Shelby County Schools
IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025, 80% of our students will graduate from high school college or career ready90% of students will graduate on time100% of our students who graduate college or career ready will enroll in a post-secondary opportunity. In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students, across content areas. Destination 2025 and the CLIP establish common goals and expectations for student learning across schools and are the underpinning for the development of the English/Language Arts curriculum maps.Designed with the teacher in mind, the English/Language Arts (ELA) curriculum maps focus on literacy teaching and learning, which include instruction in reading, writing, speaking and listening, and language. This map presents a framework for organizing instruction around the TN State Standards (CCRA) so that every student meets or exceeds requirements for college and career readiness. The standards define what to teach at specific grade levels, and this map provides guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potentials.A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum guides. Educators will use this guide and the standards as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs. 548068511620500How to Use the Literacy Curriculum MapsOur collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:(1) Regular practice with complex text and its academic language.Reading, writing, and speaking grounded in evidence from text, both literary and informational. Building knowledge through content-rich nonfiction.Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access: The TN Core Literacy StandardsThe TN Core Literacy Standards (also known as the College and Career Ready Literacy Standards): Teachers can access the TN Core standards, which are featured throughout this curriculum map and represent college and career ready student learning at each respective grade level.Shift 1: Regular Practice with Complex Text and its Academic LanguageStudent Achievement Partners Text Complexity Collection: Teachers can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection. Student Achievement Partners Academic Word Finder: Links to Support Vocabulary Instruction & Development can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.Shift 2: Reading, Writing and Speaking Grounded in Evidence from the TextStudent Achievement Partners Text-Dependent Questions Resources: Teachers can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and reader/task measures text complexity analysis.Shift 3: Building Knowledge through Content-Rich Non-fictionStudent Achievement Partners Text Set Projects Sequenced: can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.Using the Curriculum Maps, Grades 6-8Begin by examining the text(s) selected for the week. Read the text(s) carefully and become familiar with all text(s) and the “Big Idea.” Locate the TDOE Standards in the left column. Analyze the language of the standards, and match each standard to an evidence statement in the center column.Plan your weekly and daily objectives, using the evidence statements to help.Consult your Pearson Literature Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction.Study the suggested writing prompts/performance assessments in the right-hand column, and match them to your objectives.Plan the questions you will ask each day using these three types of questions: those that derive general understanding, those that address craft and structure, and those that elicit an overall meaning of the text. Be sure that the questions you ask will lead students to success on your selected performance assessments.Examine the other standards and skills you will need to address—writing, vocabulary, language, and speaking and listening skills.Using your Pearson TE and other resources cited in the curriculum map, plan your week using the SCS lesson plan template. Remember to include activities differentiated by process for small-group instruction and literacy stations.Using the WIDA MPIsWIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.Weeks 1 – 3 Reading SelectionsLiterary Analysis Workshopfrom “This Land Was Made for You and Me” (1020L) by Elizabeth Partridge (p. 383)from “Zlata’s Diary” (640L) (non-fiction) by Zlata Filipovic (p. 384-392)Anchor Texts:“Jackie Robinson: Justice at Last” (710L) by Geoffrey C. Ward and Ken Burns (p. 422-424)“The Shutout” (1200L) by Patricia C. McKissack and Fredrick McKissack, Jr. (p. 428-432)Supplemental Text:“Life Doesn’t Frighten Me” (poem) by Maya Angelou (p. 574-575)Essential Question: How do people preserve dignity in the face of adversity?TN State StandardsEvidence StatementsContentReading Complex TextsReading: Informational TextsRI.6.2Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.RI.6.3Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).RI.6.4Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.RI.6.6Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.Reading: LiteratureRL.6.4Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings.These standards are constant and should be taught throughout each quarter. Cite Evidence: RL/RI.6.1Analyze Content: RL/RI.6.2-9Text Complexity: RL/RI.6.10Evidence StatementsProvides a statement of the central idea(s) of a text. Provides an objective summary of the text distinct from personal opinions or judgments. RI.6.2Provides detailed analysis of how a key individual, event or idea is introduced in a text (e.g., through examples and anecdotes). Provides detailed analysis of how a key individual, event or idea is illustrated in a text (e.g., through examples and anecdotes). RI.6.3Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical). RI.6.4Provides an analysis of how a particular sentence, paragraph, chapter or section fits into the overall structure of a text. Provides an analysis of how a particular sentence, paragraph, chapter or section contributes to the development of the ideas. RI.6.5 Provides a statement of an author’s point of view in a text. Provides a statement of an author’s purpose in a text.Provides an explanation of how the author’s point of view or purpose is conveyed in the text. RI.6.6Reading: LiteratureDetermine the meaning of literal and figurative language (metaphors and similes) in literary text.Analyze how an author’s word choice affects tone and meaning. RL.6.4Prentice Hall Literature – Reading SelectionsUnit 3 – Types of NonfictionLiterary Analysis Workshop (RI.6.2, RI.6.3, RI.6.4, RI.6.5, RI.6.6)From “This Land Was Made for You and Me” (nonfiction) Skill Focus: Author’s Purpose (Elements of Nonfiction)Text-Dependent Questions (Using annotated exemplar, p. 383)Which details in this selection relate to the title?What do these examples suggest about life during this time?What details from the text support the author’s purpose in writing the text?Thematic Connection: Given what you’ve read about Woody Guthrie in this selection, how do you think he preserved his dignity when faced with adversity? (Possible answer: He wandered off. He rambled around. He traveled to another place.)From “Zlata’s Diary” (narrative essay)Skill Focus: Author’s Purpose (Elements of Nonfiction)Text Dependent Questions: (Using annotated exemplar, p. 384-392)What does the title tell you about this text and the author’s purpose?To what does Zlata compare the crowd of people? Why does she say it will “win”?What fact does Zlata offer at the beginning of this entry? What state idea about war does this fact support?Compare the May 2 entry to the March 30 entry. How has Zlata’s purpose for writing changed? Use examples from the text to support your claims.How would you describe the tone of the May 2 entry?Zlata has begun to repeat a certain idea in her journal entries. State it in your own words.The two entries on p. 389 tell a story. What makes the story suspenseful? What key ideas does the story support?Compare/contrast two later entries. Has Zlata’s purpose for writing changed? Has her tone changed? Use examples from the text to explain.Thematic Connection: Based on her diary entries, Zlata’s method for dealing with adversity might involve what actions? (Possible answers: She might write about it until she cools down. She might send a letter to someone who cares about her or an issue. She would probably argue for peace. Ultimately, she and her family decided to leave Sarajevo. Once she got to Paris, she focused on the positivity of the present and not the darkness in the past.)“Jackie Robinson: Justice at Last” (710L, expository essay) (RI.6.6)Skill Focus: Author’s Purpose (Elements of Nonfiction)Text-Dependent Questions:Use the TDQs provided in this unit from achievethecore: Thematic Connection: How did Jackie Robinson preserve his dignity in the face of adversity? (Many examples from the text may be given.)The Shutout (1200L; expository essay) (RI.6.6)Skill Focus: Author’s Purpose (Elements of Nonfiction)Text-Dependent Questions:Reread the paragraphs marked on p. 429 in the bracketed passage. Identify the main idea of each paragraph.Based on the information in the text, why would there be a need to establish guidelines for “proper play”? Look at the bracketed passage #6 on p. 430. What details in this paragraph provide focus for the topic of the essay?What is the author’s general purpose for writing this essay? What is the author’s specific purpose for writing this essay?Based on the text, what were the team owners’ reasons for not letting African Americans play? What effect did this exclusion have on the history of baseball? What attitudes and conditions contributed to this exclusion?Thematic Connection: Describe an example of adversity or a tough situation from this text. According to the author, what is the outcome of this adverse situation? How did the people involved handle the problem? Was the problem solved, based on information included in the text? (Many examples from the text may be given.)“Life Doesn’t Frighten Me” by Maya Angelou (poem) (RL.6.4)Skill Focus: Literal Meaning/Figurative Language, Tone/MoodText-Dependent Questions: Use the TDQs provided in this unit from achievethecore: Thematic Connection: How does the speaker of the poem maintain her dignity when faced with adversity? (Possible answer: By repeating certain lines of the poem, she is trying to build up her confidence so she can face her fears. Her repetition is an act of bravado.)WIDA Standard 2 - English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RL6.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).Level 1: EnteringIdentify words in a text that support the theme or central idea of a text citing details to support the theme, using a visually supported text with a partner. Level 2: EmergingIdentify words or phrases in a text that support the theme or central idea of a text citing details to support the theme, using a visually supported text with a partner.Level 3: DevelopingIdentify details in a text that support the theme or central idea of a text citing details to support the theme, using a highlighted text with a partner.Level 4: ExpandingDetermine the theme or central idea of a text citing details to support the theme, using a highlighted text.Level 5: BridgingDetermine the theme or central idea of a text citing details to support the theme.Language – VocabularyL. 6.4d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).L. 6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.These standards are constant and should be taught throughout each quarter.Study and apply vocabulary - L.6.4-6Evidence StatementsDemonstrates the ability to use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.Provides a statement demonstrating accurate meaning and use of grade-appropriate general academic words and phrases.Reviewed throughout the quarter:Synonyms/antonymsAffixes- Latin rootsContext cluesAnalogy and word relationshipsWord parts and familiesVocabularyPrentice Hall Literature- Pearson Publishing Literary Analysis Workshop - from “This Land Was Made” (nonfiction) and from “Zlata’s Diary” (narrative essay) Introducing the Big Question: Learning Big Question Vocabulary pg. 377“Jackie Robinson: Justice at Last” (expository essay)Latin prefix sup- or super-Making Connections: Vocabulary pg. 420Vocabulary Development pgs. 422, 423, 424After You Read: Vocabulary pg. 425“The Shutout” (expository essay)Latin prefix ir-Making Connections: Vocabulary pg. 426Vocabulary Development pgs. 428, 429, 431, 432After You Read: Vocabulary pg. 433“Life Doesn’t Frighten Me” (poem)Latin root –mal-Making Connections: Vocabulary pg. 570After You Read: Vocabulary pg. 581Pearson Online ResourcesBenchmark and Unit AssessmentsUnit ResourcesCommon Core CompanionOther resources - Vocabulary CentralWord Benches pg. 57-61 (Greek and Latin affixes) Dictionary: Strategies and graphic organizers to TextsWritingArgumentative WritingW.6.1 Write arguments to support claims with clear reasons and relevant evidence. W.6.1a Introduce claim(s) and organize the reasons and evidence clearly. W.6.1b Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. W.6.1c Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. W.6.1e Provide a concluding statement or section that follows from the argument presented. Informational/ExplanatoryW 6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.W.6.2aIntroduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/ contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.W. 6.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.W.6.2dUse precise language and domain-specific vocabulary to inform about or explain the topic.W.6.2eEstablish and maintain a formal style.W 6.3Write narratives to develop real or imaginedexperiences or events using effective technique,relevant descriptive details, and well-structured event sequences.W 6.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.W 6.9Draw evidence from literary or informational texts to support analysis, reflection, and research.Evidence StatementsDevelopment of Ideas The student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincing reasoning, details, text-based evidence, and/or description.The development is consistently appropriate to the task, purpose, and anizationThe student response demonstrates purposeful coherence, clarity, and cohesion Includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.Clarity of Language The student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone, and/or domain-specific vocabulary.Knowledge of Language and Conventions The student response demonstrates command of the conventions of Standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response. Reviewed throughout the quarter:Writing Sentences, Essay organization and structureThesis statement, Topic sentences and supporting details, Writing paragraphs, Performance tasksWriting Routine Writing (text-dependent questions) Writing About the Essential Question (Thematic Connections)After You Read, Journal entries, Summaries, Daily Language Practice, Graphic OrganizersThe Argumentative Rubric the Argumentative Rubric’s TraitsThe Scoring Guides and Sample Student Responses of terms per traitArgumentative Writing ResourcesPearson Common Core Companion – Writing Workshop Unit (p. 173-183)(How to write an argumentative essay) (How to write an argumentative essay) (argumentative essay frame) Writing Task (Week 4)Analysis (focus on argument) At the end of the article, “Jackie Robinson: Justice At Last,” the authors Geoffrey C. Ward and Ken Burns conclude with the statement, “Something wonderful happened to baseball – and to America – the day Jackie Robinson joined the Dodgers.” What was the “wonderful thing”? How does Jackie Robinson’s dignified response to prejudice illustrate the best way to rise above it? Explain and support your reasoning with relevant and sufficient evidence from the text, including direct quotes and page numbers. Full instructional plan included here from achievethecore: support student progress, use the Pearson Common Core Companion Writing Workshop Unit, p. 173-183.Prentice Hall Literature- Pearson Publishing Routine Writing (text-dependent):Writing About the Big Question After You Read, Journal entries, Summaries, Daily Language Practice, Graphic OrganizersArgument Argumentative prompt pg. 435 (Jackie Robinson / The Shutout) Write a letter to a friend, persuading him or her to read the expository essay that you read. Other ResourcesThe Informational/Explanatory Rubric resource Recognize and correct inappropriate shifts in pronoun number and person.L6.1e Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.L6.3b Maintain consistency in style and toneThese standards are constant and should be taught throughout each quarter.Study and apply grammar - L.6.1-3Evidence StatementsDistinguish inappropriate shifts in pronouns usage (i.e., number and person) and make corrections as necessary.Identify and correctly use adjectives in context (i.e., articles, common, and proper).Construct sentences with the correct use of common and proper adjectives.ConventionsPrentice Hall Literature- Pearson Publishing “Jackie Robinson” / The Shutout (expository essay)Integrated Language Arts: Comparison with Adjectives, p. 434.Reading ApplicationWriting ApplicationPrentice Hall Writing CoachElements of Language- Holt PublishingAdjectives and ArticlesComparisons with Adjectives (comparative/ superlative)Other resources (online teacher’s manual) (background knowledge for the teacher) (Correcting pronoun shifts in number) (Correcting pronoun shifts in person) (pronouns shift worksheet) (pronouns shift worksheet) (multiple worksheets for all adjective skills)Speaking and ListeningSL. 6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.SL. 6.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.These standards are constant and should be taught throughout each quarter.Analyze Content: SL.6.2-3Study and apply grammar: SL.6.6Conduct Discussions: SL.6.1Report Findings: SL.6.4-6 Evidence StatementsSelect the most appropriate behaviors for participating productively in a team (e.g., contribute appropriate and useful information and ideas, understand the purpose for working as a team, and understand the responsibilities of various roles within the team).Identify the functions and responsibilities of individual roles within an organized group (i.e., reporter, recorder, information gatherer, leader, and timekeeper).Possible Suggestions throughout the quarter: Group roles and responsibility, Accountable talk, Classroom routines and procedures, Group behaviors and discussions, Target audience, Oral presentation, Informal Debate, News Story, Delivering an Oral Summary, Dramatic ReadingsSpeaking and ListeningPrentice Hall Literature- Pearson Publishing Activities Comprehension and Collaboration pg. 435- Invite a coach to discuss baseball basics. Then, in a small group, prepare an instructional presentation for younger students. Other Resources 4 – 6 Anchor Text: Extended ReadingLeon’s Story (960L) by Walter Tillage (autobiography; exemplar)Supplemental Texts:Historical Text Set OnePlessy v. Ferguson (990L) NewsELABrown v. Board of Education (990L) NewsELA Historical Text Set TwoWhen Humans Became Inhumane (Lexile 960) NewsELALincoln’s Emancipation Proclamation (Lexile 970) NewsELAEssential Question: Does democracy make everyone equal?Reading Complex TextsReading: Informational TextsRI6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.RI 6.3Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).RI 6.4Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.RI 6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.RI 6.6Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.These standards are constant and should be taught throughout each quarter. Cite Evidence: RL/RI.6.1Analyze Content: RL/RI.6.2-9Text Complexity: RL/RI.6.10Evidence StatementsProvides a statement of the central idea(s) of a text. Provides a statement of how the central idea is conveyed through particular details. Provides an objective summary of the text distinct from personal opinions or judgments. RI6.2 Provides detailed analysis of how a key individual, event or idea is introduced in a text (e.g., through examples and anecdotes). Provides detailed analysis of how a key individual, event or idea is illustrated in a text (e.g., through examples and anecdotes). Provides detailed analysis of how a key individual, event or idea is elaborated in a text (e.g., through examples and anecdotes). RI 6.3Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical). RI.6.4Provides an analysis of how a particular sentence, paragraph, chapter or section fits into the overall structure of a text. Provides an analysis of how a particular sentence, paragraph, chapter or section contributes to the development of the ideas. RI.6.5Provides a statement of an author’s point of view in a text. Provides a statement of an author’s purpose in a text.Provides an explanation of how the author’s point of view or purpose is conveyed in the text. RI.6.6Extended Text – Informational Types, Elements, Determining Author’s Purpose and Point of View, and Analyzing the Development of Key Ideas in Nonfiction “Leon’s Story” (Lexile 960; autobiography; exemplar) (RI6.3, RI6.4, RI6.5, RI6.6)Skills focus: author’s purpose, mood, tone, autobiographical essay, main idea, key ideas, supporting details, word choice, author’s influences, forms of nonfiction, types of support, figurative languageBetterLesson packet: Literature and Vocabulary Test, Selection Review: Leon’s Story graphic organizer: Guided Reading Lesson Plan for Leon’s Story: TEXT PACKET for Historical Texts: Plessy v. Ferguson (RI.6.2, RI.6.3, RI.6.6)TDQ’s for Central Ideas (RI.6.2)How did Homer Plessy violate the law?What are ‘the amendments’ discussed by Justice Harlan in his last paragraph? Why does he bring them up at this point? Write a short response to summarize the disagreement Justice Henry Brown and Justice John Marshall Harlan.Which of the two arguments is better supported? Explain you answer in detail?TDQ’s for Analyzing Key Details (RI.6.3)Who was Homer Plessy, what are some key details about him? Why are those details significant to the Supreme Court case? What rights do the Thirteenth and Fourteenth Amendment protect according to Justice Brown?According to Justice Brown, does the law violate the Thirteenth Amendment? Why or Why not?According to Justice Brown, does the law violate the Fourteenth Amendment? Why or Why not?Based on Justice Harlan’s description, what might the Dred Scott case have decided?According to Justice Halan, does the law violate the Thirteenth and/or Fourteenth amendments? Why?TDQ’s for POV/Author’s purpose (RI.6.6) According to Justice Brown, how will equal rights and social prejudices be eliminated?According to Justice Harlan, what is the purpose of Louisiana’s law? Why is this significant to his overall argument?What is Justice Harlan’s MOST important reason for disagreeing with Justice Brown?Brown v. Board of EducationTDQ’s for Vocabulary Development (RI.6.4) What does the word ‘neglected’ mean in the section “A Child’s Motivation to Learn?” Why is that word significant to Chief Justice Warren’s position on segregation?TDQ’s for Central Ideas (RI.6.2) According to Chief Justice Warren, if all facilities and advantages are exactly equal, can schools remain segregated? Why or why not?TDQ’s for Analyzing Key Details (RI.6.3) Why does Chief Justice Warren say their decision ‘cannot be based on comparison of the schools themselves?”How does Chief Justice Warren PRIMARILY explain the importance of integrated education?TDQ’s for POV/Author’s purpose (RI.6.6)Compare and contrast the argument Justice Henry Brown makes in Plessey v. Ferguson and the argument Chief Justice Warren makes in Brown v. Board of Education.In Justice Harlan’s dissent of Plessy v. Ferguson, he stated: “Evaluate this statement in light of the decision in Brown v. Board of Education?TDQ’s for Text Structure (RI.6.5)Why does Chief Justice Warren include the section “Many Negros Could Not Even Read?” How does it support is broader argument? Using the Historical Text Sets:All small group texts can be found formatted and leveled in the supplementary packet found above.Use the small group texts to supplement your student centered instructional time in alignment to the CLIP model. Links to NewsELA articles are included with each text. On the NewsELA site there are multiple choice questions and writing prompts for each article.If using the texts in a teacher-lead small group teachers should keep the highest Lexile to give students scaffolding during teacher-lead small group instruction.If using the texts in small groups, use the strategies below to craft aligned tasks in comprehension, vocabulary, fluency, and/or writing.Reading Strategies and graphic organizers Standard 2 - English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RL6.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).Level 1: EnteringIdentify words in a text that support the theme or central idea of a text citing details to support the theme, using a visually supported text with a partner. Level 2: EmergingIdentify words or phrases in a text that support the theme or central idea of a text citing details to support the theme, using a visually supported text with a partner.Level 3: DevelopingIdentify details in a text that support the theme or central idea of a text citing details to support the theme, using a highlighted text with a partner.Level 4: ExpandingDetermine the theme or central idea of a text citing details to support the theme, using a highlighted text.Level 5: BridgingDetermine the theme or central idea of a text citing details to support the theme.Language – VocabularyL. 6.4d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).L. 6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.Evidence StatementsDemonstrates the ability to use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.Provides a statement demonstrating accurate meaning and use of grade-appropriate general academic words and phrases.Reviewed throughout the quarter:Synonyms/antonymsAffixes- Latin rootsContext cluesAnalogy and word relationshipsWord parts and familiesVocabularyTier 2 Academic Vocabulary – organize, establish, recognize, engage, adaptList of Tier 2 Academic Vocabulary (referred to as Tier 2 Academic Terms? by Marzano) pages 1-25 for Tier 2List of Tier 3 Domain Specific Words pages 26-71 for ELA Tier 3Resource(s): - Leon’s Story Vocabulary (audio speller test, online test, flashcard, scatter & space race game) (Instructional strategies, powerpoints, and text dependent questions for the Skill Focus) (Instructional strategies)Note: The links below will bring you to an Achieve the Core vocabulary analysis for every text. You may use these to inform your focus words for whole group instruction, pre-teaching strategies, targeted TDQs, and/or Vocabulary Station work (paired with one of the Strategies and Graphic Organizers found in the ‘Resources’ Section below. For more on how to use the Academic Word Finder here: Historical Documents:Cross-Text VocabularyConstitute, Support, Criminality, Deprivation, GovernmentKey text vocabPlessy V. Ferguson Opinion, Petition(er), amendment, assume, grounds, judgment Brown v. Board Segregate, public, opportunity, effect, affect, deny, motivation When Humans Became Inhumane810L Lincoln’s Emancipation Proclimation970L: resources - Vocabulary centralWord Benches pg. 57-61 (Greek and Latin affixes) Online! Vocabulary Central (tools, activities, and songs for studying vocabulary)Vocabulary Strategies and graphic organizers and Thinking Organizers to TextsWritingArgumentative WritingW.6.1 Write arguments to support claims with clear reasons and relevant evidence.W6.1a Support claim(s) and organize the reasons and evidence clearly.W.6.1b Support Claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.W.6.1c Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. W.6.1e Provide a concluding statement or section that follows from the argument presented. Informational/Explanatory RubricW 6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.W.6.2aIntroduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/ contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.W. 6.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.W.6.2dUse precise language and domain-specific vocabulary to inform about or explain the topic.W.6.2eEstablish and maintain a formal style.W 6.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.W 6.9Draw evidence from literary or informational texts to support analysis, reflection, and research.Evidence StatementsDevelopment of Ideas The student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincing reasoning, details, text-based evidence, and/or description.The development is consistently appropriate to the task, purpose, and anizationThe student response demonstrates purposeful coherence, clarity, and cohesion Includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.Clarity of Language The student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone, and/or domain-specific vocabulary.Knowledge of Language and Conventions The student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response. Reviewed throughout the quarter:Writing Sentences, Essay organization and structureThesis statement, Topic sentences and supporting details, Writing paragraphs, Performance taskWriting Routine Writing (text-dependent):After You Read, Journal entries, SummariesDaily Language Practice, Graphic OrganizersOther ResourcesArgumentative Writing Write a response in which you assume the role of Leon, from “Leon’s Story” by Leon Tillage. The purpose of the speech is convincing the court to seek justice for his father. You must decide what you think he and his family were thinking and feeling during the time of his father’s death, and then write a speech asking the court for justice for his father. You should argue your position using at least three references to the text. The Argumentative Rubric the Argumentative Rubric’s TraitsThe Scoring Guides and Sample Student Responses of terms per traitInformative and Explanatory Writing Resources:page/504/common-core-informative-explanatory-writing (Informative/Explanatory writing samples)genres/informative.htm (Model Expository/Informative Lessons and Interactive Writing prompts)kn.wired/fil/pages/listwritingma5.html (Writing Resources, Mechanics and Online Interactive activities)Analysis (focus on informing and explaining)Leon said that white people kept black people down because they didn't educate black people. What does Leon mean? Do you agree with him? Support your answer with evidence from the text.Leon is surprised when the National Guard arrests white men for abusing them. Why is he surprised? Explain your answer.Throughout the book Leon's parents encourage Leon and the other kids to just leave things alone and don't try to change things. They accepted the way they were treated and didn't think it would ever change. Why do you think they felt that way? Do you think they eventually changed their minds? Why or why not? Support your answer with evidence from the text.Describe what it was like for Leon to buy clothes. Do you think that he was treated fairly? Support your answer with evidence from the text.Why do you think Leon would want to buy a soda from a place that only sells to whites, when he could buy a soda anywhere else? Explain your answer.Leon said that many of the blacks loved the Clarks. Why do you think they did? Support your answer with evidence from the text.Analysis (focus on argumentation)After reading the three key historical texts, write an essay arguing whether or not establishing a democracy also creates equality in a society. Are the terms democracy and equality synonymous? You must use evidence from three historical texts.You may also use current events to support your argument if you cite your source.Analysis (focus on informing and explaining) (Plessy v. Ferguson)Which argument, Justice Brown’s or Justice Harlan’s is most supported by the concepts found in the Declaration of Independence? Use specific evidence from both texts in your answer.(Brown v. Board)Compare and contrast the argument Justice Henry Brown makes in Plessey v. Ferguson and the argument Chief Justice Warren makes in Brown v. Board of EducationLanguageL 6.3a Vary sentence patterns for meaning, reader/listener interest, and style.L6.2a Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.These standards are constant and should be taught throughout each quarter.Study and apply grammar - L.6.1-3Evidence StatementsRecognize sentence types (i.e., simple, compound, complex) and their role in varying sentence patterns.Effectively and consistently use commas in compound sentences and introductory words/phrases.Conventions Elements of Language- Holt PublishingConjunctions AdverbsOther resources (online teacher’s manual) speech/adverbs/ad6.pdf (Comparative adverb worksheet) adverbs/exercises (Comparative adverb worksheet) (Interactive preposition quiz) (Online preposition crossword puzzle) games/b_prepmed.htmlSpeaking and ListeningSL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.SL.6.5 Include multimedia components (e.g., graphics, images, music, and sound) and visual displays in presentations to clarify information.SL. 6.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.These standards are constant and should be taught throughout each quarter.Analyze Content: SL.6.2-3Study and apply grammar: SL.6.6Conduct Discussions: SL.6.1Report Findings: SL.6.4-6 Evidence StatementsDetermine the most effective methods for engaging an audience during an oral presentation (e.g., making eye contact, adjusting speaking rate).Organize ideas in the most effective order for an oral presentation.Choose the statement that best summarizes/communicates the message presented by a medium.Possible Suggestions throughout the quarter: Group roles and responsibility, Accountable talk, Classroom routines and procedures, Group behaviors and discussions, Target audience, Oral presentation, Informal Debate, News Story, Delivering an Oral Summary, Dramatic ReadingsPrentice Hall Literature- Pearson Publishing ActivitiesComprehension and Collaboration pg. 509- In a small group hold an informal discussion based on the selection you read. Other resources(cooperative learning teaching strategy guide and assessment)serc.carelton.edu/introgeo/cooperative/whatis.html(work-shop: cooperative and collaborative learning)(How to write dialogue in a story)(creative writing techniques for writing dialogue) Weeks 7 – 9 Reading SelectionsAnchor Texts“Lob’s Girl” (970L) by Joan Aiken (p. 964-977)“Jeremiah’s Song” (970L) by Walter Dean Myers (p. 978-986)Supplementary TextsBrain-game experiments test creativity and surprise scientists (910L) NewsELAMusic misses the mark for some people (1040L) NewsELAEssential Question: How do writers use plot techniques to keep readers engaged?TN State StandardsEvidence StatementsContentReading Complex TextsInformational and LiteratureRL.6.3Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.RL.6.5Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.RI.6.4Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.These standards are constant and should be taught throughout each quarter. Cite Evidence: RL/RI.6.1Analyze Content: RL/RI.6.2-9Text Complexity: RL/RI.6.10Evidence StatementsProvides a description of how a particular story’s or drama’s plot unfolds in a series of episodes toward a resolution.Provides a description of how the characters respond of change as the plot moves toward a resolution. RL.6.3Provides an analysis of how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text.Provides an analysis of how a particular sentence, chapter, scene, or stanza contributes to the development of the theme, setting, or plot. RL.6.5 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical). RI.6.4Provides an analysis of how a particular sentence, paragraph, chapter or section fits into the overall structure of a text. Provides an analysis of how a particular sentence, paragraph, chapter or section contributes to the development of the ideas. RI.6.5 Prentice Hall Literature – Reading Selections“Lob’s Girl” (970L, short story) Skill Focus: Comparing Literary Works, Plot TechniquesText-Dependent Questions:Use the TDQs provided in this unit from achievethecore: Thematic Connection: How did Joan Aiken use flashback and foreshadowing to maintain suspense by not revealing the resolution too soon? (Many examples from the text may be given.)“Jeremiah’s Song” (970L; short story)Skill Focus: Comparing Literary Works, Plot TechniquesText-Dependent Questions:In the flashback at the top of page 979, what period in Ellie’s life is the flashback describing?What clues at the top of p. 980 hint at a relationship developing between Macon and Grandpa Jeremiah?Reread what the doctor tells the family about Grandpa Jeremiah on p. 981. How does the doctor’s diagnosis affect the family? What does this suggest about the story’s likely theme? Explain.At the bottom of p. 982, what does the description of Grandpa Jeremiah suggest about events to come?At the top of p. 983, what does Macon’s behavior suggest about what he might do later?At the bottom of p. 983, how does Macon react to Grandpa Jeremiah’s illness?What details at the top of p. 984 hint that something pleasant may lie ahead?In what way are Grandpa Jeremiah’s stories like flashbacks? Use evidence from the text to explain your answer.What event may be foreshadowed in Macon’s description on p. 985?What event might the last sentence foreshadow?Thematic Connection: Explain how the Walter Dean Myers’s use of plot techniques helps readers remain interested in the story he is telling. (Many examples from the text may be given.)Brain-game experiments test creativity and surprise scientists (910L) NewsELAText-Dependent Questions: Read the section “The Brain Game Experiment.” Select the paragraph that BEST shows why Allan Reiss decided to develop an experiment.Which sentence from the article BEST shows the outcome of the experiment conducted by Allan Reiss?Based on the information in the article, what is the main idea of the section title “Our Multitasking Brains”?Thematic Connection: What is the connection between the information presented in the section “Don’t Think, Just Do It” and the concept in “Lob’s Girl” that hearing Lob’s whine might awaken Sandy from a coma? (Possible answer: If Sandy spends all her time with Lob, then hearing him whine is most familiar to her. So, that might become something her brain can connect to without working too hard.)Music misses the mark for some people (1040L) NewsELAText-Dependent Questions:According to the report, how common is it for people to hear music without enjoying it?What is the correlation between expressing pleasure from hearing music and exhibiting an emotional response?What is the difference between “amusia” and “anhedonia”?Describe the music selection of hyper-hedonic people?What was the purpose of this study? How do the researchers plan to use the results?Thematic Connection: How does information gleaned from this study support what we learned about Grandpa Jeremiah in “Jeremiah’s Song”? (Possible answer: Grandpa Jeremiah suffered from a stroke. He seemed to do better on days when he heard the music that he loved. He is emotional about music and has a reaction to hearing it, which is why the study in the article believes that hearing music can help stroke victims for people like Grandpa Jeremiah.)WIDA Standard 2 - English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RL6.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).Level 1: EnteringIdentify words in a text that support the theme or central idea of a text citing details to support the theme, using a visually supported text with a partner. Level 2: EmergingIdentify words or phrases in a text that support the theme or central idea of a text citing details to support the theme, using a visually supported text with a partner.Level 3: DevelopingIdentify details in a text that support the theme or central idea of a text citing details to support the theme, using a highlighted text with a partner.Level 4: ExpandingDetermine the theme or central idea of a text citing details to support the theme, using a highlighted text.Level 5: BridgingDetermine the theme or central idea of a text citing details to support the theme.Language – VocabularyL. 6.4d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).L. 6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.These standards are constant and should be taught throughout each quarter.Study and apply vocabulary – L.6.4-6Evidence StatementsDemonstrates the ability to use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.Provides a statement demonstrating accurate meaning and use of grade-appropriate general academic words and phrases.Reviewed throughout the quarter:Synonyms/antonymsAffixes- Latin rootsContext cluesAnalogy and word relationshipsWord parts and familiesVocabularyTier 2 Academic Vocabulary – convey, examine, verify, develop, acquireList of Tier 2 Academic Vocabulary (referred to as Tier 2 Academic Terms? by Marzano) pages 1-25 for Tier 2Note: The links below will bring you to an Achieve the Core vocabulary analysis for every text. You may use these to inform your focus words for whole group instruction, pre-teaching strategies, targeted TDQs, and/or Vocabulary Station work (paired with one of the Strategies and Graphic Organizers found in the ‘Resources’ Section below. For more on how to use the Academic Word Finder here: Prentice Hall Literature- Pearson Publishing “Lob’s Girl”Vocabulary Development pgs. 965, 967, 968Tier II Vocab listed in the unit here: “Jeremiah’s Song”Vocabulary Development pg. 9811. diagnosis: explanation of or prediction about a person’s medical condition2. disinfect: dialect, or regional language, for disinfectant, a substance that kills germs3. distrust: to have a feeling that somebody or something is unreliable or not honest4. disconnect: to detach one part from another5. disinterested: indifferent, or no longer interested6. disrespect: 7. disobey: to refuse to follow a rule or instruction8. condition: a state of health or physical fitness9. setback: a stopping of progress; a reversalSupplementary Texts Academic Vocabulary:Brain-game experiments test creativity and surprise scientists (910L) NewsELA Music misses the mark for some people (1040L) NewsELA Other resources - Vocabulary centralWord Benches pg. 57-61 (Greek and Latin affixes) Online! Vocabulary Central (tools, activities, and songs for studying vocabulary)Vocabulary Strategies and graphic organizers and Thinking OrganizersWriting to TextsWritingInformational/Explanatory WritingW 6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.W.6.2aIntroduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/ contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.W. 6.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.W.6.2dUse precise language and domain-specific vocabulary to inform about or explain the topic.W.6.2eEstablish and maintain a formal style.Evidence Statements:Development of Ideas The student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincing reasoning, details, text-based evidence, and/or description.The development is consistently appropriate to the task, purpose, and anizationThe student response demonstrates purposeful coherence, clarity, and cohesion Includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.Clarity of Language The student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone, and/or domain-specific vocabulary.Knowledge of Language and Conventions The student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response. Reviewed throughout the quarter:Writing Sentences, Essay organization and structureThesis statement, Topic sentences and supporting details, Writing paragraphs, Performance tasksWriting Routine Writing (text-dependent questions) Writing About the Essential Question (Thematic Connections)After You Read, Journal entries, Summaries, Daily Language Practice, Graphic OrganizersAnalysis (focus on informing and explaining) After You Read, p. 987, Comparing Foreshadowing and FlashbackTimed Writing, p. 987Essay: Compare and contrast the authors’ use of foreshadowing and flashback in “Lob’s Girl” and “Jeremiah’s Song.” In an essay, discuss the effects of these literary devices.Use the 5-Minute Planner for scaffolding writing instruction.ResourcesTeaching the Argumentative Rubric’s TraitsThe Scoring Guides and Sample Student Responses of terms per traitThe Informational/Explanatory Rubric 3 Resources/Support for Writing p. 193. PowerPoint on Annotation and Example for Teaching Close reading and Annotation LanguageL 6.1e Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.These standards are constant and should be taught throughout each quarter.Study and apply grammar - L.6.1-3Evidence StatementsIdentify and correctly use adverbs (i.e., comparative) in context.Locate and formulate prepositional phrases and nouns (objects) in the context of reading and writing.Distinguish between coordinating and subordinating conjunctions and use them to vary sentence patterns.Review of: Sentence parts- subject and predicateWriting sentencesVerbsNounsAdjectivesAdverbsConventionsPrentice Hall Literature- Pearson Publishing Comparing Literary Works (Explanatory Text: Essay)After You Read, p. 987, Comparing Foreshadowing and FlashbackTimed Writing, p. 987Use the 5-Minute Planner for scaffolding writing anize students into groups for peer editing.Chunk grammar skills for multiple editing rounds: First have students check for complete sentences. On the second read, students can check for the correct use of adjectives/adverbs. On the third read, students can ensure proper subject/verb agreement, etc.Elements of Language- Holt PublishingAdjectivesAdverbsOther resources (online teacher’s manual) (Interactive preposition quiz) (Online preposition crossword puzzle) games/b_prepmed.htmlSpeaking and ListeningSL. 6.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.SL. 6.1b Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.SL. 6.1d Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.These standards are constant and should be taught throughout each quarter.Analyze Content: SL.6.2-3Study and apply grammar: SL.6.6Conduct Discussions: SL.6.1Report Findings: SL.6.4-6Evidence StatementsSelect the most appropriate behaviors for participating productively in a team.Contribute appropriate and useful information and ideas.Explain the purpose for working as a team.Demonstrate an understanding of the responsibilities of various roles within the team.Identify the functions and responsibilities of individual roles within an organized group (i.e., reporter, recorder, information gatherer, leader, and timekeeper).Possible Suggestions throughout the quarter: Group roles and responsibility, Accountable talk, Classroom routines and procedures, Group behaviors and discussions, Target audience, Oral presentation, Informal Debate, News Story, Delivering an Oral Summary, Dramatic ReadingsSpeaking and ListeningPrentice Hall Literature - Pearson Publishing ActivitiesAs students read, have them identify examples of foreshadowing and flashback.During a reread, students can get into groups and pause at each example to discuss evidence that makes the text example foreshadowing or flashback.Direct students to then interpret the effect of the plot technique on the story and the characters involved.See graphic organizer p. 962 for possible use during note-taking.Other resources(cooperative learning teaching strategy guide and assessment)serc.carelton.edu/introgeo/cooperative/whatis.html(work-shop: cooperative and collaborative learning)(How to write dialogue in a story)(creative writing techniques for writing dialogue) Project ResearchW.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.ResearchEvidence StatementsDetermine the most appropriate research source for a given research topic. Discern irrelevant research material from written text. Determine the most effective methods for engaging an audience during an oral presentation (e.g., making eye contact, adjusting speaking rate).Organize ideas in the most effective order for an oral presentation. W.6.7Research Prentice Hall Literature - Pearson Publishing Activity 1: InvestigationLob is an extraordinary dog. He brings great joy to the Pengelly family, and evenin death his spirit is powerful medicine for Sandy. Although Lob may be unique,many animals form special bond with humans. How realistic is the bond sharedby Lob and Sandy?Use the Internet and other resources to discover how specially trained animalshelp humans. For example, you can investigate guide dogs that lead the blindand capuchin monkeys that provide helping hands for the disabled. Use yourresearch to write a report about relationships between humans and helperanimals. At the end of your essay, write about what you think motivates theseanimals.Activity 2: Examining PerspectivesThe characters in “Jeremiah’s Song” are often weighing the past against thepresent. For example, after Ellie goes to college, she thinks it is time to forget theold ways, including Grandpa’s stories. In contrast, Macon enjoys Grandpa’sstories of the past. Who is right?Think of an art form, custom, game, or technology that has changed a lot fromthe past and that continues to change, such as music, health care,transportation, or baseball. Is it worth studying the old ways? Or is it better tofocus on the future? With a partner, stage a debate in which one of you arguesfor studying the past and the other looks only toward the future. ................
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