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 plan ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students and across content areas. Destination 2025, the Comprehensive Literacy Improvement Plan, and TN State Standards establish common goals and expectations for student learning across schools and are the underpinning for the development of the curriculum frameworks/maps. To support students in developing independence with reading and communicating about complex texts, teachers should incorporate the following interconnected components of the CLIP Instructional Design into their instruction.PurposeThis curriculum framework or map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The framework is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides a suggested sequencing and pacing and time frames, aligned resources—including complex texts, sample questions and tasks, and other planning tools. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, topic, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgement aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas. A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum maps. Educators will use this map and the standards as a road map for curriculum and instruction. Carefully crafted 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.To support literacy and language learning across the content areas and support deeper knowledge building in the content area, throughout this curriculum map, you will see high-quality texts from both the textbook(s) and external/supplemental texts?to ensure students are reading appropriately complex, worthwhile material. These texts have been evaluated by district staff to ensure that they meet criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors. ?Lexile Levels are listed on the Curriculum Maps, and additional information is cited, where available.In order to plan effective lessons that allow students to do the majority of the thinking, teachers should employ the CLIP instructional model in their daily lesson planning, including: Whole-Group Instruction (20-25 minutes)-This time is for grade-level instruction. Regardless of a student’s reading level, exposure to complex texts supports language and comprehension development which is necessary for continual reading growth. Small-Group Instruction (15-20 minutes)-This time is for supporting student needs that cannot be met during whole-class instruction. Teachers might provide: 1. instruction for students learning to read based on their specific needs and using texts at their reading level; 2. instruction for different learners using grade-level texts to support whole-class instruction; 3. extension for proficient readers using challenging texts, and 4. practice with and applying skills. Whole-Group Closure (5-10 minutes)-This time is for closure of the day’s lesson and a time for a quick assessment of the students. 481330066675How 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.Using the Curriculum Maps, Grades 6-8Begin by examining the text(s) selected for the week. Read them carefully and become familiar with both the text(s) and the “big idea.” (Note: Teachers should carefully review texts to understand and plan for the demands/challenges learners might be expect to face, deliberately model specific literacy skills—including reading fluency, leverage student annotations, and carefully sequence text-dependent questions leading to higher order thinking.)Locate the TDOE Standards in the left column. Analyze the language of the standards, and match each standard to an evidence statement in the center column.Consult your Pearson Literature Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction.Plan your weekly and daily objectives, using the evidence statements to help. As a reminder, standards and objectives are not synonymous and mastery of the standards develops over time. 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 lesson plan designated by your administrator. Remember to include differentiated activities for teacher-led small group instruction and literacy stations. Note: Small-Group/Station Time (15-20 minutes)-This time is for supporting student needs that cannot be met during whole-class instruction. Teachers might provide: 1. instruction for students learning to read based on their specific needs and using texts at their reading level; 2. instruction for different learners using grade-level texts to support whole-class instruction; 3. extension for proficient readers using challenging texts, and 4. practice with and applying skills. Whole-Group Closure (5-10 minutes)-This time is for closure of the day’s lesson and a time for a quick assessment of the students. Throughout this curriculum map, you will see high-quality texts to ensure students are reading appropriately complex, worthwhile material, 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 are encouraged to access regularly: The TN English Language Arts State StandardsThe TN ELA State Standards: can access the TN State Standards by clicking on the link. 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 Work Finder: Teachers 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: Teachers can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.Text Complexity in the Pearson TextbooksShelby County Schools adopted the Pearson Literature textbooks for grades 6-12 in 2012-2013. ?The textbook adoption process at that time followed the requirements set forth by the Tennessee Department of Education and took into consideration all texts approved by the TDOE as appropriate. ?The textbook has been vetted using the Instructional Materials Evaluation Tool (IMET) developed in partnership with Achieve, the Council of Chief State Officers (CCSSO) and the Council of Great City Schools. ?Though these textbooks have their weaknesses, all schools have access to them, so the Curriculum Maps draw heavily from them while identifying additional materials to purposefully address those weaknesses and meet the expectations of the CCR standards and related instructional shifts. Additionally, some schools are piloting new, CCR-aligned instructional materials (in lieu of the adopted textbook). Teachers in those sites will have access to additional maps and related materials.?Texts selected for inclusion in the Curriculum Maps, both those from the textbooks and external/supplemental texts, ?have been evaluated by district staff to ensure that they meet criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors. ?Lexile Levels are listed on the Curriculum Maps, and additional information about other factors can be found on designated pages in the Pearson textbooks for those selections.02262505KeyATOS: ATOS (Renaissance Learning); DRP: Degrees of Reading Power (Questar); FK: Flesch Kincaid (public domain, no mass analyzer tool available); Lexile: Lexile Framework (MetaMetrics); SR: Source Rater (ETS); RM: Pearson Reading Maturity Metric (Pearson Education)00KeyATOS: ATOS (Renaissance Learning); DRP: Degrees of Reading Power (Questar); FK: Flesch Kincaid (public domain, no mass analyzer tool available); Lexile: Lexile Framework (MetaMetrics); SR: Source Rater (ETS); RM: Pearson Reading Maturity Metric (Pearson Education)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.CLIP Differentiated Instructional DesignReading/ELA/WritingCore (Grade-Level Instruction for All Students)Whole Group(read aloud, shared reading, close reading, mini-lessons)I do (teacher models)We do (guided practice)Teach/model grade level standards, concepts, skillsSmall GroupTeacher led (skills focused lessons, guided reading/writing, shared reading/writing)I do (teacher models)We do (guided practice)Coach students with similar needsStudent led (reciprocal teaching, literature circles, stations)They do (they collaborate)You do (independent practice)Differentiated content, process, productsWhole GroupClosure Wrap Up what you’ve learned.Gradual Release of Responsibility Example BehaviorsTeacherStudentI do itModeled Instruction Provides direct instructionEstablishes goals and purposeModels the expectationThink aloud Actively listensTakes notes Asks for clarificationWe do itGuided Instruction / Guided Practice Interactive instruction Works with students Checks, prompts, clues Provides additional modeling Meets with needs-based groups Asks and responds to questions Works with teacher and classmates Completes process alongside othersThey do it togetherCollaborative Practice Provides feedbackMoves among groups Clarifies confusion Provides support Works with classmates, shares outcome Collaborates on authentic task Consolidates learning Completes process in small group Looks to peers for clarificationYou do itIndependentlyIndependent Practice Provides feedback Evaluates progress toward the learning expectation Works alone Relies on notes, activities, classroom learning to complete assignment Takes full responsibility for outcomeEvidence Statements describe the knowledge and skills that an assessment item or a task elicits from students. They can be used to guide the development of local curriculum, instruction, and assessment. The statements are aligned directly to the Common Core State Standards.Evidence statements are taken directly from the standards. The standards contain multiple skills. Because the evidence statements divide each standard into individual skills, the statements can be used as objectives which directly aligns to TEACH 1 of TEM. TEACH 1 says to “engage students in objective-driven lessons based on content standards.” If teachers use the statements as their objectives, then TEACH 1 is achieved because the objective comes directly from the standard. First QuarterTN State Standards Evidence StatementsContentWeeks 1-4Reading SelectionsThe Woman Called Moses by Walter Oleksy and Meg Mims (Lexile 950) and Leaders of the Civil War Era: Harriet Tubman by Ann Malaspina (Lexile 960)Literary Analysis Workshop: from the “Letter on Thomas Jefferson” (Lexile 970; nonfiction) and “My Heart in the Highlands” (Lexile 960; nonfiction)“The Drive-In Movies” Lexile 920; autobiography(See text complexity measures pgs.42-43)Big Question: What does helping others require? Reading Complex TextsReading Complex TextsReading Complex TextsInformational RI6.1Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI6.2Determine 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.RI6.6Determine 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: RL1, RI1Analyze Content: RL/RI.6.2-9 Informational Evidence StatementsProvides textual evidence to support analysis of what the text says explicitly. Provides textual evidence to support analysis of inferences drawn from the text. RI6.1Provides a statement of the central idea(s) of a text. Provides an objective summary of the text distinct from personal opinions or judgments. RI6.2Provides a statement of an author’s point of view in a text.Provides an explanation of how the author’s point of view is conveyed in the text. RI6.6Reading SelectionsAnalyzing Text The Woman Called Moses by Walter Oleksy and Meg Mims (Lexile 950) RI6.1, RI6.2: elements of nonfiction, determining central ideas, making inferencesGlossary of Informational and Literary Terms Dependent QuestionsWhat is the central idea of the text? (Key Details)How does the word “freedom” contribute to the overall central idea of the text? (Vocabulary and Text Structure)Look at page one, lines 1-8. The text begins with Harriett lying awake in a windowless, one-room cabin with a dirt floor that she shared with her parents. How does the beginning shape the text? (Vocabulary and Text Structure)The author included spoken words from Harriet Tubman in the text. Determine why. Cite evidence to support. (Vocabulary and Text Structure)Explain the purpose of the title? How were Moses and Harriet similar? (Author’s Purpose) 6. What evidence showed that though Harriett reached freedom, she didn’t exactly feel free? (Inference)7. Look at the quote on page one in lines 28-30. What does the author reveal to you about Tubman’s character, and how does this quote explain her beliefs regarding death and liberty? (Inferences) 8. Describe how the author proves the key ideas of the text. Cite evidence. (Inferences)9. Does the author support the intended message with adequate information? Cite evidence to support your opinion? (Opinions)Task“A Letter to Harriet Tubman” by Frederick Douglass (Lexile 1000; nonfiction) Dependent Questionsfile/2031Taskfile/2031Leaders of the Civil War Era: Harriet Tubman by Ann Malaspina (Lexile 960) RI6.1, RI6.6: elements of nonfiction, determining central ideas, supporting details, author’s purpose, making inferencesText Dependent QuestionsCite evidence to show how Harriet’s escape techniques proved to be valuable to the Union Army during the war? (General Understandings)Summarize the main ideas, details, or points of the text. (Key Details)How did the central idea of the text develop? (Key Details)Look at page one, lines24-29. How does the phrase “these dispatches were the single most prolific and productive category of intelligence obtained and acted upon by Union forces throughout the Civil War” contribute to the overall tone of the piece? (Vocabulary and Text Structure)Look at page 3 – lines 52-56. The author ends with a quote from a newspaper published about Tubman. How does this close the text, while also adding to its overall purpose of the text? (Author’s Purpose)What is the purpose of the text? (Author’s Purpose)Explain the purpose of the “Black Dispatches.” (Author’s Purpose)Describe how the author proves the key ideas of the text. Cite Evidence. (Inferences) How does the author support the points of the text? Cite evidence to explain. (Inferences)10. Compare and contrast the two texts – “The Woman Called Moses” and “Leaders of the Civil War Era: Harriet Tubman” (Intertextual Connections) 11. Describe the different approaches the authors of “The Woman Called Moses” and “Leaders of the Civil War Era: Harriet Tubman” use to communicate information on the same topic. Cite evidence to explain. (Intertextual Connections)Task for Analyzing Text Strategies for analyzing text (Search)&utm_term=informational%20text%20lesson%20plan&utm_content=Informational%20Text StrategiesTeaching Author’s Purpose- Going Beyond Persuade, Inform, and Entertain's-purpose for Annotation: Determining Central Ideas in Non-fictionLiterary Analysis Workshop RI6.2Big Question: How do we decide what is true?Elements of Nonfiction pgs.4-5Determining Central Ideas in Nonfiction pg. 7Skills: elements of nonfiction, determining central ideas, supporting details, author’s purpose, making inferences Glossary of Informational and Literary Terms Read: Central Idea in Nonfiction pg. 16; RI6.2Skills: nonfiction, central ideas (stated central idea, implied central idea), supporting details (facts, personal experiences, examples, quotations, descriptions, comparisons) See links above for definitions of termsModel: from the “Letter on Thomas Jefferson” pg. 17 (Lexile 970)Independent Practice: “My Heart in the Highlands (Lexile 950; nonfiction) pg.18Text Dependent QuestionsWhat real people are mentioned in the text? (Key Ideas and Details)In what real location does the selection take place? (Key Ideas and Details)Write an objective summary of “My Heart is in the Highlands”. (Key Ideas and Details) Using a chart, list details that show that the selection is nonfiction. (Key Ideas and Details)What do you think is Yolen’s purpose in writing “My Heart is in the Highlands:”? Explain. (Author’s Craft and Purpose)According to Yolen, how is writing a book like reusing old stories? (Making Inferences)“The Drive-In Movies” Lexile 920; autobiography RI6.6Skills: predictions and making inferences, narrator and point of view Before You Read pg. 43Reading Skill: Make PredictionsLiterary Analysis: Narrator and Point of ViewAfter You Read pg. 61 Reading Skill: Make PredictionsLiterary Analysis: Narrator and Point of ViewText Dependent QuestionsHow did Soto persuade his mother to take the family to the drive-in movies? (Key details)Why do you think Soto’s mother does not get angry with the children for making a mess with the car wax? (Inferences)Do you think children should have to do chores before their parents allow them to do something enjoyable? Why or why not? (Opinions/Arguments)Independent ReadingPearson textbook pg. 172Additional text selectionsSlavery: War: Online ResourcesDiagnostic/Placement AssessmentsBenchmark and Unit AssessmentsUnit ResourcesCommon Core CompanionResourcesSelection audio” Interactive Digital Path” 1 Resources/Workbook.Reader’s Notebook “ The Drive- In Movies” selection in an interactive format)Common Core Companion ( additional instruction and practice for each CCSSReading: Graphic Organizer B, pg. 11Literary Analysis: Graphic Organizer B, p. 14 (Making predictions)“The Drive in Movies” Unit (text dependent questions and culminating writing prompt)Reading Strategies and graphic organizers “(Thinking Strategies for teaching comprehension skills) oldham.k12.ky.us/files/intervention_resources/Reading/Comprehension.pdf (Instructional strategies, powerpoints, and text dependent questions for the Skill Focus) Teaching Author’s Purpose- Going Beyond Persuade, Inform, and Entertain's-purpose(strategies) (11 graphic organizers)Reading strategies strategies Standard 2 - English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance for RI6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Level 1 (Entering) Identify key words that cite evidence to support what the text says explicitly versus inferences drawn, using a modified/illustrated text with a partner.Level 2 (Emerging) Identify key words/phrases that cite evidence to support what the text says explicitly as well as inferences drawn using a modified/abridged text with a partnerLevel 3 (Developing)Find examples of what the text says explicitly as well as inferences drawn from the text using a teacher-made outline of the text with a partner.Level 4 (Expanding)Distinguish between what the text says explicitly as well as inferences drawn from a highlighted text with a partner.Level 5 (Bridging)Differentiate between what the text says explicitly as well as inferences drawn from the text.For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see:North Carolina Livebinder Click on Transformed MPIs/ELAsLanguage – VocabularyL.6.5cDistinguish among the connotations(associations) of words with similardenotations (definitions) (e.g., refined,respectful, polite, diplomatic, condescending).L.6.6Acquire 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.6.4-6Language – VocabularyEvidence StatementsDemonstrates ability to determine the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty). L.6.5cProvides a statement demonstrating accurate meaning and use of grade-appropriate general academic words and phrases. L.6.6Reviewed throughout the quarter:Synonyms/antonymsAffixesContext cluesLatin rootsAnalogy and word relationshipsWord parts and familiesVocabularyTier 2 Academic Vocabulary – evidence, analysis, summary, textThe Woman Called Moses and Leaders of the Civil War Era: Harriet Tubman L.6.5c, L.6.6Skill Focus: Tier II words Common Core Appendix A: Research Supporting Key Elements of the Standards and Glossary of Key Terms: Vocabulary pgs. 32-35 Hall Literature- Pearson Publishing Literary Analysis WorkshopIntroducing the Big Question: Learning Big Question Vocabulary pg. 3 L.6.6Close Read: Central Idea in NonfictionVocabulary Development pg. 16Independent Practice: “My Heart in the Highlands (nonfiction)Vocabulary Development pg. 18“The Drive-In Movies” (autobiography) L.6.6Latin prefix pre-, Anglo Saxon prefix be-Making Connections: Vocabulary pg. 44 Vocabulary Development pgs. 44, 46, 48After You Read: Vocabulary pg. 51 ResourcesVocabulary central (tools, activities, and songs for studying vocabulary)Online Dictionary Resources Workbook - Downloads: Editable Presentations and Editable Worksheets.Vocabulary Strategies and graphic organizers “ The Drive in Movies” Unit (selected tier 1 and 2 vocabulary)Graphic Organizers Strategies and Research(and%20_Popcorn_)%20Reading%20_%20Edutopia.pdf to TextsWriting to Texts Writing to TextsWritingW.6.2Write 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 asdefinition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables),and multimedia when useful to aiding comprehension.W.6.2bDevelop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.W.6.2fProvide a concluding statement or section thatfollows from the information or explanation presented.WritingEvidence Statements:Development of Ideas The student response addresses the prompt and provides effective and comprehensive development of the claim by using clear and convincing reasoning, details, text-based evidence, and/or description.The development is consistently appropriate to the task, purpose, and anizationThe student response demonstrates purposeful coherence, clarity, and cohesion. Includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.Reviewed throughout the quarter:Writing SentencesEssay organization and structureThesis statementTopic sentences and supporting detailsWriting paragraphsPerformance tasksWriting The Informational/Explanatory Rubric the Informational/Explanatory Rubric’s TraitsThe Scoring Guides and Sample Student ResponsesExplanation of terms per trait(free, but must create an account – Harriet Tubman)Routine Writing (text-dependent):Text Dependent QuestionsWrite a summary of the text selection. Journal entriesDaily Language PracticeGraphic Organizers - Elements of Nonfiction Graphic Organizer (Chart)Analysis (informational/explanatory focus)Read “The Woman Called Moses” by Walter Oleksy and Meg Mims. In this text, the authors develop several central ideas. After you have read, determine one central idea from the text and write an essay analyzes how that central idea is conveyed through particular details. Cite evidence from the text to support your analysis. Follow the conventions of standard written English. RI6.1, RI6.2Read “Leaders of the Civil War Era: Harriet Tubman” by Ann Malaspina. You have now read two texts about Harriet Tubman. Write an essay that compares and contrasts the authors’ purposes and how their purposes are conveyed in the two texts. Be sure to cite evidence from both texts to support your analysis. Follow the conventions of standard written English. RI6.1, RI6.6(“The Drive-In Movies”) Using the completed chart from After You Read pg. 51 exercise #3, write a paragraph explaining how the author develops the point of view. RI6.6Annotation the Informative Essay the Explanatory Essay Graphic Organizers and Contrast Resources“The Drive in Movies” (Culminating writing prompt) ed. Free resources for teaching writing channel examples of lessons taught 6.1Demonstrate 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.6.1-3 Language Evidence StatementsDetermine the correct use of nouns (i.e., common and proper) within the context of writing.Determine the correct use of nouns (i.e., singular and plural) within the context of writing.Determine the correct use of nouns (i.e., singular possessive and plural possessive) within the context of writing.Determine the correct use of verbs within context of writing. Review of: NounsVerbsSentence parts- subject and predicateWriting sentences ConventionsNote: Grammar instruction should be embedded in the teaching of writing.Prentice Hall Literature- Pearson Publishing Integrated Language Arts: Common Nouns and Proper Nouns pg. 40Reading ApplicationWriting ApplicationPrentice Hall Writing Coach“The Drive-In Movies” (autobiography)Integrated Language Arts: Singular and Plural Nouns pg. 62Reading ApplicationWriting ApplicationPrentice Hall Writing CoachElements of Language- Holt PublishingNouns – Common and Proper, singular and plural, and possessiveResources(online teacher’s manual) Unit 1 ResourcesGraphic OrganizersPrentice Hall Writing CoachNouns(nouns and pronouns) (noun definitions)(noun game) (noun activities) (noun lesson plan) (parts of speech worksheets) (teaching grammar through writing resource) (possessive noun packet) Verbs(linking and actions verb worksheet) (identifying types of verbs) (Using strong verbs to improve writing) (strong verbs list for students to use for writing) (list of strong verbs for writing) and ListeningSL.6.1Engage effectively in a range of collaborativediscussions (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.6.1aCome 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.6.1cPose and respond to specific questions withelaboration and detail by making comments that contribute to the topic, text, or issue under discussion.SL.6.1dReview the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.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 Speaking and ListeningEvidence StatementsDemonstrates the ability to effectively engage in collaborative discussions. Demonstrates the ability to use pertinent descriptions, facts, and details to accentuate main ideas or themes Demonstrates the ability to use appropriate eye contact, adequate volume, and clear pronunciation. Demonstrate the ability to follow rules in discussions and collaborative groups.Demonstrate the ability to pose and respond to specific questions during collaboration.Demonstrate the ability to adapt a speech to a particular task.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 ActivitiesExploring the Big Question (Unit 1)(Drive-In Movies) Speaking and Listening pg. 63:Comprehension and Collaboration SL.6.1With a partner, write a conversation that the narrator of the story might have had with another character about story events. Then, act out the conversation for the class or a small group. Write a conversation that Soto and his mother might have had the morning after their trip to the drive-in.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) Quarter TN State Standards Evidence Statements ContentWeeks 5-8Reading SelectionsLiterary Analysis Workshop: From Roll of Thunder, Hear My Cry and Greyling (Lexile 920)Extended Text: “The Adventures of Tom Sawyer” exemplar (950 lexile) OR “Roll of Thunder, Hear My Cry” (920 lexile)Big Question: Does Every Conflict Have a Winner?Reading Complex TextsReading Complex TextsReading Complex TextsLiterature RL6.1Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL6.2Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.RL 6.3Describe 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 6.6Explain how an author develops the point of view of the narrator or speaker in a text.These standards are constant and should be taught throughout each quarter.Cite Evidence: RL1, RI1Analyze Content: RL/RI.6.2-9Literature Evidence StatementsProvides?textual?evidence?to?support?analysis?of?what?the?text?says?explicitly.?Provides?cited?textual?evidence?to?support?analysis?of?inferences?drawn?from?the?text. RL6.1Provides?a?statement?of?a?theme?of?a?text.???Provides?a?description?of?how?the?theme?is?conveyed?through?particular?details. RL6.2Provides a description of how a particular story’s or drama’s plot unfolds in a series of episodes towards a resolution. RL6.3Provides a description of how the characters respond or change as the plot moves towards a resolution. RL6.3Provides?an?explanation?of?how?an?author?develops?the?point?of?view?of?the?narrator?or?speaker?in?a?text.RL 6.6Prentice Hall Literature – Reading SelectionsUnit 1: Determining Themes in Fiction Literary Analysis WorkshopElements of Fiction pgs. 4-5Determining Themes in Fiction pg. 6; RL6.2Skills: elements of fiction, forms of fiction, determining theme, making inferencesGlossary of Informational and Literary Terms Read: Themes in Fiction pg. 8; RL6.2Skills: elements of fiction (plot, conflict, characters, setting, symbols), making inferences, and determining themeModel: Roll of Thunder, Hear My Cry pg.9Independent Practice: Greyling pg.11Text Dependent QuestionsWhat is the main conflict in “Greyling”? (Key Details)Should the couple have kept Greyling from the sea? (Making Inferences)Write an objective summary of “Greyling”. Include only key ideas and details, not personal opinions. (Integration of knowledge and ideas)Pearson Online ResourcesDiagnostic/Placement AssessmentsBenchmark and Unit AssessmentsUnit ResourcesCommon Core CompanionResourcesSelection audio “Interactive Digital Path” Resources Workbook Strategies and graphic organizers (Instructional strategies, powerpoints, and text dependent questions for the Skill Focus) (strategies) (11 graphic organizers)Reading strategies strategies’s Guide Text – Determining Themes in Fiction“The Adventures of Tom Sawyer” exemplarSee Tom Sawyer Unit Skill Focus: predictions, drawing conclusions (making inferences), elements of fiction (plot, conflict, characters, setting, symbols), determining theme, point of view, fact and opinionText Dependent QuestionsIn chapter 1, Tom eats forbidden jam. Jam is made of fruit, so Tom is eating forbidden fruit. Where else have you heard of forbidden fruit? (Mark Twain is making an allusion here. To what is he alluding, and what is an allusion? (Vocabulary and text structure)In Chapter 2, How does Aunt Polly try to punish Tom Sawyer? (Inferences)Resources for The Adventures of Tom SawyerSee Tom Sawyer Unit The Adventures of Tom Sawyer online Summary and Analysis lesson on one chapter from Tom Sawyer Plans(Instructional strategies and text dependent questions for the Skill Focus) Reading/Comprehension.pdf (Instructional strategies)oldham.k12.ky.us/files/intervention_resources/OR“Roll of Thunder, Hear My Cry” exemplar (920 lexile)Skill Focus: predictions, drawing conclusions (making inferences), elements of fiction (plot, conflict, characters, setting, symbols), determining theme, point of view, fact and opinion Resources for “Roll of Thunder, Hear My Cry”Online book, study guides, summaries, study questions book book online in pdf of Thunder Text Set ReadingPearson textbook pg. 172WIDA Standard 2 - English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance for RI6.2: 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.Level 1 (Entering) Identify 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 (Emerging)Identify 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 (Developing)Identify 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 (Expanding)Determine the theme or central idea of a text citing details to support the theme, using a highlighted text.Level 5 (Bridging)Determine the theme or central idea of a text citing details to support the theme.For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see:North Carolina Livebinder Click on Transformed MPIs/ELAsLanguage – VocabularyL.6.4bUse common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).L.6.4d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).L.6.5cDistinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).L.6.6Acquire 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.6.4-6Language – VocabularyEvidence StatementsDemonstrates the ability to use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.Demonstrates ability to determine the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty). Demonstrates the ability to determine the relationship between particular words.Provides a statement demonstrating accurate meaning and use of grade-appropriate general academic words and phrases.Reviewed throughout the quarter:Synonyms/antonymsAffixes- Latin roots, Context cluesAnalogy and word relationships, Word parts and familiesVocabularyTier 2 Academic Vocabulary – associations, informative, explanatory, argument, claimLiterary Analysis WorkshopIntroducing the Big Question: Learning Big Question Vocabulary pg. 3 (Review) L.6.6Extended Text: Determining Themes in Fiction“The Adventures of Tom Sawyer” See Tom Sawyer Unit Resource(s): The Adventures of Tom Sawyer: The Glorious Whitewasher Unit“Roll of Thunder, Hear My Cry” exemplarResources for “Roll of Thunder, Hear My Cry”Online book, study guides, summaries, study questions to TextsWriting to TextsWriting to TextsWriting to TextsWritingW.6.1Write arguments to support claims with clearreasons and relevant evidence.Introduce claim(s) and organize the reasons and evidence clearly.Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.Establish and maintain a formal style.Provide a concluding statement or section that follows from the argument presented.W.6.2Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/ effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.Use appropriate transitions to clarify the relationships among ideas and concepts.Use precise language and domain-specific vocabulary to inform about or explain the topicEstablish and maintain a formal style.Provide a concluding statement or section that follows from the information or explanation presented.WritingEvidence Statements:Development of Ideas The student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincing reasoning, details, text-based evidence, and/or description.The development is consistently appropriate to the task, purpose, and anizationThe student response demonstrates purposeful coherence, clarity, and cohesion Includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.Clarity of Language The student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone, and/or domain-specific vocabulary.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, Thesis statement, Essay organization and structure, Topic sentences and supporting details, Writing paragraphs, Performance tasksWriting The Argumentative Essay Rubric Tasks for Greyling Tom Sawyer Unit Routine Writing (text-dependent questions):Journal entriesAnalytic SummariesDaily Language PracticeGraphic OrganizersOther ResourcesAnalysis (focus on arguments) Write an argumentative essay discussing the theme of childhood in this selection. Take a position and write a statement of your position and support it with details from the texts you have read. Choose a scene to write about what you think reflects Twain’s ideas about childhood. Before you start writing, brainstorm 4-5 reasons why you think the scene you chose reflects Twain’s celebration of childhood. Be sure to add a brief description of the scene to the beginning of your essay as well as specific examples from that scene throughout your essay. Make sure that you are making an argument in your own voice as well. Explain why the scene shows readers what Twain thought about childhood, don’t just summarize the scene. RL6.2Sometimes adults believe they have the right answers because of their experiences. However, adults can learn valuable lessons from children because of their innocence. Use the incident between Tom and Becky to further develop this argument. RL.6.3ResourcesWriting Lessons over standards (writing arguments) Writing Resources(The Argumentative Rubric)(How to write an argumentative essay) (How to write an argumentative essay) (How to write an argumentative essay) (argumentative essay frame) “Roll of Thunder, Hear My Cry” exemplarThe Informational/Explanatory Rubric Writing (text-dependent questions):Text Dependent QuestionsJournal entriesAnalytic SummariesDaily Language PracticeGraphic OrganizersOther ResourcesAnalysis (informational/explanatoryargumenttures of Tom Sawyer: exts, study questionsicular task.ns during collaborationtrip to the drive-in.bout story events. Th) Performance Task#1 pg. 170 - Determine a theme: Write an essay in which you explain the theme of a work of fiction that you’ve read this nine week period. RL.6.2Performance Task #3 pg. 170 – Compare Genres - Write an essay in which you compare two selections in this unit that address similar topics but represent two different genres. One should be fiction and one should be nonfiction. Performance Task #2 pg.170- Determine a Central Idea- Write an essay in which you explain the central idea in a work of literary nonfiction from this unit. RI.6.2Resources for “Roll of Thunder, Hear My Cry”Online book, study guides, summaries, study questions the Informative Essay the Explanatory Essay Graphic Organizers and Contrast Resources Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.6.3Use knowledge of language and its conventions when writing, speaking, reading, or listening.These standards are constant and should be taught throughout each quarter.Study and apply grammar - L.6.1-3LanguageEvidence StatementsRecognize sentence types (i.e., simple, compound, complex) and their role in varying sentence patterns.Determine the correct use of pronouns within the context of writing. Determine the correct use of verb tense in the context of writing.In review: Determine the correct use of nouns (i.e., common and proper) within the context of writing.Determine the correct use of nouns (i.e., singular and plural) within the context of writing.Determine the correct use of nouns (i.e., singular possessive and plural possessive) within the context of writing.Determine the correct use of verbs within context of writing. Review of: Sentence parts- subject and predicateWriting sentencesVerbs – Principal parts of verbsNouns- common, proper, singular and pluralPronounsConventionsNote: Grammar instruction should be embedded in the teaching of writing.Extended Text: Determining Themes in Fiction“The Adventures of Tom Sawyer” See Tom Sawyer Unit OR“Roll of Thunder, Hear My Cry” exemplarSkill focus: Nouns – common, proper, singular and pluralPronounsSimple Verb tenses, principal parts of verbsElements of Language- Holt PublishingSkillsNouns – common, proper, singular and pluralPronounsSimple Verb tenses, principal parts of verbsResources (pronoun definitions) (Choose pronoun game for antecedent practice.) (activities for practice with pronoun tense and proper case) (pronoun information) (subjective and objective pronoun worksheet) (great addition to notebooks for pronounsSpeaking and ListeningSL.6.1Engage effectively in a range of collaborativediscussions (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.6.1aCome 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.6.1cPose and respond to specific questions withelaboration and detail by making comments that contribute to the topic, text, or issue under discussion.SL.6.1dReview 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.6.4-6Speaking and ListeningEvidence StatementsOrganize ideas in the most effective order for an oral presentation.Demonstrates the ability to effectively engage in collaborative discussions. Demonstrates the ability to use pertinent descriptions, facts, and details to accentuate main ideas or themes Demonstrates the ability to use appropriate eye contact, adequate volume, and clear pronunciation. Demonstrate the ability to follow rules in discussions and collaborative groups.Demonstrate the ability to pose and respond to specific questions during collaboration.Demonstrate the ability to adapt a speech to a particular task.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 ListeningExtended Text: Determining Themes in Fiction“The Adventures of Tom Sawyer” exemplarSee Tom Sawyer Unit Activity:Performance Task #4 pg. 171: Analyze an Author’s Point of View- Lead a small group discussion about the author’s point of view in a nonfiction work from this unit.Performance Task #5 pg. 171: Analyze the Structure of a Story – Write and deliver a presentation of a story from the unit.Resource(s): See Tom Sawyer Unit Resources for “Roll of Thunder, Hear My Cry” exemplarOnline book, study guides, summaries, study questions Quarter TN State Standards Evidence Statements ContentWeek 9 AssessmentsThis week is reserved for the completion of all writing projectsResearch Project (Reading and Writing- Begins in 3rd Grade for PARCC accountability)ResearchSL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.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.6.4-6ResearchEvidence StatementsDemonstrates the ability to determine the most effective methods for engaging an audience during an oral presentation (e.g., making eye contact, adjusting speaking rate).Demonstrates the ability to organize ideas in the most effective order for an oral presentation.Demonstrates the ability to choose the statement that best summarizes/ communicates the message presented by a mediumResearchExtended Text: Determining Themes in Fiction“The Adventures of Tom Sawyer” See Tom Sawyer Unit ActivityResearch (Compare and Contrast) Research facts about Mark Twain, compare and contrast his life with the plot of his story, “Tom Sawyer”. Create a poster or project board demonstrating facts about Mark Twain (where he was born, his accomplishments, how he grew up, and etc.) and how his life was similar and/or different from the story, “Tom Sawyer”. Research Project for “Roll of Thunder, Hear My Cry”(s): See Tom Sawyer Unit ResourcesGroup roles and responsibilities talk Talk Talk Toolkit Talk Teacher moves Language Stems(cooperative learning teaching strategy guide and assessment)serc.carelton.edu/introgeo/cooperative/whatis.html(work-shop: cooperative and collaborative learning) Technology for teachers: 5 free tools for students to create slideshows. ................
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