6th Grade ELA-Reading Curriculum ... 6th Grade ELA-Reading Curriculum. Course Description: 6th grade

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Text of 6th Grade ELA-Reading Curriculum ... 6th Grade ELA-Reading Curriculum. Course Description: 6th grade

  • 6th Grade ELA-Reading Curriculum Course Description: 6th grade English Language Arts--Reading is a course that focuses on creating thoughtful readers. The reading portion of this course emphasizes student reading comprehension across literature and informational text while utilizing a variety of strategies. The ultimate goal is to produce life-long readers and writers who can be successful in future endeavors. Scope and Sequence: Timeframe Unit Instructional Topics 1 Quarter Close Reading

    with Literature Topic 1: Setting Up a Reader’s Workshop Topic 2: Close Reading—Making Inferences Topic 3: Close Reading—Analyzing Language

    1 Quarter Deeper Reading with Informational

    Text

    Topic 1: Text Features & Structures Topic 2: Determine Central Idea of a Text Topic 3: Summarizing (not-assessed)

    1 Quarter Literary Elements in Literature

    Topic 1: Plot Elements & Point of View Topic 2: Character’s Response or Change to Conflict Topic 3: Theme/Central Idea Topic 4: Summarizing Literary Text

    1 Quarter Analyzing Informational Text for Point of View and

    Purpose

    Topic 1: Summarizing Informational Text Topic 2: Author’s Purpose & Point of View Topic 3: Compare Across Texts

    *This document contains the entire 6th Grade SPED Resource Reading curriculum that is taught in a regular education setting. Items that are highlighted in yellow have been designated as priority information that should be taught in the 6th Grade Resource classroom.

  • Curriculum Revision Tracking Unit 1:

    • Topic 2 was renamed to “Close Reading: Making Inferences” o Experiences 6-11 were moved to a new Topic 3

    • Topic 3 was added: “Close Reading—Analyzing Language” o Added experiences 6-11 from Topic 2 to Topic 3

    Unit 2:

    • Topic 1 was renamed to “Text Features and Structures” o Experiences 1-3 were renamed

    • Topic 2 o Experiences 2-3 were combined into Experience 1 and the entire experience was

    renamed. Unit 3:

    • Topic 1 o Experiences were renamed o Experience 4 was eliminated

    • Topic 2 o Experience 1 was renamed

    • Topic 3 o Experience 1 was revised

    • Topic 4 was renamed o Experience 1 was revised o Experience 2 was eliminated

    Unit 4:

    • Topics 1 and 2 were renamed

    2 | P a g e Board Approved: June 23, 2015 Revised: April, 2016

  • Unit 1: Close Reading with Literature Subject: Reading Grade: 6th Name of Unit: Close Reading with Literature Length of Unit: 1 Quarter Overview of Unit: In this unit, students will learn how textual evidence can be used to support comprehension of material. They will also use close reading skills to analyze what a text says and implies, as well as use context clues to determine figurative and connotative meaning of words and phrases. Finally, they will understand how authors develop meaning and tone in a literary text through word choice. Priority Standards for unit:

    ● RL. 6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

    ● RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone

    Supporting Standards for unit: ● RL.6.3 Describe 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.6.5 Analyze 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.

    ● RL.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

    ● RL.6.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

    ● ISTE Standard 3—Research and information fluency: Students apply digital tools to gather, evaluate, and use information.

    ● ISTE Standard 4—Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

    ● ISTE Standard 5—Digital citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

    3 | P a g e Board Approved: June 23, 2015 Revised: April, 2016

  • Unwrapped Concepts (Students need to know)

    Unwrapped Skills (Students need to be able to do)

    Bloom’s Taxonomy Levels Webb's DOK

    textual evidence cite evaluate 3 analysis of what text says

    explicitly support analyze 2 analysis of inferences drawn

    from the text support analyze 3 Meaning of Words Determine Analyze 2 Meaning of phrases Determine Analyze 2 Figurative Language Determine Analyze 2

    Connotative Meanings Determine Analyze 2 impact of word choice on

    meaning Analyze Analyze 3 impact of word choice on

    tone Analyze Analyze 3 Essential Questions:

    1. Why is textual evidence essential to a reader’s understanding? 2. How do readers use textual evidence to support an analysis of what text says explicitly

    and implicitly? 3. How do readers determine the meaning of words and phrases as they are used in a text? 4. How does an author’s word choice affect the meaning and tone of a literary text?

    Enduring Understanding/Big Ideas:

    1. Readers support their analysis by citing textual evidence. 2. Readers use close reading skills to look back at the text to analyze what the text says and

    implies. 3. Readers use context clues to determine figurative and connotative meaning of words and

    phrases. 4. Authors develop meaning and tone in a literary text through word choice, considering

    literal and figurative meaning.

    Unit Vocabulary:

    4 | P a g e Board Approved: June 23, 2015 Revised: April, 2016

  • Academic Cross-Curricular Words Content/Domain Specific

    Connotative language Technical language (denotation) Figurative language Infer Implicit Explicit

    1st draft read 2nd draft read Reader’s workshop Reading stamina

    Resources for Vocabulary Development: Quality Tools: Lotus Chart - see model at: http://www.montgomeryschoolsmd.org/info/baldrige/staff/qualitytools/LotusDiagram.pdf Frayer Model - explanation and model at:

    http://www.readingeducator.com/strategies/frayer.htm Double Bubble - explanation and model at: http://www.portalesschools.com/PDF/Parent%20Vocab%20Help/Double_Bubble.pdf

    All Resources needed for Unit: (include everything you would need for unit: supplies, books, manipulatives, etc.) LOR - unit module/lessons Literature Book

    ● “Eleven” by Sandra Cisneros ● “Stray” by Cynthia Rylant ● “The Tail” by Joyce Hansen ● “The Drive-In Movies” by Gary Soto ● “Greyling” by Jane Yolen

    Short Stories (Google Drive Shared Folder) ● “Thank You, Ma’am,” by Langston Hughes ● “Everything Will Be OK,” by James Howe ● “The Gift of the Magi,” by O’Henry ● “Your Move,” by Eve Bunting ● “Lady or Tiger,” by Stockton ● “The Fun They Had,” by Asimov ● “There Will Come Soft Rains,” by Bradbury ● Tell Tale Heart,” by Edgar Allen Poe ● “The Raven” by Edgar Allen Poe

    Online Resources ● Biblionasium.com ● Goodreads.com

    5 | P a g e Board Approved: June 23, 2015 Revised: April, 2016

    http://www.montgomeryschoolsmd.org/info/baldrige/staff/qualitytools/LotusDiagram.pdf http://www.readingeducator.com/strategies/frayer.htm http://www.portalesschools.com/PDF/Parent%20Vocab%20Help/Double_Bubble.pdf

  • Topic 1: Setting Up Reader’s Workshop Engaging Experience 1 Title: Structures & Routines of Reader’s Workshop Suggested Length of Time: 1 Reader’s workshop (Establish procedures alongside the following engaging experiences. Standards Addressed:

    Priority: • RL.6.4 Determine the meaning of words and phrases as they are used in a

    text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone

    Supporting: • RL.6.10 By the end of the year, read and comprehend literature, including

    stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

    Detailed Description/Instructions: ● Mini Lesson: Discussions about students’ job and teacher’s job during Reader’s

    Workshop ● Differentiated Work Time: Students will be able to read independently without

    disruption. Bloom’s Levels: Understand Webb’s DOK: 1 Rubric: N/A Engaging Experience 2 Title: Finding Reasons to Read Suggested Length of Time: 1 Workshop Standards Addressed:

    Priority: • RL.6.4 Determine the meaning of words and phrases as they are used in a

    text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone

    Supporting: • RL.6.10 By the

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