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 CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students, across content areas. Destination 2025 and the CLIP 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 (CCR) 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 maps. Educators will use this map and the standards as a road map for curriculum and instruction. Carefully crafted curricu?lar 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. How 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.491490048641000This 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. (2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.(3) Building knowledge through content-rich nonfiction. 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 TNCore Literacy StandardsThe TNCore Literacy Standards (also known as the College and Career Ready Literacy Standards): can access the TNCore standards, which are featured throughout this curriculum map and represent college and career ready student learning at each respective grade level.Shift 1: Regular Practice with Complex Text and its Academic LanguageStudent Achievement Partners Text Complexity Collection: 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 Word Finder: 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: 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: 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.Resources to Help Prepare Students for the TNReady AssessmentsThe following tools are available for teachers to assist them in preparing their students for the TNReady Assessments:The Item Sampler (MICA) can be found here: TDOE TNReady Practice Tools homepage: A summary of TNReady practice tools Classroom Chronicles: Using MICA to prepare for TNReady: Hear how other teachers in TN are using MICA! Ten Things to Know about TNReady from the TDOETNReady Blueprints: Blueprints provide a summary of what will assessed in each grade, including the number of items that will address each standard on each part of TNReady. This webpage also includes the ELA writing rubrics that will be used to score students’ writing on the TNReady assessment. The appropriate rubrics for current writing tasks have been referenced in the Curriculum Maps each week.Descriptions of TNReady Writing Types: This document outlines the three types of writing expected by the standards and information about how they will be assessed on TNReady, including what types of passages will be used, what to expect from tasks, and examples of tasksUsing 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.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.TN State StandardsEvidence StatementsContentWeeks 1-3Reading Selections (Unit 6)Literary Analysis Workshop - “From Black Ships Before Troy” and “Black Cowboy, Wild Horses”“The Lion and the Bulls” (fable) and “A Crippled Boy” (Vietnamese folk tale) (Lexile 840; challenging context and vocabulary)Reading for Information: “Satellites and Sea Lions” (news release) and “California Sea Lions” (encyclopedia entry) See text complexity rubrics on pg. 838-839Big Question: How Much Do Our Communities Shape Us? (Unit 6)Sample MICA Items on RL 6.2, RL 6.3, RL 6.5, 6.L.4 an exam using the text “The Crane Wife of Hokkaido,” including question IDs 43813, 43172, 43816, 43331, and 43171.For writing practice, consider sample MICA Items on W 6.2 an exam using question IDs 44008 or 44010. Editing tasks are found with ID numbers 43977 and 43837.Reading Complex TextsLiterature RL.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 judgments.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.RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or rmationalRI.6.5Analyze 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.6.2 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.RI.6.9 Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).These standards are constant and should be taught throughout each quarter.Cite Evidence: RL1/RI1Analyze Content: RL/RI.6.2-9Literature Evidence Statements - LiteratureProvides?a?description?of?how?the?theme?or central idea is?conveyed?through?particular?details.Provides a summary of the text distinct from personal opinions or judgments. RL.6.2 Provides a description of how a particular story’s or drama’s plot unfolds in a series of episodes toward a resolution. Provides a description of how the characters respond or change as the plot moves toward a resolution. RL.6.3 Provides an analysis of how a particular sentence, chapter, scene, or stanza contributes to the development of the theme, setting, or plot. RL.6.5 Evidence Statements – InformationalProvides an analysis of how a particular sentence, paragraph, chapter or section fits into the overall structure of a text. Provides an analysis of how a particular sentence, paragraph, chapter or section contributes to the development of the ideas. RI.6.5Provides a statement of how the central idea is conveyed through particular details. Provides an objective summary of the text distinct from personal opinions or judgments. RI.6.2Provides a comparison and contrast of one author’s presentation of events with that of another. RI.6.9 Prentice Hall Literature – Reading SelectionsUnit 6: Folk Literature – Elements of Folk Literature, Determining Themes in Folk Literature, Analyzing Structure and ThemeLiterary Analysis Workshop pg. 822 RL.6.2, RL.6.3, RL.6.5 Elements of Folk LiteratureDetermining Themes in Folk LiteratureAnalyzing Structure and ThemeSkill Focus: elements of folk literature, stated or implied theme, structure, plot, setting, characters, patterns, irony, diction, folk and fairy tales, fables, legends, myths, fantasyLiterary Text Glossary (definitions of skills)scsliteracy.(sign in, more, found on the middle school pg)List of Tier 3 Domain Specific Words pages 26-71 for ELA Tier 3Close Read: Story Development pg.828Model Skill: “From Black Ships Before Troy” Practice: “Black Cowboy, Wild Horses” RL.6.2, RL.6.3, RL.6.5Black Cowboy, Wild Horses Unit You Read pg. 837 (Text Dependent Questions) (Key Ideas and Details) What examples does the story provide about Bob Lemmon’s legendary ability? (Infer) What danger does Bob face in approaching the mustangs too soon? (Infer) How does Bob depend on Warrior? (Opinions, Arguments, Intertextual Connections) Why does it seem that Warrior’s goals or dreams are the same as Bob’s goals? “The Lion and the Bulls” pg. 848 (fable) and “A Crippled Boy” (Vietnamese folk tale) pg. 850 (Lexile 840; challenging context and vocabulary) RL.6.2, RL.6.3, RL.6.5See text complexity rubrics on pg. 838-839Skill Focus: cause and effect, fables and folktales, fantasy, theme, structure, plot, irony, dictionLiterary Text Glossary (definitions of skills)scsliteracy.(sign in, more, found on the middle school pg)List of Tier 3 Domain Specific Words pages 26-71 for ELA Tier 3Before You Read pg. 839Reading Skill: Cause and EffectLiterary Analysis: Fables and Folk TalesCritical Thinking (Text Dependent Questions) (Inference) In “The Lion and the Bulls,” what kinds of lies do you think the lion tells the bulls? Why are the bulls willing to believe the lion?(Integration of Knowledge and Ideas) What human qualities does Aesop show in the animals? (Opinions) Is an animal fable more or less effective than one with human characteristics? Explain.After You Read pg. 853Reading Skill: Cause and EffectLiterary Analysis: Fables and Folk TalesInformational Texts – Analyzing Expository TextReading for Information pg. 878: “Satellites and Sea Lions” (news release) and “California Sea Lions” (encyclopedia entry) RI.6.2, RI.6.5, RI.6.9Skill Focus: create outlines, connect main ideas across sourcesAfter You Read pg. 883 – Text Dependent Questions (Key Ideas and Details) How are the main ideas in the encyclopedia entry different from those in the news release? (Infer) Why might the main ideas be different? (Opinions) Which are easier to outline, the main ideas and details in the news release or those in the encyclopedia? Explain.Resources Unit Resources Workbook, Selection Digital Path with videos, worksheets, warm ups, and much moreReading Strategies and graphic organizers for “The Lion and the Bull” and “A Crippled Boy” Crippled Boy Lesson Plan flashcards WIDA Standard 2 - English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance for RL6.5: Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. Level 1: EnteringCategorize specific sentences as to whether they affect either theme, setting, or plot using a visually supported graphic organizer with a partner.Level 2: EmergingMatch specific components of the text with corresponding effects on the theme, setting, or plot of a text in a small group.Level 3: DevelopingCategorize specific sentences as to whether they affect either theme, setting, or plot using a graphic organizer.Level 4: ExpandingAnalyze a specific component of the text and how it affects the theme, setting, or plot of a text in a small group.Level 5: BridgingAnalyze a specific component of the text and how it affects the theme, setting, or plot of a text.Language – VocabularyL.6.4b Use 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 .6.6Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary k 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. L.6.4b, L.6.4d Provide a statement demonstrating accurate meaning and use of grade- appropriate general academic words and phrases. L .6.6Reviewed throughout the quarter:Synonyms/antonymsAffixes- Latin rootsContext cluesAnalogy and word relationshipsWord parts and familiesVocabularyTier 2 Academic Vocabulary – describe, compare, contrast, consider, gather, produce, clarifyList of Tier 2 Academic Vocabulary (referred to as Tier 2 Academic Terms? by Marzano) pages 1-25 for Tier 2Prentice Hall Literature- Pearson Publishing Literary Analysis Workshop - “From Black Ships Before Troy” and “Black Cowboy, Wild HorsesIntroducing the Big Question: Learning Big Question Vocabulary pg. 823Vocabulary Development pgs.904, 906, 908, 910“The Lion and the Bulls” (fable) and “A Crippled Boy”Making Connections: Vocabulary pg. 846Suffix –ousVocabulary Development pgs. 846, 848, 850After You Read: Vocabulary pg. 853Suffix –ousReading for Information: “Satellites and Sea Lions” (news release) and “California Sea Lions” Content Area Vocabulary pg. 878Tier III words: navigate, marine, meteorologistsVocabulary Development pg. 880After You Read: Content Area VocabularysuffixesResourcesVocabulary centralOnline Dictionary Resources WorkbookDownloads: Editable Presentations and Editable WorksheetsVocabulary Strategies and graphic organizers Common Suffixes and Prefixes and Latin roots Benches pg. 57-61 (Greek and Latin affixes)affixes) words do I teach? and the Common Core - Which words do I teach 6-8? Tips on Teaching Common Core Vocabulary critical words students should know and understand to TextsWritingW 6.1Write arguments to support claims with clear reasons 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 6.2 Write 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 topic.Establish and maintain a formal style.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.W 6.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.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.Clarity of LanguageThe 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. Reviewed throughout the quarter:Writing Sentences, Essay organization and structureThesis statement, Topic sentences and supporting details, Writing paragraphs, Performance tasksWriting FundamentalsPrentice Hall Literature- Pearson Publishing Routine Writing (text dependent questions) Writing About the Big Question After You Read, Journal entries, Summaries, Daily Language Practice, Graphic OrganizersAnalysis (focus on informing and explaining)(Reading for Information pg. 883) – Timed Writing – Explanatory Test: Outline for an Essay – Using information from both selections, create an outline for an essay discussing the California Sea Lion. Then, use your outline to write a brief essay. (Reading for Information pg. 883) - Write a letter to your parent in which you summarize the encyclopedia entry of California Sea Lions. Be sure to describe the sea lions, their habitat, and behavior.Analysis (focus on argumentative writing)(“The Lion and the Bulls” and “A Crippled Boy”) – Performance Task #3 pg. 1006 – Evaluate Theme – Write an essay in which you evaluate and argue the theme of a work from this unit that contains fantasy. Narrative pg. 855Write a fable that teaches the same lesson as one of the stories you read. For your fable, you may create different characters and change the plot, but retain the moral. ResourcesWriting lessons on standard lesson on standard Lesson on standard Writing Resources(The Informational/Explanatory Rubric) the Informative Essay the Explanatory Essay Graphic Organizers 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) Writing ResourcesNarrative Writing Rubric to write narratives punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.L.6.1aEnsure that pronouns are in the proper case (subjective, objective, possessive).LanguageEvidence StatementsIdentify comma usage with interrupters and appositives. L.6.2aCorrectly demonstrate the use of commas with interrupters and appositives in context. L.6.2aConsistently use pronouns in their proper case within sentences. L.6.1aConventionsPrentice Hall Literature- Pearson Publishing Elements of Language- Holt PublishingCommasIndependent and Subordinate ClausesPrentice Hall Literature- Pearson Publishing Integrated Language Arts pg. 854Reading ApplicationWriting ApplicationPrentice Hall Writing CoachResources (online teacher’s manual) (Appositive worksheets) (Comma use for interrupters worksheets) (Appositive worksheets) (Pronoun case rules) (Pronoun case worksheets) (Pronoun case quiz)Speaking and ListeningSL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.Speaking and ListeningEvidence StatementsProvides multimedia components (e.g./ graphics, images, music, sound) and visual displays in presentations to clarify information. Speaking and ListeningPossible 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 ReadingsPrentice Hall Literature- Pearson Publishing ActivitiesPresentation of Ideas pg. 855- Prepare an oral report on one of the authors whose work you have read. ResourcesCreative speaking and listening lesson speaking and listening lesson speaking and listening lesson 4-6Reading Selections (Unit 6)Arachne (Greek myth; 1270 Lexile) The Three Wishes (Puerto Rican folk tale; 1000 Lexile) Reading for Information pg. 958: “How to Read a Map” Britannica Student Encyclopedia (expository text) and Downtown Atlanta DK Eyewitness Travel Guide (functional text)See text complexity measures on pgs. 856-857 and 932-933Big Question: How Much Do Our Communities Shape Us? (Unit 6)For writing practice, consider sample MICA Items on W 6.1 an exam using question ID 44009 for W6.1.Reading Complex TextsLiteratureRL.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 judgments.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.RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or rmationalRI.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 judgments.These standards are constant and should be taught throughout each quarter.Cite Evidence: RL1, RI1Analyze Content: RL/RI.6.2-9 Literature Evidence StatementsProvides?a?statement?of?a?theme?of?a?text.?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 an analysis of how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text. RL 6.5Provides an analysis of how a particular sentence, chapter, scene, or stanza contributes to the development of the theme, setting, or plot. RL 6.5InformationalProvides a statement of how the central idea is conveyed through particular details. RI 6.2Prentice Hall Literature – Reading SelectionsUnit 6: Folk Literature – Elements of Themes, Analyzing Structure and Story DevelopmentArachne (Greek myth; 1270 Lexile) RL6.2, RL6.3, RL 6.5; See text complexity measures on pgs. 856-857Skill Focus: cause and effect, myths, theme, plot, summaryLiterary Text Glossary (definitions of skills)scsliteracy.(sign in, more, found on the middle school pg)List of Tier 3 Domain Specific Words pages 26-71 for ELA Tier 3Before You Read pg. 857Reading Skill: Cause and EffectLiterary Analysis: MythsCritical Thinking (Text Dependent Questions) pg. 864(Key Ideas and Details) What does Arachne value more than anything else? (Infer) Why does Arachne refuse to accept the advice of the old woman? (Key Details) What character traits does Arachne reveal through her behavior?(Key Ideas and Details) What design does Athene weave? (Infer) What is Athene’s original intention toward Arachne? After You Read pg. 865Reading Skill: Cause and EffectLiterary Analysis: MythsThe Three Wishes (Puerto Rican folk tale; 1000 Lexile) pg. Skill Focus: setting a purpose for reading, universal theme, personification, cause and effect, myths, plot, summary RL6.2, RL6.3, RL 6.5See text complexity measures on pgs.932-933Literary Text Glossary (definitions of skills) scsliteracy.(sign in, more, found on the middle school pg)List of Tier 3 Domain Specific Words pages 26-71 for ELA Tier 3Before You Read pg. 933Reading Skill: Setting a PurposeLiterary Analysis: Universal ThemeCritical Thinking (Text Dependent Questions) pg. 938(Key Ideas and Details) Describe the life of the woodsman and his wife before they make the three wishes. (Infer) What does the old man’s final action tell you about his values?(Key Ideas and Details) How does the couple use the first two wishes? (Craft and Structure) How does the behavior of the couple change after they are given the opportunity to make wishes?After You Read 939Reading Skill: Setting a PurposeLiterary Analysis: Universal ThemeInformational Texts – Analyzing Expository and Functional TextsReading for Information pg. 958: “How to Read a Map” Britannica Student Encyclopedia (expository text) and Downtown Atlanta DK Eyewitness Travel Guide (functional text) RI.6.2 Skill Focus: Connect and Clarify Main IdeasAfter You Read pg. 961 (Text Dependent Questions)(Key Ideas and Details) State the central ideas in the encyclopedia entry. (Infer) Explain how reading the encyclopedia entry with the street map helps you to connect and clarify the main ideas.ResourcesSelection audio” Interactive Digital Path” 6 Resources/Workbook.Reader’s Notebook “ Arachne” selection in an interactive format)Common Core Companion ( additional instruction and practice for each CCSSReading: Graphic Organizer B,( Cause and Effect pg174Literary Analysis: pgs. 64,82 (Myths)Free Reading Online (Arachne) Strategies and graphic organizers “(Thinking Strategies for teaching comprehension skills) oldham.k12.ky.us/files/intervention_resources/Reading/Comprehension.pdf (Instructional strategies, power points, and text dependent questions for the Skill Focus) WIDA Standard 2 - English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance for RL6.5: Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.Level 1: EnteringCategorize specific sentences as to whether they affect either theme, setting, or plot using a visually supported graphic organizer with a partner.Level 2: EmergingMatch specific components of the text with corresponding effects on the theme, setting, or plot of a text in a small group.Level 3: DevelopingCategorize specific sentences as to whether they affect either theme, setting, or plot using a graphic organizer.Level 4: ExpandingAnalyze a specific component of the text and how it affects the theme, setting, or plot of a text in a small group.Level 5: BridgingAnalyze a specific component of the text and how it affects the theme, setting, or plot of a text.Language – VocabularyL.6.4b Use 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 .6.6Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary k 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 StatementDemonstrates 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. L.6.4b, L.6.4d Provides 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 familiescomprehension within context.VocabularyTier 2 Academic Vocabulary – consider, gather, produce, clarifyList of Tier 2 Academic Vocabulary (referred to as Tier 2 Academic Terms? by Marzano) pages 1-25 for Tier 2Prentice Hall Literature- Pearson Publishing Arachne L.6.4b, L.6.4d Making Connections pg. 858 : Vocabulary Latin root –mort-Vocabulary Development pgs. 858, 860, 862After You Read: Vocabulary pg. 865Latin root –mort-The Three Wishes L.6.4b, L.6.4dMaking Connections pg. 934Latin root –pen-Vocabulary Development pgs. 934, 936After You Read: Vocabulary pg. 939Latin root –pen-Reading for Information: “How to Read a Map” Britannica Student Encyclopedia and Downtown Atlanta DK Eyewitness Travel GuideContent Area Vocabulary pg. 958Vocabulary Development pg. 960After You Read: Vocabulary pg. 961ResourcesVocabulary centralOnline Dictionary Resources Workbook - Downloads: Editable Presentations and Editable Worksheets.Vocabulary Strategies and graphic organizers Common Suffixes and Prefixes and Latin roots Benches pg. 57-61 (Greek and Latin affixes)affixes) words do I teach? and the Common Core - Which words do I teach 6-8? Tips on Teaching Common Core Vocabulary critical words students should know and understand to TextsWritingW 6.1Write arguments to support claims with clear reasons 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 6.2 Write 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 topic.Establish and maintain a formal style.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.W 6.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.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.Reviewed throughout the quarter:Writing SentencesEssay organization and structureThesis statementTopic sentences and supporting detailsWriting paragraphsWriting FundamentalsPrentice Hall Literature- Pearson Publishing Routine Writing (text dependent questions) Writing About the Big Question After You Read, Journal entries, Summaries, Daily Language Practice, Graphic OrganizersOther ResourcesAnalysis (focus on informing and explaining)(Arachne) Explanatory Text pg. 875 - Based on your reading of one of these myths, write a brief compare-and-contrast essay. (Three Wishes) Performance Task #1 pg. 1006- Analyze a Key Scene – Write an essay in which you analyze how a key scene in a literary work from this unit helps to communicate the work’s theme. (Reading for Information) Timed Writing pg. 961- Write Directions- Review the encyclopedia entry for its main idea. Then, connect the information to write directions for a classmate who wants to walk from Underground Atlanta to the Martin Luther King Jr. Historic Site. Use the map of downtown Atlanta to write your directions. Analysis (Argumentative)(Arachne) -”The proverb “Pride goeth before destruction” is portrayed in the Greek myth Arachne. Do you think Arachne’s pride caused her fate? Write an essay that analyzes the implication of this proverb as it relates to Arachne’s decision to challenge the goddess Athena. Be sure to support your position with evidence from the text. (Three Wishes) - Should forgiveness be rewarded? After reading Three Wishes by Ricardo E. Alegria, evaluate the decision to reward the couple with a son at the end of the story? Draw evidence from the text to support your analysis with relevant, well-chosen facts, concrete details or other examples. Demonstrate the command of standard English, capitalization, and punctuation in your response. Narrative pg. 955(Three Wishes) Narrative text - Write a plot proposal – a plan of story events that illustrates the universal theme of “The Three Wishes” or “The Stone”. Then present proposal using a graphic organizer to the class. ResourcesUnit 6 Resources Skills Development/ Extension Support for Writing p. 86. power point on annotation and example for teaching close reading and annotation lessons on standard lesson on standard Lesson on standard Writing Resources(The Informational/Explanatory Rubric) the Informative Essay the Explanatory Essay Graphic Organizers 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) Writing ResourcesNarrative Writing Rubric to write narratives Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.6.2aUse punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.LanguageEvidence StatementsCombine sentences with the appropriate use of commas to distinguish nonrestrictive/parenthetical bine sentences with the appropriate use of parentheses and dashes to distinguish nonrestrictive/parenthetical elements.ConventionsPrentice Hall Literature- Pearson Publishing Elements of Language- Holt PublishingSimple, Compound, and Complex SentencesSemicolons and ColonsPrentice Hall Literature- Pearson Publishing Integrated Language Arts Reading ApplicationWriting ApplicationPrentice Hall Writing CoachResources (Online teacher’s manual) (Information on parenthetical expressions-teacher resource) (Teacher resource) (Comma, dash, parentheses worksheets) (Activities for standards L.6.2a, L.6.2b, and L.6.3b) (Common usage errors quiz)Speaking and ListeningSL.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.Speaking and ListeningEvidence StatementsPresent claims and findingsSequence ideas logically Use pertinent descriptions, facts, and details to accentuate main ideas or themesUse appropriate eye contact, adequate volume, and clear pronunciation SL.6.4 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. SL.6.5 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 ActivitiesPerformance Task #6 - Analyze Theme pg. 1007- Prepare and present an oral presentation in which you evaluate the theme of a work of literature from this unit. Prepare a slideshow or create a poster showing details relating to the theme. Resources(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. 7-9Reading Selections (Unit 5)Literary Analysis Workshop – “Brighton Beach Memoirs” and “Gluskabe and Old Man Winter”“The Phantom Tollbooth, Act I” and “The Phantom Tollbooth, Act II” (Drama – NP (non-prose))See text complexity measures pgs. 704-705 and 744-745Big Question: How do we decide who we are? (Unit 5)Sample MICA Items on RL 6.2, RL 6.3, RL 6.5Create an exam using the text “Dry Goods Family,” including question IDs 43416, 43418, 43642, 43419, 43425, 43417, and 43420.Reading Complex TextsLiterature RL.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 judgments.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. RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.RL.6.7Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they "see" and "hear" when reading the text to what they perceive when they listen or watch.These standards are constant and should be taught throughout each quarter.Cite Evidence: RL1, RI1Analyze Content: RL/RI.6.2-9Literature Evidence StatementProvides a statement of a theme or central idea of a text.Provides a description of how the theme or central idea is conveyed through particular details.Provides a summary of the text distinct from personal opinions or judgments. RL.6.2Provides a description of how a particular’s story’s or drama’s plot unfolds in a series of episodes toward a resolution.Provides a description of how the characters respond or change as the plot moves toward a resolution. RL.6.3Provides an analysis of how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text.Provides an analysis of how a particular sentence, chapter, scene, or stanza contributes to the development of the theme, setting, or plot. RL.6.5Provides a comparison and contrast of the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what is “seen” and “heard” when reading the text to what is perceived when listening or watching. RL.6.7Prentice Hall Literature – Reading SelectionsUnit 5: Extended Text – Literature - Elements of Drama, Analyzing Dramatic Elements, Story Development in a DramaLiterary Analysis Workshop RL.6.3, RL.6.5 Skill Focus: plot, characters and conflict, setting, stage directions, dialogue, scenes, themeLiterary Text Glossary (definitions of skills)scsliteracy.(sign in, more, found on the middle school pg)List of Tier 3 Domain Specific Words pages 26-71 for ELA Tier 3Close Read: Story Development in Drama Model Skill: Brighton Beach MemoirsIndependent Practice: Gluskabe and Old Man WinterAfter You Read (Text Dependent Questions)(Infer) In the opening scene, what do you learn about the characters of Gluskabe and Grandmother Woodchuck? Explain.(Infer) What signs do you see in this scene that Gluskabe will successfully help the people? “The Phantom Tollbooth, Act I” (NP lexile; drama; See text complexity measures pgs. 704-705) RL.6.2, RL.6.3, RL.6.5Skill Focus: summary, dialogue in drama, plot, conflict, compare and contrast, stage directions, characters, setting, scenes, themeLiterary Text Glossary (definitions of skills)scsliteracy.(sign in, more, found on the middle school pg)List of Tier 3 Domain Specific Words pages 26-71 for ELA Tier 3Before You Read pg. 705Reading Skill: SummaryLiterary Analysis: Dialogue in DramaCritical Thinking (Text Dependent Questions) pg. 732(Key Ideas and Details) Who are Rhyme and Reason? (Cause and Effect) What effect does their absence have on Dictionopolis?(Key Ideas and Details) How does Humbug describe the journey that Milo must make? (Infer) In Act II, Milo will start his journey. What do you think it will be like? Give three details from Act I to support your answer. After You Read pg. 733Reading Skill: SummaryLiterary Analysis: Dialogue in Drama“The Phantom Tollbooth, Act II” (NP lexile; drama; See text complexity measures pgs. 744-745) RL.6.5, RL.6.7Skill Focus: summary, dialogue in drama, plot, conflict, compare and contrast, stage directions, characters, setting, scenes, themeLiterary Text Glossary (definitions of skills)scsliteracy.(sign in, more, found on the middle school pg)List of Tier 3 Domain Specific Words pages 26-71 for ELA Tier 3Before You Read pg. 745Reading Skill: Compare and ContrastLiterary Analysis: Stage DirectionsCritical Thinking (Text Dependent Questions) pg. 776(Key Ideas and Details) What does the Terrible Trivium want Milo, Tock, and Humbug to do? (Infer) What will be the result if they follow his directions?(Key Ideas and Details) How is the Senses Taker’s spell broken? (Infer) What does Milo learn about humor from his encounter with the Senses Taker?After You Read pg. 777Reading Skill: Compare and ContrastLiterary Analysis: Stage DirectionsResourcesDownloads/Phantom Act I Resources.pdf (Clues to Story Development in Drama- drama worksheet, exit slips, graphics organizers, writing exercises, and vocabulary for Brighton Beach Memoirs, Gluskabe and Old Man Winter – The Phantom Tollbooth) (Gluskabe powerpoint)lessonplan/brighton-beach-memoirs/funactivities.html#gsc.tab=0 (Brighton Beach Memoirs Lesson Plan)hm/617016.html (Gluskave hang-man game)jg/1860277list.html (Gluskabe matching game). (Instructional strategies, powerpoints, and text dependent questions for the Skill Focus) oldham.k12.ky.us/files/intervention_resources/Reading/Comprehension.pdf (Instructional strategies)Other Resourcesbooks/printables/phantom-tollbooth-1-and-2_CHAP1.pdf (The Phantom Tollbooth worksheet)files/resources/lesson_images/lesson79/figresource.pdf (Figurative Language Resource page –to be used with the Language Chart)files/resources/79-figchart.pdf (Figurative Language Chart - The Phantom Tollbooth)files/resources/lesson_images/lesson79/answer.pdf (Figurative Language Chart -Answer Key)WIDA Standard 2 - English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance for RL6.5: Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.Level 1: EnteringCategorize specific sentences as to whether they affect either theme, setting, or plot using a visually supported graphic organizer with a partner.Level 2: EmergingMatch specific components of the text with corresponding effects on the theme, setting, or plot of a text in a small group.Level 3: DevelopingCategorize specific sentences as to whether they affect either theme, setting, or plot using a graphic organizer.Level 4: ExpandingAnalyze a specific component of the text and how it affects the theme, setting, or plot of a text in a small group.Level 5: BridgingAnalyze a specific component of the text and how it affects the theme, setting, or plot of a text.Language – VocabularyL.6.4b Use 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 .6.6Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary k 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 – VocabularyDemonstrates 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 clue to the meaning of a word or phrase. L.6.4b, L.6.4b Provides a statement demonstrating accurate meaning and use of grade-appropriate general academic words or phrases. L .6.6Reviewed throughout the quarter:Synonyms/antonymsAffixes- Latin rootsContext cluesAnalogy and word relationshipsWord parts and familiesVocabularyTier 2 Academic Vocabulary – describe, compare, contrast, consider, gather, produce, clarifyList of Tier 2 Academic Vocabulary (referred to as Tier 2 Academic Terms? by Marzano) pages 1-25 for Tier 2Prentice Hall Literature- Pearson Publishing Literary Analysis Workshop: “Brighton Beach Memoirs” and “Gluskabe and Old Man Winter”Introducing the Big Question: Learning Big Question Vocabulary pg. 691Vocabulary Development pg. 696The Phantom Tollbooth Act IMaking Connections: Vocabulary pg. 706Latin root –eth-Vocabulary Development pp. 708, 710, 712, 716, 718, 720, 724, 728, and 730Word Study – p.733After You Read: Vocabulary pg. 733The Phantom Tollbooth Act II Making Connections: Vocabulary pg. 746Prefix trans-Vocabulary Development pp. 748, 752, 754, 756, 758, 760,768,770,772, and 774Word Study p. 777After You Read: Vocabulary pg. 777Resource(s): .Vocabulary Central (Instructional strategies, powerpoints, and text dependent questions for the Skill Focus) oldham.k12.ky.us/files/intervention_resources/Reading/Comprehension.pdf (Instructional strategies)Vocabulary Strategies and graphic organizers and Thinking Organizers Dictionary Common Suffixes and Prefixes and Latin roots Benches pg. 57-61 (Greek and Latin affixes)affixes) words do I teach? and the Common Core - Which words do I teach 6-8? Tips on Teaching Common Core Vocabulary critical words students should know and understand to TextsWritingW 6.1Write arguments to support claims with clear reasons 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 6.2 Write 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 topic.Establish and maintain a formal style.Provide a concluding statement or section that follows from the information or explanation presented.W 6.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.WritingDevelopment 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, Essay organization and structureThesis statement, Topic sentences and supporting details, Writing paragraphs, Performance tasks Writing FundamentalsRoutine Writing (text-dependent):Writing About the Big Question After You Read Journal entriesHow does Milo change during the course of the story? Do you believe that Milo’s normal life will be significantly different after his time in the Lands Beyonds?SummariesDaily Language PracticeGraphic OrganizersOther ResourcesThe Phantom Tollbooth Acts I and IIAnalysis (focus on informing and explaining)(The Phantom Tollbooth, Act I pg.735) – Write a brief summary of The Phantom Tollbooth, Act I(The Phantom Tollbooth, Act II) – Performance Task #1 pg. 816- Analyze Character – Write an essay in which you describe how a character in a drama changes as the plot unfolds.Analysis (argumentative writing)(The Phantom Tollbooth, Act II) Argumentative Text pg. 779 – Imagine you are a drama critic, and write a review of The Phantom Tollbooth. Writing Workshop pg. 738 – Write an Argument – Argument: Response to Literature- In a response to literature, the writer develops an argument that addresses one or more aspects of a literary work. One good way to respond to literature is to write a letter to an author. You might use elements of this form in movie reviews, book reviews, or critical responses. Assignment – Write a letter to a favorite author to share your response to his or her work. ResourcesPhantom Tollbooth Act IUnit 5 Resources – Support for Writing pg. 33Support for Extend Your Learning pg. 34Enrichment pg. 31Professional Development GuidebookRubrics for Summary pg. 246-247Phantom Tollbooth Act IIUnit 5 Resources – Support for Writing pg. 63Support for Extend Your Learning pg. 64Enrichment pg. 61Professional Development GuidebookRubrics for Summary pg. 224-225Writing Workshop: Write an ArgumentUnit 5 Resources – Writing Workshop, pp. 44-45Common Core Companion pgs. 173-183, 321-330, 339-346Professional Development Guidebook pgs. 224-225 (Rubrics for Self Assessment)Graphic Organizer Transparencies pg. 154Writing lessons on standard lesson on standard Lesson on standard Writing Resources(The Informational/Explanatory Rubric) the Informative Essay the Explanatory Essay Graphic Organizers 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) Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.6.2a Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/ parenthetical elements.L.6.3b Maintain consistency in style and tone.L.6.2bSpell correctlyLanguageEvidence StatementsCombine sentences with the appropriate use of parentheses and dashes to distinguish nonrestrictive/parenthetical elements.Correct run-on sentences using a variety of methods and punctuation to maintain style and tone.Demonstrate a consistent command of spelling and grammar to correct common usage errors in writing.ConventionsPrentice Hall Literature- Pearson Publishing Elements of Language- Holt PublishingPrepositions and AppositivesGerunds and Gerund PhrasesPrentice Hall Literature- Pearson Publishing Integrated Language Arts: 734 and 778Reading ApplicationWriting ApplicationPrentice Hall Writing CoachOther Resources (Online teacher’s manual) (Comma, dash, parentheses worksheets) (Correcting run-on sentences practice) (Common usage errors-16 activities) (Activities for standards L.6.2a, L.6.2b, and L.6.3b) (Common usage errors quiz)Speaking and ListeningSL.6.1c Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.SL.6.3 Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.Speaking and ListeningEvidence StatementsPose and respond to specific questions with elaboration and detail.Make comments that contribute to the topic, text, or issue under discussion.Delineate a speaker’s argument and specific claims. Distinguish between claims that are supported by reasons and evidence from claims that are not. Speaking and ListeningPossible 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 ReadingsActivity(The Phantom Tollbooth, Act II) - Comprehension and Collaboration pg. 779 – Now that you have read The Phantom Tollbooth, access the PHLITOnline audio version of the selection by going to . As a class, listen to the audio version of the play. Then, hold a group discussion by forming small groups and talking about how the experience of reading the play was similar to and different from the experience of listening it. Performance Task #1 pg. 817 – Analyze Plot Development – Give an oral presentation in which you analyze the plot of a play in this unit. Research Project (Reading and Writing- Begins in 3rd Grade for PARCC accountability)ResearchW. 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.W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.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.SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.ResearchEvidence StatementsUse technology to produce and publish writing. Use technology to interact and collaborate with others.Demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. W. 6.6 Gather relevant information from multiple print and digital sourcesAssess the credibility of each sourceQuote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. W.6.8 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. SL.6.1 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. SL.6.5 ResearchPrentice Hall Literature- Pearson Publishing Activities(The Phantom Tollbooth, Act I pg. 734) – Build and Present Knowledge – Work with a small group to prepare and research a multimedia presentation on a topic related to drama. (Arachne or Prologue from The Whale Rider pg. 875)- Find two reliable research sources that provide information about the values and culture of either ancient Greece or of the Maori people of New Zealand. Then, write an annotated bibliography entry for each source. (Three Wishes or The Stone pg.955) – Build and Present Knowledge – With a small group, prepare a written and visual report based on the folk tale you read. Resource(s): How to create a multimedia presentation (Instructional strategies, powerpoints, and text dependent questions for the Skill Focus) oldham.k12.ky.us/files/intervention_resources/Reading/Comprehension.pdf (Instructional strategies) ................
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