6.2.1.5, LA.6.2.1.6, LA.6.2.1.7, LA.6.2.1.8, LA.6.2.1.9, LA.6.2.1.10 LA.6.2.1.3 locate and analyze the effects of sound, meter, figurative and descriptive language, graphics and structure to communicate mood and meaning Writing LA.6.1.6 write a book report, review, or critique that compares two or more works by the same author LA.6.3.1.1 , LA.6.3.1.2 , LA.6.3.1.3, LA.6.3.2.1 , LA.6.3.2.2 , LA.6.3.2.3, LA.6.3.3.1 , LA.6.3.3.2 , LA.6.3.3.3 , LA.6.3.3.4, LA.6.3.5.1 , LA.6.3.5.2 , LA.6.3.5.3, LA.6.5.1.1 Grammar/Conventions LA.6.3.4.1, LA.6.3.4.2, LA.6.3.4.3, LA.6.3.4.4 , LA.6.3.4.5 Vocabulary LA.6.1.6.1, LA.6.1.6.2, LA.6.1.6.3, LA.6.1.6.4, LA.6.1.6.5, LA.6.1.6.6, LA.6.1.6.7, LA.6.1.6.8, LA.6.1.6.9, LA.6.1.6.10, LA.6.1.6.11

Formal: Quizzes Unit tests Expository essay Persuasive essay Submission-ready research document for Science Fair Book review Book report Book project Book talk *FCAT style writing prompt practice including feedback provided by the teacher, and a revise, rewrite and published work sample Informal: Journals Learning Logs Web Quests Word Wall Activity: Transition words & phrases Descriptive words Literary terms

Literary terms: Alliteration Allusion Antagonist Ethos Free Verse Metaphor Onomatopoeia Pathos Personification Poignant Protagonist

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6th Grade English Language Arts Curriculum Map 4th Nine Weeks Objectives of Learning:

• Read and demonstrate comprehension of drama and/or a novel. • Develop persuasive written expression through use of writing process, including writing for oral presentation. • Build grade-appropriate vocabulary using strategies including context clues and study of word parts. • Practice speaking and listening strategies.

Essential Questions Skills Standards Assessments Reading/Literature How can literature enhance our lives and learning? How do we make personal connections to literature? Writing What role does writing play in everyday? Grammar/Conventions taught through the writing process How does grammar usage affect writing?

Reading/Literature/Nonfiction - Distinguish drama from other forms of fiction. -Identify and understand the elements of drama including soliloquy, stage directions, act/scene structure. - explain how text feature said the reader's understanding - use information from a variety of consumer workplace and other documents to explain a situation and justify a decision Writing -Write a variety of informal and formal communication -Write directions to unfamiliar locations -Create a technical manual -Write persuasive essay based on student selected topic of interest, include persuasive techniques with three cited supports Grammar/Conventions taught through the writing process -Use commas, parentheses, or dashes to set off nonrestrictive parenthetical elements -Vary sentence patterns for meaning and style

Reading/Literature LA.6.1.5.1, LA.6.1.7.1, LA.6.1.7.2, LA.6.2.1.1, LA.6.2.1.2, LA.6.2.1.3, LA.6.2.1.4, LA.6.2.1.5, LA.6.2.1.7 LA.6.2.1.8 compare language patterns and vocabulary of contemporary texts to those of historical texts LA.6.6.1.1 explain how text features (e.g., charts, maps, diagrams, sub-headings, captions, illustrations, graphs) aid the reader's understanding LA.6.6.1.2 use information from a variety of consumer (e.g., warranties, instructional manuals), workplace (e.g., applications, contracts) and other documents to explain a situation and justify a decision Writing LA.6.4.2.4 write a variety of informal communications and formal communications that follow a format and that have a clearly stated purpose and that include the date, proper salutation, body, closing and signature LA.6.4.2.5 write directions to unfamiliar locations using cardinal and ordinal directions, landmarks, and distances, and create an accompanying map LA.6.4.3.1 write persuasive text that establishes and develops a controlling idea, using appropriate supporting arguments and detailed evidence LA.6.4.3.2 include persuasive techniques LA.6.6.1.3 create a technical manual or solve a problem LA.6.3.1.1 , LA.6.3.1.2 , LA.6.3.1.3, LA.6.3.2.1 , LA.6.3.2.2, LA.6.3.2.3, LA.6.3.3.1 , LA.6.3.3.2 , LA.6.3.3.3 , LA.6.3.3.4, LA.6.3.5.1 , LA.6.3.5.2 , LA.6.3.5.3, LA.6.5.1.1 Grammar/Conventions taught through the writing process LA.6.3.4.1 , LA.6.3.4.2 , LA.6.3.4.3, LA.6.3.4.4 , LA.6.3.4.5

Formal: Quizzes Unit tests Presentations Personal & Business Correspondence Informal: Journals Learning Logs Web Quests Oral discussions

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Vocabulary How does knowledge of literary terms help when analyzing? Speaking/Listening/ Viewing What verbal and nonverbal factors are important in making an effective speech or presentation?

Vocabulary Identify prefixes, roots, and suffixes and understand how they modify meaning. Successfully use literary terms. Review and apply literary terms learned. Speaking/Listening/Viewing Develop and present an informative presentation. Understand and critically interpret messages from a variety of media including print, television, film, and internet.

Vocabulary LA.6.1.6.1 use new vocabulary that is introduced and taught directly LA.6.1.6.3 use context clues to determine meanings of unfamiliar words , LA.6.1.6.4 categorize key vocabulary and identify salient features LA.6.1.6.5 relate new vocabulary to familiar words LA.6.1.6.6 distinguish denotative and connotative meanings of words LA.6.1.6.7 identify and understand the meaning of conceptually advanced prefixes, suffixes, and root words LA.6.1.6.8 identify advanced word/phrase relationships and their meanings LA.6.1.6.9 determine the correct meaning of words with multiple meanings in context LA.6.1.6.10 determine meanings of words, pronunciation, parts of speech, etymologies, and alternate word choices by using a dictionary, thesaurus, and digital tools LA.6.1.6.11 will identify the meaning of words and phrases derived from Greek and Latin mythology and identify frequently used words from other languages

Speaking/Listening/Viewing LA.6.5.2.2 deliver narrative and informative presentations, including oral responses to literature, and adjust oral language, body language, eye contact, gestures, technology and supporting graphics appropriate to the situation. LA.6.5.2.1 listen and gain information for a variety of purposes LA.6.6.3.1 analyze ways that production elements affect communication across the media LA.6.6.3.2 demonstrate the ability to select and ethically use media appropriate for the purpose, occasion, and audience LA.6.6.4.1 use appropriate available technologies to enhance communication and achieve a purpose LA.6.6.4.2 determine and apply digital tools to publications and presentations

Word Wall Activity: Transition words & phrases Descriptive words Literary terms Informal: Vocabulary games such as bingo and Pictionary

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Resources for 6th Grade Language Arts

Literary Elements Vocabulary

Plot Development Character Development

Descriptive & Figurative Language

Author's Purpose Themes

exposition traits tone fact and opinion rising action credibility mood point of view climax hero metaphor theme falling action villain simile literary text resolution point of view analogy informational text setting characterization foreshadowing conflict flashback symbolism

Sentence and Paragraph Development Vocabulary

Sentence Construction Run-on Sentences Paragraph Construction

simple sentences run-on sentences 3-5 paragraph form complex sentences fragments topic sentence subject edit supporting details predicate revise concluding sentence declaratives simple sentences indent interrogative compound sentences quotations exclamatory sentences combining phrases logical order imperative sentences combining clauses transitions compound-complex sentences conjunctions elaboration subject/verb agreement types of nouns types of verbs

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Writing Conventions / Grammar & Syntax Vocabulary

Parts of Speech Prewriting Strategy Sentence Structure

noun brainstorm fragment verb cluster run-on

adjective word web complete sentence adverb graphic organizer

simple compound conjunction complex sentence preposition direct object indirect object

Writing Genre Vocabulary

Writing Techniques Writing Purpose

Interjection

cause and effect elements of plot narrative compare and contrast elements of style persuasive problem and solution opinion expository analysis audience classification hooks

Writing Process & Writing Traits Vocabulary

Pre-Writing Drafting Revise

persuasive outline ideas topic sentence thesaurus expository short stories supporting details run-on narrative literary element writing checklist fragments graphic organizer writing samples lead substitution pre-write evaluate papers conclusion strong verbs purpose business letters transitional words proofread brainstorming friendly letter transitional sentences edit symbols author's purpose writing rubric conventions details adjectives simile

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Listening, Viewing, Speaking Vocabulary

Listening Strategies Viewing Speaking

eye contact voice volume note-taking body gestures tone hearing vs. listening facial expressions moderate speed paraphrase persuasive language diction relevant questions media knowledge of content summarizing audience awareness stereotyping pacing bias organized

Reference, Research & Report Strategies & Skills Vocabulary

Reference Strategies Research Strategies Report Strategies

reference index evaluate bibliography non-fiction glossary analyze ethical atlas appendix organization sources almanac illustration interpret copyright resources electronic resources documents footnotes thesaurus search engine thesis periodicals organization