Subject/Grade Level: Algebra/6th Grade



Grade Level: English 1 ThematicTitle: Is Knowledge the Same as Understanding?

Genre Focus: Nonfiction

Janet Allen Connection: It Happened to Nancy

Time Frame: 4.5 weeks

Note: The teacher may select to pursue the thematic content through text selections, the Janet Allen curriculum for this thematic unit, or a combination of the two.

The Janet Allen curriculum unit is included in this curriculum map as a stand-alone unit. Many/all of the activities and assessments may be used or adapted

for use with the text materials.

Enduring Understanding: Understanding is knowledge plus wisdom.

Essential Questions: Can a person have knowledge without understanding?

Can a person have understanding without knowledge?

Does experience expand knowledge?

Does understanding demand action?

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|Concept/Topic |Indicators |Vocabulary Development |Selections/Resources |Assessments |Instructional Strategies |

|Nonfiction Unit |E1-2.1 Compare/contrast theses within and across |Types of Essays |Teacher may choose from selections in Prentice Hall |Some instructional activities could be |Prereading Strategies: |

| |informational texts. |Narrative |Literature: Language and Literacy Unit 3, from magazines, newspapers,|used as formative assessment to drive |Anticipation Guide |

| |E1-2.2 Compare/contrast information within and across texts|Descriptive |other non-fiction sources |classroom instruction |Socratic Seminar |

| |to draw conclusions and make inferences. |Expositive | |  |KWL |

| |E1-2.3 Analyze informational texts for author bias |Persuasive |Suggested authors: |Reading Strategy and Response Journals |Quickwrite |

| |(including word choice, the exclusion and inclusion of |Reflective |Lorraine Hansbury |  |Admit Slip |

| |particular information, and unsupported opinions). | |Rudolfo Anaya |Summative Reading Assessments:  |Brainstorming |

| |E1-2.4 Create responses to informational texts through a |Speeches and devices |Sally Ride |Use cold texts to assess indicators at the|Predicting |

| |variety of methods (for example, drawings, written works, |Speech |Neil Postman |appropriate level of Bloom’s |Read-aloud |

| |oral and auditory presentations, discussions, and media |Rhetorical devices |NASA |Taxonomy |  |

| |productions). |Repetition |Carl Sandburg | |During or After Reading Strategies: |

| |E1-2.5 Analyze the impact that text elements have on the |Restatement |John McPhee | |Think-pair-share |

| |meaning of a given informational text. |Parallelism |Martin Luther King, Jr. | |Think-aloud |

| |E1-2.6 Analyze information from graphic features (for |Rhetorical question |Franklin Delano Roosevelt | |Close reading |

| |example, charts and graphs) in informational texts. |Analogy |Gary Soto | |Graphic organizers |

| |E1-2.7 Analyze propaganda techniques in informational | |Alex Axlerod | |Double-entry journal |

| |texts. |Types of Articles | | |Interactive read-aloud |

| |E1-2.8 Read independently for extended periods of time to |Article | | |Questioning the text |

| |gain information |Humorous | | |Choral Reading |

| |E1-3.1 Use context clues to determine the meaning of |Folk tale | | |Waterfalling |

| |technical terms and other unfamiliar words. | | | |Making Connections |

| |E1-3.2 Analyze the meaning of words by using Greek and | | | |Summarizing |

| |Latin roots and affixes. (See Instructional Appendix: Greek|Author’s Purpose |Janet Allen Curriculum: It Happened to Nancy | |Paraphrasing |

| |and Latin Roots and Affixes.) |Inform | | |Visualizing |

| |E1-3.3 Interpret euphemisms and connotations of words to |Persuade | | | |

| |understand the meaning of a given text. |Honor | | |Vocabulary sorts |

| |E1-3.4 Spell new words using Greek and Latin roots and |Entertain | | |  |

| |affixes. (See Instructional Appendix: Greek and Latin Roots|Explain | | | |

| |and Affixes.) |Warn | | | |

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| |E1-4.1 Organize written works using prewriting techniques,|Bias | | | |

| |discussions, graphic organizers, models, and outlines. |Understatement | | | |

| |E1-4.2 Use complete sentences in a variety of types |Hyperbole | | | |

| |(including simple, compound, complex, and |Level of formality | | | |

| |compound-complex). |Cause and effect | | | |

| |E1-4.3 Create multiple-paragraph compositions that have an |Compare and contrast | | | |

| |introduction and a conclusion, include a coherent thesis, |Fact and opinion | | | |

| |and use support (for example, definitions and |Primary source | | | |

| |descriptions). |Secondary source | | | |

| |E1-4.4 Use grammatical conventions of written Standard |Style | | | |

| |American English, including |Tone | | | |

| |subject-verb agreement, |Mood | | | |

| |pronoun-antecedent agreement, |Syntax | | | |

| |agreement of nouns and their modifiers, |Diction | | | |

| |verb formation, |Perspective | | | |

| |pronoun case, | | | | |

| |formation of comparative and superlative adjectives and | | | | |

| |adverbs, and | | | | |

| |idiomatic usage. | | | | |

| |(See Instructional Appendix: Composite Writing Matrix.) | | | | |

| |E1-4.5 Revise writing to improve clarity, tone, voice, | | | | |

| |content, and the development of ideas. (See Instructional | | | | |

| |Appendix: Composite Writing Matrix.) | | | | |

| |E1-4.6 Edit written pieces for correct use of Standard | | | | |

| |American English, including the reinforcement of the | | | | |

| |mechanics previously taught. (See Instructional Appendix: | | | | |

| |Composite Writing Matrix.) | | | | |

| |E1-5.1 Create informational pieces (for example, letters of| | | | |

| |request, inquiry, or complaint) that use language | | | | |

| |appropriate for the specific audience. | | | | |

| |E1-5.2 Create narratives (for example, personal essays, | | | | |

| |memoirs, or narrative poems) that use descriptive language | | | | |

| |to create tone and mood. | | | | |

| |E1-5.3 Create descriptions for use in other modes of | | | | |

| |written works (for example, narrative, expository, and | | | | |

| |persuasive). | | | | |

| |E1-5.4 Create persuasive pieces (for example, editorials, | | | | |

| |essays, speeches, or reports) that develop a clearly stated| | | | |

| |thesis and use support (for example, facts, statistics, and| | | | |

| |firsthand accounts). | | | | |

| |E1-5.5 Create technical pieces (for example, proposals, | | | | |

| |instructions, and process documentation) that use clear and| | | | |

| |precise language appropriate for the purpose and audience. | | | | |

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| |E1-6.1 Clarify and refine a research topic. | | | | |

| |E1-6.2 Use direct quotations, paraphrasing, or summaries to| | | | |

| |incorporate into written, oral, auditory, or visual works | | | | |

| |the information gathered from a variety of research | | | | |

| |sources. | | |Provide writing prompts related to the | |

| |E1-6.3 Use a standardized system of documentation | | |unit theme and essential learning. | |

| |(including a list of sources with full publication | | |Examples: | |

| |information and the use of in-text citations) to properly | | |Define “understanding” using examples from| |

| |credit the work of others. | | |the texts you’ve studied to support your | |

| |E1-6.4 Use vocabulary (including Standard American English)| | |own ideas. | |

| |that is appropriate for the particular audience or purpose.| | | | |

| |E1-6.5 Create written works, oral and auditory | | |From It Happened to Nancy: | |

| |presentations, and visual presentations that are designed | | |Diary entry examples: | |

| |for a specific audience and purpose. | | |Write a diary entry from the point of view| |

| |E1-6.6 Select appropriate graphics, in print or electronic | | |of another character in the book. | |

| |form, to support written works, oral presentations, and | | | | |

| |visual presentations. | | |Write a diary entry as if you were Dorie, | |

| |E1-6.7 Use a variety of print and electronic reference | | |and then write one as if you were the guy | |

| |materials. | | |Dorie was seeing. | |

| |E1-6.8 Design and carry out research projects by selecting | | | | |

| |a topic, constructing inquiry questions, accessing | | | | |

| |resources, evaluating credibility, and organizing | | | | |

| |information. | | | | |

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| | | | |Create a quilt square depicting Nancy’s | |

| | | | |life using multimedia materials with a | |

| | | | |written portion explaining your picture; | |

| | | | |create a quilt square of your own life | |

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| | | | |Research health topics related to It | |

| | | | |Happened to Nancy and create a | |

| | | | |presentation for the class | |

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