Shelby County Schools



IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025, 80% of our students will graduate from high school college or career ready90% of students will graduate on time100% of our students who graduate college or career ready will enroll in a post-secondary opportunity. In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The plan ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students and across content areas. Destination 2025 and the Comprehensive Literacy Improvement Plan establish common goals and expectations for student learning across schools and are the underpinning for the development of the English/Language Arts curriculum maps.Designed with the teacher in mind, the English/Language Arts (ELA) curriculum maps focus on literacy teaching and learning, which include instruction in reading, writing, speaking and listening, and language. This map presents a framework for organizing instruction around the TN State Standards so that every student meets or exceeds requirements for college and career readiness. The standards define what to teach at specific grade levels, and this map provides guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potentials.A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum guides. Educators will use this guide and the standards as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs. 481330066675How to Use the Literacy Curriculum MapsOur collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:(1) Regular practice with complex text and its academic language.Reading, writing, and speaking grounded in evidence from text, both literary and informational. Building knowledge through content-rich nonfiction.Using the Curriculum Maps, Grades 6-8Begin by examining the text(s) selected for the week. Read them carefully and become familiar with both the text(s) and the “big idea.”Locate the TDOE Standards in the left column. Analyze the language of the standards, and match each standard to an evidence statement in the center column.Consult your Pearson Literature Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction.Plan your weekly and daily objectives, using the evidence statements to help.Study the suggested writing prompts/performance assessments in the right-hand column, and match them to your objectives.Plan the questions you will ask each day using these three types of questions: those that derive general understanding, those that address craft and structure, and those that elicit an overall meaning of the text. Be sure that the questions you ask will lead students to success on your selected performance assessments.Examine the other standards and skills you will need to address—writing, vocabulary, language, and speaking and listening skills.Using your Pearson TE and other resources cited in the curriculum map, plan your week using the SCS lesson plan template. Remember to include differentiated activities for teacher-led small group instruction and literacy stations.Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access: The TN English Language Arts State StandardsThe TN ELA State Standards: can access the TN State Standards by clicking on the link. Shift 1: Regular Practice with Complex Text and its Academic LanguageStudent Achievement Partners Text Complexity Collection: Teachers can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection. Student Achievement Partners Academic Work Finder: Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.Shift 2: Reading, Writing and Speaking Grounded in Evidence from the TextStudent Achievement Partners Text-Dependent Questions Resources: Teachers can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and reader/task measures text complexity analysis.Shift 3: Building Knowledge through Content-Rich Non-fictionStudent Achievement Partners Text Set Projects Sequenced: Teachers can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.Text Complexity in the Pearson TextbooksShelby County Schools adopted the Pearson Literature textbooks for grades 6-12 in 2012-2013. ?The textbook adoption process at that time followed the requirements set forth by the Tennessee Department of Education and took into consideration all texts approved by the TDOE as appropriate. ?The textbook has been vetted using the Instructional Materials Evaluation Tool (IMET) developed in partnership with Achieve, the Council of Chief State Officers (CCSSO) and the Council of Great City Schools. The textbook was rated as meeting all non-negotiable criteria and some indicators of superior quality.?Non-negotiable criteria are Foundational Skills (as applicable),?Complexity of Texts,?Quality of Texts, and?Text-Dependent Questions. ?All schools have access to these textbooks, so the Curriculum Maps draw heavily from them. ?Texts selected for inclusion in the Curriculum Maps, both those from the textbooks and external/supplemental texts, ?have been evaluated by District staff to ensure that they meet all criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors. ?Lexile Levels are listed on the Curriculum Maps, and additional information about other factors can be found on designated pages in the Pearson textbooks for those selections.KeyATOS: ATOS (Renaissance Learning); DRP: Degrees of Reading Power (Questar); FK: Flesch Kincaid (public domain, no mass analyzer tool available); Lexile: Lexile Framework (MetaMetrics); SR: Source Rater (ETS); RM: Pearson Reading Maturity Metric (Pearson Education)Using the WIDA MPIsWIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.First QuarterTN State Standards Evidence StatementsContentWeeks 1-4Reading SelectionsThe Woman Called Moses by Walter Oleksy and Meg Mims (ATOS 7.1) and Leaders of the Civil War Era: Harriet Tubman by Ann Malaspina (ATOS 9.4)Literary Analysis Workshop: from the “Letter on Thomas Jefferson” (ATOS 8.1; nonfiction) and “My Heart in the Highlands” (ATOS 8.0; nonfiction)“The Drive-In Movies” Lexile 920; autobiography(See text complexity measures pgs.42-43)Big Question: What does helping others require? Reading Complex TextsReading Complex TextsReading Complex TextsInformational RI6.1Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI6.2Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.RI6.6Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.These standards are constant and should be taught throughout each quarter.Cite Evidence: RL1, RI1Analyze Content: RL/RI.6.2-9 Informational Evidence StatementsProvides textual evidence to support analysis of what the text says explicitly. Provides textual evidence to support analysis of inferences drawn from the text. RI6.1Provides a statement of the central idea(s) of a text. Provides an objective summary of the text distinct from personal opinions or judgments. RI6.2Provides a statement of an author’s point of view in a text.Provides an explanation of how the author’s point of view is conveyed in the text. RI6.6Reading SelectionsAnalyzing Text The Woman Called Moses by Walter Oleksy and Meg Mims (ATOS 7.1) RI6.1, RI6.2: elements of nonfiction, determining central ideas, making inferencesGlossary of Informational and Literary Terms Dependent QuestionsWhat evidence showed that though Harriett reached freedom, she didn’t exactly feel free?What is the central idea of the text?Look at the quote on page one in lines 28-30. What does the author reveal to you about Tubman’s character, and how does this quote explain her beliefs regarding death and liberty?How does the word “freedom” contribute to the overall central idea of the text?Look at page one, lines 1-8. The text begins with Harriett lying awake in a windowless, one-room cabin with a dirt floor that she shared with her parents. How does the beginning shape the text?The author included spoken words from Harriet Tubman in the text. Determine why. Cite evidence to support.Explain the purpose of the title? How were Moses and Harriet similar?Does the author support the intended message with adequate information? Cite evidence to support your opinion?Describe the different approaches the authors of “The Woman Called Moses” and “Leaders of the Civil War Era: Harriet Tubman” use to communicate information on the same topic. Cite evidence to explain.Describe how the author proves the key ideas of the text. Cite evidenceTask“A Letter to Harriet Tubman” by Frederick Douglass (ATOS 8.3; nonfiction) Dependent Questionsfile/2031Taskfile/2031Leaders of the Civil War Era: Harriet Tubman by Ann Malaspina (ATOS 9.4) RI6.1, RI6.6: elements of nonfiction, determining central ideas, supporting details, author’s purpose, making inferencesText Dependent QuestionsCite evidence to show how Harriet’s escape techniques proved to be valuable to the Union Army during the war?Summarize the main ideas, details, or points of the text.How did the central idea of the text develop?Look at page one, lines24-29. How does the phrase “these dispatches were the single most prolific and productive category of intelligence obtained and acted upon by Union forces throughout the Civil War” contribute to the overall tone of the piece?Look at page 3 – lines 52-56. The author ends with a quote from a newspaper published about Tubman. How does this close the text, while also adding to its overall purpose of the text?What is the purpose of the text?Explain the purpose of the “Black Dispatches.”Describe how the author proves the key ideas of the text. Cite pare and contrast the two texts – “The Woman Called Moses” and “Leaders of the Civil War Era: Harriet Tubman”. How does the author support the points of the text? Cite evidence to explain.Task for Analyzing Text Strategies for analyzing text (Search)&utm_term=informational%20text%20lesson%20plan&utm_content=Informational%20Text StrategiesTeaching Author’s Purpose- Going Beyond Persuade, Inform, and Entertain's-purpose for Annotation: Determining Central Ideas in Non-fictionLiterary Analysis Workshop RI6.2Big Question: How do we decide what is true?Elements of Nonfiction pgs.4-5Determining Central Ideas in Nonfiction pg. 7Skills: elements of nonfiction, determining central ideas, supporting details, author’s purpose, making inferences Glossary of Informational and Literary Terms Read: Central Idea in Nonfiction pg. 16; RI6.2Skills: nonfiction, central ideas (stated central idea, implied central idea), supporting details (facts, personal experiences, examples, quotations, descriptions, comparisons) See links above for definitions of termsModel: from the “Letter on Thomas Jefferson” pg. 17 (ATOS 8.1)Lesson Plan Practice: “My Heart in the Highlands (ATOS 8.0; nonfiction) pg.18Text Dependent QuestionsWhat do you think is Yolen’s purpose in writing “My Heart is in the Highlands:”? Explain. (Author’s Craft and Purpose)According to Yolen, how is writing a book like reusing old stories? (Making Inferences)Write an objective summary of “My Heart is in the Highlands”. (Integrating Knowledge and Ideas) Using a chart, list details that show that the selection is nonfiction. (Integrating Knowledge and Ideas)“The Drive-In Movies” Lexile 920; autobiography RI6.6Skills: predictions and making inferences, narrator and point of view Before You Read pg. 43Reading Skill: Make PredictionsLiterary Analysis: Narrator and Point of ViewAfter You Read pg. 61 Reading Skill: Make PredictionsLiterary Analysis: Narrator and Point of ViewText Dependent QuestionsHow Soto persuade his mother to take the family to the drive-in movies? (Key details)Why do you think Soto’s mother does not get angry with the children for making a mess with the car wax? (Inferences)Do you think children should have to do chores before their parents allow them to do something enjoyable? Why or why not? (Opinions/Arguments)Independent ReadingPearson textbook pg. 172Additional text selectionsSlavery: War: Online ResourcesDiagnostic/Placement AssessmentsBenchmark and Unit AssessmentsUnit ResourcesCommon Core CompanionResourcesSelection audio” Interactive Digital Path” 1 Resources/Workbook.Reader’s Notebook “ The Drive- In Movies” selection in an interactive format)Common Core Companion ( additional instruction and practice for each CCSSReading: Graphic Organizer B, pg. 11Literary Analysis: Graphic Organizer B, p. 14 (Making predictions)“The Drive in Movies” Unit (text dependent questions and culminating writing prompt)Reading Strategies and graphic organizers “(Thinking Strategies for teaching comprehension skills) oldham.k12.ky.us/files/intervention_resources/Reading/Comprehension.pdf (Instructional strategies, powerpoints, and text dependent questions for the Skill Focus) Teaching Author’s Purpose- Going Beyond Persuade, Inform, and Entertain's-purpose(strategies) (11 graphic organizers)Reading strategies strategies Standard 2 - English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance for RI6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Level 1 (Entering) Identify key words that cite evidence to support what the text says explicitly versus inferences drawn, using a modified/illustrated text with a partner.Level 2 (Emerging) Identify key words/phrases that cite evidence to support what the text says explicitly as well as inferences drawn using a modified/abridged text with a partnerLevel 3 (Developing)Find examples of what the text says explicitly as well as inferences drawn from the text using a teacher-made outline of the text with a partner.Level 4 (Expanding)Distinguish between what the text says explicitly as well as inferences drawn from a highlighted text with a partner.Level 5 (Bridging)Differentiate between what the text says explicitly as well as inferences drawn from the text.Language – VocabularyL.6.5cDistinguish among the connotations(associations) of words with similardenotations (definitions) (e.g., refined,respectful, polite, diplomatic, condescending).L.6.6Acquire 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.These standards are constant and should be taught throughout each quarter.Study and apply vocabulary - L.6.4-6Language – VocabularyEvidence StatementsDemonstrates ability to determine the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty). L.6.5cProvides a statement demonstrating accurate meaning and use of grade-appropriate general academic words and phrases. L.6.6Reviewed throughout the quarter:Synonyms/antonymsAffixesContext cluesLatin rootsAnalogy and word relationshipsWord parts and familiesVocabularyTier 2 Academic Vocabulary – evidence, analysis, summary, textThe Woman Called Moses and Leaders of the Civil War Era: Harriet Tubman L.6.5c, L.6.6Skill Focus: Tier II words Common Core Appendix A: Research Supporting Key Elements of the Standards and Glossary of Key Terms: Vocabulary pgs. 32-35 Hall Literature- Pearson Publishing Literary Analysis WorkshopIntroducing the Big Question: Learning Big Question Vocabulary pg. 3 L.6.6Close Read: Central Idea in NonfictionVocabulary Development pg. 16Independent Practice: “My Heart in the Highlands (nonfiction)Vocabulary Development pg. 18“The Drive-In Movies” (autobiography) L.6.6Latin prefix pre-, Anglo Saxon prefix be-Making Connections: Vocabulary pg. 44 Vocabulary Development pgs. 44, 46, 48After You Read: Vocabulary pg. 51 ResourcesVocabulary central (tools, activities, and songs for studying vocabulary)Online Dictionary Resources Workbook - Downloads: Editable Presentations and Editable Worksheets.Vocabulary Strategies and graphic organizers “ The Drive in Movies” Unit (selected tier 1 and 2 vocabulary)Graphic Organizers Strategies and Research(and%20_Popcorn_)%20Reading%20_%20Edutopia.pdf to TextsWriting to Texts Writing to TextsWritingW.6.2Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.W.6.2aIntroduce a topic; organize ideas, concepts,and information, using strategies such asdefinition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables),and multimedia when useful to aiding comprehension.W.6.2bDevelop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.W.6.2fProvide a concluding statement or section thatfollows from the information or explanation presented.WritingEvidence Statements:Development of Ideas The student response addresses the prompt and provides effective and comprehensive development of the claim by using clear and convincing reasoning, details, text-based evidence, and/or description.The development is consistently appropriate to the task, purpose, and anizationThe student response demonstrates purposeful coherence, clarity, and cohesion. Includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.Reviewed throughout the quarter:Writing SentencesEssay organization and structureThesis statementTopic sentences and supporting detailsWriting paragraphsPerformance tasksWriting The Informational/Explanatory Rubric the Informational/Explanatory Rubric’s TraitsThe Scoring Guides and Sample Student ResponsesExplanation of terms per trait(free, but must create an account – Harriet Tubman)Routine Writing (text-dependent):Text Dependent QuestionsWrite a summary of the text selection. Journal entriesDaily Language PracticeGraphic Organizers - Elements of Nonfiction Graphic Organizer (Chart)Analysis (informational/explanatory focus)Read “The Woman Called Moses” by Walter Oleksy and Meg Mims. In this text, the authors develop several central ideas. After you have read, determine one central idea from the text and write an essay analyzes how that central idea is conveyed through particular details. Cite evidence from the text to support your analysis. Follow the conventions of standard written English. RI6.1, RI6.2Read “Leaders of the Civil War Era: Harriet Tubman” by Ann Malaspina. You have now read two texts about Harriet Tubman. Write an essay that compares and contrasts the authors’ purposes and how their purposes are conveyed in the two texts. Be sure to cite evidence from both texts to support your analysis. Follow the conventions of standard written English. RI6.1, RI6.6(“The Drive-In Movies”) Using the completed chart from After You Read pg. 51 exercise #3, write a paragraph explaining how the author develops the point of view. RI6.6Annotation the Informative Essay the Explanatory Essay Graphic Organizers and Contrast Resources“The Drive in Movies” (Culminating writing prompt) ed. Free resources for teaching writing channel examples of lessons taught 6.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.These standards are constant and should be taught throughout each quarter.Study and apply grammar - L.6.1-3 Language Evidence StatementsDetermine the correct use of nouns (i.e., common and proper) within the context of writing.Determine the correct use of nouns (i.e., singular and plural) within the context of writing.Determine the correct use of nouns (i.e., singular possessive and plural possessive) within the context of writing.Determine the correct use of verbs within context of writing. Review of: NounsVerbsSentence parts- subject and predicateWriting sentences ConventionsNote: Grammar instruction should be embedded in the teaching of writing.Prentice Hall Literature- Pearson Publishing Integrated Language Arts: Common Nouns and Proper Nouns pg. 40Reading ApplicationWriting ApplicationPrentice Hall Writing Coach“The Drive-In Movies” (autobiography)Integrated Language Arts: Singular and Plural Nouns pg. 62Reading ApplicationWriting ApplicationPrentice Hall Writing CoachElements of Language- Holt PublishingNouns – Common and Proper, singular and plural, and possessiveResources(online teacher’s manual) Unit 1 ResourcesGraphic OrganizersPrentice Hall Writing CoachNouns(nouns and pronouns) (noun definitions)(noun game) (noun activities) (noun lesson plan) (parts of speech worksheets) (teaching grammar through writing resource) (possessive noun packet) Verbs(linking and actions verb worksheet) (identifying types of verbs) (Using strong verbs to improve writing) (strong verbs list for students to use for writing) (list of strong verbs for writing) and ListeningSL.6.1Engage effectively in a range of collaborativediscussions (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.SL.6.1aCome 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.SL.6.1b Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.SL.6.1cPose and respond to specific questions withelaboration and detail by making comments that contribute to the topic, text, or issue under discussion.SL.6.1dReview the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.SL.6.6 Adapt speech to a variety of contexts and tasks,demonstrating command of formal English whenindicated or appropriate. These standards are constant and should be taught throughout each quarter.Analyze Content: SL.6.2-3Study and apply grammar: SL.6.6Conduct Discussions: SL.6.1Report Findings: SL.6.4-6 Speaking and ListeningEvidence StatementsDemonstrates the ability to effectively engage in collaborative discussions. Demonstrates the ability to use pertinent descriptions, facts, and details to accentuate main ideas or themes Demonstrates the ability to use appropriate eye contact, adequate volume, and clear pronunciation. Demonstrate the ability to follow rules in discussions and collaborative groups.Demonstrate the ability to pose and respond to specific questions during collaboration.Demonstrate the ability to adapt a speech to a particular task.Identify the functions and responsibilities of individual roles within an organized group (i.e., reporter, recorder, information gatherer, leader, and timekeeper). Possible Suggestions throughout the quarter: Group roles and responsibility, Accountable talk, Classroom routines and procedures, Group behaviors and discussions, Target audience, Oral presentation, Informal Debate, News Story, Delivering an Oral Summary, Dramatic ReadingsSpeaking and ListeningPrentice Hall Literature- Pearson Publishing ActivitiesExploring the Big Question (Unit 1)(Drive-In Movies) Speaking and Listening pg. 63:Comprehension and Collaboration SL.6.1With a partner, write a conversation that the narrator of the story might have had with another character about story events. Then, act out the conversation for the class or a small group. Write a conversation that Soto and his mother might have had the morning after their trip to the drive-in.Resources(cooperative learning teaching strategy guide and assessment)serc.carelton.edu/introgeo/cooperative/whatis.html(work-shop: cooperative and collaborative learning)(How to write dialogue in a story)(creative writing techniques for writing dialogue) Quarter TN State Standards Evidence Statements ContentWeeks 5-8Reading SelectionsLiterary Analysis Workshop: From Roll of Thunder, Hear My Cry and Greyling (ATOS 5.3)Extended Text: “The Adventures of Tom Sawyer” exemplar (950 lexile) OR “Roll of Thunder, Hear My Cry” (920 lexile)Big Question: Does Every Conflict Have a Winner?Reading Complex TextsReading Complex TextsReading Complex TextsLiterature RL6.1Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL6.2Determine 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 judgments.RL 6.3Describe 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.RL 6.6Explain how an author develops the point of view of the narrator or speaker in a text.These standards are constant and should be taught throughout each quarter.Cite Evidence: RL1, RI1Analyze Content: RL/RI.6.2-9Literature Evidence StatementsProvides?textual?evidence?to?support?analysis?of?what?the?text?says?explicitly.?Provides?cited?textual?evidence?to?support?analysis?of?inferences?drawn?from?the?text. RL6.1Provides?a?statement?of?a?theme?of?a?text.???Provides?a?description?of?how?the?theme?is?conveyed?through?particular?details. RL6.2Provides a description of how a particular story’s or drama’s plot unfolds in a series of episodes towards a resolution. RL6.3Provides a description of how the characters respond or change as the plot moves towards a resolution. RL6.3Provides?an?explanation?of?how?an?author?develops?the?point?of?view?of?the?narrator?or?speaker?in?a?text.RL 6.6Prentice Hall Literature – Reading SelectionsUnit 1: Determining Themes in Fiction Literary Analysis WorkshopElements of Fiction pgs. 4-5Determining Themes in Fiction pg. 6; RL6.2Skills: elements of fiction, forms of fiction, determining theme, making inferencesGlossary of Informational and Literary Terms Read: Themes in Fiction pg. 8; RL6.2Skills: elements of fiction (plot, conflict, characters, setting, symbols), making inferences, and determining themeModel: Roll of Thunder, Hear My Cry pg.9Independent Practice: Greyling pg.11Text Dependent QuestionsWhat is the main conflict in “Greyling”? (Key Details)Should the couple have kept Greyling from the sea? (Making Inferences)Write an objective summary of “Greyling”. Include only key ideas and details, not personal opinions. (Integration of knowledge and ideas)Pearson Online ResourcesDiagnostic/Placement AssessmentsBenchmark and Unit AssessmentsUnit ResourcesCommon Core CompanionResourcesSelection audio “Interactive Digital Path” Resources Workbook Strategies and graphic organizers (Instructional strategies, powerpoints, and text dependent questions for the Skill Focus) (strategies) (11 graphic organizers)Reading strategies strategies’s Guide Text – Determining Themes in Fiction“The Adventures of Tom Sawyer” exemplarSee Tom Sawyer Unit Skill Focus: predictions, drawing conclusions (making inferences), elements of fiction (plot, conflict, characters, setting, symbols), determining theme, point of view, fact and opinionText Dependent QuestionsIn chapter 1, Tom eats forbidden jam. Jam is made of fruit, so Tom is eating forbidden fruit. Where else have you heard of forbidden fruit? (Mark Twain is making an allusion here. To what is he alluding, and what is an allusion? (Vocabulary and text structure)In Chapter 2, How does Aunt Polly try to punish Tom Sawyer? (Inferences)Resources for The Adventures of Tom SawyerSee Tom Sawyer Unit The Adventures of Tom Sawyer online Summary and Analysis lesson on one chapter from Tom Sawyer Plans(Instructional strategies, powerpoints, and text dependent questions for the Skill Focus) Reading/Comprehension.pdf (Instructional strategies)oldham.k12.ky.us/files/intervention_resources/OR“Roll of Thunder, Hear My Cry” exemplar (920 lexile)Skill Focus: predictions, drawing conclusions (making inferences), elements of fiction (plot, conflict, characters, setting, symbols), determining theme, point of view, fact and opinion Resources for “Roll of Thunder, Hear My Cry”Online book, study guides, summaries, study questions book book online in pdf of Thunder Text Set ReadingPearson textbook pg. 172WIDA Standard 2 - English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance for RI6.2: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.Level 1 (Entering) Identify words in a text that support the theme or central idea of a text citing details to support the theme, using a visually supported text with a partner.Level 2 (Emerging)Identify words or phrases in a text that support the theme or central idea of a text citing details to support the theme, using a visually supported text with a partner.Level 3 (Developing)Identify details in a text that support the theme or central idea of a text citing details to support the theme, using a highlighted text with a partner.Level 4 (Expanding)Determine the theme or central idea of a text citing details to support the theme, using a highlighted text.Level 5 (Bridging)Determine the theme or central idea of a text citing details to support the theme.Language – VocabularyL.6.4bUse common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).L.6.4d 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.6.5cDistinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).L.6.6Acquire 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.These standards are constant and should be taught throughout each quarter.Study and apply vocabulary - L.6.4-6Language – VocabularyEvidence StatementsDemonstrates the ability to 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.Demonstrates ability to determine the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty). Demonstrates the ability to determine the relationship between particular words.Provides a statement demonstrating accurate meaning and use of grade-appropriate general academic words and phrases.Reviewed throughout the quarter:Synonyms/antonymsAffixes- Latin roots, Context cluesAnalogy and word relationships, Word parts and familiesVocabularyTier 2 Academic Vocabulary – associations, informative, explanatory, argument, claimLiterary Analysis WorkshopIntroducing the Big Question: Learning Big Question Vocabulary pg. 3 (Review) L.6.6Extended Text: Determining Themes in Fiction“The Adventures of Tom Sawyer” See Tom Sawyer Unit Resource(s): The Adventures of Tom Sawyer: The Glorious Whitewasher Unit“Roll of Thunder, Hear My Cry” exemplarResources for “Roll of Thunder, Hear My Cry”Online book, study guides, summaries, study questions to TextsWriting to TextsWriting to TextsWriting to TextsWritingW.6.1Write arguments to support claims with clearreasons and relevant evidence.Introduce claim(s) and organize the reasons and evidence clearly.Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.Establish and maintain a formal style.Provide a concluding statement or section that follows from the argument presented.W.6.2Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/ effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.Use appropriate transitions to clarify the relationships among ideas and concepts.Use precise language and domain-specific vocabulary to inform about or explain the topicEstablish and maintain a formal style.Provide a concluding statement or section that follows from the information or explanation presented.WritingEvidence Statements:Development of Ideas The student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincing reasoning, details, text-based evidence, and/or description.The development is consistently appropriate to the task, purpose, and anizationThe student response demonstrates purposeful coherence, clarity, and cohesion Includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.Clarity of Language The student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone, and/or domain-specific vocabulary.Knowledge of Language and Conventions The student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response. Reviewed throughout the quarter:Writing Sentences, Thesis statement, Essay organization and structure, Topic sentences and supporting details, Writing paragraphs, Performance tasksWriting The Argumentative Essay Rubric Tasks for Greyling Tom Sawyer Unit Routine Writing (text-dependent questions):Journal entriesAnalytic SummariesDaily Language PracticeGraphic OrganizersOther ResourcesAnalysis (focus on arguments) Write an argumentative essay discussing the theme of childhood in this selection. Take a position and write a statement of your position and support it with details from the texts you have read. Choose a scene to write about what you think reflects Twain’s ideas about childhood. Before you start writing, brainstorm 4-5 reasons why you think the scene you chose reflects Twain’s celebration of childhood. Be sure to add a brief description of the scene to the beginning of your essay as well as specific examples from that scene throughout your essay. Make sure that you are making an argument in your own voice as well. Explain why the scene shows readers what Twain thought about childhood, don’t just summarize the scene. RL6.2Sometimes adults believe they have the right answers because of their experiences. However, adults can learn valuable lessons from children because of their innocence. Use the incident between Tom and Becky to further develop this argument. RL.6.3ResourcesWriting Lessons over standards (writing arguments) Writing Resources(The Argumentative Rubric)(How to write an argumentative essay) (How to write an argumentative essay) (How to write an argumentative essay) (argumentative essay frame) “Roll of Thunder, Hear My Cry” exemplarThe Informational/Explanatory Rubric Writing (text-dependent questions):Text Dependent QuestionsJournal entriesAnalytic SummariesDaily Language PracticeGraphic OrganizersOther ResourcesAnalysis (informational/explanatoryargumenttures of Tom Sawyer: exts, study questionsicular task.ns during collaborationtrip to the drive-in.bout story events. Th) Performance Task#1 pg. 170 - Determine a theme: Write an essay in which you explain the theme of a work of fiction that you’ve read this nine week period. RL.6.2Performance Task #3 pg. 170 – Compare Genres - Write an essay in which you compare two selections in this unit that address similar topics but represent two different genres. One should be fiction and one should be nonfiction. Performance Task #2 pg.170- Determine a Central Idea- Write an essay in which you explain the central idea in a work of literary nonfiction from this unit. RI.6.2Resources for “Roll of Thunder, Hear My Cry”Online book, study guides, summaries, study questions the Informative Essay the Explanatory Essay Graphic Organizers and Contrast Resources Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.6.3Use knowledge of language and its conventions when writing, speaking, reading, or listening.These standards are constant and should be taught throughout each quarter.Study and apply grammar - L.6.1-3LanguageEvidence StatementsRecognize sentence types (i.e., simple, compound, complex) and their role in varying sentence patterns.Determine the correct use of pronouns within the context of writing. Determine the correct use of verb tense in the context of writing.In review: Determine the correct use of nouns (i.e., common and proper) within the context of writing.Determine the correct use of nouns (i.e., singular and plural) within the context of writing.Determine the correct use of nouns (i.e., singular possessive and plural possessive) within the context of writing.Determine the correct use of verbs within context of writing. Review of: Sentence parts- subject and predicateWriting sentencesVerbs – Principal parts of verbsNouns- common, proper, singular and pluralPronounsConventionsNote: Grammar instruction should be embedded in the teaching of writing.Extended Text: Determining Themes in Fiction“The Adventures of Tom Sawyer” See Tom Sawyer Unit OR“Roll of Thunder, Hear My Cry” exemplarSkill focus: Nouns – common, proper, singular and pluralPronounsSimple Verb tenses, principal parts of verbsElements of Language- Holt PublishingSkillsNouns – common, proper, singular and pluralPronounsSimple Verb tenses, principal parts of verbsResources (pronoun definitions) (Choose pronoun game for antecedent practice.) (activities for practice with pronoun tense and proper case) (pronoun information) (subjective and objective pronoun worksheet) (great addition to notebooks for pronounsSpeaking and ListeningSL.6.1Engage effectively in a range of collaborativediscussions (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.SL.6.1aCome 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.SL.6.1b Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.SL.6.1cPose and respond to specific questions withelaboration and detail by making comments that contribute to the topic, text, or issue under discussion.SL.6.1dReview the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.These standards are constant and should be taught throughout each quarter.Analyze Content: SL.6.2-3Study and apply grammar: SL.6.6Conduct Discussions: SL.6.1Report Findings: SL.6.4-6Speaking and ListeningEvidence StatementsOrganize ideas in the most effective order for an oral presentation.Demonstrates the ability to effectively engage in collaborative discussions. Demonstrates the ability to use pertinent descriptions, facts, and details to accentuate main ideas or themes Demonstrates the ability to use appropriate eye contact, adequate volume, and clear pronunciation. Demonstrate the ability to follow rules in discussions and collaborative groups.Demonstrate the ability to pose and respond to specific questions during collaboration.Demonstrate the ability to adapt a speech to a particular task.Identify the functions and responsibilities of individual roles within an organized group (i.e., reporter, recorder, information gatherer, leader, and timekeeper). Possible Suggestions throughout the quarter: Group roles and responsibility, Accountable talk, Classroom routines and procedures, Group behaviors and discussions, Target audience, Oral presentation, Informal Debate, News Story, Delivering an Oral Summary, Dramatic ReadingsSpeaking and ListeningExtended Text: Determining Themes in Fiction“The Adventures of Tom Sawyer” exemplarSee Tom Sawyer Unit Activity:Performance Task #4 pg. 171: Analyze an Author’s Point of View- Lead a small group discussion about the author’s point of view in a nonfiction work from this unit.Performance Task #5 pg. 171: Analyze the Structure of a Story – Write and deliver a presentation of a story from the unit.Resource(s): See Tom Sawyer Unit Resources for “Roll of Thunder, Hear My Cry” exemplarOnline book, study guides, summaries, study questions Quarter TN State Standards Evidence Statements ContentWeek 9 AssessmentsThis week is reserved for the completion of all writing projectsResearch Project (Reading and Writing- Begins in 3rd Grade for PARCC accountability)ResearchSL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.These standards are constant and should be taught throughout each quarter.Analyze Content: SL.6.2-3Study and apply grammar: SL.6.6Conduct Discussions: SL.6.1Report Findings: SL.6.4-6ResearchEvidence StatementsDemonstrates the ability to determine the most effective methods for engaging an audience during an oral presentation (e.g., making eye contact, adjusting speaking rate).Demonstrates the ability to organize ideas in the most effective order for an oral presentation.Demonstrates the ability to choose the statement that best summarizes/ communicates the message presented by a mediumResearchExtended Text: Determining Themes in Fiction“The Adventures of Tom Sawyer” See Tom Sawyer Unit ActivityResearch (Compare and Contrast) Research facts about Mark Twain, compare and contrast his life with the plot of his story, “Tom Sawyer”. Create a poster or project board demonstrating facts about Mark Twain (where he was born, his accomplishments, how he grew up, and etc.) and how his life was similar and/or different from the story, “Tom Sawyer”. Research Project for “Roll of Thunder, Hear My Cry”(s): See Tom Sawyer Unit ResourcesGroup roles and responsibilities talk Talk Talk Toolkit Talk Teacher moves Language Stems(cooperative learning teaching strategy guide and assessment)serc.carelton.edu/introgeo/cooperative/whatis.html(work-shop: cooperative and collaborative learning) Technology for teachers: 5 free tools for students to create slideshows. ................
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