web viewunit a: week#3 (9/19-9/23):the tail or dragon, dragon. 16. ... and analyze how specific word...

ORANGE PUBLIC SCHOOLSOFFICE OF CURRICULUM AND INSTRUCTION

OFFICE OF ENGLISH LANGUAGE ARTS

Sixth Grade

PARCC-Aligned Curriculum GuideModule A

School Year 2016-2017

Module A 6th Grade ELA Curriculum FrameworkDistrict/School Formative Assessment Plan District/School Summative Assessment PlanMid-Module AssessmentEnd-of Module AssessmentAlso additional supplemental formative activities as deemed appropriate by individual instructors.

See performance tasks in Prentice Hall Literature. (pp. 370-371)

District/School Texts District/School Supplementary ResourcesSee District Modules Below See District Modules Below

District/School Writing TasksPrimary FocusRI.6.1, RI.6.2, RI.6.4, RI.6.5, RI.6.9

RL.6.1, RL.6.2, RL.6.3, RL.6.4, RL.6.6, RL.6.10

W.6.3

Secondary FocusW.6.1, W.6.2, W.6.4, W.6.5

Routine WritingW.6.10

21st Century SkillsCRP1. Act as a responsible and contributing Citizen and employee.CRTP4. Communicate clearly and effectively and with reason.CRTP7. Employ valid and reliable research strategies.CRP11. Use technology to enhance productivity.Interdisciplinary ConnectionsScienceSocial StudiesGeography

Big Question of the Unit: “ Is conflict always bad?”

http://yipa.org/wp/wp-content/uploads/2016/06/competitors_get.gif

Table of Contents:

Module Focus 5

Standards: Anchor and Progress Indicators 6

Essential Questions and Enduring Understandings 9

Learning Targets by Standard 10

Assessments and Sample Schedule 12

Module#1: Units A Overview 13

Module #1 Unit B Overview 14

Unit A: Week #1 and 2 (9/8-9/16): Setting up Shop 15

Unit A: Week#3 (9/19-9/23):The Tail or Dragon, Dragon 16

Unit A: Week#4 (9/26-9/30): Zlateh the Goat or The Woman Who Lived With Wolves 17

Unit A: Week #5 (10/3-10/7): Becky and the Wheels and Brake Boys and SouthPaw 18

Unit B: Week #6 (10/10-10/14): The Circuit or The All American SlurpDistrict Mid Module Assessment

20

Unit B: Week #7 (10/17-10/21): The King of Mazy May or Aaron’s Gift 21

Unit B:Week #8 (10/24-10/28): The Fun They Had and Feathered Friend 22

Unit B:Week #9 10/31-11/4): Performance Tasks,District End of Module Assessment

24

Unit B:Week #10 (11/7-11/9: Portfolio Development and Presentations 24

Grade/Unit 6th grade Module 1: Short Story and Narrative

Big Question

“Is conflict always bad?”

Module Focus In English Language Arts, the Orange Public School District’s 2016-17 school year will focus on the philosophy that

reading and writing are intertwined. We will also focus on three key shifts in the reading program, directly related to Reading Complex Texts. These three shifts include the following:

● Building Vocabulary and Fluency● Citing Evidence grounded in Writing, Speaking and Listening● Building Content/Knowledge

Throughout Module A, students will read grade level complex short stories as well as a variety of other texts/media that are tiered to individual reading levels related to the Big Question.Students will consider the Big Question as they read both literary and informational texts with the following goals:

1. Strengthening reading level and acquiring vocabulary and fluency through whole class and independent reading2. Gaining knowledge/content through mentor text, related/paired texts, and other media3. Gaining a deeper understanding of literature

Using these texts, students will achieve the following outcomes:1. Learn the required fundamental skills aligned with New Jersey standards such as citing evidence, using

context clues, and make personal connections, allowing them to comprehend fiction as well as nonfiction texts.2. Furthermore, students will make inferences, draw conclusions, and identify elements of short stories while

reading these texts focusing on characters and conflict.3. Additionally, students will construct writing in the form of a personal narrative and essays, focusing on

prewriting and revising/editing appropriate for a specific purpose, genre, and audience.4. They will also engage in meaningful classroom discussions with their peers demonstrating ability to orally

present information and adapt speech to a variety of contexts.5. Lastly, at the end of the unit, students will create and present an authentic assessment drawing on skills learned

during unit readings and reflect on the Big Question, thus supporting the ELA department philosophy that reading and writing are intertwined.

Focus Standards: READING

NJ Anchor Standards Reflecting 3 Key Shifts in ELA Reading CurriculumText Complexity, Building Fluency, Building Knowledge/Content

NJSLSA.R1 Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.NJSLSA.R2 Determine central ideas/ themes of a text and analyze their development; summarize key supporting details/ideas.NJSLSA.R4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.NJSLSA.R7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.NJSLSA.R9 Analyze and reflect on how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.NJSLSA.R10: Read and comprehend complex literary and informational texts independently and proficiently with scaffolding as needed

Reading Literature

Key Ideas + Details:RL.6.1 Cite textual evidence and make relevant connections to support analysis of what the text says explicitly as well as inferences drawn from the textRL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details;provide a summary of the text distinct from personal opinions or judgements.RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.Craft + Structure:RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.RL.6.6 Explain how an author develops the point of view of the narrator or speaker in a text.Range of Reading and Level of Text Complexity:RL.6.10: By the end of the year read and comprehend literature, including stories, dramas, and poems at grade level text complexity.

Reading Information

Key ideas + Details:RI.6.1Cite textual evidence and make relevant connections to support analysis of what the text says explicitly as well as inferences drawn from the text.RI.6.2 Determine a central idea of a text and analyze how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.Craft + Structure:RI.6.4 Determine the meanings of words and phrases as the are used in a text, including figurative, connotative, and technical meanings.RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.RI.6.9 Compare, contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person)

Focus Standard: WRITING

NJ Anchor Standards Reflecting Shift in ELA Writing CurriculumReading and Writing are Intertwined (Complexity, Fluency, Knowledge/Content)

NJSLSA.W3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.NJSLSA.W5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.NJSLSA.W8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.NJSLSA.W9 Draw evidence from literary or informational texts to support analysis, reflection, and research

Writing

Text Types and Purposes:W.6.1. Write arguments to support claims with clear reasons and relevant evidence. (Performance Task, HW, CW)

A. Introduce claim(s), and organize the reasons and evidence clearly.B. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.C. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.D. Establish and maintain a formal style/academic style, approach, and form.E. Provide a concluding statement or section that follows from and supports the argument presented.

W.6.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (Performance Tasks, HW, CW)

A. Introduce a topic and organize ideas, concepts, and information, using text structures (e.g., definition, classification, comparison/contrast, cause/effect, etc.) and text features (e.g.,headings, graphics, and multimedia) when useful to aiding comprehension.

B. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and and examples.C. Use appropriate transitions to clarify the relationships among ideas and concepts.D. Use precise language and domain-specific vocabulary to inform about or explain the topic.E. Establish and maintain a formal/ academic style, approach, and form.F. Provide a concluding statement or section that follows from the information or explanation presented.

W.6.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. (Authentic Assessment)

A. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

B. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.C. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.D. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.E. Provide a conclusion that follows from the narrated experiences or events.

Production and Distribution of Writing:W.6.4. Produce clear and coherent writing in which the development, organization, voice and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.6.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.W.6.6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient

command of keyboarding skills to type a minimum of three pages in a single sitting.

Research to Build and Present Knowledge:W.6.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.Apply grade 6 Reading standards to literature (e.g., “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.Range of WritingW.6.10. Write routinely over extended time frames (time for research, reflection, metacognition/self correction, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline -specific tasks, purposes, and audiences.

Focus Standard: Language

NJ Anchor Standards: Building FluencyNJSLSA.L1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.NJSLSA.L2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.NJSLSA.L3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.NJSLSA.L4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.NJSLSA.L6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

Language

L.6.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.A. Ensure that pronouns are in the proper case (subjective, objective, possessive)..

L.6.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.A. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*B. Spell correctly.

Knowledge of LanguageL.6.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

A. Vary sentence patterns for meaning (syntax), reader/listener interest, and style/voice.B. Maintain consistency in style and tone.*

Vocabulary Acquisition and UseL.6.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 6 reading and content, choosing flexibly from a range of strategies.

A. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

B. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).

C. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

D. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary)L.6.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Standard Focus: Speaking and Listening

NJ Anchor Standards: Building Fluency and Knowledge/Content Through Speaking and Listening

NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually,quantitatively, and orally.NJSLSA.SL5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.NJSLSA.SL6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Speaking and Listening

Comprehension and Collaboration:SL.6.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

A. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

B. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.C. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.D. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

Presentation of Knowledge and Ideas:SL.6.4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate speaking behaviors (e.g., eye contact, adequate volume, and clearpronunciation).SL.6.5. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.SL.6.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English whenindicated or appropriate.

Pacing First Marking Period : September 8 – November 9, 2016 (10 weeks)● Start: September 8● Interim: October 7 (District Mid-Module Assessment)● End: November 9 (District Post-Module Assessment)

Essential Questions Enduring Understandings

● What do readers do when they do not understand everything in the text?● Why do readers need to pay attention to a writer’s choice of words?● How do writers develop a well-written product?● How do good writers express themselves?● How do we effectively use language to communicate in a manner that

is appropriate to purpose, audience, and task?● How can discussions increase our knowledge and understanding of an

idea or ideas?

Students will understand that...● Good readers employ strategies to help them understand text-

including multiple readings● Words powerfully affect meaning.● Good writers use a repertoire of strategies that enables them to

vary form and style, in order to write for different purposes, audiences, and contexts.

● Good writers develop and refine their ideas for thinking, learning, communicating, and aesthetic expression.

● Rules and conventions of language help readers understand what is being communicated.

● Oral discussions help to build connections to others and create opportunities for learning

Learning Targets

At the end of this unit, I can…READING

● Read closely using different lenses (*multiple readings) and find answers explicitly in the text (right there answers) and answers that require an inference (RL.6.1/RI.6.1)

● Make inferences and draw conclusions based on the the characters actions and dialogue (RL.6.1)● Determine the meaning of words and phrases in a text (RL.6.4)● Identify and compare/contrast character motives (RL.6.3)● Determine qualities of characters and analyze character point of view based on an author’s direct and indirect characterization

(RL.6.6)● Compare and contrast literary and informational themes to relate to Big Question and build knowledge (RL.6.9)

WRITING

● Write arguments (W.6.1) thato clearly introduce claims (W.6.1A)o support claims with clear reasons and evidence (W.6.1B)o are organized with transitions (W.6.1D)o provides a conclusion (W.6.1E)

● Write explanatory texts to examine a topic (W.6.2) thato are clearly introduced,o developed with facts/examples/definitions (W.6.2B)o organized with transitions (W.6.2C)o provides a conclusion (W.6.2F)

● Write narratives to develop real or imagined experiences (W.6.3) thato engage the reader by establishing context/point of view (W.6.3A)o use narrative techniques (W.6.3B)o Use a variety of transition words, descriptive details (W.6.3.C)o provides a conclusion (W.6.3.F)

● Write clearly and adhere to specific task, audience and purpose (W.6.4)● Engage in the writing process: Plan, revise, edit writing (W.6.5)● Conduct short research-based projects to answer a question, compare/contrast (W.6.7)

LANGUAGE● Demonstrate command of the English language in terms of grammar and usage ( verb parts) (L.6.1)● Use context clues to determine word/phrase meaning (L.6.4A)● Use grade-appropriate Latin affixes and roots as clues to the meaning of a word (L.6.4B)● Acquire and use grade-appropriate academic and domain specific vocabulary/phrases (L.6.6)

SPEAKING AND LISTENING● Effectively engage in a range of collaborative discussions (SL.6.1)● Present claims and findings with appropriate eye contact, voice, volume, pronunciation (SL.6.4)● Include multimedia components/visual displays in presentations to enhance salient points (SL.6.5)● Adapt speech to a variety of contexts and tasks (SL.6.6)

Assessments

Screening Formative Summative Authentic

● Reading Interest/Strategy Inventory

● On Demand Personal Narrative

● Teacher review of portfolio (5th grade)

● SRI score

Informal● anecdotal records, annotations, discussion

notes, double-entry journals, exit tickets, notes, writer’s notebook entries, reader response journals, sticky notes

Formal● District Mid-Module Assessment (Week of

October 7)

● District - End of Module Assessment (Week of November 1)

● Published personal narrative

● Performance Tasks (PH Lit pp. 370-371)

● Socratic Seminar

Block Schedule (90 Minutes)

Opening Core curriculum (review target learning outcome) 5

Work Time:PHLit

Core curriculum: *See: engageny.org ELA Appendix for full list of strategies/implementation 50

Small Groups

Each group session is 15 minutes. Two sessions per day.

Independent Read: Student ChoiceLEVELED LIBRARIES

Independent Read: Supplemental:Content/ Knowledge SEE APPENDIX

Teacher Led Small Group:Meets with 2 groups daily--5 minutes check-in on Interest Read-10 minute small group instruction with Content Complex text

Instructional Software:Reading Plus

30

Closing Core curriculum (exit ticket) 5

ELA Model Content Framework Chart - Grade 6Module A: UNIT 1 “Is conflict always bad?”

(Pacing: 5 Weeks: Sept. 8-Oct. 7)

Reading Complex Texts*(RL/RI.6.10)

Writing to Texts(W.6.1-6, 9-10, RL/RI.6.1-10)

ResearchProject(W.6.1, 2, 4-9,RL/RI.6.1-10)

Complex GradeLevel Text

Short Texts Routine Writing 4-6 Analyses: 1-2 Narratives

1 Short Research Project

Literature:

1. The Tail pp. 192-202 or Dragon Dragon p. 206-214.

2. Zlateh the Goat pp. 222-230 or The Old Woman Who Lived In the Woods pp. 233-238

Comparing Literary WorksBecky and the Wheels and Brake Boys pp. 252-259& The Southpaw pp. 260-262

Reading for Information1. The Seven Wonders of the World pg. 2452. Art, Architecture, and learning in Egypt pg. 247

Develop & convey understanding

Text-Dependent Question Responses (i.e., the PHLit Critical Thinking)

Reader’s/Writer’s Notebook Entries

Annotations

Responses to Literature

Explanatory

1. Reading for Information:Argument - Position Statement (Timed Writing, p. 249)2. Comparing Literary Works: Explanatory Text – Essay (Timed Writing, p.263)

Convey experiences,

events and/or procedures

Units of Study

Personal Narrative

Integrates knowledge from sources when

composing

Independent reading is an encouraged component of the MS ELA Curriculum. For this unit, texts that align to the Big Question include the following:

Fiction Nonfiction

Sherlock Holmes Mysteries by Sir Arthur Conan Doyle

Come Sing, Jimmy Jo by Katherine Paterson All Creatures Great and Small by James Herriot

An Island Like You: Stories of the Barrio by Judith Cofer

The Book of Questions by Pablo Neruda (Poetry) Cathedral: The Story of Its Construction by David Macaulay

My Side of the Mountain by Jean Craighead George

ELA Model Content Framework Chart - Grade 6Module A: UNIT 2 “Is conflict always bad?”

(Pacing: 5 Weeks: Sept. 8-Oct. 7)Reading Complex Texts*† Writing to Texts ResearchProject

(RL/RI.6.10)(W.6.1-6, 9-10, RL/RI.6.1-10)

(W.6.1, 2, 4-9,RL/RI.6.1-10)

Complex GradeLevel Text

Short Texts Routine Writing 4-6 Analyses: 1-2 Narratives

1 Short Research Project

Literature:

1. The Circuit pp. 275-282 or The All American Slurp pp. 286-296.

2. The King of Mazy May pp. 306-314 or Aaron’s Gift pg. 318-328.

Reading for Information“Race to the End of the Earth” and “Gold Rush: The Journey by Land” pp. 335-341

Comparing Literary Works“The Fun They Had”, pg. 343-347 & “Feathered Friend”, pp. 348-352

Develop & convey understanding

Text-Dependent Question Responses (i.e., the PHLit Critical Thinking)

Reader’s/Writer’s Notebook Entries

Annotations

Response to Literature

Explanatory

1. Reading for Information:Explanatory Text: Essay(Timed Writing, p. 341)2. Comparing Literary WorksExplanatory Text: Essay(Timed Writing, p. 353)

Convey experiences,

events and/or procedures

Units of Study

Personal Narrative

Integrates knowledge from sources when

composing

Independent reading is an encouraged component of the MS ELA Curriculum. For this unit, texts that align to the Big Question include the following:

Fiction Nonfiction

Sherlock Holmes Mysteries by Sir Arthur Conan Doyle

Come Sing, Jimmy Jo by Katherine Paterson All Creatures Great and Small by James Herriot

An Island Like You: Stories of the Barrio by Judith Cofer

The Book of Questions by Pablo Neruda (Poetry) Cathedral: The Story of Its Construction by David Macaulay

My Side of the Mountain by Jean Craighead George

ELA Unit Instructional Pacing Plan - Grade 6Module A: Unit 1

Short Story and Narrative Pacing Guide

Module A: Unit 1- Week 1 and 2

Curricular Resources/ Supplements Strategies Student Assessment/ Evidence

Reading:Engagement/Interest inventory

Independent reading book: classroom library, school library, town library, online sources

Set up accounts for:Google Classroom, Newsela.com, Proquestk12.com, Readworksdigital.org, Scholastic Reading Inventory, etc.

Set up e-portfolio (Google Sites)

Review last year’s portfolio and set goals

Introducing strategies for good readers

Review Plagiarism policy and examples

Writing:Notebooking (sharing our notebooks)Realistic fiction exemplars (Units of Study)

First 9 days activities

How to choose the perfect independent book

Student interest and engagement inventories

Reader’s notebook entries

Short, informal running records

Anecdotal Notes

SRI scores

On Demand Timed Writing

Module A: Unit 1 -Week 3

Reading

PhLit Complex Text Skill/Small Group Student Assessment/Evidence (CW/HW) Standards

The Tail pp. 192-202OR

Dragon Dragon pp. 206-214

Anchor Chart:● Making Inferences● Indirect and Direct

Characterization

Making inferences pg. 203 or pg. 215Indirect and Direct Characterization pg. 203 or pg. 215Reader’s Notebook:Response to LiteratureText-dependent questions pg. 202 OR pg. 214QUIZ: Making Inferences pg. .242(Week #3 or 4)

Exit Ticket

PH LIT:RL.6.1RL.6.2RL.6.3RL.6.4RL.6.5

Writing

PhLit Writing Activity (Responding to Lit.)

Skill/Small Group Student Assessment/Evidence (CW/HW) Standards

1.Explanatory Text pg. 2172.Modify Research and Technology activity: Compare and Contrast Chart pg. 217

Introduce, support, concludeCite research to answer a question

Help Wanted Ad W.6.4W.6.7

Units of Study-Narrative Skill/Small Group Student Assessment/Evidence (CW/HW) Standards

Bend I - Sessions 1-3 See Units of Study Writer’s Notebook Entries See Units of Study

Language

PhLit Word Study Skill/Small Group Student Assessment/Evidence (CW/HW) Standards

Vocabulary pg. 190 or pg. 204Verbs pg. 216Prefix (dis-) pg. 190 or pg. 204

Identify verb type and apply to sentenceAcquisition and use of vocabulary

L.6.1

Academic Vocabulary: English Academic Vocabulary: Spanish Standards

analyze, explicit, inference, textual evidence, conclude, author’s purpose analizar, explicito, inferencia, textuales, concluir, proposito del autor

RL6.1


Reading


Zlateh the Goat pp. 222-230orThe Old Woman Who Lived With the Wolves pp. 234-238

Anchor Chart● Conflict and Resolution● Making Inferences

Reader’s Notebook:Inference chart pg. 231 or pg. 239Conflict Resolution pg. 231 or pg. 239Response to LiteratureText-dependent questions pg. 230 OR pg. 238QUIZ: Making Inferences pg. 242(Week #3 or 4)

PH LIT:RL.6.1RL.6.3

Writing



Argument: Persuasive Speech pg. 241 Write arguments to support claims with clear reasoning.

Persuasive Speech W.6.1


Bends I, II -Sessions 4-6 See Units of Study Writer’s Notebook Entry See Units of Study

Language


1.Vocabulary pg. 220 or pg. 2322.Latin prefix (ex-) pg. 231 or Latin

Acquisition and use of vocabularyIdentifying verb tense

L.6.1

prefix -in- pg. 2393.Verb parts pg. 240


analyze, explicit, inference, textual evidence, conclude, author’s purpose analizar, explicito, inferencia, textuales, concluir, proposito del autor

RL6.1


Reading


Comparing Literary WorksBecky and the Wheels and Brake Boys pg. 252-259 & The Southpaw pp. 260-262Reading for Information“The Seven Wonders of the World and Art, Architecture, and learning in Egypt” pp. 244-249

Anchor Charts● Character motives

(internal and external)● Using Text Aids and

Features

Reader’s Notebook:Response to LiteratureText-dependent questions pg. 259 and pg. 262Character motive chart pg. 263Comparing motives pg. 263District Mid Module Assessment

PH LIT:RL.6.3RI.6.6RI.6.7

Writing



Comparing Literary Works-Explanatory Essay pg. 263

Reading for Information-Position Statement pg. 249

5 Minute Planner, pg. 253Compare/contrastAnalyze/explain5 Minute Planner, pg. 249Character Chart, pg. 250

Explanatory Essay (On Demand Timed)

Position Statement (On Demand Timed Writing)

W.6.2

W.6.1


Bend II - Sessions 7-9 See Units of Study Narrative See Units of Study

Language


Vocabulary from 2 selections Acquisition and use of language


describe, plot, episodes, character traits, resolution, dialogue, argument, claim, relevant evidence, persuade, conclusion

descibir, episodios, resolucion, dialago, argumentos, reclamacion, persaudir, conclusion

RL.6.3W.6.1W.6.2


Reading


The Circuit pp. 275-282ORThe All American Slurp pp. 286-296

Anchor Charts● Drawing Conclusion● Theme

Reader’s Notebook:Response to LitDraw Conclusions Chart pg. 283 OR pg. 297Theme Map pg.271 pg. 283 or pg. 297Text-dependent questionsQUIZ: Draw Conclusions pg. 332-333(Week 6 or

7)

PH LIT:RL.6.2RL.6.3

Writing



1.Explanatory Text: Description pp. 299 Prewriting, drawing conclusionsBrainstormingAnalyzing a character

Cluster Map, pg. 299Character Description

W.6.4


Bends II, III - Sessions 10-12 See Units of Study Personal Narrative-Draft See Units of Study

Language


1.Vocabulary pg. 272 OR pg. 2842.Latin prefix (com-) pg. 2723. Simple Verb Tenses pg. 298

Acquisition and use of languageIdentify and apply knowledge of verbs

L.6.1L.6.4


Theme, central idea, convey, details, summarize, distinct, fact, opinion, judgement

Tema, idea central, detalles, resumir, distincto, opinion

RL6.2RL6.3


Reading


The King of Mazy May pp. 304-315and/orAaron’s Gift pp. 318-328

Anchor Chart:● Drawing Conclusions● Setting

Reader’s Notebook:Response to LitDrawing Conclusions chart pg. 315 or pg. 329Theme pg. 315 or pg. 329Text-dependent questions pg. 314 or pg. 328QUIZ: Drawing Conclusions pp. 332-333 (Week#6 or 7)

PH LIT:RL.6.3RL.6.5

Writing



Optional Writing Task: Personal Narrative, pg. 331

1.Prewrite, brainstorm, narrative writing using specific techniques

Personal Narrative W.6.3


Bend III - Sessions 13-15 See Units of Study Personal Narratives See Units of Study

Language


1.Vocabulary pg. 302 or pg. 3162.Latin root (-clin-) pg. 302 or pg. 3153. Perfect Tenses of Verbs pg. 330

Acquisition of languageIdentify and apply knowledge of verbs

L.6.1L.6.4


Analyze, scene, stanza, text structure, theme, setting, plot Analizar, escena, estructura del teto, tema RL.6.3RL.6.5


Reading


Reading for Information“Race to the End of the Earth” and “Gold Rush: The Journey by Land” pp. 334-341

Comparing Literary Works“The Fun They Had” pp. 343-347 & “Feathered Friend” pp. 348-352

Anchor Charts● Analyze Compare-and-

Contrast Organization● Comparing Setting and

Theme

Reader’s NotebookCompare and Contrast Organization, pg. 3345 Minute Planner, pg. 341

PHLITRI.6.3RI.6.5

Writing



Reading for Information-Explanatory Essay, pg. 341Comparing Literary Works-Time Writing-Explanatory Essay pg. 353

Chart, pg. 342Think Aloud, pg. 342

Timed Writing-Explanatory Essay, pg. 341

Timed Writing-Explanatory Essay, pg 353

W.6.2


Bend III - Sessions 16-17 See Units of Study On Demand Personal Narrative W. 6.3

Language


Vocabulary from the 2 selections Acquisition of language L.6.1

Module A: Unit 2 -Week 9-10

Reading/Writing



See: Performance Tasks

Celebrations

Elements of narrativeApplying narrative technique

End of Module District AssessmentPerformance Tasks pg. 370-371On-Demand Realistic Fiction NarrativePortfolio development/submission

RL.6.1RL.6.2RL.6.3W.6.3A-EW.6.9

Language


Incorporate Unit 1 and 2 vocabulary in writing

Acquire vocabulary See Performance Task/ On-demand L.6.1


OrallyPresentationDigital Media

OralmentePresentacionLos medios digitales

SL6.2SL6.3

Speaking and Listening

Activity Skill Standards

Presentations Present for a specific audience and purpose SL.7.5SL.7.6

Resources

Teachers Students

PH Lit Resources (Interactive Digital Path, Unit 2 Resources, Graphic Organizers & Bell Ringers, Professional Development, All-in-One Workbook and Answer Key, Common Core Resources, Reader’s Notebooks, Reading Kit, Audio, Assessments, Editable Presentations, Editable Worksheets)Authentic Assessment Toolbox: Language Arts – Middle School http://jfmueller.faculty.noctrl.edu/toolbox/examples/tasks_middle_languagearts.htmGrades 6-8 ELA Curriculum: Appendix 1: Teaching Practices and Protocolshttp://www.engageny.org/resource/grades-6-8-ela-curriculum-appendix-1-teaching-practices-and-protocolsNJ Educator Resource Exchange http://njcore.org/The Reading & Writing Project Resources http://readingandwritingproject.com/resources.htmlTeaching that Makes Sense http://www.ttms.org/In Common: Effective Writing for All students http://www.achievethecore.org/page/507/in-common-effective-writing-for-all-students

PH Lit Resources· Pearson Success Net https://www.pearsonsuccessnet.com/snpapp/login/PsnLandingPage.jsp?showLandingPage=true (Home Page Orientation http://www.mypearsontraining.com/tutorials/snet_students_homepageorientation/player.html)· Reader’s Notebook· Common Core Companion Workbook *· All-in-One Workbook, audio recordings *· English Learner Reader’s Notebook *· Adapted Reader’s Notebook *· Spanish Reader’s Notebook ** Assigned by teacher in response to dataSolo 6Vocabulary Spelling City http://www.spellingcity.com/Reading Rewards www.readingrewards.comProQuest: http://www.proquest.com/libraries/schools/Tween Tribune: http://tweentribune.comNEWSELA: https://newsela.com

Management/Organizational Chart Week 1 of 2

Monday Tuesday Wednesday Thursday Friday Notes/Comments

Teacher led small group instruction





● Each group is 15 minutes

Group A

Group B

Group C

Group D

Group A

Group B

Group C

Group D

Group A

Group B

● Group members may be flexible; based on student need.

Student ChoiceLeveled Readers

Group B

Group A


Group D

Group C


Group B

Group A


Group D

Group C


Group B

Group A

Content ReadSee Appendix

Instructional SoftwareGroup C


Instructional SoftwareGroup A







Instructional Software


Group D



Group B



Group D



Group B



Group D

Management/Organizational Chart Week 2 of 2

Monday Tuesday Wednesday Thursday Friday Notes/Comments


Group C


Group A


Group C


Group A


Group C

● Each group is 15 minutes

Group D Group B Group D Group B Group D

● Group members may be flexible; based on student need.


Group D

Group C


Group B

Group A


Group D

Group C


Group B

Group A


Group D

Group C













Group B



Group D



Group B



Group D



Group B

Authors Amended by: Monique Walker, 6th/7th Grade ELA Teacher

Contact Rosa Lazzizera, ELA Supervisor 6-8/Media Specialists K-7: [email protected] Walker, 6th/7th Grade ELA Teacher: [email protected]

Evaluations/Reflection Throughout the unit, you should analyze the results of the assessments to make instructional choices that will meet students’ individual needs. At the end of the unit, you should use the data and your analyses to respond to the following

questions:● What worked well?● What posed challenges to you? To the students?● What do you think could have been implemented more effectively in your

lessons?● What do you need to learn more about?● Which resources (provided in the appendix/ ones you provided) were helpful?

AppendixGrade 6 ELA Curriculum 2016-2017

Module #1 BIG QUESTION: Is conflict always bad?

The purpose of the below passages are to address the varied reading levels of our individual students to build text complexity relating to the Big Question and to build Knowledge/Content; thus, not all passages are at a 6th grade reading level. Some of the resources allow for modifications; others allow teachers to search for level-appropriate texts aligned to the big question.

Week #1: Setting up Shop: review/discuss plagiarism: Melania Trump vs. Michelle Obama speech video clip:https://www.youtube.com/watch?v=RcbiGsDMmCM

Newsela.comModify lexile up to 5 tiersShort quizWriting promptPrint or assign to entire class online

Title Grade/LexileType/ Topic Audio Spanish Standards

Palestinian-Israeli Conflict Spreads to World Soccer Association 4-9 720L-1220 sports x x

Anchor 1: What the text saysAnchor 2: Central Idea

Darwin, Evolution, and Faith 4-7 720L- 1070L science x x

Anchor 1: What the text SaysAnchor 4: Word Meaning and choice

Famous Speeches: Lincoln’s 2nd Inaugural Address

3-8580L- 1150L

War + peace x YES

Anchor 1: What the text saysAnchor 2: Central Idea

150 Years Later, Battle Lingers over how Textbooks Explain Civil War

3- 9570L-1220L kids x YES

Anchor 2: Central IdeaAnchor 6: Point of View + Purpose

ReadWorks.orgSearch by keyword, grade, lexileMultiple choice and short answer questions W/ answer keyMany have paired texts to build knowledgeMany have Step Reads (a modified version)Many have additional Vocabulary worksheets

Title

Grade/Lexile

Type/ Topic Vocab Images

Paired Text/ STEP ANCHOR Standards

Famous Scientists & Mathematicians: Sigmund Freud

5790L

Life Science

YES R.1, R.2, R.10L.4, L.6

The Dino Express 5890L

Earth and Space, Life Science

YES YES R.1, R.2, R.9, R.10L.4, L.6

Salt:The Rock We Eat 6950L

Science, Fitness, Health, and Safety

YES R.1, R.2, R.10L.4, L.6

The Ancient City of Petra: The Roman Empire Takes Charge

7 990L

History, Geography, and Societies

YES YES + STEP R.1, R.2, R.9, R.10L.4, L.6

Proquestk12.comUser: NJ2106Password: 07050Browse by subject, keywordBrowse by current events, pro/con leading issuesSort articles by lexile, relevance,dateSort articles by type: newspaper, magazine, image, referenceAudio and dictionaryTranslation to SpanishMLA-style citation providedSome articles contain graphics, critical thinking questions/activities

Title Source Grade/LexileImages / Questions ANCHOR Standards

The Mystery of the Snake EggStoryworksFeb/Mar 2014

730L3rd-4th Questions

R1, R2, R4, R9, R10

Athletes, Like Cars, Need Fuel to Succeed

Students Sports MagazineAug 2001

910L4th and 5th R1, R2, R4, R9, R10

Caught On Camera

SCHOLASTIC NEWSFebruary 2013

1000L5th-7th

Images + Questions R1, R2, R4, R7, R9, R10

And His Thinking WasCalliopeMay/June 2014

1120L7th-10th

Images R1, R2, R4, R7, R9, R10

Coping With AngerLISTENMarch 2008 Vol. 61 No.7

1030L6th-8th R1, R2, R4, R9, R10

Crazy Ants in Your ComputerWorldbookJun 2016 1140L8th-10th R1, R2, R4, R9, R10

“I Want to be a Boy Scout. There is Just One Hitch”

New York TimesNov 2015

1180L 8th-10th Questions R1, R2, R4, R9, R10

web viewunit a: week#3 (9/19-9/23):the tail or dragon, dragon. 16. ... and analyze how specific word...

Documents