English Language Arts



centercenterGloucester Township Public SchoolsEnglish Language ArtsGrade 6 CurriculumUpdated-Summer 20171000000Gloucester Township Public SchoolsEnglish Language ArtsGrade 6 CurriculumUpdated-Summer 2017ELA Grade 6661035013970Benchmark and Cross Curricular Key__Red: ELA Revisions to NJ SLS__ Blue: Math__ Green: Science__ Orange: Social Studies__ Purple: Related Arts__ Yellow: Benchmark Assessment00Benchmark and Cross Curricular Key__Red: ELA Revisions to NJ SLS__ Blue: Math__ Green: Science__ Orange: Social Studies__ Purple: Related Arts__ Yellow: Benchmark AssessmentLAUNCH UNITTime Frame: Three – Four WeeksPerformance Task: PARCC-like Narrative Writing Assessments Unit-Level Assessment: STAR Reading Assessment, Newsela, Formative Assessments: Observations, Quizzes, Literature Tests Description: The goal of the Launch Unit of study is to establish routines and procedures, review of previous year’s skills, and prepare students to be confident and successful throughout the year. It is also important in this unit to begin modeling and practicing metacognition and self-reflection, skills that are emphasized in the NJ Student Learning Standards. The unit’s lessons set expectations and provide careful modeling of the behaviors in action. NJ SLS Target Skill ReadingWritingLanguageSpeaking and ListeningReading Strategies:Summarizing, Visualization, Questioning, Connecting Narrative: PAARC – Like writing task: Complete or Change the end to a Narrative StoryRobust Vocabulary InstructionModel collegial discussionsLiterary Terms Review: Plot, Character, Conflict, Theme SettingLaunch: Point of view (1st, 2nd, 3rd), Direct and Indirect Characterization, Internal and External Conflict, Dramatic And Verbal IronyRoutine Journal Writing – reflection and metacognitive thoughtParts of Speech: Noun, Pronoun, Adjective, Verb, Adverb, Interjection, Conjunction, PrepositionFigurative LanguageReview: Simile, Metaphor, Personification, Hyperbole, Onomatopoeia, AlliterationLaunch: Hyperbole, Idiom, IronyNJ SLS “I can” StatementsNumberReading Standards for LiteratureRL.6.1I can find textual evidence and make relevant connections to support my ideas about a text.RL.6.2I can use details from the text to determine the theme of the story. I can give a summary of the story without bias.RL.6.3I can describe the sequence of events in a story (plot) and tell how the characters change as the story moves toward a conclusion.RL.6.4I can determine the figurative meaning of a word or phrase in a text. RL.6.5I can analyze how a particular sentence contributes to the theme, setting, or plot of a text.RL.6.6I can explain how an author develops the point of view of the narrator or the speaker in a text.RL.6.10With scaffolding as needed, I can read and understand a variety of literature on my grade level.NumberReading Standards for Informational TextsRI.6.7I can integrate information from different media or formats to add to my understanding of a topic or issue.RI.6.10With scaffolding as needed, I can read and understand literary nonfiction at my grade level.NumberWriting StandardsW.6.3I can write narratives that change or add to imagined experiences using effective technique, descriptive details, and logical sequences.NumberSpeaking and Listening StandardsSL.6.1I can engage in different types of collaborative discussions about sixth-grade topics, text, and issues.SL.6.6I can change my way of speaking to suit a variety of situations and tasks and use formal English when necessary and appropriate.NumberLanguage StandardsL.6.4bI can use what I know about Greek and Latin roots as clues to the meanings of words.L.6.4cI can use different reference materials (print and digital) to find the correct pronunciation of a word, clarify its meaning, or to find its part of speech.L.6.6I can acquire and use vocabulary appropriate for sixth-grade reading and content. I can gain knowledge of vocabulary when discovering new words to me understand and express meaning.Text / Media SourcesExtended TextsAnthologyArticlesNone in this unitShort Stories: “Just Once” by Thomas Dygard, 2“LaBamba” by Gary Soto, 44“Eleven” by Sandra Cisneros, 327Poems:“Foul Shot” by Edwin A Hoey, 10Essay:“Lessons” by Bill Cosby, 82Elements of Language,Parts of Speech overview, 322-346Newsela“One study says it’s cooler to be uncool”“The least popular aren't the only targets in school bullying, study says”: Parts of Speechparts-of-speech/Questions to Have Collegial Discussions GTPS Share Drive ResourcesSTAR Reading AssessmentElements of LanguageElements of Literature NewselaQuizletAssessmentsFormativeSummativeSTAR Reading AssessementNarrative Writing PieceVocabulary QuizzesElements of Literature TestsGrammar QuizzesJournal EntriesScope and SequenceSkills AddressedActivitiesFramework ElementResourcesStandardsEstablish Routines and Procedures * Set up Binder / Notebook * Review Rules and Expectations * Review Classroom Procedures * Establish Reader’s Workshop (Independent Reading) routines and procedures ALLTeacher created materialsSL.6.1.bSL.6.6STAR Reading Assessment*Have students complete the STAR Reading Assessment to gain an understanding of your students’ reading abilitiesN/AChromebooksRL.6.1-10RI 6.1-10Review Parts of SpeechNouns: 323 – 324Pronouns: 328-329Verbs: 327-353*Use teacher discretion based on your students’ needs when deciding how much time to spend with these skillsDo NowShare Drive Teacher AppendixElements of Language (pages 322-345)Teacher created materialsFlocabulary:parts-of-speech/L.6.4Review and Launch Reading Strategies*Read one or more fictional texts from Required Text Selections. *Model Summarizing, Visualization, Questioning, Connecting*Model and practice collegial discussion and using text evidence to support claimsReading WorkshopElements of LiteratureRL.6.9RL.6.10Review and Launch Literary TermsUse teacher created materials to review Literary Terms: Plot, Characterization, Conflict, Theme and SettingUse teacher created materials to launch Literary Terms:1st, 2nd, and 3rd Point of ViewDirect and Indirect CharacterizationInternal and External Conflict*Create a formative assessment (using definitions and examples) to gauge your students’ mastery of these terms. Re-teach targeted terms in Unit A as needed.Reading Workshop Choose a story from the Required Text list to identify the literary terms reviewed and launched.RL.6.3RL 6.5RL 6.6Skills AddressedActivitiesFramework ElementResourcesStandardsReview and Launch Figurative Language*Use teacher created materials to review literary terms: Simile, Metaphor, Personification, HyperboleUse teacher created materials to launch literary Alliteration, Hyperbole, and Idiom*Create a formative assessment (using definitions and examples) to gauge your students’ mastery of these terms. Re-teach targeted terms in Unit A as needed.Reading WorkshopElements of Literature: “Foul Shot”RL.6.4Model Collegial DiscussionReading Informational Text that relates to the Fiction related textsUse questions to develop a collegial discussion based on the text. See Resources for Link.Focus on having students practice supporting their claims with relevant evidence from the text.Socratic Seminar*Elements of Literature (page 82-84): “Lessons” Bill Cosby** to enhance collegial discussion: 6.7RI 6.10SL 6.1SL 6.6Robust VocabularyIntroduce Weeks 1-3 (or 4) from the 6th grade vocabulary listMonday – Thursday: introduce, practice, and review wordsFriday: AssessmentDo Now*Activities and assessments are in the Google Share Drive under 6th grade vocabularyL.6.4bNarrative WritingChoose either of the stories read in class to change the ending or add to the story.Writing WorkshopUsing one of the short stories you have read, develop a narrative that continues the journey of at least one of the characters. In your story, be sure to use what you have learned about the setting and characters as you tell what happens next.RL.6.1W.6.3ELA Grade 6Unit ATopic: SURVIVALTime Frame: Seven to Eight WeeksPerformance Task: Literary Analysis Description: This is a literature unit based on the novel Hatchet by Gary Paulsen. The intent of this unit is to explore and examine how specific pieces of literature, both informational and fictional, address survival, perseverance, and coming of age. The research component of this unit will help students to gain background knowledge about survival in the most difficult of life’s situations. Students will create a survival guide. Students will also consider various survival situations ranging from natural disasters to divorce. Throughout the unit students will respond both in writing and through discussion as they learn to use the text to provide evidence to support their interpretations.NJ SLS Target SkillReadingWritingLanguageSpeaking and ListeningComprehending informational text, non-fiction text features, Evaluating informationLiterary Analysis Robust VocabularySocratic SeminarSummarizing, InferringWriting Prose Constructed ResponseParts of SpeechIdentify strongest text evidenceCompare & ContrastSentence StructureAnalyze author’s craftIdentifying literary elementsResearch and technology Tier 2 VocabularyNJ SLS for ELANumberReading Standards for LiteratureRL6.1I can find textual evidence and make relevant connections to support my ideas about a text.RL6.2I can use details from the text to determine the theme of the story. I can give a summary of the story without bias.RL6.3I can describe the sequence of events in a story (plot) and tell how the characters change as the story moves toward a conclusion.RL6.4I can determine the figurative meaning of a word or phrase in a text. I can analyze the impact that word choice has on meaning and tone.RL6.5I can analyze how a particular sentence contributes to the theme, setting, or plot of a text.RL6.6I can explain how an author develops the point of view of the narrator or the speaker in a text.RL6.9I can compare, contrast, and reflect on texts in various forms in terms to their approaches to similar themes and topics.RL6.10With scaffolding if I need it. I can read and understand literature at or above my grade level.NumberReading Standards for Informational TextsRI6.1I can find textual evidence and make relevant connections to support my analysis of the text and draw inferences.RI6.2I can use details from the text to determine the central message. I can provide an unbiased summary.RI6.3I can analyze how an idea is introduced, illustrated, and elaborated upon in an informational text.RI6.5I can analyze how various sections of text fits into the overall structure of the text.RI6.7I can integrate information from different media or formats to add to my understanding of a topic or issue.RI6.10With scaffolding as needed, I can read and understand literary nonfiction at my grade level.NumberWriting StandardsW6.1I can write an argument with clear reasons and relevant evidence to support my claim.A: I can introduce a claim and organize reasons and evidence clearly B: I can support my claims with clear reasons and relevant evidence using credible sources.C: I can use words, phrases, and clauses to show a clear relationship among my claims and reasonsD: I can establish and maintain a formal/academic style, approach, and form when writing an argument.E: I can provide a concluding statement or section that follows from the argument presented.W6.2I can write informative/explanatory texts to examine a topic and show ideas, concepts, and information by using, organizing, and analyzing relevant content.A:I can introduce my topic and organize ideas, concepts, and information, using text structures (definition, classification, comparison/contrast, cause/effect, etc.) and text features (headings, graphics, and multimedia) when useful to aiding comprehension.B: I can develop the topic of an informative or explanatory piece by using facts, definitions, specific details, quotations, and other information.C I can accurately use transition words and phrases.D: I can use precise language and vocabulary to explain the topic of my informative/explanatory writing.E: I can establish and maintain a formal/academic style, approach, and form in my informative/explanatory writing.F: I can write a concluding statement or section that follows from the information I present.W6.4I can write clear and focused pieces where the development, organization, voice, and style are appropriate to my audience.NumberWriting StandardsW6.6I can use my keyboarding skills to produce and publish writing. I can type at least three pages in a single setting.W6.7I can conduct short research projects and use several sources to answer a question.W6.8I can gather relevant information from multiple print and digital sources, asses their credibility, and provide basic bibliographic information for sources. I can properly quote or paraphrase information from sources.W6.9I can draw evidence from texts to support my analysis, reflection, and research.9a: I can draw evidence from literature to support my analysis, reflection, and research at a sixth-grade level.9b: I can draw evidence from informational texts to support my analysis, reflection, and research at a sixth-grade level.W6.10I can write over different time frames (time for research, reflection, metacognition/self-correction, and revision) and shorter time frames (a single setting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.NumberSpeaking and Listening StandardsSL6.1I can engage in different types of collaborative discussions about sixth-grade topics, text, and issues.1a: I can prepare myself for collaborative discussion by reading or studying the required material in advance.1b: I can follow rules for discussions, set goals and deadlines, and define roles in discussions as needed.1c: I can pose and respond to questions with elaboration and.1d: I can think through the key ideas expressed in a discussion and show my understanding of different perspectives by reflecting aloud and restating what others have said.SL6.2I can interpret information presented in different media and formats and explain how it contributes to the discussion.SL6.6I can change my way of speaking to suit a variety of situations and tasks and use formal English when necessary.NumberLanguage StandardsL6.1I can correctly use Standard English conventions.I can use pronouns correctly.I can use intensive/reflexive pronouns correctly.I can recognize and correct inappropriate shifts in pronoun number and person.I can recognize and correct vague pronouns.L6.4I can use different strategies to determine or clarify the meanings of unknown and multiple meaning words 4a- I can use context clues to help me determine the meaning of a word or phrase.4b- I can use what I know about Greek and Latin roots as clues to the meanings of words.L6.5L.6.5 I can show that I understand deeper meanings of words and phrases.5b- I can use the relationship between particular words to help me understand each of the individual words (cause/effect, part/whole, item/category).5c- I can understand the slight differences between words with very similar meanings. I can understand that connotations and denotations of words are different.L6.6I can acquire and use 6th grade vocabulary words.Text / Media SourcesExtended TextAnthologyArticleHatchet by Gary PaulsenElements of Literature“The Dog of Pompeii” by Louis Untermeyer (Elements of Literature textbook)“Pompeii” by Robert Silverberg (Elements of Literature textbook)from ““Lines of Winter” by Mark Strand Elements of LanguageBringing Words to LifeNewselaTeacher Share Drive:“How Humans Deal With and Survive Extreme Cold”“Surviving the Tsunami” by Lauren Tarshis (Scholastic Scope article)Tsunami article“I was 11 on 9/11” by Laura Modigliani (Scholastic article)“I was 11…”“Hurricane Katrina: One Year Later” by Suzanne McCabe (Scholastic article) Hurricane Katrina Webquest Novel Guide non-fiction of LiteratureElements of LanguageBringing Words to Life Second EditionNews ELAAssessmentsFormativeSummativeAnnotating and Marking up Informational Text Novel TestCompleted webquestLiterary AnalysisNovel Test*Benchmark* STAR ReadingCold Read AssessmentsProse Constructed ResponsesScope and SequenceSkills AddressedActivitiesFramework ElementResourcesStandardsNonfiction Text Features Reading for InformationJigsaw Reading: Students will independently read provided articles. The focus of discussion should be the following: Teaching non-fiction text features.Using details from the text to determine a central message.Analyzing text structureUsing evidence to support ideasReading WorkshopTeacher Share Drive:“Surviving the Tsunami” by Lauren Tarshis (Scholastic Scope article)“I was 11 on 9/11” by Laura Modigliani (Scholastic article)“Hurricane Katrina: One Year Later” by Suzanne McCabe (Scholastic article)RI.6.3RI.6.5RI.6.10Summary of Informational TextsUse the articles to write a summary of the informational article. Various strategies include:SWBSReading WorkshopSummarizing non-fiction appendixAdditional teacher created materialsRI.6.2Evaluating Information; Making Judgments In groups of three, students complete a webquest based on survival needs. Students must search for answers regarding basic needs and evaluate their choices. (Pre-reading to Hatchet)Reading WorkshopWebQuest: Surviving the WildernessRI.6.7W.6.7W.6.9Skills AddressedActivitiesFramework ElementResourcesStandardsText study: Hatchet by Gary PaulsenReading of the novel should be a mixture of read-alouds and independent readingPre-reading:Think of a time when you needed to finish a difficult task. How did you solve the issue? What motivated you to finish?Complete background knowledge from novel guide.Use Vocabulary from the novel During Reading: Teach Reading Strategies:Summarizing, VisualizationTeach Literary Terms:Plot, Direct and Indirect characterization, Point of ViewComprehension questions from novel guide. Teacher directed questions.After Reading: Literary Terms: ThemeCollegial DiscussionTest on the novelJournal Reading WorkshopSocratic SeminarGlencoe Novel Guide Teacher Created MaterialsGTPS Share DriveRL.6.1RL6.2RL6.3RL6.4RL6.10Narrative Reading Reading Informational TextPrepare students to participate in the Socratic Seminar. Have students read “To Build a Fire” by Jack London and Maslow Article, “Hierarchy of Needs”.Discuss similarities and between the story and the novel.Reading Workshop Socratic Seminar“To Build a Fire” Jack London – Teacher Appendix“Hierarchy of Needs”RL.6.1RL.6.6RL.6.9Skills AddressedActivitiesFramework ElementResourcesStandardsCollegial DiscussionsDiscuss Maslow’s Hierarchy of NeedsWhat are the five stages of hierarchy?How does Brian in Hatchet go through all stages of the Hierarchy?How are the man and Brian similar? Compare and contrast the hierarchy of needs between the two characters.Socratic SeminarMaslow Article: “Hierarchy of Needs” by Kendra Cherry ’s “Kids Friendly” ChartSL.6.1aSL.6.1dInformational text features Students will conduct research about a survival story and complete a brochure on how to survive various disastersTeach: Writing Process: introduction, conclusions, transition words, publishingAnalyzing for Relevant Media InformationA brochure, pamphlet, or infographic is the creative component that accompanies the essay.Writing WorkshopList of possible survivors: Molly Brown, Aron Ralston, Jon Krakauer, Yossi Ghinsberg, Jim Lovell, Marie Colvin, Sir Edmund HillaryInfographic Generator Ultimate Survival Skill lesson material: a-fW.6.6W.6.7W.6.8W.6.9W.6.10 Skills AddressedActivitiesFramework ElementResourcesStandardsLiterary Analysis Comparing Literature Across the Genres Analyzing & Identifying Author’s craft Write a short Literary Analysis which focuses on the literary elements within this unit.Students will read and analyze the poem “Lines for Winter” by Mark Strand. Students will also read a nonfiction article “How Humans Deal With and Survive Extreme Cold.” Comparisons will be drawn between the poem and the article. Focus should be on the following:-Author’s Point of View-Accuracy of Strand’s interpretation of extreme cold-Figurative elements vs. informational elementsStudents will write own poem about extreme weather, combining details from info text with figurative language.Reading Workshop Writing Workshop“Lines for Winter” “How Humans Deal With and Survive Extreme Cold”. 6.1 W.6.4W.6.8W.6.9 Short Explanatory WritingStudents will respond to various quotes about survival by making text-to-text and text-to-world connections.Have students choose one of the quotes to respond to in writing. The response should be a well-developed paragraph or two (250-300 words)Students should organize their writing by first explaining what the quote means to them and then explaining how the quote connects to Hatchet and Brian’s experience.Journaling“Man can live about 40 days without food, about three days without water, about eight minutes without air, but only for one second without hope.” Anonymous“It’s not the strongest of the species that survives, nor the most intelligent that survives. It is the one that is the most adaptable to change.”Charles Darwin“Survival can be summed up in three words – Never give Up. That’s the heart of it, really. Just keep trying.” Bear Grylls“That survival instinct, that will to live, that need to get back to life again, is more powerful than any consideration of taste, decency, politeness, manners, civility. Anything. It is such a powerful force.” –Danny BoyleW.6.2W.6.10 RL.6.9Skills AddressedActivitiesFramework ElementResourcesStandardsComparing / Contrasting Theme Across GenresStudents will find similar themes between texts and different types of media using the resources provided:Teach: Analyze how sentences contribute to theme, setting or plot.Students should be able to answer the following Prose Constructed Response: You have viewed four sources which develop the theme of “survival”. Write an essay that compares and contrasts how each develops the theme of survival.Writing WorkshopElements of Literature “Ta-Na-E-Ka”, page15-23“I’m Not Down” Lyrics Grandmother, Loretta Shane Vision, Mike LaForgeBethany Hamilton: . 6.9RL.6.10W.6.2 Skills AddressedActivitiesFramework ElementAdditional ResourcesStandardsProse Constructed ResponseProse Constructed Response: LAYou have read a variety of texts that explore the theme of survival. Using Hatchet and one of the short texts, compare and contrast how the setting contributes to the theme of survival and how the character (or speaker) responds to the setting. At the end of the writing piece, have students write a short paragraph where they explain their thought processes as they wrote their essay. What was difficult? What strategies did you use to overcome those difficulties? Open-Ended Response“The Dog of Pompeii” by Louis Untermeyer (Elements of Literature textbook)“Pompeii” by Robert Silverberg (Elements of Literature textbook)RL.6.5RL. 6.9RL.6.10W.6.2W.6.9W.6.10 Grammar StudyPronoun StudyDo NowHolt Elements of Language:Pronouns: 328-335Objects: 405-408Indefinite and Antecedents: 427-440L.6.1 A-DVocabulary Continue vocabulary study using materials found in the 6th grade Google Share Drive for VocabularyDo Now Share Drive for 6th grade vocabularyL.6.4L.6.5L6.6ELA Grade 6Unit BTopic: Injustice Time Frame: 6-8 Weeks Performance Task: Informational Composition/Essay, Prose Constructed ResponseDescription: This unit is based on the novel Boy in the Striped Pajamas by John Boyne or The Boy Who Dared, by Susan Campbell. Through the study of the text, novel, short stories, videos and informational texts, students will learn about prejudice, WWII, The Holocaust, symbolism and irony. This unit seeks to give students the foundational skills needed to understand the depth of social justice. The introduction to this unit guides students through one definition of social justice that is process-oriented; the unit develops a learners understanding of the key role empathy plays in addressing issues. Students will be asked to conduct a self-assessment of their own attitudes and behaviors as they relate to selected social justice issues. Students will compare and contrast topics across genres. Finally, students will be required to demonstrate attributes and behaviors that promote social justice, such as fair-mindedness, respecting diversity, and developing an action plan.NJ SLS Target SkillsReadingWritingLanguageSpeaking and ListeningDrawing InferencesInformational CompositionalRobust Vocabulary Socratic SeminarContext CluesProse Constructed Response: NarrativePronounsGroup DiscussionsIrony, SymbolismConduct ResearchThemeGather Relevant InformationPoint of ViewTier 2 VocabularyNJ SLS “I can” StatementsNumberReading Standards for LiteratureRL6.1I can find textual evidence and make relevant connections to support my ideas about a text.RL6.2I can use details from the text to determine the theme of the story. I can give a summary of the story without bias.RL6.3I can describe the sequence of events in a story (plot) and tell how the characters change as the story moves toward a conclusion.RL6.4 I can determine the figurative meaning of a word or phrase in a text. I can analyze the impact that word choice has on meaning and tone.R6.5I can analyze how a particular sentence contributes to theme, setting, or plot of a text.RL6.6I can explain how an author develops the point of view of the narrator or the speaker of a text.RL6.10With scaffolding if I need it I can read and understand a variety of literature at or above my grade level.NumberReading Standards for Informational TextsRI6.2I can use details from the text to determine the central message of a piece of nonfiction. I can provide an unbiased summary of a text.RI6.7I can integrate information from different media or formats to add to my understanding of a topic or issue.RI6.8I can evaluate claims in a text and distinguish between those that are supported by reasons and evidence and those that are not.RI6.10With scaffolding if I need it, I can read and comprehend informational text on my grade level.NumberWriting StandardsW6.2I can write informative/explanatory texts to examine a topic and show ideas, concepts, and information by using, organizing, and analyzing relevant content.A:I can introduce my topic and organize ideas, concepts, and information, using text structures (definition, classification, comparison/contrast, cause/effect, etc.) and text features (headings, graphics, and multimedia) when useful to aiding comprehension.B: I can develop the topic of an informative or explanatory piece by using facts, definitions, specific details, quotations, and other information.C I can accurately use transition words and phrases.D: I can use precise language and vocabulary to explain the topic of my informative/explanatory writing.E: I can establish and maintain a formal/academic style, approach, and form in my informative/explanatory writing.F: I can write a concluding statement or section that follows from the information I present.W6.7I can conduct short research projects and use several sources to answer a question.W6.8I can gather relevant information from multiple print and digital sources, asses their credibility, and provide basic bibliographic information for sources. I can properly quote or paraphrase information from sources.W6.9B - I can draw evidence from informational texts to support my analysis, reflection, and research.W6.10I can write over different time frames (time for research, reflection, metacognition/self-correction, and revision) and shorter time frames (a single setting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.NumberSpeaking and Listening StandardsSL6.1I can engage in different types of collaborative discussions about sixth-grade topics, text, and issues.A - I can prepare myself for collaborative discussion by reading or studying the required material in advance.\B - I can follow rules for discussions, set goals and deadlines, and define roles in discussions as needed.C - I can pose and respond to questions with elaboration and detail in a way that contributes to the topic under discussion.D - I can think through the key ideas expressed in a discussion and show my understanding of different perspectives by reflecting aloud and restating what others have said.SL6.2I can interpret information presented in different media and formats and explain how it contributes to the discussion.SL6.4I can present my findings and sequence my ideas logically, using pertinent descriptions, facts, and details to emphasize main ideas; I can use appropriate speaking behaviors (eye contact, adequate volume, and clear pronunciation).SL6.5I can enhance my presentation with graphics, images, music, sound and other visual displays.SL6.6I can change my way of speaking to suit a variety of situations and tasks. I can use formal English when necessary and appropriate.NumberLanguage StandardsL6.1A - I can make sure that pronouns are used correctly in sentences (subjects, objects or possessive).B - I can use intensive (reflexive) pronouns correctly (myself, yourself, himself, herself, itself, ourselves, yourselves, and themselves).C - I can recognize and inappropriate shifts in pronoun number and person.D- I can recognize and correct vague pronouns (those with unclear antecedents).L6.2I can show that I know how to correctly capitalize, punctuate, and spell standard English in my writing.B- I can use spell sixth-grade words correctly.L6.3I can use my knowledge of language and its conventions when writing, speaking, reading or listening.I can vary my sentence patterns for meaning, reader/listener interest, and style/voiceI can maintain a consistent style/tone.L6.4A- I can use context clues to help me determine the meaning of a word or phrase.B- I can use what I know about Greek and Latin roots as clues to the meanings of words.C- I can use different reference materials (print and digital) to find the correct pronunciation of a word, clarify its meaning, or to find its part of speech.L6.5I can show that I understand deeper meanings of words and phrases.5a- I can interpret discover the meaning of figurative language: similes, metaphors, personification, idioms, hyperboles, onomatopoeia, puns or oxymoron by using context clues.5b- I can use the relationship between particular words to help me understand each of the individual words (cause/effect, part/whole, item/category).L6.6I can acquire and use 6th grade vocabulary words.Text/Media SourcesExtended TextsAnthologyArticlesRead AloudThe Boy in the Striped Pajamas by John Boyne Or The Boy Who Dared by Susan CampbellThe Sneetches by Dr. SeussI was not Alone Rosa Parks and Brian LankerThat Day by David KheridanDaylight News ArticleThe Bracelet Yoshiko UchidaThe Southpaw Judith Viorst Latin and Greek Roots, Prestwick HouseNight of Broken Glass Story retold by Kate DavisInternet Articles – Standing United Against Injustice Teen News The American Dream Teen News ArticleMediaVideosStories of Survivors: Inquiry and Webquest Guide for the Boy Who Dared: Questions Boy in the Striped Pajamas Compare/Contrast Questions Features Lesson: of Literature TextbookElements of Language TextbookBringing Words to LifeNewsela quizzesAssessmentsFormativeSummativeProse Constructed Response: ThemeInformational EssaySummary of narrative textsEnd of Unit AssessmentsOpen ended responseNovel TestVocabulary QuizzesGrammar QuizzesCold Read AssessmentsScope and SequenceSkills AddressedActivitiesFramework ElementResourcesStandardsResearch ActivityUse the internet to research background information of the injustice of the Holocaust.Research the events, which led to World War. Discover the countries, people, and historical events involved in World War II. Create a timeline of your findings. Reading WorkshopWebquest for The HolocaustHolocaust InquiryRI.6.7W.6.7Analyze word choiceSymbolismAnalyzing Poetry LessonUse Nancy Atwell’s “Responses for Poems” to show students how to annotate a poem.Read the poem, “First they Came” to understand the implications of staying quiet while witnessing injustice.Symbolism Use Sneetches to teach symbolism Think of a symbol that is very important to you ( a flag, religious symbol, last name, etc.). Create a journal to tell about what it symbolizes and why it means a lot to you. Describe how you might feel if you had to hide this symbol, as many had to do.Reading WorkshopNancy Atwell Poem A Day– Word Choice LessonPoem: “First they came…”, by Dr. SeussRL.6.4L.6.5Skills AddressedActivitiesFramework ElementResourcesStandardsNon-fiction Text FeaturesAnalyzing articles for relevant informationGather 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.Students will read various Non-fiction articles and identify non-fiction text features.Use the Text Feature Lesson to give an overview of the various text features found in informational texts. Reading WorkshopHolocaust History Museums materialsNight of the Broken Glass by Kate Davis; READ magazine Issue 14- March 10, 2006Novel Theme QuestionsText Features Lesson: for extended periods of timeGo to the website and pick a painting or drawing by Jan Komski. Write a journal entry telling the emotions and the story that goes along with the painting or drawing, as if you were Jan Komski. Take the tour, and in your "journal" graph the similarities and differences between each piece of artwork from the Holocaust, and the photographs taken in 1996.Journaling W.6.10Writing over extended periods of timeUse novel discussion questions to write in student journals.JournalingNovel Compare/Contrast Questions AddressedActivitiesFramework ElementResourcesStandardsExtended Text StudySettingIronyReading should be a read-aloud/modelling.Read Aloud The Boy in the Striped Pajamas or The Boy Who DaredSetting:Prose Constructed Response:As students read the novel, respond to the question: If the setting was changed, how would it affect the story?Irony LessonDramatic Irony- Dramatic irony refers to a time when one character is ignorant of something that the other characters and the reader understand. What examples of dramatic irony can you find in Bruno's encounter with Pavel?Verbal Irony: Irony in which a person says or writes one thing and means another, or uses words to convey a meaning that is the opposite of the literal meaning.Reading WorkshopNovel Guide for the Boy Who Dared: Questions Boy in the Striped Pajamas in the Striped PajamasNovel Compare/Contrast Questions Lesson RL.6.6RL.6.10W.6.9SL6.1Prose Constructed Response: NarrativeProse Constructed ResponseIn the novel, The Boy in the Striped Pajamas or The Boy Who Dared, the author creates vivid setting and distinct characters. Resolve the conflict of the novel in a new narrative where the protagonist survives. In your story, be sure to use what you have learned about the setting and the characters as you tell what happens next.Reading Workshop / Writing WorkshopThe Boy in the Striped Pajamas The Boy Who DaredRL.6.5W. 6.9W.6.3Skills AddressedActivitiesFramework ElementResourcesStandardsInformational WritingWriting an Informational Essay With Presentation (Infographic, Poster, Brochure)Students will research a Holocaust survivor, and give a presentation on it.Focus on the following writing:IntroductionsUsing SourcesDomain Specific LanguageFormal Writing StyleConclusionsWriting WorkshopComprehensive list of survivors Writing Tool Continue vocabulary study using materials found in the 6th grade Google Share Drive for VocabularyDo Now Share Drive for 6th grade vocabularyL.6.4L.6.5L6.6Grammar StudyPronoun Study: Subjects, objects, possessiveIntensive/ReflexiveShifts in Pronoun UseVague PronounsDo NowHolt Elements of Language:Pronouns: 328-335Objects: 405-408Indefinite and Antecedents: 427-440L6.1L6.2ELA Grade 6Unit CTopic: What the World EatsTime Frame:Seven to Eight WeeksPerformance Task: Argumentative CompositionUnit-Level Assessments: Prose Constructed Response, Vocabulary Quizzes, Novel Test, Student Presentation, Description: This informational unit is based on the novel What the World Eats by Faith D’Aluisio. The purpose of this unit is to expose students to different cultures, diverse eating habits, and controversial elements of nutrition. Students will choose a nutrition topic and write an argumentative essay/composition to help teach others about food security and insecurity.NJ SLS Target SkillsReadingWritingLanguageSpeaking and ListeningText Structure / FeaturesArgumentative Composition/EssayLatin and Greek rootsSocratic SeminarIntegrating mediaProse Constructed ResponseEvaluating Point of ViewJournalingEvaluating ClaimsUsing details to determine messageAnalyze Sentence for contribution to themeCompare/ contrast across genresNJ SLS “I can” StatementsNumberReading Standards for LiteratureRL6.5I can analyze how a particular sentence contributes to the theme, setting, or plot of a text.RL6.6I can explain how an author develops the point of view of the narrator or the speaker in a text.RL6.9I can compare, contrast, and reflect on texts in various forms in terms to their approaches to similar themes and topics.NumberReading Standards for Informational TextsRI6.1I can find textual evidence and make relevant connections to support my analysis of the text and draw inferences.RI6.2I can use details from the text to determine the central message of a piece of nonfiction. I can provide an unbiased summary of a text.RI6.3I can analyze how an idea is introduced, illustrated, and elaborated upon in an informational text.RI6.4I can determine figurative, connotative, or technical meaning of a word or phrase used based on how it is used in an informational textRI6.5I can analyze how various sections of an informational text fits an overall structure of the text and how it affects the development of the ideas in the text.RI6.6I can determine an author’s point of view and explain how it is presented in the text.RI6.7I can integrate information from different media or formats to add to my understanding of a topic or issue.RI6.8I can evaluate claims in a text and distinguish between those that are supported by reasons and evidence and those that are not.RI6.9I can compare, contrast, and reflect on texts in various forms in terms to their approaches to similar themes and topics (e.g. a memoir written by and a biography written on the same person).RI6.10With scaffolding if I need it, I can read and comprehend informational text and literary nonfiction on my grade level.NumberWriting StandardsW6.1I can write an argument with clear reasons and relevant evidence to support my claim.A: I can introduce a claim and organize reasons and evidence clearly B: I can support my claims with clear reasons and relevant evidence using credible sources.C: I can use words, phrases, and clauses to show a clear relationship among my claims and reasonsD: I can establish and maintain a formal/academic style, approach, and form when writing an argument.E: I can provide a concluding statement or section that follows from the argument presented.W6.4I can write clear and focused pieces where the development, organization, voice, and style are appropriate to my audience.W6.5I can make writing better by using my peers and adults to help with my planning, revising, editing, rewriting, or trying new approaches.W6.6I can use my keyboarding skills to produce and publish writing and collaborate with others. I can type at least three pages in a single setting.NumberWriting StandardsW6.8I can gather relevant information from multiple print and digital sources, asses their credibility, and provide basic bibliographic information for sources. I can properly quote or paraphrase information from sources.W6.9I can draw evidence from texts to support my analysis, reflection, and research.A: I can draw evidence from literature to support my analysis, reflection, and research at a sixth-grade level. B: I can draw evidence from informational texts to support my analysis, reflection, and research at a sixth-grade level.;W6.10I can write over different time frames (time for research, reflection, metacognition/self-correction, and revision) and shorter time frames (a single setting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.NumberSpeaking and Listening StandardsSL6.1I can engage in different types of collaborative discussions about sixth-grade topics, text, and issues.A: I can prepare myself for collaborative discussion by reading or studying the required material in advance.B: I can follow rules for discussions, set goals and deadlines, and define roles in discussions as needed.C: I can pose and respond to questions with elaboration and detail in a way that contributes to the topic under discussion.D: I can think through the key ideas expressed in a discussion and show my understanding of different perspectives by reflecting aloud and restating what others have said.SL6.3I can deconstruct a speaker’s argument and claims, and I am able to distinguish between those claims that are based on reasons and evidence and those that are not.SL6.4I can present my findings and sequence my ideas logically, using pertinent descriptions, facts, and details to emphasize main ideas; I can use appropriate speaking behaviors (eye contact, adequate volume, and clear pronunciation).SL6.6I can change my way of speaking to suit a variety of situations and tasks and use formal English when necessary and appropriate.NumberLanguage StandardsL6.1I can demonstrate a sixth-grade level command of Standard English grammar and usage conventions when writing or speaking.L6.2A - I can use parenthetical elements when writingL6.3I can use my knowledge of language and its conventions when writing, speaking, reading or listening.I can vary my sentence patterns for meaning, reader/listener interest, and style/voiceI can maintain a consistent style/tone.L6.4I can use different strategies to determine or clarify the meanings of unknown and multiple meaning words by using the strategies I’ve learned for reading sixth-grade content.A: I can use context clues to help me determine the meaning of a word or phrase.B: I can use what I know about Greek and Latin roots as clues to the meanings of words.C: I can use different reference materials (print and digital) to find the correct pronunciation of a word, clarify its meaning,or to find its part of speech.D: I can make a guess about what a word means and then check my understanding using reference materials.L6.5I can show that I understand deeper meanings of words and phrases.C: I can understand the slight differences between words with very similar meanings. I can understand that connotations and denotations of words are different.Text / Media SourcesExtended TextsAnthologyArticlesWhat the World Eats by Faith D’Aluisio“All American Slurp”(Short Story)“Coming to America” (Essay)“Good Hot Dogs”(poems)Food labels Article look for ways to stop students from tossing their lunches Obama gets ready to fight for healthier foods in school lunches Article Tube Meat around the world Times PhotoEssay Country’s Table Scraps, Another Person’s Meal the Taliban takes power, Afghan women fear their freedoms may vanish / Media SourcesMediaEcological footprint quiz Interactive ToolTen Unusual Food Etiquettes Around the World Sharing Project Food Around the World Guide Plans: Do People Eat?’s Different: Different Cultures, Different Traditions. of LiteratureElements of LanguageNewselaPertinent Youtube VideosAssessmentsFormativeSummativeSocratic SeminarArgumentative CompositionJigsaw Assignment*Benchmark* STAR ReadingArticle QuizzesVocabulary / Grammar QuizzesElements of Literature TestsProse Constructed ResponseNovel TestScope and SequenceSkills AddressedActivitiesFramework ElementsResourcesStandards*Integrating technology*Comparing author’s presentation*As an introduction, have students take the Ecological Footprint quiz and discuss their results. Use this as a springboard to discuss how their results might compare to others around the world* Read “All American Slurp” and compare to “Ten Unusual Food Etiquettes around the world”*Have students discuss how they can relate/connect to the experiences of the Lins. Have them talk about situations that were “foreign” to them. Reading WorkshopEcological Footprint websiteYou Tube Videos:Ten Etiquette Rules Around the WorldYouTube Video:The Sharing Project“All American Slurp”RI.6.1RI.6.7RI.6.9Text Structure:Categorization, Sequential, Problem/ Solution, Description, Cause/Effect*Use the various texts to show students different text structures.*Have students identify the similarities and differences between text structures*Discuss the benefits of using one structure over another depending on the topic. Reading WorkshopWhat the World EatsNewsela Article: Food Labels ArticleRI.6.5RI.6.3Collegial Discussion*Jigsaw the various countries to pairs or groups and have them become experts in their country in preparation for discussion*Prepare a Socratic Seminar for a discussion about the articles and/or media sourcesSocratic SeminarWhat the World EatsNewsELA articles:Breakfast around the worldOne Country’s Table Scraps, Another Person’s MealSL.6.1 A-DSL.6.4Extended Text StudyReading should be a collaborative reading of small groups and independent reading.Jigsaw the piece out to pairs and small groups.Mini-lessons:Identifying text features and StructureMain ideaDrawing ConclusionsReading WorkshopNovel Guide Plans: Do People Eat? AddressedActivitiesFramework ElementsResourcesStandardsMain Idea and Supporting Details*Students develop summaries of selected articles focusing on the main idea and important supporting details, being careful to exclude extraneous details not necessary for basic comprehensionReading WorkshopNews ELAWhat the World EatsRI.6.2Figurative, connotative, or technical meaning*Use mentor sentences from the texts to have students analyze figurative, connotative, and/or technical meaningsReading WorkshopAll text sourcesL.6.4Evaluating Fact and Opinion*Have students work together to identify an author’s claims, determining if they are supported by evidence or if they are not. Reading WorkshopWhat the World EatsNewsELA articles:Test Tube Meat Schools Look for way to stop students from tossing their lunchesRI.6.8Argumentative EssayWrite an argument composition / essay focusing on a controversial nutrition topic.Follow Process Writing.Use mentor texts to model various argumentative essays.StructureOrganizationCredible SourcesFormal Style of WritingWriting ConclusionsAfter they finish writing, have students reflect on the process of writing similarly to their last reflection. What was easier this time? What strategies did you use when you experiences difficulty? Writing WorkshopScholastic News or Scope MagazineArgumentative Essay Lesson plans Words Wisely Credible Sources: Prompts to have students write a nutritional journal. What do they eat over a week? How does it compare to the country they are reading? Compare / Contrast food costs and nutrition value.JournalingNutrition Calculator created promptsW. 6.10Skills AddressedActivitiesFramework ElementsResourcesStandardsProse Constructed ResponseProse Constructed Response: Pre-requisite skills:Note taking from a videoTask PurposeInteresting vs. ImportantRelevant vs. IrrelevantResearch SimulationYou have read two texts and watched one video which portray customs. Write an essay that compares and contrasts the way each author expresses his or her ideas about customs. Reading / Writing Workshop“Baucis and Philemon” Elements of LiteratureIf the Taliban takes power, Afghan women fear their freedoms may vanish’s Different: Different Cultures, Different Traditions.. 6.9RL.6.10W.6.2 W.6.9Vocabulary Continue vocabulary study using materials found in the 6th grade Google Share Drive for VocabularyDo Now Share Drive for 6th grade vocabularyL.6.4L.6.5L6.6GrammarUsing punctuation with Informational textTeach: Parenthetical ElementsDO NOWElements of Language: Punctuation (End Marks, Commas, Semicolons, Colons) pages 560 – 582Punctuation(Underlining, Italics, Quotations, Apostrophes, Hyphens, Dashes): pages 587-610W.6.5L.6.2AELA Grade 6Unit DTopic: Who am I?Time Frame:7-8 WeeksPerformance Task: Narrative WritingUnit-Level Assessment: Novel tests, Elements of literature test, Vocabulary Quizzes, Cold Read AssessmentsDescription: This is a literature unit based on the novel When You Reach Me, by Rebecca Stead. This unit will focus on how plot, character, and setting move toward the conclusion of a novel. Students will learn about creating their own identity, developing and maintaining relationships, and forgiveness. Students will understand how an individual’s point of view effects the way situations and characters are perceived. The essential questions of the unit will: Is a person’s social and economic status important? How important are family and friends to contributing to the person you become? Can individual events change the course of history forever?NJ SLS Target SkillsReadingWritingVocabularySpeaking and ListeningPredicting and inferringNarrative WritingLatin and Greek Roots Socratic SeminarPlot, Setting, Theme, Point of ViewJournal EntriesDirect and Indirect CharacterizationTier 2 Vocabulary – When You Reach MeNJ SLS “I can” StatementsNumberReading Standards for LiteratureRL6.1I can find textual evidence and make relevant connections to support my ideas about a text.RL.6.2I can use details from the text to determine the theme of the story. I can give a summary of the story without bias.RL6.3I can describe the sequence of events in a story (plot) and tell how the characters change as the story moves toward a conclusion.RL6.4I can determine the figurative meaning of a word or phrase in a text. I can analyze the impact that word choice has on meaning and tone.RL6.5I can analyze how a particular sentence contributes to the theme, setting, or plot of a text.RL6.6I can explain how an author develops the point of view of the narrator or the speaker in a text.RL6.7I can compare and contrast the experience of reading a text with seeing or hearing a performance of the text.RL6.9I can compare, contrast, and reflect on texts in various forms in terms to their approaches to similar themes and topics.RL.6.10With scaffolding if I need it. I can read and understand literature at or above my grade level.NumberReading Standards for Informational TextsRI6.2I can use details from the text to determine the central message of a piece of nonfiction. I can provide an unbiased summary of a text.RI6.9I can compare, contrast, and reflect on texts in various forms in terms to their approaches to similar themes and topics (e.g. a memoir written by and a biography written on the same person).NumberWriting StandardsW6.3I can write narratives that develop real of imagined experiences using effective technique, descriptive details, and logical sequences.A – I can engage the reader by writing an introduction that explains a context and introduces a narrator and/or characters.B – I can use dialogue, pacing, and description to develop experiences, events, and characters in my narrative.C – I can use transition words, phrases, and clauses to convey sequence and signal shifts in time frame or setting in my narrative. D – I can use precise words and phrases, relevant descriptive details, and sensory language to help readers understand experiences and events in my narrative.E – I can write a conclusion that follows the experiences or events described in my narrative.W6.4I can write clear and focused pieces where the development, organization, voice, and style are appropriate to my audience.W6.6I can use my keyboarding skills to produce and publish writing and collaborate with others. I can type at least three pages in a single setting.W6.10I can write over different time frames (time for research, reflection, metacognition/self-correction, and revision) and shorter time frames (a single setting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.NumberSpeaking and Listening StandardsSL6.1I can engage in different types of collaborative discussions about sixth-grade topics, text, and issues.1a: I can prepare myself for collaborative discussion by reading or studying the required material in advance.1b: I can follow rules for discussions, set goals and deadlines, and define roles in discussions as needed.1c: I can pose and respond to questions with elaboration and detail in a way that contributes to the topic under discussion.1d: I can think through the key ideas expressed in a discussion and show my understanding of different perspectives by reflecting aloud and restating what others have said.SL6.2I can interpret information presented in different media and formats and explain how it contributes to the discussion.SL6.6I can change my way of speaking to suit a variety of situations and tasks and use formal English when necessary and appropriate.NumberLanguage StandardsL6.3I can use my knowledge of language and its conventions when writing, speaking, reading or listening.I can vary my sentence patterns for meaning, reader/listener interest, and style/voiceI can maintain a consistent style/tone.L6.4I can use different strategies to determine or clarify the meanings of unknown and multiple meaning words by using the strategies I’ve learned for reading sixth-grade content.A: I can use context clues to help me determine the meaning of a word or phrase.B: I can use what I know about Greek and Latin roots as clues to the meanings of words.C: I can use different reference materials (print and digital) to find the correct pronunciation of a word, clarify its meaning,or to find its part of speech.D: I can make a guess about what a word means and then check my understanding using reference materials.L6.5I can show that I understand deeper meanings of words and phrases.A: I can interpret discover the meaning of figurative language: similes, metaphors, personification, idioms, hyperboles, onomatopoeiaB: I can use relationship between particular words to help me understand each of the individual words (cause/effect, part/whole, item/category)C: I can understand the slight differences between words with very similar meanings. I can understand that connotations and denotations of words are different.Text / Media SourcesExtended TextsAnthologyArticleWhen You Reach Me by Rebecca Stead“Lincoln’s Humor”, Essay by Louis Koenig, 132“I was not alone” from I Dream a World, 350“Actress's extra-short Afro changes view of beauty” Story on Self-Esteem“Types of Family Structures” by Michelle Blessing Preview Commercial Talk About Family’s a Family Diagram online application:: Prezi on Writing Point of View of LiteratureElements of LanguageNewselaKids You Tube VideosTeacher AppendixAssessmentsFormativeSummativeVocabulary QuizzesNarrative WritingElements of Literature Tests*Benchmark* STAR Reading Grammar QuizzesNewsela QuizzesCold Read AssessmentsSocratic SeminarScope and SequenceSkills AddressedActivitiesFramework ElementsResourcesStandardsCollegial DiscussionStudents should read the article “Family Structures” to themselves. Students should be ready to discuss the various structures of families as well as their own family structure.Students should independently read the article “Types of Family Structures” by Michelle Blessing and watch the YouTube video “Controversial Cheerios Commercial” or “That’s a Family”. Discussion should be focused on text to text; text to worldProse Constructed Response: You have read the article “Types of Family Structures” and viewed a video regarding family structures. Both explore the concept of family. Describe what family means to you. How important is it to be a member of a family? How do you rely on your family?Socratic SeminarJournaling“Types of Family Structures” by Michelle Blessing Commercial’s A Family. 6.9SL.6.1SL.6.2SL.6.6Citing Text EvidenceRead the short stories, “Lincoln’s Humor” and “I was not Alone”Prose Constructed Response:You have read two articles. Based on the articles, how does the author show the types of people they were? How does this show individuality?Reading Workshop“Lincoln’s Humor”“I Was Not Alone”RL.6.1RI.6.2Skills AddressedActivitiesFramework ElementsResourcesStandardsPredicting / InferringAuthor’s POVStudents will view excerpts from the movie, A Wrinkle in Time. Students will receive biographical information on the author. (Use the novel guide)Students will make inferences about the novel, When You Reach Me. Students will complete a KWL Chart.Reading WorkshopMovie clip: A Wrinkle in time Guide: Preview Text StudyReading Strategy: SummarizingDescribing PlotAnalyzing Character ChangesReading should be a collaborative reading of small groups and independent reading.Plot AnalysisStudents will be given a plot diagram that students will complete as the novel is read aloud.Direct and Indirect CharacterizationUse a handout on characters, chart, or interactive notebook to discuss various character types.Using the novel guide, students will answer prompt questions in their journal.Reading workshopJournalingWhen You Reach MeNovel Guide: AddressedActivitiesFramework ElementsResourcesStandardsAnalyzing word choice for meaning and tone Analyzing sentence contribution to overall themeStudents will read an excerpt from the autobiography I Know Why the Caged Bird Sings called Brother.Students will summarize the selection in a Think-Pair-Share situation.PCR: Angelou says that she was not as handsome as Bailey was. What does that reveal about Angelou’s self-image? What else in the story supports this understanding about Angelou’s self-image?Students should work in pairs to create a Wordle using key vocabulary from the text and especially choosing words that describe Angelou.Reading workshopJournalingWordle”Brother” fromI Know Why the Caged Bird SingsRL.6.1RL.6.4RL.6.5L.6.4L.6.5Developing Author point of viewTeach: Writing Point of ViewUse “The House” activity from the Prezi to teach Point of View.First, Have the students look at it from their point of view. What is important to them? Underline key words/phrases.Second, Have the students look at it from the Realtor’s point of view. Box key words and phrases.Finally, have students look at it from the thief’s points of view. Highlight key words/phrases.Writing WorkshopWriting Point of View SOAPSTONE AddressedActivitiesFramework ElementsResourcesStandardsWriting NarrativesWrite a Narrative that develops real or imagined experiences. Use Process Writing.After writing, have students journal about the process of writing a narrative. They should use metacognition to write about their thought processes during their writingWriting WorkshopSlideshow – Writing Narratives a-3W.6.5W.6.6Writing over time framesUse the novel guide to come up with journal prompts. Focus journal prompts on textual evidence and connections to the text and to the world.JournalingNovel Guide: vocabulary study using materials found in the 6th grade Google Share Drive for VocabularyDo Now Share Drive for 6th grade vocabularyL.6.4L.6.5L6.6GrammarGrammar and Mechanics studyDo Now6th Grade Interactive Language Arts Skill Builders Dashes in Writing A Adaptations for Special Education Students, English Language Learners, and Gifted and Talented StudentsMaking Instructional AdaptationsInstructional Adaptations include both accommodations and modifications. An?accommodation?is a change that helps a student overcome or work around a disability or removes a barrier to learning for any student.Usually a?modification?means?a change in what is being taught to or expected from?a student. -Adapted from the National Dissemination Center for Children with Disabilities ACCOMMODATIONSMODIFICATIONSRequired when on an IEP or 504 plan, but can be implemented for any student to support their learning.Only when written in an IEP.Special Education Instructional AccommodationsTeachers shall implement any instructional adaptations written in student IEPs. Teachers will implement strategies for all Learning Styles (Appendix B)Teacher will implement appropriate UDL instructional adaptations (Appendix C)Gifted and Talented Instructional AccommodationsTeacher will implement Adaptations for Learning Styles (Appendix Teacher will implement appropriate UDL instructional adaptations (Appendix English Language Learner Instructional AccommodationsTeachers will implement the appropriate instructional adaptions for English Language Leaners (Appendix E)APPENDIX BLearning StylesAadapted from The Learning Combination Inventories (Johnson, 1997)and VAK (Fleming, 1987)Accommodating Different Learning Styles in the Classroom:All learners have a unique blend of sequential, precise, technical, and confluent learning styles. Additionally, all learners have a preferred mode of processing information- visual, audio, or kinesthetic.It is important to consider these differences when lesson planning, providing instruction, and when differentiating learning activities. The following recommendations are accommodations for learning styles that can be utilized for all students in your class. Since all learning styles may be represented in your class, it is effective to use multiple means of presenting information, allow students to interact with information in multiple ways, and allow multiple ways for students to show what they have learned when applicable.VisualUtilize Charts, graphs, concept maps/webs, pictures, and cartoonsWatch videos to learn information and conceptsEncourage students to visulaize events as they readStudy using flash cardsModel by demonstrating tasks or showing a finished productHave written directions available for student AudioAllow students to give oral presentations or explain concepts verballyPresent information and directions verbally or encourage students to read directions aloud to themselves.Utilize read aloudsUtilize songs, rhymes, chants and choral response,KinestheticAct out concepts and dramatize eventsTrace words/sounds on paper, sand, or waterUse manipulativesAllow students to depen knowledge through hands on projectsSequential: following a plan. The learner seeks to follow step-by-step directions, organize and plan work carefully, and complete the assignment from beginning to end without interruptions.Accommodations: Repeat/rephrase directionsProvide a checklist or step by step written directionsBreak assignments in to chunksProvide samples of desired productsHelp the sequential students overcome these challenges: over planning and not finishing a task, difficulty reassessing and improving a plan, spending too much time on directions and neatness and overlooking concepts Precise: seeking and processing detailed information carefully and accurately. The learner takes detailed notes, asks questions to find out more information, seeks and responds with exact answers, and reads and writes in a highly specific manner.Accommodations: Provide detailed directions for assignmentsProvide checklistsProvide frequent feedback and encouragementHelp precise students overcome these challenges: overanalyzing information, asking too many questions, focusing on details only and not conceptsTechnical: working autonomously, "hands-on," unencumbered by paper-and-pencil requirements. The learner uses technical reasoning to figure out how to do things, works alone without interference, displays knowledge by physically demonstrating skills, and learns from real-world experiencesAccommodations: Allow to work independently or as a leader of a groupGive opportunities to solve problems and not memorize informationPlan hands-on tasksExplain relevance and real world application of the learningWill be likely to respond to intrinsic motivators, and may not be motivated by gradesHelp technical students overcome these challenges: may not like reading or writing, difficulty remaining focused while seated, does not see the relevance of many assignments, difficulty paying attention to lengthy directions or lecturesConfluent: avoiding conventional approaches; seeking unique ways to complete any learning task. The learner often starts before all directions are given; takes a risk, fails, and starts again; uses imaginative ideas and unusual approaches; and improvises.Accommodations: Allow choice in assignmentsEncourage creative solutions to problemsAllow students to experiment or use trial and error approachWill likely be motivated by autonomy within a task and creative assignmentsHelp confluent students overcome these challenges: may not finish tasks, trouble proofreading or paying attention to detailAPPENDIX CUniversal Design for Learning AdaptationsAdapted from Universal Design For LearningTeachers will utilize the examples below as a menu of adaptation ideas. 5524501847850Provide Multiple Means of Representation0354330014322171700Strategy #1: Options for perceptionGoal/PurposeExamplesTo present information through different modalities such as vision, hearing, or touch.Use visual demonstrations, illustrations, and models Present a power point presentation.-7147307975025402535270Strategy #2: Options for language, mathematical expressions and symbolsGoal/PurposeExamplesTo make words, symbols, pictures, and mathematical notation clear for all students.Use larger font sizeHighlight important parts of text-317503517900-318982569830Strategy #3: Options for ComprehensionPurposeExamplesTo provide scaffolding so students can access and understand information needed to construct useable knowledge.Use KWL strategies or charts.Provide written notesMake predictionsGraphic organizers and concept maps-318983195080 4465673189770Provide Multiple Means of Action and Expression212653631610220632349500Strategy #4: Options for physical actionPurposeExamplesTo provide materials that all learners can physically utilize Use of computers to type when availableProvide help with cutting, pasting, or other physical tasksPreferential or alternate seatingProvide assistance with organization212653160680330202443130Strategy #5: Options for expression and communicationPurposeExamplesTo allow the learner to express their knowledge in different waysAllow oral responses or presentationsStudents show their knowledge with webs, charts, graphs, or non-linguistic representations9569332218100330202443130Strategy #6: Options for executive functionPurposeExamplesTo scaffold student ability to set goals, plan, and monitor progressProvide clear learning goals, scales, and rubricsModeling skills and tasksUtilize checklistsGive examples of desired finished productChunk longer assignments into manageable partsTeach and practice organizational skills758013-29181Provide Multiple Means of Engagement220632349500Strategy #7: Options for recruiting interestPurposeExamplesTo make learning relevant, authentic, interesting, and engaging to the student.Provide choice and autonomy on assignmentsUse colorful and interesting designs, layouts, and graphics on written documentsUse games, challenges, or other motivating activitiesProvide positive reinforcement for effort1063330026611592233045Strategy #8: Options for sustaining effort and persistencePurposeExamplesTo create extrinsic motivation for learners to stay focused and work hard on tasks.Show real world applications of the lessonUtilize collaborative learningIncorporate student interests into lessonPraise growth and effort Recognition systemsBehavior plans1063334417007972419350Strategy #9: Options for self-regulationPurposeExamplesTo develop intrinsic motivation to control behaviors and to develop self-control.Give prompts or reminders about self-controlSelf-monitored behavior plans using logs, records, journals, or checklistsAsk students to reflect on behavior and effortAppendix D Gifted and Talented Instructional AdaptationsHow do the State of NJ regulations define gifted and talented students?Those students who possess or demonstrate high levels of ability, in one or more content areas, when compared to their chronological peers in the local district and who require modification of their educational program if they are to achieve in accordance with their capabilities.What types of instructional accommodations must be made for students identified as gifted and talented? The State of NJ Department of Education regulations require that district boards of education provide appropriate K-12 services for gifted and talented students. This includes appropriate curricular and instructional modifications for gifted and talented students indicating content, process, products, and learning environment. District boards of education must also take into consideration the PreK-Grade 12 National Gifted Program Standards of the National Association for Gifted Children in developing programs..What is differentiation? Curriculum Differentiation is a process teachers use to increase achievement by improving the match between the learner’s unique characteristics:Prior knowledge Cognitive LevelLearning Rate Learning StyleMotivation Strength or InterestAnd various curriculum components:Nature of the Objective Teaching ActivitiesLearning Activities ResourcesProductsDifferentiation involves changes in the depth or breadth of student learning. Differentiation is enhanced with the use of appropriate classroom management, retesting, flexible small groups, access to support personal, and the availability of appropriate resources, and necessary for gifted learners and students who exhibit gifted behaviors (NRC/GT, University of Connecticut).1114425-34290000Gifted & Talented Accommodations ChartAdapted from Association for Supervision and Curriculum DevelopmentTeachers will utilize the examples below as a menu of adaptation ideas.StrategyDescriptionSuggestions for AccommodationHigh Level QuestionsDiscussions and tests, ensure the highly able learner is presented with questions that draw on advanced level of information, deeper understanding, and challenging thinking.Require students to defend answersUse open ended questionsUse divergent thinking questionsAsk student to extrapolate answers when given incomplete informationTiered assignmentsIn a heterogeneous class, teacher uses varied levels of activities to build on prior knowledge and prompt continued growth. Students use varied approaches to exploration of essential ideas. Use advanced materialsComplex activitiesTransform ideas, not merely reproduce themOpen ended activityFlexible Skills GroupingStudents are matched to skills work by virtue of readiness, not with assumption that all need same spelling task, computation drill, writing assignment, etc. Movement among groups is common, based on readiness on a given skill and growth in that skill.Exempt gifted learners from basic skills work in areas in which they demonstrate a high level of performanceGifted learners develop advanced knowledge and skills in areas of talentIndependent Projects Student and teacher identify problems or topics of interest to student. Both plan method of investigating topic/problem and identifying type of product student will develop. This product should address the problem and demonstrate the student’s ability to apply skills and knowledge to the problem or topicPrimary Interest Inventory Allow student maximum freedom to plan, based on student readiness for freedomUse preset timelines to zap procrastinationUse process logs to document the process involved throughout the studyLearning CentersCenters are “Stations” or collections of materials students can use to explore, extend, or practice skills and content. For gifted students, centers should move beyond basic exploration of topics and practice of basic skills. Instead it should provide greater breadth and depth on interesting and important topics. Develop above level centers as part of classroom instructionInterest Centers or Interest GroupsInterest Centers provide enrichment for students who can demonstrate mastery/competence with required work/content. Interest Centers can be used to provide students with meaningful learning when basic assignments are completed.Plan interest based centers for use after students have mastered contentContracts and Management PlansContracts are an agreement between the student and teacher where the teacher grants specific freedoms and choices about how a student will complete tasks. The student agrees to use the freedoms appropriately in designing and completing work according to specifications.Allow gifted students to work independently using a contract for goal setting and accountabilityCompactingA 3-step process that (1) assesses what a student knows about material “to be” studied and what the student still needs to master, (2) plans for learning what is not known and excuses student from what is known, and (3) plans for freed-up time to be spent in enriched or accelerated study.Use pretesting and formative assessmentsAllow students who complete work or have mastered skills to complete enrichment activitiesAppendix E English Language Learner Instructional AccommodationsAdapted from World-class Instructional Design and Assessment guidelines (2014), Teachers to English Speakers of Other Languages guidelines, State of NJ Department of Education Bilingual Language Arts Instruction:Assign a buddy (who might speak same language).Simplify language, clarify or explain directions. Read directions in native language (may use online translator) Provide translated test items. Translated test items can be read by the student and/or another bilingual individual. Build background (discuss, allow for questions, and use visuals if applicable) prior to giving assessment to make the text meaningful. Pre-teach proper nouns, difficult vocabulary, and pronunciation (ask students to repeat and pronounce back correctly)Highlight key words or phrases.Read aloud the text, using a slower rate of speech, as the student follows along.Allow ELL students to hear the text twice and have a second opportunity to check their answers. Keep a student’s linguistic ability in mind when selecting reading assignmentsAllow ELL students extended time Provide specific seating arrangement (close proximity for direct instruction and teacher assistance). Response:Allow for oral response instead of written response. Provide bilingual dictionaries. Allow the use of word walls and vocabulary banks. Allow ELL students to use graphic organizers. Allow flexibility in oral presentations (e.g. notes, presentation aides, or small group setting). Read assessments aloud, not including the reading assessments. Allow ELL students to discuss and clarify understanding of the writing assessment to the student so that the student can identify areas for revision. The ELL student may also independently read aloud their writing assessment for the same purpose. Read aloud the text using a slower rate of speech, as the student follows along immediately prior to the district fluency assessments and practice. Science Instruction:Assign a buddy (who might speak same language)Pre-teach difficult vocabularySimplify language, clarify or explain directions. Provide translated test items. Translated test items can be read by the student and/or another bilingual individual. Build background (discuss, allow for questions, and use visuals if applicable) prior to giving assessment to make the text meaningful. Highlight key words or phrases. Read aloud questions and possible answers, using a slower rate of speech, as the student follows along. Allow ELL students to hear the text twice and have a second opportunity to check their answers. Allow ELL students extended time.Provide specific seating arrangement (close proximity for direct instruction and teacher assistance). Response:Allow flexibility in oral presentations (e.g. presentation aides, or small group settings).Allow for oral response instead of written response (Provide bilingual directions).Allow ELL’s multiple ways to show scientific concepts (pictures, act out, model, label)Allow the use of word walls and vocabulary banks. Social StudiesInstruction: Assign a buddy (who might speak same language)Simplify language clearly or explain directions. Read directions in native language. Provide translated test items. Translated test items can be read by the student and/or another bilingual individual. Build background (discuss, allow for questions, and use visuals if applicable) prior to giving assessment to make the text meaningful. Pre-teach difficult vocabularyHighlight key words or phrases. Read aloud text, questions and possible answers using a slower rate of speech as the student follows along, Allow ELL students to hear the text twice and have a second opportunity to check their answers. Allow ELL students extended time. Give more frequent breaks as needed during instruction and assessments. Provide specific seating arrangements (close proximity for direct instruction and teacher assistance). Response:Allow for oral response instead of written response Allow the use of word walls and vocabulary banks. Allow ELL students to use graphic organizers. Allow flexibility in oral presentation (e.g. notes, presentation aides, or small group setting). Allow student to build a model, draw a picture, or make a collage to demonstrate knowledge of the topic Build background (discuss, allow for questions, and use visuals if applicable) prior to giving assessment, to make the text meaningful. Read assessment aloud. Allow ELL students to discuss and clarify understanding performance prompt prior to starting the assessmentProvide bilingual dictionaries.Math Instruction: Provide bilingual dictionaries.Simplify language, clarify or explain directions.Build background (discuss, allow for questions, and use visuals if applicable) prior to giving assessment make the text meaningful. Pre-teach difficult vocabulary.Highlight key word or phrases. Allow ELL students to hear word problems twice and have a second opportunity to check their answers.Allow ELL students extended time for word problems. Provide specific seating arrangement (close proximity for direct instruction, teacher assistance, and buddy). Response:Allow for oral explanations Allow the use of word walls and vocabulary banks. ................
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