Www.walton.k12.fl.us



Grade 6Florida 2022 Edition: Curriculum Map Unit 1: Stories of Change Essential QuestionsEmbedded AssessmentsHow can change be significant?What makes a good story?Writing a Personal Narrative*Writing a Short Story**Revision Assistant ReadyKey TextsGenres: short story, personal narrative, novel, and myth“The Circuit,” “Schools Hustle to Reach Kids Who Move with the Harvest, Not the School Year,” "My Superpowers,” excerpts from Flipped, “The Jacket,” “Thank You, Ma’am,” “Orpheus and Eurydice,” "Eleven," “The Treasure of Lemon Brown,” The Mysteries of Harris Burdick or other picture books by Chris Van AllsburgVocabularyAcademic: sequence, cause-effect, transitions, coherence Literary: conflict (external/internal,) personal narrative, point of view, connotation, denotation, metaphor, simile, short story, theme, plot, foreshadowing, personificationAdditional Assessment OpportunitiesNarrative Writing Prompt/Drafting the EAActivities 1.5, 1.8, 1.12, 1.14, 1.15, 1.17Writing to Sources: Informational TextActivities 1.6Narrative Memory MapActivity 1.7Reader/Writer Notebook Text Dependent QuestionsOngoingActivity Quizzes and Unit AssessmentsSpringBoard DigitalReadingSpeaking and ListeningGoals: To understand how change can be significant. To evaluate details to determine the key idea of textsSharing and Responding in Writing GroupsSharing and Discussing Textual EvidenceCollaborating to Create a Poster Collaborating to Create a Story BoardCollaborative Discussion-Socratic Seminar Writing and ResearchLanguage Goals: To use narrative techniques such as sequencing, dialogue, and descriptive language; To write meaningful narratives using genre characteristicsFocus Area: Narrative WritingGoal: To understand pronouns and the conventions of punctuating dialogue.Language and Writer’s Craft: pronouns, transitions, vivid verbs, varied sentence patternsGrammar and Usage: commas, punctuating dialogue, sentences and fragments, and reflexive and intensive pronounsGrade 6Florida 2022 Edition: Curriculum Map Unit 1: Pacing and Planning Guide (Suggested Time: 7-9 weeks)DatesSpringBoard Activities and Assessment OpportunitiesDifferentiation for Student NeedsDistrict Expectations and Opportunities for Additional InstructionAdjust this column to add dates and/or instructional weeks based on the district calendar.Adjust the Unit Activities and Embedded Assessments to correspond with the designated dates of instruction. Every activity includes opportunities for formative assessment. A few examples per activity are provided below.Add modification plans to extend learning or strengthen support based on identified student needs.Add specific district expectations here (e.g., benchmark assessments, required reading/writing tasks, cross‐curricular projects or strategies, etc.) You might consider using SpringBoard Writing Workshop 1: The Writing Process, Writing Workshop 4: Narrative Writing, Writing Workshop 7: Narrative Nonfiction, or Close Reading Workshop 1: Close Reading of Informational/Literary Nonfiction Texts. Allow 1‐2 weeks for each one added. Note that adding additional instruction is likely to require strategic decisions about specific activities or units to compress or omit.1 period1.1: Previewing the Unit – Unpack Embedded Assessment 1: Writing a Personal NarrativeDatesSpringBoard Activities and Assessment OpportunitiesDifferentiation for Student NeedsDistrict Expectations and Opportunities for Additional Instruction 2 periods1.2 What Makes a Narrative? – Narrative Writing Prompt1 period1.3 Planning for Independent ReadingLanguage Workshop 1A.1: Genre FocusLanguage Workshop 1A.2: Building Knowledge2 periods1.4: Personal Narrative: Incident-Response-Reflection – Narrative Writing PromptDatesSpringBoard Activities and Assessment OpportunitiesDifferentiation for Student NeedsDistrict Expectations and Opportunities for Additional Instruction2 periods1.5: He Said, She Said: Characterization – Graphic Organizers, Narrative Writing PromptLC 1.5: Language Checkpoint: Punctuating Complete Sentences (Optional)Language Workshop 1A.3: Academic Vocabulary Language Workshop 1A.4: Vocabulary Preview and Practice2 periods1.6: Analyzing Narratives – Analysis PosterLanguage Workshop 1A.5: Close Reading of an Anchor TextLanguage Workshop 1A.6: Academic CollaborationLanguage Workshop 1A.7: Language Checkpoint2 periods1.7: Creating a Narrative – Memory MapDatesSpringBoard Activities and Assessment OpportunitiesDifferentiation for Student NeedsDistrict Expectations and Opportunities for Additional Instruction3 periods1.8: Creating A Narrative: Prewriting and Drafting – Graphic Organizers, Narrative Writing Prompt2 periods1.9: Creating a Narrative: Revising – Dialogue, Writer’s Checklist2 periodsEmbedded Assessment 1: Writing a Personal Narrative Collaborative Embedded Assessment: Writing a Personal NarrativeDatesSpringBoard Activities and Assessment OpportunitiesDifferentiation for Student NeedsDistrict Expectations and Opportunities for Additional Instruction1 period1.10: Unpacking Embedded Assessment 2– Unpack Embedded Assessment 2: Writing a Short Story, Graphic Organizers, Independent Reading Plan1 period1.11: Personal Narrative vs. Short Story: Comparing Genres —Graphic Organizer, Check Your UnderstandingLanguage Workshop 1B.1: Genre Focus1 period1.12: What’s in A Short Story? – Narrative Writing Prompt DatesSpringBoard Activities and Assessment OpportunitiesDifferentiation for Student NeedsDistrict Expectations and Opportunities for Additional Instruction2 periods1.13: Plot Elements – Plot Diagram 2 periods1.14: In the Beginning – Graphic Organizer, Focus on the Sentence, Narrative Writing PromptLanguage Workshop 1B.7: Language CheckpointLanguage Workshop 1B.2: Building KnowledgeLanguage Workshop 1B.3: Academic Vocabulary Language Workshop 1B.4: Vocabulary Preview and Practice2 periods1.15: A Day of Change: Developing the Story – Plot Diagram, Focus on the Sentence, Narrative Writing Prompt Language Workshop 1B.5: Close Reading of an Anchor TextLanguage Workshop 1B.6: Academic CollaborationDatesSpringBoard Activities and Assessment OpportunitiesDifferentiation for Student NeedsDistrict Expectations and Opportunities for Additional Instruction2 periods1.16: In the End – Marked Text, Focus on the Sentence, Independent Reading2 periods1.17: Sparking Ideas – Visual Prompt, Drafting the EA, Independent Reading4 periodsEmbedded Assessment 2: Writing a Short StoryCollaborative Embedded Assessment: Writing a Short StoryGrade 6Florida 2022 Edition: Curriculum Map Unit 2: The Power to Change Essential QuestionsEmbedded AssessmentsHow can talking and working with others help one analyze a novel?How do internal and external forces help people grow?Responding to LiteratureWriting an Explanatory Essay**Revision Assistant ReadyKey TextsGenres: novel, film, poem, article, memoir, autobiography, film biography, biographyWalk Two Moons, “Saying Farewell to a Faithful Pal,” “Dogs Make Us Human,” excerpt from Travels With Charley, film clips from Up and Temple Grandin, “My Story” from Animals in Translation, excerpt from “Chapter 6: Hampshire School for Wayward Wizards” from Temple Grandin: How the Girl Who Loved Cows, Embraced Autism and Changed the WorldVocabularyAcademic: compare, contrast, inference, prediction, communicate, synthesizeLiterary: topic sentence, commentary, novel, subplot, hook, thesis statement, conclusion, biography, autobiographyReadingSpeaking and ListeningGoals: To analyze literary elements; To apply a variety of reading strategies to fiction and nonfiction textsGoals: To collaborate and communicate effectivelyDiscussion GroupsLiterature CirclesSharing and Responding in Writing GroupsCollaborating to Respond to a PromptWriting and ResearchLanguage Goals: To write informative essaysFocus Area: Informative Writing and Responding to LiteratureGoals: To practice using verb tenses and creating sentence varietyLanguage and Writer’s Craft: sentence variety, coherence, punctuating coordinate adjectives, pronouns and antecedentsAdditional Assessment OpportunitiesNarrative Writing PromptActivities 2.2, 2.4, 2.6, 2.9, 2.10, 2.12, 2.14 2.15, 2.19Double-Entry JournalActivity 2.3Collaborative Visual RepresentationActivity 2.10ResearchActivity 2.18Reader/Writer Notebook Text Dependent QuestionsOngoingActivity Quizzes and Unit AssessmentsSpringBoard DigitalGrade 6Florida 2022 Edition: Curriculum Map Unit 2: Pacing and Planning Guide (Suggested Time: 6-8 weeks)DatesSpringBoard Activities and Assessment OpportunitiesDifferentiation for Student NeedsDistrict Expectations and Opportunities for Additional InstructionAdjust this column to add dates and/or instructional weeks based on the district calendar.Adjust the Unit Activities and Embedded Assessments to correspond with the designated dates of instruction. Every activity includes opportunities for formative assessment. A few examples per activity are provided below.Add modification plans to extend learning or strengthen support based on identified student needs.Add specific district expectations here (e.g., benchmark assessments, required reading/writing tasks, cross‐curricular projects or strategies, etc.) You might consider using SpringBoard Writing Workshop 3: Explanatory Writing, Writing Workshop 5: Response to Literary Texts or Close Reading Workshop 5: Close Reading of Informational Texts in Social Studies/History Allow 1‐2 weeks for each one added. Note that adding additional instruction is likely to require strategic decisions about specific activities or units to compress or omit.1 period2.1: Previewing the Unit – Unpack Embedded Assessment 1: Writing a Personal Narrative, Independent Reading2 periods2.2: Forces of Change – Graphic Organizer, Writing to Sources: Informational TextDatesSpringBoard Activities and Assessment OpportunitiesDifferentiation for Student NeedsDistrict Expectations and Opportunities for Additional Instruction2 periods2.3: Beginning the Journey – Double Entry Journal, Graphic Organizer, Focus on the SentenceLC 2.3: Understanding Verb Tense (Optional)Language Workshop 2A.1: Genre FocusLanguage Workshop 2A.2: Building KnowledgeLanguage Workshop 2A.3: Academic Vocabulary 2.5 periods2.4: Planting Seeds of Character Analysis – Graphic Organizer, Focus on the Sentence, Writing to Sources: Informational Text Independent ReadingLC 2.4: Language Checkpoint: Using Noun Agreement (Optional) Language Workshop 2A.4: Vocabulary Preview and PracticeLanguage Workshop 2A.5: Close Reading of an Anchor TextLanguage Workshop 2A.6: Academic CollaborationLanguage Workshop 2A.7: Language Checkpoint1.5 periods2.5: Mapping the Journey: Plot and Subplot –Graphic Organizer, Independent ReadingDatesSpringBoard Activities and Assessment OpportunitiesDifferentiation for Student NeedsDistrict Expectations and Opportunities for Additional Instruction1.5 periods2.6: A Tree of One’s Own: Setting – Writing to Sources: Informational Text, Graphic Organizer1.5 periods2.7: Questions and Discussions – Graphic Organizer, Independent Reading1.5 periods2.8: Diction Detectives and “Evidence” – Focus on the Sentence, Graphic Organizer, Independent ReadingDatesSpringBoard Activities and Assessment OpportunitiesDifferentiation for Student NeedsDistrict Expectations and Opportunities for Additional Instruction1 period2.9: Moving Away – Knowledge Quest, Focus on the Sentence1 period2.10 Reporting from Paradise Falls – Graphic Organizer2 periods2.11: Making Connections and Visualizing Art – Graphic Organizer, Sketch, Group DiscussionDatesSpringBoard Activities and Assessment OpportunitiesDifferentiation for Student NeedsDistrict Expectations and Opportunities for Additional Instruction2 periods2.12: Stepping into the Literature Circle – Graphic Organizer, Group Discussion, Independent ReadingSample Differentiated Instruction Suggestion: Conflict Map from ELD Strategies SBD (Activity 2.11)2 periods2.13: Circling the Moon – Literature Circle Discussion, Graphic Organizer, Synthesis Poster, Informational Writing Prompt, Independent Reading1 periodEmbedded Assessment 1: Responding to LiteratureCollaborative Embedded Assessment: Responding to LiteratureDatesSpringBoard Activities and Assessment OpportunitiesDifferentiation for Student NeedsDistrict Expectations and Opportunities for Additional Instruction1 period2.14: Unpacking Embedded Assessment 2 – Unpack Embedded Assessment 2: Writing an Informational Essay - Independent Reading 2 periods2.15: Explaining and Interpreting Change –Graphic Organizer, Informative Writing Prompt2 periods2.16: Writing and Changing Together – Revised Essay ReflectionDatesSpringBoard Activities and Assessment OpportunitiesDifferentiation for Student NeedsDistrict Expectations and Opportunities for Additional Instruction1 period2.17: Reflecting on Marley: Textual Evidence –Writing to Sources: Informational Text, Independent Reading Language Workshop 2B.1: Genre FocusLanguage Workshop 2B.2: Building KnowledgeLanguage Workshop 2B.3: Academic Vocabulary Language Workshop 2B.4: Vocabulary Preview and Practice2 periods2.18: Making Connections Through Research – KWHL, Independent ReadingLanguage Workshop 2B.5: Close Reading of an Anchor TextLanguage Workshop 2B.6: Academic Collaboration2 periods2.19: Synthesizing Temple’s Story – Graphic Organizer, Writing to Sources: Informational Text, Independent ReadingLanguage Workshop 2B.7: Language CheckpointDatesSpringBoard Activities and Assessment OpportunitiesDifferentiation for Student NeedsDistrict Expectations and Opportunities for Additional Instruction2 periodsEmbedded Assessment 2: Writing an Informational EssayCollaborative Embedded Assessment: Writing an Informational EssayGrade 6Florida 2022 Edition: Curriculum Map Unit 3: Changing Perspectives Essential QuestionsEmbedded AssessmentsWhy do we have controversy in Society?How do we communicate in order to convince others?Researching and Debating a ControversyWriting an Argumentative LetterFocus StandardsSee teacher edition for details.Key TextsGenres: editorial, news article, article, historical document, informational text, letter“A Teacher’s Defense of Homework”, “A high School Student’s Perspective on Homework”, “Texas Teacher implements a No-Homework Policy, the Internet Rejoices”, Graphs and Tables, “Social Networking’s Good and Bad Impacts on Kids”, “Are social networking sited good for our society?”, “The First Americans”VocabularyAcademic: controversy, argument, claim, reasons, evidence, research, citation, plagiarism, credible, relevant, sufficientLiterary: tone, formal style, rhetorical appeals, logos, pathos, logical fallaciesAdditional Assessment OpportunitiesArgumentative Writing PromptsActivities 3.4, 3.6, 3.7Creating an ArgumentActivity 3.3, 3.4, 3.5, 3.6, 3.7, 3.8, 3.10, 3.11, 3.12, 3.13, 3.14, 3.15Research Activities 3.4, 3.5, 3.7, 3.8, 3.10, 3.12Revision Activities 3.2, LC.3.11, 3.12, 3.13, 3.14, 3.15Reader/Writer Notebook Text Dependent QuestionsOngoingActivity Quizzes and Unit AssessmentsSpringBoard DigitalReadingSpeaking and ListeningGoals: To analyze argumentative texts; To practice nonfiction reading strategiesGoals: To engage effectively in a variety of collaborative discussionsCollaborating to DebateViewing Diverse MediaCollaborating to Present Research Collaborating to Evaluate a ClaimWriting and ResearchLanguage Goals: To support a claim with reasons and evidence; To write an argumentative letter.Focus Area: Argumentative and Research Writing Goals: To understand and use simple, compound, and complex sentencesLanguage and Writer’s Craft: formal style, using appositives, revising by creating complex, sentencesGrammar and Usage: prepositions, regular and irregular verbs Grade 6Florida 2022 Edition: Curriculum Map Unit 3: Pacing and Planning Guide (Suggested Time: 5-7 weeks)DatesSpringBoard Activities and Assessment OpportunitiesDifferentiation for Student NeedsDistrict Expectations and Opportunities for Additional InstructionAdjust this column to add dates and/or instructional weeks based on the district calendar.Adjust the Unit Activities and Embedded Assessments to correspond with the designated dates of instruction. Every activity includes opportunities for formative assessment. A few examples per activity are provided below.Add modification plans to extend learning or strengthen support based on identified student needs.Add specific district expectations here (e.g., benchmark assessments, required reading/writing tasks, cross‐curricular projects or strategies, etc.) You might consider using SpringBoard Writing Workshop 2: Argumentative Writing, Writing Workshop 6: Research Writing, or Writing Workshop 10: Procedural Texts: Informal Letter or Close Reading Workshop 2: Argumentative Nonfiction Texts, or Close Reading Workshop 6: Informational Texts in STEM. Allow 1‐2 weeks for each one added. Note that adding additional instruction is likely to require strategic decisions about specific activities or units to compress or omit.DatesSpringBoard Activities and Assessment OpportunitiesDifferentiation for Student NeedsDistrict Expectations and Opportunities for Additional Instruction1 period3.1: Previewing the Unit – Unpack Embedded Assessment 1: Researching and Debating a Controversy - Independent ReadingLanguage Workshop 3A.3: Academic Vocabulary 1 period3.2: It is Time to Argue and Convince – Graphic Organizer, Check Your Understanding2 periods3.3: Identifying Claims in an Argument – Marked Text, Check Your Understanding, Independent ReadingLanguage Workshop 3A.7: Language CheckpointLanguage Workshop 3A.1: Genre FocusLanguage Workshop 3A.2: Building KnowledgeLanguage Workshop 3A.4: Vocabulary Preview and PracticeDatesSpringBoard Activities and Assessment OpportunitiesDifferentiation for Student NeedsDistrict Expectations and Opportunities for Additional Instruction3 periods3.4: Creating Support with Reasons and Evidence – Focus on the Sentence (2), Debate, Writing to Sources: ArgumentLanguage Workshop 3A.5: Close Reading of an Anchor TextLanguage Workshop 3A.6: Academic Collaboration2 periods3.5: Do Your Research: Sources, Citation, and Credibility – Graphic Organizer, Independent Reading1 period3.6: The Formality of it All: Style and Tone – Graphic Organizer, Argumentative Writing Prompt, Independent ReadingDatesSpringBoard Activities and Assessment OpportunitiesDifferentiation for Student NeedsDistrict Expectations and Opportunities for Additional Instruction2 periods3.7: A Graphic is Worth a Thousand Words –Visual Display, Writing to Sources: Argument Independent Reading3 periods3.8: Debate It: Organizing and Communicating in an Argument – Graphic Organizer, Focus on the Sentence, KWHL, Preparing to Debate, Independent Reading2 periodsEmbedded Assessment 1: Researching and Debating a ControversyCollaborative Embedded Assessment: Researching and Debating a ControversyDatesSpringBoard Activities and Assessment OpportunitiesDifferentiation for Student NeedsDistrict Expectations and Opportunities for Additional Instruction3 periods3.9: Unpacking Embedded Assessment 2: Preparing for Argumentative Writing – Unpack Embedded Assessment 2: Writing an Argumentative Letter, QHT, Independent ReadingLanguage Workshop 3B.2: Building Knowledge2 periods3.10: Looking at a Model Argumentative Letter – Drafting a Body Paragraph, Writer’s Checklist Language Workshop 3B.7: Language CheckpointLanguage Workshop 3B.3: Academic Vocabulary Language Workshop 3B.4: Vocabulary Preview and Practice2 periods3.11: Facts and Feelings: Rhetorical Appeals in Argumentative Writing – Graphic OrganizerLC 3.11: Language Checkpoint: Using Commas, Parentheses, and Dashes (Optional) Language Workshop 3B.5: Close Reading of an Anchor TextLanguage Workshop 3B.6: Academic CollaborationDatesSpringBoard Activities and Assessment OpportunitiesDifferentiation for Student NeedsDistrict Expectations and Opportunities for Additional Instruction1 period3.12: Citing Evidence – Focus on the Sentence, Revision Writing Prompt, Independent Reading1 period3.13: Playing with Persuasive Diction: Appealing to Pathos – Revision Writing Prompt, Independent Reading2 periods3.14: Writing an Introduction and a Conclusion – Argumentative Writing Prompt (Timed Writing), Focus on the SentenceDatesSpringBoard Activities and Assessment OpportunitiesDifferentiation for Student NeedsDistrict Expectations and Opportunities for Additional Instruction2 periods3.15: Saying Too Much or Too Little? –Revision Writing Prompt(s)1 period3.16: Preparing to Write an Argument – Graphic Organizer, Independent Reading2 periodsEmbedded Assessment 2: Writing an Argumentative LetterCollaborative Embedded Assessment: Writing an Argumentative LetterKey TextsGenres: article, informational text, essay, short story, poetry, drama, filmLimericks from A Book of Nonsense, “Oranges”, “Trying to Name What Doesn’t Change”, “Fireflies”, “I Can Dance”, “Ode to Teachers”, “Dumped”, from “A Letter to Gabriela, A Young Writer”, “Pat Mora’s love for words spreads a river of literacy”, “the Southpaw”, The Miracle Worker, from The Story of My Life,VocabularyAcademic: sources, bibliography, evaluate, annotateLiterary: rate, inflection, limerick, meter, free verse, alliteration, tableau, play, stagingGrade 6Florida 2022 Edition: Curriculum Map Unit 4: A Change of Scene (Suggested Time: 6-8 weeks)Essential QuestionsEmbedded AssessmentsHow can research shape ones understanding of a literary text?How is reading a text similar to and different from viewing and performing a text?Researching and Presenting a PoetPerforming a SceneAdditional Assessment OpportunitiesExplanatory Writing PromptActivities 4.4, 4.6, 4.9, 4.12, 4.15Multimedia Research Display4.6, 4.7, EA1Evaluating/Reflecting on a PerformanceActivities 4.10, 4.11, 4.14, 4.15Reader/Writer Notebook Text Dependent QuestionsOngoingActivity Quizzes and Unit AssessmentsSpringBoard DigitalReadingSpeaking and ListeningGoals: To analyze and understand the relationships among setting, characterization, conflict, and plotGoals: To rehearse and present an engaging performance of a playPracticing Choral ReadingDelivering Oral and Dramatic PresentationsCollaborating to Synthesize information Viewing Diverse MediaWriting and ResearchLanguage Goals: To research the work and life of a poetFocus Area: Informational, Revising and Research WritingGoals: To revise for effective sentence varietyLanguage and Writer’s Craft: choosing sentence structure, pronoun usageGrammar and Usage: subordinating conjunctions, adjectives and predicate, adjectives, adverbs, punctuation conventionsGrade 6Florida 2022 Edition: Curriculum Map Unit 4: Pacing and Planning GuideDatesSpringBoard Activities and Assessment OpportunitiesDifferentiation for Student NeedsDistrict Expectations and Opportunities for Additional InstructionAdjust this column to add dates and/or instructional weeks based on the district calendar.Adjust the Unit Activities and Embedded Assessments to correspond with the designated dates of instruction. Every activity includes opportunities for formative assessment. A few examples per activity are provided below.Add modification plans to extend learning or strengthen support based on identified student needs.Add specific district expectations here (e.g., benchmark assessments, required reading/writing tasks, cross‐curricular projects or strategies, etc.) You might consider using SpringBoard Writing Workshop 8: Poetry, Writing Workshop 9: Script Writing, Close Reading Workshop 3: Close Reading of Poetry, or Close Reading Workshop 4: Close Reading of Shakespeare. Allow 1‐2 weeks for each one added. Note that adding additional instruction is likely to require strategic decisions about specific activities or units to compress or omit.1 period4.1: Previewing the Unit – Unpack Embedded Assessment 1: Researching and Presenting a Poet - Independent ReadingLanguage Workshop 4A.1: Genre FocusLanguage Workshop 4A.2: Building KnowledgeLanguage Workshop 4A.3: Academic Vocabulary DatesSpringBoard Activities and Assessment OpportunitiesDifferentiation for Student NeedsDistrict Expectations and Opportunities for Additional Instruction2 periods4.2: Playing with Rhythm and Rhyme – Limerick Performance, Check Your Understanding, Independent ReadingLanguage Workshop 4A.4: Vocabulary Preview and Practice2 periods4.3: Performing Poetically – Focus on the Sentence, Choral Readings, Performance Reflections, Independent ReadingLanguage Workshop 4A.5: Close Reading of an Anchor TextLanguage Workshop 4A.6: Academic Collaboration2 periods4.4: One Poet’s Voice, Many Poetic Forms – Original poem, Graphic Organizer, Narrative Writing PromptDatesSpringBoard Activities and Assessment OpportunitiesDifferentiation for Student NeedsDistrict Expectations and Opportunities for Additional Instruction 2 periods4.5: The Work of a Poet – Source Cards, Focus on the Sentence, Independent ReadingLanguage Workshop 4A.7: Language Checkpoint2 periods4.6: Deepening Understanding: Research – Research Questions, Writing to Sources: Informational Text, Independent Reading1 period4.7 Planning to Present Research—Research Questions, Independent ReadingDatesSpringBoard Activities and Assessment OpportunitiesDifferentiation for Student NeedsDistrict Expectations and Opportunities for Additional Instruction3 periodsEmbedded Assessment 1: Researching and Presenting a PoetCollaborative Embedded Assessment: Researching and Presenting a Poet1 period4.8: Unpacking Embedded Assessment 2 – Unpack Embedded Assessment 2: Performing a Scene, Graphic Organizer, Independent Reading3 periods4.9: Play Ball: Analyzing a Game of Life – Graphic Organizer, Writing to Sources: Informational TextLC 4.9: Language Checkpoint: Using Subordinating Conjunctions (Optional) Language Workshop 4B.1: Genre FocusDatesSpringBoard Activities and Assessment OpportunitiesDifferentiation for Student NeedsDistrict Expectations and Opportunities for Additional Instruction1 period4.10: Drama Games – Check Your UnderstandingLanguage Workshop 4B.2: Building KnowledgeLanguage Workshop 4B.3: Academic Vocabulary 2 periods4.11: Introducing The Miracle Worker – Graphic organizers, Focus on the Sentence, Writing to Sources: Informational TextLanguage Workshop 4B.4: Vocabulary Preview and Practice2 periods4.12: One Event, Two Genres – Narrative Writing Prompt, Check Your Understanding Independent ReadingLanguage Workshop 4B.5: Close Reading of an Anchor TextLanguage Workshop 4B.6: Academic CollaborationLanguage Workshop 4B.7: Language CheckpointDatesSpringBoard Activities and Assessment OpportunitiesDifferentiation for Student NeedsDistrict Expectations and Opportunities for Additional Instruction3 periods4.13: Civil Wars– Focus on the Sentence, Check Your Understanding, Independent Reading2 periods4.14: Meaning in the Silence – Focus on the Sentence, Marked/Annotated Text, Interpretation of a Scene, Comic Strip2 periods4.15: Memories, Decisions, Compromises–Graphic Organizer, Writing to Sources: Informational Text, Independent ReadingDatesSpringBoard Activities and Assessment OpportunitiesDifferentiation for Student NeedsDistrict Expectations and Opportunities for Additional Instruction7 periodsEmbedded Assessment 2: Performing a SceneCollaborative Embedded Assessment: Performing a Scene ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download