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ORANGE PUBLIC SCHOOLSOFFICE OF CURRICULUM AND INSTRUCTIONOFFICE OF ENGLISH LANGUAGE ARTSSixth GradePARCC-Aligned Curriculum GuideModule C27146250School Year 2016-2017Module C 6th GradeDistrict/School Formative Assessment PlanDistrict/School Summative Assessment PlanMid-Module Assessment End-of Module Assessment Also additional supplemental formative activities as deemed appropriate by individual instructors. See performance tasks in Prentice Hall Literature. (pp. 684-685)District/School TextsDistrict/School Supplementary ResourcesSee District Modules BelowSee District Modules BelowDistrict/School Writing TasksPrimary FocusRI.6.1, RI.6.2, RI.6.4, RI.6.5, RI. 6.10RL.6.1, RL.6.2, RL.6.4, RL.6.10W.6.2Secondary FocusW.6.1, W.6.4, W.6.5, W.6.6, W.6.9Routine WritingW.6.1021st Century Skills CRTP4. Communicate clearly and effectively and with reason.CRTP7. Employ valid and reliable research strategies.CRP11. Use technology to enhance productivity. Interdisciplinary ConnectionsSocial StudiesFines ArtsCultural Connection Module C: Unit #1 (Poetry) Big Question: Do we need words to communicate well? C: Unit #2 (Mythology) How much do our communities shape us? of Contents:Module C: Unit 1: Poetry Focus Module C: Unit 2: Mythology Focus4-5Standards: Anchor and Progress Indicators6-10Essential Questions and Enduring Understandings AND Learning Targets by Standard11-12Assessments and Sample Schedule13Module C: Unit 1 Poetry Overview, Module C: Unit 2 Mythology Overview14-15Unit 1: Week #1: (1/27-2/3) Poetry Collection 1 OR 216-17Unit 1: Week #2: (2/6-2/10) Poetry Collection 3 OR 418-19Unit 1: Week #3: (2/13-2/17) Informational Passage and Comparing Literary Works20-21Unit 1: Week #4: (2/27-3/3) Poetry Collection 5 OR 622-23Unit 2: Week #5: (3/6-3/10) Mythology: The Tiger Who Would Be King and The Ant and the Dove District Mid-Module Assessment24-25Unit 2: Week #6: (3/13-3/17) Informational Passage and Comparing Literary Works26-27Unit 2: Week #7: (3/20-3/24) Why the Tortoise’s Shell is Not Smooth28-29Unit 2: Week #8 + Week #9: 3/27-4/6) Portfolios, Performance Task/Presentations District End of Module Assessment30Resources for Teachers and Students31Reflections32Grade/Unit6th grade Module C: Unit 1 Poetry Big QuestionDo we need words to communicate well? To communicate means to interact with others to promote understanding. Often, we use words to communicate our thoughts and feelings. However, we also use nonverbal communication methods that do not depend on words. An expression such as a smile or a frown can reveal your feelings. A gesture such as a wave or a nod can send a clear message too. (PhLit pg.548)Unit FocusIn 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.Build Vocabulary and FluencyCite Evidence grounded in Writing, Speaking and ListeningBuilding Content/KnowledgeThroughout Module C, Unit 1, students will read grade level complex poems 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:Strengthening reading level and acquiring vocabulary and fluency through whole class and independent readingGaining knowledge/content through mentor text, related/paired texts, and other mediaGaining a deeper understanding of poetry Using these texts, students will achieve the following outcomes: Learn the required fundamental skills aligned with New Jersey standards focusing on analyzing the elements of poetry and poetic language. They will also focus on the following skills: context clues, figurative language, comparing imagery, and sound devices.Construct writing in the form of a research-based informational essay, focusing on prewriting and revising/editing appropriate for a specific purpose, genre, and audience.Engage in meaningful classroom discussions with their peers demonstrating ability to orally present information and adapt speech to a variety of contexts.Lastly, at the end of the module, 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.Grade/Unit6th grade Module C: Unit 2 MythologyBig QuestionHow much do our communities shape us? The word community usually refers to a group of people who have common needs and interests. In fact, this word comes from the Latin word that means “common.” People in a community may live near each other, or they may live far apart. One type of community is a neighborhood. Another can be an organization whose members live in different areas. People in communities often share languages and values. They may exchange information, support one another, and work together to solve problems. While individual members contribute to the shape of a community, the opposite is also true: a community can shape its members. PHLit pg. 822Unit FocusIn 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: Build Vocabulary and FluencyCite Evidence grounded in Writing, Speaking and ListeningBuilding Content/KnowledgeThroughout Module C, Unit 2, students will read grade level complex mythology 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:Strengthening reading level and acquiring vocabulary and fluency through whole class and independent readingGaining knowledge/content through mentor text, related/paired texts, and other mediaGaining a deeper understanding of poetry and mythology Using these texts, students will achieve the following outcomes:Learn the required fundamental skills aligned with New Jersey standards focusing on analyzing the elements of poetry and poetic language. They will also focus on the following skills: context clues, figurative language, comparing imagery, and sound devicesConstruct writing in the form of a research-based informational essay, focusing on prewriting and revising/editing appropriate for a specific purpose, genre, and audience. Engage in meaningful classroom discussions with their peers demonstrating ability to orally present information and adapt speech to a variety of contexts.Lastly, at the end of the module, 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: READINGNJ Anchor Standards Reflecting 3 Key Shifts in ELA Reading CurriculumText Complexity, Building Fluency, Building Knowledge/ContentNJSLSA.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 LiteratureKey Ideas + Details:RL.6.1 Cite several pieces of 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 and judgements.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.Range of Reading and Level of Text Complexity:RL.6.10: By the end of the year read and comprehend literature...at grade level text-complexity.Reading InformationKey ideas + Details:RI.6.1Cite several pieces of 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 how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgements.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.6.10 By the end of the year, read and comprehend literary nonfiction proficiently.Focus Standard: WRITINGNJ Anchor Standards Reflecting Shift in ELA Writing CurriculumReading and Writing are Intertwined (Complexity, Fluency, Knowledge/Content)NJSLSA.W1 Write arguments to support claims in an analysis of substantive topics/texts, using valid reasoning and relevant and sufficient evidence.NJSLSA.W2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.NJSLSA.W5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.WritingText Types and Purposes:W.6.1. Write arguments to support claims with clear reasons and relevant evidence. (Performance Task, HW, CW)Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s),reasons, and evidence.Establish and maintain a formal style/academic style, approach, and form.Provide a concluding statement or section that follows from and supports the argument presentedW.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)Introduce a topic clearly, previewing what is to follow; 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)Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and and examples.Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.Use precise language and domain-specific vocabulary to inform about or explain the topic.Establish and maintain a formal style academic style, approach, and form.Provide a concluding statement or section that follows from and supports 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. (Summative/Authentic Assessment for Module #1)Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.Use precise words and phrases, relevant descriptive details, and sensory language to capture the actionProduction 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, focusing on how well purpose and audience have been addressed.W.6.6. Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.Research to Build and Present Knowledge:W.6.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.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: LanguageNJ Anchor Standards: Acquiring Language and Building FluencyNJSLSA.L1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.NJSLSAL2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.NJSLSAL3. 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.L.4. 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.NJSLSAL6. 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.LanguageConventions of Standard EnglishL.6.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.Explain the function of phrases and clauses in general and their function in specific sentences.L.6.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.Use a comma to separate coordinate adjectivesSpell correctly.Knowledge of LanguageL.6.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.*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.Use context 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 C. Consult reference materials, 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 ListeningNJ Anchor Standards: Building Fluency and Knowledge/Content Through Speaking and ListeningNJSLSA.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 ListeningComprehension 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 e to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.Acknowledge new information expressed by others and, when warranted, modify their own views.Presentation of Knowledge and Ideas:SL.6.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinentdescriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clearpronunciation.SL.6.5. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.SL.6.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.PacingThird Marking Period: 9 Weeks Start: January 27 Interim: March 6 District Mid-Module Assessment End: April 6 District End of Module AssessmentEssential QuestionsEnduring UnderstandingsWhat do readers do when they don’t 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 ideasStudents will understand that…Good readers employ strategies to help them understand text.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 TargetsAt the end of this unit, I can…ReadingRead closely using different lenses (*multiple readings) and find answers explicitly in the text and answers that require an inference(R.L.6.1/R.I.6.1)Determine a theme in a poem and mythological story (RL.6.2)Determine the meaning of words and phrases in a text (RL.6.4)Identify and compare/contrast figures of speech(RL.6.4)Analyze how a poem’s form/structure contributes to its meaning (RL.6.5)WritingWrite arguments (W.6.1) thatclearly introduce claims (W.6.1.A)support claims with clear reasons and evidence (W.6.1.B)are organized with transitions (W.7.1.D)provides a conclusion (W.6.1.F)Write explanatory texts to examine a topic (W.6.2) thatare clearly introduced,developed with facts/examples/definitions (W.6.2.B)organized with transitions (W.6.2.C)provides a conclusion (W.6.2.F)Write narratives to develop real or imagined experiences (W.6.3) thatengage the reader by establishing context/point of view (W.6.3A)use narrative techniques (W.6.3B)Use a variety of transition words, descriptive details (W.6.3C)provides a conclusion (W.6.3F)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)LanguageDemonstrate command of the English language in terms of grammar and usage (L.6.1)Use context clues to determine word/phrase meaning (L.6.4.A)Use grade-appropriate Latin affixes and roots as clues to the meaning of a word (L.6.4.B)Acquire and use grade-appropriate academic and domain specific vocabulary/phrases (L.6.6)Speaking and ListeningEffectively 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)AssessmentsFormativeSummativeAuthenticInformal anecdotal records, annotations, discussion notes, double-entry journals, exit tickets, notes, writer’s notebook entries, reader response journals, sticky notesFormalDistrict Mid-Module AssessmentDistrict End of Module Assessment (Week of )Poetry Cumulative Review pp. 680-683Mythology Cumulative Review pp. 1002-1005Research based Informational Essay (Units of Study)Poetry Performance Tasks pp. 684-685Mythology Performance Tasks pp.1006-1007Socratic SeminarBlock Schedule (90 Minutes)OpeningCore curriculum (review target learning outcome)5 Work Time PHLitCore curriculum: *See: ELA Appendix for full list of strategies/implementation50 Small Groups Each group session is 15 minutes. Two sessions per day.Independent Read: Student ChoiceLEVELED LIBRARIES Independent Read: Supplemental:Content/Know- ledge 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 Plus30 ClosingCore curriculum (exit ticket)5 ELA Model Content Framework Chart - Grade 6Module C: UNIT 1 Poetry “Do we need words to communicate well?”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.7.1-10)Complex GradeLevel TextShort TextsRoutine Writing4-6 Analyses:1-2 Narratives1 Short Research ProjectLiterature:Poetry Collection 1 OR Poetry Collection 2 pp. 560-580Poetry Collection 3ORPoetry Collection 4 pp. 584-596Poetry Collection 5ORPoetry Collection 6 pp. 620-632Literature:Literary Analysis3 Model poems pp. 555-558Comparing Lit WorksWho knows if the moon’s pp. 610-611, Dust of Snow p. 612Informational:Origami pp. 602-604, World of Escher Tessellation pp. 605-606Develop & convey understandingText-Dependent Question Responses (i.e., the PHLit Critical Thinking)2. Reader’s/Writer’s Notebook Entries3. Annotations4. Responses to LiteratureFocus on ArgumentsUnits of StudyUnit 3: Research Based Informational EssayConvey experiences, events and/or proceduresWriter’s notebook entriesIntegrates knowledge from sources when composingInformational: Research-based essaysIndependent reading is an encouraged component of the MS ELA Curriculum. For this unit, texts that align to the Big Question include the following:PoetryNonfictionThe Fields of Praise: New and Selected Poems by Marilyn NelsonFearless Fernie by Gary SotoAcolytes by Nikki GiovanniCode Talker by Joseph BruchacA Short Walk Around the Pyramids and through the World of Art by Phillip IsaacsonRestless Spirit: The Life and Work of Dorothea Lange ELA Model Content Framework Chart - Grade 6Module C: UNIT 2 Mythology “How much do our communities shape us?”Reading Complex Texts(RL/RI.6.10)Writing to Texts(W.7.1-6, 9-10, RL/RI.6.1-10)Research Project(W.6.1, 2, 4-9,RL/RI.6.1-10)Complex GradeLevel TextShort TextsRoutine Writing4-6 Analyses:1-2 Narratives1 Short Research ProjectLiterature:The Tiger Who Would be King, The Ant and the Dove, pp. 838-844Why the Tortoise’s Shell is Not Smooth pp. 912-920Literature:Lit Analysis Workshop:2 Model texts pp. 829-836Comparing Lit Works:Mowgli Brothers & James and the Giant Peach pp. 884-904Informational:Satellites and Sea Lions: Working Together to Improve Ocean Models pp. 879-880 & California Sea Lions pp. 881-882Develop & convey understanding1. Text-Dependent Question Responses (i.e., the PHLit Critical Thinking)2.Reader’s/Writer’s Notebook Entries3. Annotations4. Responses to LiteratureFocus on ArgumentsUnits of StudyUnit 3: Research Based EssayConvey experiences, events and/or proceduresWriter’s Notebook entriesIntegrates knowledge from sources when composingInformational: Research-based essaysIndependent reading is an encouraged component of the MS ELA Curriculum. For this unit, texts that align to the Big Question include the following:FictionNonfictionBlack Ships Before Troy: The Story of Illiad by Rosemary SutcliffSleeping Ugly by Jane YolenThe Iron Ring by Lloyd AlexanderMyths and Stories from the AmericasThis Big Sky by Pat MoraDiscoveries:Finding ConnectionsUnderstanding the Holy Land by Mitch FrankModule C : Unit 1 : Week 1 (1/27- 2/3) Intro to Poetry, Poetry Collection 1 or 2ReadingPhLit Complex TextSkill/Small GroupStudent Assessment/Evidence (CW/HW)StandardsElements of Poetry Preview an Model texts pp. 550-558Poetry Collection 1 pp. 564-568ORPoetry Collection 2 pp. 572-580Context Clues pg. 561Rhythm and Rhyme Anchor ChartText-dependent questions (page number depends on collection)Context Clues and Rhythm and Rhyme pg. 569 OR pg. 581RL.6.4RL.6.5WritingPhLit Writing Activity (Responding to Lit.)Skill/Small GroupStudent Assessment/Evidence (CW/HW)StandardsExplanatory Text: Letter to an author pg. 583Form/structureW.6.2 b and eUnits of Study-InformationalSkill/Small GroupStudent Assessment/Evidence (CW/HW)StandardsWriting Research Based Informational Essays Bend I: Session1-3Becoming Engaged with a Topic, Reading for a Wide View of a Topic, Write Informational EssaysWriter’s notebook entriesW.6.1-6.5W.6.8-6.10LanguagePhLit Word StudySkill/Small GroupStudent Assessment/Evidence (CW/HW)StandardsVocabulary from Collection 1 or 2: pg. 562 OR pg. 570Latin root -min- pg. 569 OR Latin Root -mal- pg. 581Simple and Compound Subjects pg. 582Acquisition of languageApply Latin affixesVocabulary practice/ quizApply to writingL.6.1L.6.4Academic Vocabulary: EnglishAcademic Vocabulary: SpanishStandardsPoem/PoetryToneImpactText structureSubjective/ObjectivePoema/PoesiaTonoImpactoEstructura del textoSujeto/ ObjetoRL.6.4RL.6.5Speaking/ListeningActivitySkillStandardUse library resources to find poems and stories to put in an illustrated booklet pg. 583Present to the classResearchcompare/contrastSL.6.4Module C : Unit 1 : Week 2 (2/6- 2/10) Poetry Collection 3 or 4ReadingPhLit Complex TextSkill/Small GroupStudent Assessment/Evidence (CW/HW)StandardsIntro to figurative language pg. 585Poetry Collection 3 pp. 588-590ORPoetry Collection 4 pp. 594-596Context CluesFigurative languageText-dependent questions (page number depends on collection)Context Clues and Figurative Language pg. 591 OR pg. 597RL.6.4RL.6.5WritingPhLit Writing Activity (Responding to Lit.)Skill/Small GroupStudent Assessment/Evidence (CW/HW)StandardsPoetry: Poem pg. 599Use precise language, comparison, imagery/descriptive details, and figurative languageW.6.3.d and L.6.4.cUnits of Study-InformationalSkill/Small GroupStudent Assessment/Evidence (CW/HW)StandardsBend I: Session 4-5Bend II: Session 6Structure Sets You Free, The Trail of Research, Envisioning Structures to Plan an Information BookWriter’s notebook entriesW.6.1W.6.2W.6.4W.6.5W.6.7-6.10LanguagePhLit Word StudySkill/Small GroupStudent Assessment/Evidence (CW/HW)StandardsVocabulary pg. 586 OR pg. 592suffix -ness- pg. 591 OR suffix -ant- pg. 597Sentence Types pg. 598Acquisition of languageApply understanding of affixesIncorporate vocabulary/roots/appositives into writingL.6.1L.6.4Academic Vocabulary: EnglishAcademic Vocabulary: SpanishStandardsPoem/PoetryToneImpactText structureSubjective/ObjectivePoema/PoesiaTonoImpactoEstructura del textoSujeto/ ObjetoRL.6.4RL.6.5Speaking/ListeningActivitySkillStandardPresentation of Ideas: Dramatic Poetry Reading pg. 599Adapt speech to a variety and of contexts and tasksSL.6.6Module C: Unit 1 : Week 3 (2/13-2/17) Reading Information: Rhythms of Rap and Schoolhouse RockReadingPhLit Complex TextSkill/Small GroupStudent Assessment/Evidence (CW/HW)StandardsInformational: Origami pg. 603 and World of Escher Tesselation Contest pg. 605Comparing Literary Works: Who knows if the moon’s pp. 610-611 and Dust of Snow pg. 612Follow Multiple Step InstructionsComparing imageryText-dependent questions pg. 611 and pg. 612Comparing Functional Texts pg. 607Comparing Imagery pg. 613RL.6.1RL.6.2RL.6.5WritingPhLit Writing Activity (Responding to Lit.)Skill/Small GroupStudent Assessment/Evidence (CW/HW)StandardsFunctional Texts:Set of Instructions(Timed writing) pg. 607Comparing Lit. WorksExplanatory Essay (Timed Writing) pg. 613Pg. 607: determine important pointsPg. 639: drawing conclusionsTwo On Demand piecesW.6.2W.6.4Units of Study-NarrativeSkill/Small GroupStudent Assessment/Evidence (CW/HW)StandardsBend II: Session 7-9Constructing Texts with Solid Bricks of Information, Research, Writing with DetailWriter’s notebook entriesW.6.1W.6.2W.6.3W.6.5W.6.7-6.10LanguagePhLit Word StudySkill/Small GroupStudent Assessment/Evidence (CW/HW)StandardsVocab from selectionsUse context cluespractice/quiz/apply to writingL.6.1, L.6.4.AAcademic Vocabulary: EnglishAcademic Vocabulary: SpanishStandardsCompare/ContrastComparar/contrastar W.6.2Speaking/ListeningActivitySkillStandardWhole class/small group Read aloudsAdapt speech to purpose/moodSL.6.4Module C : Unit 1 : Week 4 (2/27-3/3) Poetry Collection 5 or 6ReadingPhLit Complex TextSkill/Small GroupStudent Assessment/Evidence (CW/HW)StandardsPoetry Collection 5 pp. 624-626ORPoetry collection 6 pp. 630-632ParaphrasingForms of Poetry Anchor chartText dependent questions (page number depends on collection)Paraphrase chart, forms of poetry pg. 627 or pg. 633WritingPhLit Writing Activity (Responding to Lit.)Skill/Small GroupStudent Assessment/Evidence (CW/HW)StandardsPoetry: Haiku. Limerick, or concretedescriptionW.6.4W.6.6Units of Study-InformationalSkill/Small GroupStudent Assessment/Evidence (CW/HW)StandardsBend II: Session 10-12Drafting and RevisingWriter’s notebook entryW.6.2, W.6.4, W.6.5, W.6.7-W.6.10LanguagePhLit Word StudySkill/Small GroupStudent Assessment/Evidence (CW/HW)StandardsVocabulary pg. 622 or pg. 628Old English suffix-less- pg. 627OR suffix-ship- pg. 633Complements pg. 634Acquisition of languageVocabulary practice/quizApply clauses to writingL.6.1L.6.4Academic Vocabulary: EnglishAcademic Vocabulary: SpanishStandardsDetermineCentral ideaDeterminarIdea centralRL.6.2Speaking/ListeningActivitySkillStandardPresent a poetry reading pg. 635Adapt speech for purpose/audienceSL.6.4Module C : Unit 2 : Week 5 (3/6-/10) District Mid-Module Assessment, Mythology: The Tiger Who Would be King and The Ant and the DoveReadingPhLit Complex TextSkill/Small GroupStudent Assessment/Evidence (CW/HW)StandardsElements of Folk Lit/Myth and Model texts pp. 824-836The Tiger Who Would be King and The Ant and the Dove pp. 842-844Cause and effectFables and FolktalesCause and effect map pg. 839Lit. Analysis: Fables and Folktales pg. 845District Mid-Module AssessmentRL.6.1, RL.6.2WritingPhLit Writing Activity (Responding to Lit.)Skill/Small GroupStudent Assessment/Evidence (CW/HW)StandardsNarrative Text: Fable pg. 855Develop characters, problem/solutionW6.2.a, bUnits of Study-InformationalSkill/Small GroupStudent Assessment/Evidence (CW/HW)StandardsBend II: Session 13Quoting with a purpose in mindWriter’s notebook entriesW.6.1W.6.2LanguagePhLit Word StudySkill/Small GroupStudent Assessment/Evidence (CW/HW)StandardsVocabulary and suffix -ment- pg. 840, 845Independent and subordinate clauses pg. 854Acquisition of languagepractice/quiz/ apply to writingL.6.1Academic Vocabulary: EnglishAcademic Vocabulary: SpanishStandardsCharacterPerspectiveCause/effectPersonajePerspectivaCausa/effectoRL.6.2W.6.2Speaking/ListeningActivitySkillStandardPresentation of Ideas: Oral reportjustify/defend claimSL.6.5Module C : Unit 2 : Week 6 (3/13-3/17) Informational and Mowgli’s Brothers and James and the Giant PeachReadingPhLit Complex TextSkill/Small GroupStudent Assessment/Evidence (CW/HW)StandardsInformational: Satellites and Sea Lions pg. 879-880andCalifornia Sea Lions pg. 881-882Comparing Lit. Works:Mowgli’s Brothers pp. 884-895AndJames and the Giant Peach pp.896-905Create OutlinesComparing ImageryText-dependent questions pg. 883Text-dependent questions pp. 895 and 904Comparing Elements of Fantasy pg. 905RL./RI.6.1RL/RI.6.2RL.6.3RL.6.5WritingPhLit Writing Activity (Responding to Lit.)Skill/Small GroupStudent Assessment/Evidence (CW/HW)StandardsExplanatory Text: Outline (Timed Writing) pg. 883Explanatory Essay: Compare and Contrast (Timed Writing)Pg. 905OutliningUnderstand the use of fantastic and realistic elementsComparisonsJustify a claim with evidenceW.6.2Units of Study-NarrativeSkill/Small GroupStudent Assessment/Evidence (CW/HW)StandardsBend III: Session 14-16RevisingWriter’s notebook entriesW.6.2W.6.4-6.9LanguagePhLit Word StudySkill/Small GroupStudent Assessment/Evidence (CW/HW)StandardsVocabulary from selectionsAcquisition of languagepractice/quiz/apply to writingW.6.4Academic Vocabulary: EnglishAcademic Vocabulary: SpanishStandardsCompare/contrastToneComparar/ContrastarTonoRL.6.4Speaking/ListeningActivitySkillStandardWhole class/small group read aloud/ discussAdapt speech to specific purposeSL.6.1Module C : Unit 2 : Week# 7 (3/20-3/24) Why the Tortoise’s Shell is Not SmoothReadingPhLit Complex TextSkill/Small GroupStudent Assessment/Evidence (CW/HW)StandardsWhy the Tortoise’s Shell is Not Smooth pp. 915-921Purpose for ReadingPersonificationPreviewing Chart pg. 913Text-dependent questions pg. 920Purpose for Reading pg. 921Lit Analysis: Personification pg. 921RL.6.4WritingPhLit Writing Activity (Responding to Lit.)Skill/Small GroupStudent Assessment/Evidence (CW/HW)StandardsNarrative: Invitation pg. 931formatW.6.4Units of Study-InformationalSkill/Small GroupStudent Assessment/Evidence (CW/HW)StandardsBend III: Session 16-18Global audiencesWriter’s notebook entriesW.6.2W.6.6LanguagePhLit Word StudySkill/Small GroupStudent Assessment/Evidence (CW/HW)StandardsVocabulary and suffix -ary- pg. 914 and 921comma pg. 930Language Acquisitionaffixespractice/quiz/apply to writingL.6.2L.6.6Academic Vocabulary: EnglishAcademic Vocabulary: SpanishStandardsCompare/ContrastSummarizeComparar/ContrastarResumirW.6.1Speaking/ListeningActivitySkillStandardDramatic Reading pg. 931Adapt speech to a variety of contexts and tasksSL.6.6Module C : Unit 2 : Week 8 (3/27-3/31) and Week 9 (4/3-4/6) District End-of-Module Assessment, Portfolio Development, PresentationsReadingPhLit Complex TextSkill/Small GroupStudent Assessment/Evidence (CW/HW)StandardsCumulative ReviewCumulative Review pp. 1002-1005District End-of-Module AssessmentRI.6.2RI.6.5W.6.5WritingPhLit Writing Activity (Responding to Lit.)Skill/Small GroupStudent Assessment/Evidence (CW/HW)StandardsSee Performance TasksAnalyze, compare/contrast, respondPoetry Performance tasks pp. 684-685Mythology Performance Tasks pp. 1006-1007Portfolio submissionRL.6.4,5RL.6.2,3,9W.6.1A-F, W.9LanguageAcademic Vocabulary: EnglishAcademic Vocabulary: SpanishStandardsPresentation/ PronunciationPresentación/ PronunciaciónSL.6.4Speaking/ListeningActivitySkillStandardPresentationsAdapt speech to specific purpose/audienceSL.6.4,6ResourcesTeachersStudentsPH 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 6-8 ELA Curriculum: Appendix 1: Teaching Practices and Protocols Educator Resource Exchange Reading & Writing Project Resources that Makes Sense Common: Effective Writing for All students Lit Resources· Pearson Success Net (Home Page Orientation )· 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 Rewards ProQuest: ;User NJ85665H Password:07050Read Works: Tween Tribune: : Management/Organizational Chart Week 1 of 2MondayTuesdayWednesdayThursdayFridayNotes/CommentsTeacher led small group instructionGroup AGroup BTeacher led small group instructionGroup CGroup DTeacher led small group instructionGroup AGroup BTeacher led small group instructionGroup CGroup DTeacher led small group instructionGroup AGroup BEach group is 15 minutesGroup members may be flexible; based on student need.Student ChoiceLeveled ReadersGroup BGroup AStudent ChoiceLeveled ReadersGroup DGroup CStudent ChoiceLeveled ReadersGroup BGroup AStudent ChoiceLeveled ReadersGroup DGroup CStudent ChoiceLeveled ReadersGroup BGroup AContent ReadSee Appendix Instructional SoftwareGroup CContent ReadSee Appendix Instructional SoftwareGroup AContent ReadSee Appendix Instructional SoftwareGroup CContent ReadSee Appendix Instructional SoftwareGroup AContent ReadSee Appendix Instructional SoftwareGroup CInstructional SoftwareContent ReadSee AppendixGroup DInstructional SoftwareContent ReadSee AppendixGroup BInstructional SoftwareContent ReadSee AppendixGroup DInstructional SoftwareContent ReadSee AppendixGroup BInstructional SoftwareContent ReadSee AppendixGroup DManagement/Organizational Chart Week 2 of 2MondayTuesdayWednesdayThursdayFridayNotes/CommentsTeacher led small group instructionGroup CGroup DTeacher led small group instructionGroup AGroup BTeacher led small group instructionGroup CGroup DTeacher led small group instructionGroup AGroup BTeacher led small group instructionGroup CGroup DEach group is 15 minutesGroup members may be flexible; based on student need.Student ChoiceLeveled ReadersGroup DGroup CStudent ChoiceLeveled ReadersGroup BGroup AStudent ChoiceLeveled ReadersGroup DGroup CStudent ChoiceLeveled ReadersGroup BGroup AStudent ChoiceLeveled ReadersGroup DGroup CContent ReadSee Appendix Instructional SoftwareGroup AContent ReadSee Appendix Instructional SoftwareGroup CContent ReadSee Appendix Instructional SoftwareGroup AContent ReadSee Appendix Instructional SoftwareGroup CContent ReadSee Appendix Instructional SoftwareGroup AInstructional SoftwareContent ReadSee AppendixGroup BInstructional SoftwareContent ReadSee AppendixGroup DInstructional SoftwareContent ReadSee AppendixGroup BInstructional SoftwareContent ReadSee AppendixGroup DInstructional SoftwareContent ReadSee AppendixGroup BAuthorsAmended by: Monique Walker, 6th/7th Grade ELA TeacherContactRosa Lazzizera, ELA Supervisor 6-8/Media Specialists K-7: lazzizro@orange.k12.nj.usMonique Walker, 6th/7th Grade ELA Teacher: walkermo@orange.k12.nj.usEvaluations/ReflectionThroughout 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 Supplemental Curriculum 2016-2017Module #C Unit 1 BIG QUESTION: Do We Need Words to Communicate Well?To communicate means to interact with others to promote understanding. Often we use words to communicate our thoughts and feelings. However, we also use nonverbal communication methods that do not depend on words. PHLit p548Module C Unit 2 BIG Questions: How Much Do Our Communities Shape Us? The word community usually refers to a group of people who have common needs and interests. In fact, this word comes from a Latin word that means “common.” People in a community may live near each other, or they may live far apart. PHLit p822The 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.Overview of Greek Gods: Myths and Legends from around the world (28 short videos) Overview of Poetry: lines/stanzas,form, voice, sound devices, imagery: National Poetry Slam videos: 9 Weird Ways Animals Communicate: What are some methods/types of messages are the animals sending? What are some ways we communicate/messages we send to others?Search by keyword, grade, lexileMultiple choice and short answer questions W/ answer keyMany have paired texts to build knowledgeMany have StepReads (a modified version)Many have additional Vocabulary worksheetsTitleGrade/LexileType/ TopicVocabImagesPaired Text/ STEPANCHOR StandardsThe Echoing Green Non-proseMulti skillYESNOYESR.1, R.2, R.10L.4, L.6The Road Not Taken proseMulti skillNONONOR.1, R.2, R.9, R.10L.4, L.6Hope Is the Thing With Feathers proseMulti skillYESNONOR.1, R.2, R.10L.4, L.6The Boy and a Wish, R.2, R.9, R.10L.4, L.User: 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 dictionary Translation to Spanish MLA-style citation providedSome articles contain graphics, critical thinking questions/activitiesTitleSourceGrade/LexileImages / QuestionsANCHOR StandardsZombies on the Brain*Connect to mythology/superstitions ; what ideas/fears do zombies communicate?MUSE7th-11th1080LXR1,R2, R4, R9, R10This Is a True Story Beach Post6th-8th1030LR1, R2, R4, R9, R10Tricky Tales, R2, R4, R7, R9, R10Wings and Tales:Stories of Flying Gods, Goddesses, and People in Folklore and Myth, R2, R4, R7, R9, R10The Last Word: Gwendolyn Brooks Moon Girls5th-6th950LR1, R2, R4, R9, R10 ................
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