46
6th Grade SPED ELA-Reading Curriculum 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—Literary Text 1 Quarter Deeper Reading with Informational Text Topic 1: Close Reading Informational Text Topic 2: Determine Central Idea of a Text Topic 3: Summarizing 1 Quarter Literary Elements in Literature Topic 1: Relationship between Plot Elements & Point of View Topic 2: Character’s Response or Change to Conflict Topic 3: Theme/Central Idea Topic 4: Summarizing Stories 1 Quarter Analyzing Informational Text for Point of View and Purpose Topic 1: Language Topic 2: How Writers Construct Text Topic 3: Compare Across Texts *This document contains the entire 6th Grade 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 class. Board Approved: July 23, 2015 Grade 6, 1 Credit Required Course

6th Grade SPED ELA-Reading Curriculum · 6th Grade SPED ELA-Reading Curriculum. ... 1 Quarter Literary Elements in Literature Topic 1: ... “Greyling” by Jane Yolen :

  • Upload
    buihanh

  • View
    222

  • Download
    0

Embed Size (px)

Citation preview

Page 1: 6th Grade SPED ELA-Reading Curriculum · 6th Grade SPED ELA-Reading Curriculum. ... 1 Quarter Literary Elements in Literature Topic 1: ... “Greyling” by Jane Yolen :

6th Grade SPED ELA-Reading Curriculum

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—Literary Text

1 Quarter Deeper Reading with Informational

Text

Topic 1: Close Reading Informational Text Topic 2: Determine Central Idea of a Text Topic 3: Summarizing

1 Quarter Literary Elements in Literature

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

1 Quarter Analyzing Informational Text for Point of View

and Purpose

Topic 1: Language Topic 2: How Writers Construct Text Topic 3: Compare Across Texts

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

Board Approved: July 23, 2015

Grade 6, 1 CreditRequired Course

Page 2: 6th Grade SPED ELA-Reading Curriculum · 6th Grade SPED ELA-Reading Curriculum. ... 1 Quarter Literary Elements in Literature Topic 1: ... “Greyling” by Jane Yolen :

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.6.2 Determine 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.6.3 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.

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

Board Approved: July 23, 2015

Page 3: 6th Grade SPED ELA-Reading Curriculum · 6th Grade SPED ELA-Reading Curriculum. ... 1 Quarter Literary Elements in Literature Topic 1: ... “Greyling” by Jane Yolen :

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:

Academic Cross-Curricular Words Content/Domain Specific

cite analyze independent explicit implicit (implied) infer (inference) textual evidence

literary text connotative meaning figurative literal simile metaphor personification idiom hyperbole tone

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

Board Approved: July 23, 2015

Page 4: 6th Grade SPED ELA-Reading Curriculum · 6th Grade SPED ELA-Reading Curriculum. ... 1 Quarter Literary Elements in Literature Topic 1: ... “Greyling” by Jane Yolen :

● “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

Board Approved: July 23, 2015

Page 5: 6th Grade SPED ELA-Reading Curriculum · 6th Grade SPED ELA-Reading Curriculum. ... 1 Quarter Literary Elements in Literature Topic 1: ... “Greyling” by Jane Yolen :

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.6.10 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.6.10 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: Promote love of reading and building a positive relationship with reading ● Differentiated Work Time: Students will establish or rekindle a love for reading

Bloom’s Levels: Apply Webb’s DOK: 2 Rubric: N/A Engaging Experience 3 Title: Growth Mindset Suggested Length of Time: 1 Reader’s workshop Standards Addressed

Priority: 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: Mission statements; Goal setting; Tracking reading ● Differentiated Work Time: Students will be able to set a purpose for reading in sixth grade, and

self-monitor reading progress. Bloom’s Levels: Understand Webb’s DOK: 1 Rubric: N/A

Board Approved: July 23, 2015

Page 6: 6th Grade SPED ELA-Reading Curriculum · 6th Grade SPED ELA-Reading Curriculum. ... 1 Quarter Literary Elements in Literature Topic 1: ... “Greyling” by Jane Yolen :

Topic 2: Close Reading--Literary Text Engaging Experience 1 Title: Pre-Test Suggested Length of Time: ½ Workshop Standards Addressed

Priority: RL. 6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Detailed Description/Instructions: Administer cadre common pre-assessment

Bloom’s Levels: Evaluate Webb’s DOK: 3 Rubric: To be created Engaging Experience 2 Title: First Draft Read Suggested Length of Time: 1 Reader’s Workshop Standards Addressed

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

Detailed Description/Instructions: ● Mini Lesson: Introduce and demonstrate the process of first draft reading for key ideas. ● Differentiated Work Time: Students will be able to determine key ideas and details based on a

first draft read. Bloom’s Levels: evaluate Webb’s DOK: 3 Rubric: To be created Engaging Experience 3 Title: Second-Draft Read for Identifying Explicit and Implicit Information in a Literary Text Suggested Length of Time: 1 Workshop Standards Addressed

Priority: RL. 6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Detailed Description/Instructions:

● Mini-Lesson: Introduce the difference between explicit and implied information. Demonstrate the process of second draft reading and marking for distinguishing between what the text says explicitly and what the text implies

● Differentiated Work: Students will closely read and mark a separate text or section (gradual release of skill). Discuss and compare notes on the text/section

Bloom’s Levels: Evaluate Webb’s DOK: 3 Rubric: To be created

Board Approved: July 23, 2015

Page 7: 6th Grade SPED ELA-Reading Curriculum · 6th Grade SPED ELA-Reading Curriculum. ... 1 Quarter Literary Elements in Literature Topic 1: ... “Greyling” by Jane Yolen :

Engaging Experience 4 Title: Second-Draft Read for Citing Text Evidence Suggested Length of Time: 2 ½ Workshops Standards Addressed

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

● RL.6.2 Determine 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.6.3 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.

Detailed Description/Instructions: ● Mini-Lesson: Model how to cite text evidence to support inferences, focusing on reading for

different purposes with each lesson (setting, character traits/feelings, theme) ● Differentiated Work Time: Students will find textual evidence to support analysis of key ideas

based on a second-draft read Bloom’s Levels: Evaluate Webb’s DOK: 3 Rubric: To be created Engaging Experience 5 Title: Quiz Suggested Length of Time: ½ Reader’s Workshop Standards Addressed

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

Detailed Description/Instructions: ● Cite textual evidence to support inferences.

Bloom’s Levels: Evaluate Webb’s DOK: 3 Rubric: To be created Engaging Experience 6 Title: Using Context Clues Suggested Length of Time: 1 Reader’s Workshop Standards Addressed

Priority: ● 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 meaning; analyze the impact of a specific word choice on meaning and tone.

Board Approved: July 23, 2015

Page 8: 6th Grade SPED ELA-Reading Curriculum · 6th Grade SPED ELA-Reading Curriculum. ... 1 Quarter Literary Elements in Literature Topic 1: ... “Greyling” by Jane Yolen :

Detailed Description/Instructions: ● Mini Lesson: Model close reading to identify context clues for meanings of unknown words. ● Differentiated Work Time: Students will be able to apply skill from mini lesson.

Bloom’s Levels: analyze Webb’s DOK: 2 Rubric: To be created Engaging Experience 7 Title: Analyzing Word Choice-Connotative Suggested Length of Time: 1 Reader’s Workshop Standards Addressed

Priority: ● 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 meaning; analyze the impact of a specific word choice on meaning and tone.

Detailed Description/Instructions: ● Mini Lesson: Introduce connotative meaning of words ● Differentiated Work Time: Students will be able to use context clues and/or make inferences to

accurately understand the meaning of a text. Bloom’s Levels: analyze Webb’s DOK: 2 Rubric: To be created Engaging Experience 8 Title: Analyzing Word Choice-Figurative & Literal Suggested Length of Time: 1 ½ Reader’s Workshop Standards Addressed

Priority: ● 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 meaning; analyze the impact of a specific word choice on meaning and tone.

Detailed Description/Instructions: ● Mini Lesson: Discuss differences between figurative and literal meaning: Interpret similes,

metaphors, personification, hyperboles, and idioms ● Differentiated Work Time: Students will be able to apply skills from mini lesson.

Bloom’s Levels: Analyze Webb’s DOK: 2 Rubric: To be created

Board Approved: July 23, 2015

Page 9: 6th Grade SPED ELA-Reading Curriculum · 6th Grade SPED ELA-Reading Curriculum. ... 1 Quarter Literary Elements in Literature Topic 1: ... “Greyling” by Jane Yolen :

Engaging Experience 9 Title: Context Clues Quiz Suggested Length of Time: ½ Reader’s Workshop Standards Addressed

Priority: ● 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 meaning; analyze the impact of a specific word choice on meaning and tone.

Detailed Description/Instructions: Cite textual evidence to support inferences about the meaning of words and phrases as they are used in a text. TOPICS MODIFICATION: May need to modify this quiz based upon engaging experiences taught. Bloom’s Levels: Analyze Webb’s DOK: 2 Rubric: To be created Engaging Experience 10 Title: Tone Suggested Length of Time: 2 Reader’s Workshops Standards Addressed

Priority: ● 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 meaning; analyze the impact of a specific word choice on meaning and tone.

Detailed Description/Instructions: ● Mini Lesson: Introduce tone as the author’s attitude toward the audience and topic. Discuss how

figurative language and connotation affects the tone of a story. ● Differentiated Work Time: Students will be able to identify the tone and use textual evidence

(including connotation, literal, and figurative language) to support their reasoning. Bloom’s Levels: Analyze Webb’s DOK: 3 Rubric: To be created Engaging Experience 11 Title: Review Suggested Length of Time: 1 Reader’s Workshop Standards Addressed

Priority: ● RL. 6.1 Cite textual evidence to support analysis of what the text says explicitly as well

as inferences drawn from the text.

Board Approved: July 23, 2015

Page 10: 6th Grade SPED ELA-Reading Curriculum · 6th Grade SPED ELA-Reading Curriculum. ... 1 Quarter Literary Elements in Literature Topic 1: ... “Greyling” by Jane Yolen :

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

Detailed Description/Instructions: ● Review concepts taught for close reading

Bloom’s Levels: Evaluate Webb’s DOK: 3 Rubric: To be created

Board Approved: July 23, 2015

Page 11: 6th Grade SPED ELA-Reading Curriculum · 6th Grade SPED ELA-Reading Curriculum. ... 1 Quarter Literary Elements in Literature Topic 1: ... “Greyling” by Jane Yolen :

Engaging Scenario

Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.) As a life-long reader, you will read and share the books you have read and your thoughts about them with other readers. Throughout the unit, you will establish a virtual bookshelf through an online platform of your teacher’s choice, such as Biblionasium or GoodReads, where you will log the books you read and your opinions or recommendations about those books. At the end of the unit, you will select one of the books from your shelf to share in a book talk with your teammates. You may present your book talk in a virtual media/format of your choice. Note to teachers: Unlike other engaging scenarios, this scenario will span the entire unit, with the culminating activity of the book talk at the end. TOPICS MODIFICATION: Proceed with the scenario outlined above, with the teacher modeling appropriate entries for the class and making entries as an entire class.

Rubric for Engaging Scenario: See attachment

Board Approved: July 23, 2015

Page 12: 6th Grade SPED ELA-Reading Curriculum · 6th Grade SPED ELA-Reading Curriculum. ... 1 Quarter Literary Elements in Literature Topic 1: ... “Greyling” by Jane Yolen :

Summary of Engaging Learning Experiences for Topics

Topic Engaging Experience Title

Description Suggested Length of Time

Setting Up Reader’s Workshop

Structures & Routines of Reader’s Workshop

Structures and routines of workshop will be taught alongside the following engaging experiences in this unit.

Mini Lesson: Discussions about student’s job and teacher’s job during Reader’s Workshop Differentiated Work: Students will be able to read independently without disruption.

1 Reader’s Workshop

(Establish procedures alongside the engaging experiences below)

Finding Reasons to Read

Mini Lesson: Promote love of reading and building positive relationship with reading,

Differentiated Work: Students will be able to establish or rekindle a love for reading.

1 Reader’s Workshop

Growth Mindset Mini Lessons: Mission Statements; Goal setting; Tracking Reading

Differentiated Work: Students will be able to set a purpose for reading in sixth grade, and monitor their reading progress.

1 1/2 Reader’s Workshops

Close Reading- Literary Text

Pre-test Administer Cadre Common Pre-Test 1/2 Reader’s Workshop

First Draft Read Mini-Lesson: Introduce and demonstrate the process of first draft reading for key ideas. Differentiated Work: Students will be able to determine key ideas and details based on a first draft read.

1 Reader’s Workshop

Second Draft Read for Identifying Explicit & Implicit Information in a Text

Mini Lesson: Introduce the difference between explicit and implied information. Demonstrate the process of second draft reading and marking for distinguishing between what the text

1 Reader’s Workshop (This skill will continue to be

Board Approved: July 23, 2015

Page 13: 6th Grade SPED ELA-Reading Curriculum · 6th Grade SPED ELA-Reading Curriculum. ... 1 Quarter Literary Elements in Literature Topic 1: ... “Greyling” by Jane Yolen :

says explicitly and what the text implies. Differentiated Work: Students will closely read and mark a separate text or section (Gradual release of skill). Discuss and compare notes on the text/section

reinforced through the next engaging experience)

Second Draft Read for Citing Textual Evidence

Mini Lesson: Model citing text evidence to support inferences. Differentiated Work: Students will be able to find textual evidence to support analysis of key ideas based on a second draft read. Note: Focus on a different story element for each lesson (Setting, character traits/feelings, theme)

2 1/2 Reader’s Workshops

Quiz Cite textual evidence to support inferences.

½ Reader’s Workshop

Using Context Clues Mini Lesson: Model close reading to identify context clues for meanings of unknown words Differentiated Work: Students will be able to apply skill from mini lesson.

1 Workshop

Quiz Context Clues ½ Workshop

Review Review concepts taught for Close Reading

1 Reader’s Workshop

Summative Administer Cadre Common Summative Assessment

1 Reader’s Workshop

Engaging Scenario

Book Talks See Engaging Scenario Above/Culminating Activity

2 Workshops (1-development 1-Commenting)

Board Approved: July 23, 2015

Page 14: 6th Grade SPED ELA-Reading Curriculum · 6th Grade SPED ELA-Reading Curriculum. ... 1 Quarter Literary Elements in Literature Topic 1: ... “Greyling” by Jane Yolen :

Unit 2: Deeper Reading with Informational Text Subject: Reading Grade: 6th Name of Unit: Deeper Reading with Informational Text: Analysis and Synthesis within a Text Length of Unit: One Quarter Overview of Unit: In this unit, students will analyze informational text to determine the central idea and the overall structure of the text to determine the meaning of the text. Priority Standards for unit:

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

● RI.6.2 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.

Supporting Standards for unit: ● RI.6.4 Determine 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.

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 the text says

explicitly support analyze 2 analysis of inferences drawn from

the text support analyze 3 central idea of text determine understand 2

how central idea is conveyed through particular details determine analyze 2

summary of text distinct from personal opinions or judgments provide apply 2

Essential Questions:

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

implicitly? ● How do readers determine the central idea of a text to help them develop an effective summary?

Enduring Understanding/Big Ideas:

● Readers support their analysis by citing textual evidence. ● Readers ensure inferences are rooted in the text to provide a conceptual foundation for

understanding. ● By using supporting details that develop the text, readers can determine the central idea.

Board Approved: July 23, 2015

Page 15: 6th Grade SPED ELA-Reading Curriculum · 6th Grade SPED ELA-Reading Curriculum. ... 1 Quarter Literary Elements in Literature Topic 1: ... “Greyling” by Jane Yolen :

Unit Vocabulary:

Academic Cross-Curricular Words Content/Domain Specific

cite analyze (analysis) independent emerge judgment objective opinion analogy allusion connotation (connotative meaning) context denotation (denotative meaning) emphasis impact style tone

explicit implicit (implied) inference (infer) textual evidence literary informational

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 Comparison Matrix - explanation and model at:

http://freeology.com/graphicorgs/vocabulary-boxes

Board Approved: July 23, 2015

Page 16: 6th Grade SPED ELA-Reading Curriculum · 6th Grade SPED ELA-Reading Curriculum. ... 1 Quarter Literary Elements in Literature Topic 1: ... “Greyling” by Jane Yolen :

Topic 1: Close Reading Informational Text

Engaging Experience 1 Title: First Draft Read Suggested Length of Time: 1 Workshop Standards Addressed

Priority: RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Supporting: RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

Detailed Description/Instructions: ● Mini Lesson: Introduce and demonstrate the process of first draft reading for key ideas. ● Differentiated Work Time: Students will be able to determine key ideas and details based on a

first draft read. Bloom’s Levels: Analyze Webb’s DOK: 1 Rubric: To be created Engaging Experience 2 Title: Second Draft Read for Identifying Explicit and Implicit information in a text Suggested Length of Time: 2 Workshops Standards Addressed Priority: RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well

as inferences drawn from the text. Supporting: 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. Detailed Description/Instructions:

● Mini Lesson: Introduce the difference between explicit and/implied information and demonstrate the process of second draft reading for distinguishing between what the text says explicitly and what the text implies.

● Differentiated Work: Students will closely read and mark another text or section, discuss and compare notes (gradual release of skill).

Bloom’s Levels: Analyze Webb’s DOK: 2 Rubric: To be created Engaging Experience 3 Title: Second Draft Read for Citing Textual Evidence Suggested Length of Time: 2 Workshops Standards Addressed Priority: RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well

as inferences drawn from the text. Supporting: 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. Detailed Description/Instructions:

Board Approved: July 23, 2015

Page 17: 6th Grade SPED ELA-Reading Curriculum · 6th Grade SPED ELA-Reading Curriculum. ... 1 Quarter Literary Elements in Literature Topic 1: ... “Greyling” by Jane Yolen :

● Mini Lesson: Demonstrate annotating a text for ideas. ● Differentiated Work: Students will be able to annotate textual evidence to support analysis of key

ideas based on a second draft read. Bloom’s Levels: Analyze Webb’s DOK: 3 Rubric: To be created

Board Approved: July 23, 2015

Page 18: 6th Grade SPED ELA-Reading Curriculum · 6th Grade SPED ELA-Reading Curriculum. ... 1 Quarter Literary Elements in Literature Topic 1: ... “Greyling” by Jane Yolen :

Topic 2: Determine Central Idea of a Text

Engaging Experience 1 Title: Central Idea vs. Main Idea Suggested Length of Time: 1 Reader’s Workshop Standards Addressed

Priority: RI.6.2 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.

Supporting: N/A Detailed Description/Instructions:

● Mini Lesson: Introduce the difference between central idea and main idea ● Differentiated Work: Students will determine the main idea of each paragraph in an article and be

able to relate the main ideas to the overall central idea of the text. Bloom’s Levels: Understand Webb’s DOK: 2 Rubric: To be created Engaging Experience 2 Title: How Central Idea is Conveyed Through Details Suggested Length of Time: 2 Reader’s Workshops Standards Addressed

Priority: RI.6.2 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 Supporting: N/A

Detailed Description/Instructions: ● Mini Lesson: Identify the key details that are used to convey the central idea. ● Differentiated Work: Students will identify key details that support a central idea. Given a text,

students will find key details that support a teacher supplied central idea. Bloom’s Levels: Analyze Webb’s DOK: 3 Rubric: To be created Engaging Experience 3 Title: Identify Central Idea and Key Details Suggested Length of Time: 1 Reader’s Workshop Standards Addressed

Priority: ● RI. 6.1 Cite textual evidence to support analysis of what the text says explicitly as well as

inferences drawn from the text. ● RI.6.2 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. Supporting: N/A Detailed Description/Instructions:

Board Approved: July 23, 2015

Page 19: 6th Grade SPED ELA-Reading Curriculum · 6th Grade SPED ELA-Reading Curriculum. ... 1 Quarter Literary Elements in Literature Topic 1: ... “Greyling” by Jane Yolen :

● Mini Lesson: Identify the key details and central idea of a piece of text. ● Differentiated Work: Students will identify the central idea and key details that are used to

support this idea. Bloom’s Levels: Analyze Webb’s DOK: 3 Rubric: To be created

Board Approved: July 23, 2015

Page 20: 6th Grade SPED ELA-Reading Curriculum · 6th Grade SPED ELA-Reading Curriculum. ... 1 Quarter Literary Elements in Literature Topic 1: ... “Greyling” by Jane Yolen :

Topic 3: Summarizing

Engaging Experience 1 Title: Develop a Summary of the Text Distinct from Personal Opinions or Judgments Suggested Length of Time: 3 Reader’s Workshops Standards Addressed

Priority: RI.6.2 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.

Supporting: N/A Detailed Description/Instructions:

● Mini Lesson: Identify the key details and central idea of a piece of text. ● Differentiated Work: Students will identify the central idea and key details that are used to

support this idea. Bloom’s Levels: Create Webb’s DOK: 3 Rubric: To be created

Board Approved: July 23, 2015

Page 21: 6th Grade SPED ELA-Reading Curriculum · 6th Grade SPED ELA-Reading Curriculum. ... 1 Quarter Literary Elements in Literature Topic 1: ... “Greyling” by Jane Yolen :

Engaging Scenario

Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.) Using Scholastic Scope and NewsELA, students will select a current events topic and prepare a multimedia presentation of their choice. Students must demonstrate their knowledge of the topic by citing textual evidence and analyzing the article to infer the central idea. RESOURCE MODIFICATION: Proceed with scenario above, but can additionally use Tween Tribune, News-O-Matic, and/or Time for Kids as possible resources for students; work in partners or small group for creation of presentation; students can create an infographic as well as a multimedia presentation.

Rubric for Engaging Scenario: To be created

Board Approved: July 23, 2015

Page 22: 6th Grade SPED ELA-Reading Curriculum · 6th Grade SPED ELA-Reading Curriculum. ... 1 Quarter Literary Elements in Literature Topic 1: ... “Greyling” by Jane Yolen :

Summary of Engaging Learning Experiences by Topics

Topic Engaging Experience Title

Description Suggested Length of Time

Close Reading Informational Text

Pre-Assessment Common Cadre Pre-Assessment 1 Reader’s Workshop

First Draft Read Mini-Lesson: Introduce and demonstrate the process of first draft reading for key ideas. Differentiated Work: Students will be able to determine key ideas and details based on a first draft read.

1 Reader’s Workshop

Second Draft Read for Identifying Explicit & Implicit Information in a Text

Mini Lesson: Introduce the difference between explicit and/implied information and demonstrate the process of second draft reading for distinguishing between what the text says explicitly and what the text implies. Differentiated Work: Students will closely read and mark another text or section, discuss and compare notes (gradual release of skill).

2 Reader’s Workshop

Second Draft Read for Citing Textual Evidence

Mini Lesson: Demonstrate annotating a text for ideas. Differentiated Work: Students will be able to annotate textual evidence to support analysis of key ideas based on a second draft read.

2 Reader’s Workshop

Quiz Citing Textual Evidence Students will be able to identify key details to support an explicit or implicit statement of a text.

1 Reader’s Workshop

Determine Central Idea of a Text

Central Idea vs. Main Idea

Mini Lesson: Introduce the difference between Central Idea and Main Idea Differentiated Work: Students will determine the main idea of each paragraph in an article and be able to

1 Reader’s Workshop

Board Approved: July 23, 2015

Page 23: 6th Grade SPED ELA-Reading Curriculum · 6th Grade SPED ELA-Reading Curriculum. ... 1 Quarter Literary Elements in Literature Topic 1: ... “Greyling” by Jane Yolen :

relate the main ideas to the overall central idea of the text.

How Central Idea is Conveyed Through Details

Mini Lesson: Identify the key details that are used to convey the central idea. Differentiated Work: Students will identify key details that support a central idea. Given a text, students will find key details that support a teacher supplied central idea.

2 Reader’s Workshop

Identify Central Idea and Key Details

Mini Lesson: Identify the key details and central idea of a piece of text. Differentiated Work: Students will identify the central idea and key details that are used to support this idea.

1 Reader’s Workshop

Provide a Summary

Develop a Summary of the Text Distinct from Personal Opinions or Judgments

Mini Lesson: How to use key details and central ideas to write a summary. Differentiated Work: Using the key details and the central idea of a piece of text, students will develop a summary of the text distinct from personal opinions or judgments.

3 Reader’s Workshop

Quiz Determine the Central Idea and Develop a Summary of a Piece of Text

Students will be able to identify the central idea and develop a piece of text using key details.

1 Reader’s Workshop

Unit Review Text Evidence, Supporting Central Idea, and Summarizing

Students will review the topics of this unit and how each topic relates to the others.

2 Reader’s Workshops

Close Reading Informational Text

Post-Assessment Common Cadre Post-Assessment 1 Reader’s Workshop

Board Approved: July 23, 2015

Page 24: 6th Grade SPED ELA-Reading Curriculum · 6th Grade SPED ELA-Reading Curriculum. ... 1 Quarter Literary Elements in Literature Topic 1: ... “Greyling” by Jane Yolen :

Unit 3: Literary Elements in Literature

Subject: Reading Grade: 6th Name of Unit: Literary Elements in Literature Length of Unit: Six Weeks of Instruction & Formative Assessments, Two Weeks of Summative Assessment (Post-Test & Engaging Scenario) Overview of Unit: In this unit, students will analyze the literary elements of plot, point of view, and characters’ response to conflict to determine the theme or central idea of a story or drama and to develop summaries of stories. Priority Standards for unit:

● RL.6.2 Determine 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.6.3 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.

Supporting 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

● 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.6.6 Explain how an author develops the point of view of the narrator or speaker in a text.

● 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.

Board Approved: July 23, 2015

Page 25: 6th Grade SPED ELA-Reading Curriculum · 6th Grade SPED ELA-Reading Curriculum. ... 1 Quarter Literary Elements in Literature Topic 1: ... “Greyling” by Jane Yolen :

Unwrapped Concepts (Students need to know)

Unwrapped Skills (Students need to be able to do)

Bloom’s Taxonomy Levels Webb's DOK

theme of a text Determine understand 2 central idea of a text Determine understand 2

how theme is conveyed Determine analyze 3 how central idea is

conveyed Determine analyze 3 summary without personal

opinions Provide analyze 3 story’s plot in a series of

episodes Describe understand 2 drama’s plot in a series of

episodes Describe understand 2 Character’s response or

change Describe evaluate 3 Essential Questions:

● How do authors develop theme or central idea? ● How do readers develop an effective summary? ● How do authors develop the plot of the story or drama? ● Why do authors change characters in a story or drama?

Enduring Understanding/Big Ideas:

● Authors use point of view, character’s response or change, and the plot elements of conflict and resolution to construct theme or central idea.

● Effective summaries of literature include a brief and paraphrased retelling of the story’s conflict and resolution as well as character’s response to the conflict within the text, without adding personal opinions or judgment.

● Authors use a series of episodes of conflict, rising action, climax, falling action, and resolution to develop the plot of a story.

● Authors use the plot to change the characters so that the theme can be conveyed.

Board Approved: July 23, 2015

Page 26: 6th Grade SPED ELA-Reading Curriculum · 6th Grade SPED ELA-Reading Curriculum. ... 1 Quarter Literary Elements in Literature Topic 1: ... “Greyling” by Jane Yolen :

Unit Vocabulary:

Academic Cross-Curricular Words Content/Domain Specific

cite analyze independent explicit implicit (implied) inference textual evidence

story element main character subordinate character point of view setting plot episode incident exposition conflict rising action climax falling action resolution to the problem (CCSS-climax?) resolution to the story theme central idea summary judgment personal opinion physical description provoke subordinate character suspense

Resources for Vocabulary Development: Quality Tools: Lotus Chart Frayer Model Double Bubble Comparison Matrix All Resources needed for Unit: (include everything you would need for unit: supplies, books, manipulatives, etc.) LOR - unit module/lessons Short Stories

● “The True Story of the Three Little Pigs,” By Jon Sciezka ● “Henry and the Kite Dragon” by Bruce Edward Hall

Board Approved: July 23, 2015

Page 27: 6th Grade SPED ELA-Reading Curriculum · 6th Grade SPED ELA-Reading Curriculum. ... 1 Quarter Literary Elements in Literature Topic 1: ... “Greyling” by Jane Yolen :

These are the stories for Calkins’ Grade 6 Argument Writing Unit - Literary Essay Writing ● “Thank You, Ma’am,” by Langston Hughes ● “Eleven” by Sandra Cisneros ● “Stray” by Cynthia Rylant ● “Everything Will Be OK,” by James Howe ● “The Gift of the Magi,” by O’Henry

These are additional short stories that could be used for practice or the engaging scenario

● “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

Board Approved: July 23, 2015

Page 28: 6th Grade SPED ELA-Reading Curriculum · 6th Grade SPED ELA-Reading Curriculum. ... 1 Quarter Literary Elements in Literature Topic 1: ... “Greyling” by Jane Yolen :

Topic 1: Relationship between Plot Elements & Point of View

Engaging Experience 1 Title: Guided Notes & Application of Plot Elements to Short Stories Suggested Length of Time: 1 Reader’s Workshop Standards Addressed

Priority: 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. Supporting:

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

● RL.6.5 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.6.10 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: Guided Notes ● Differentiated Work Time: Application to Short Stories in Reading Response Journal ● Share: Personal application

Bloom’s Levels: Understand Webb’s DOK: 2 Rubric: To be created Engaging Experience 2 Title: Guided Notes & Application of Point of View to short stories Suggested Length of Time: 1 Reader’s Workshop Standards Addressed

Priority: ● 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.6.6 Explain how an author develops the point of view of the narrator or speaker in a text

Supporting: ● RL. 6.1 Cite textual evidence to support analysis of what the text says explicitly

as well as inferences drawn from the text.

Board Approved: July 23, 2015

Page 29: 6th Grade SPED ELA-Reading Curriculum · 6th Grade SPED ELA-Reading Curriculum. ... 1 Quarter Literary Elements in Literature Topic 1: ... “Greyling” by Jane Yolen :

● 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

● 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.6.10 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: Guided Notes ● Differentiated Work Time: Application to Short Stories in Reading Response Journal ● Share: Personal application

Bloom’s Levels: Understand Webb’s DOK: 2 Rubric: To be created Engaging Experience 3: Title: Review/Quiz (Plot Elements & POV) Suggested Length of Time: 90 minutes (1 Block) Standards Addressed:

Priority: ● 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.6.6 Explain how an author develops the point of view of the narrator or speaker in a text

Supporting: ● 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

● 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.6.10 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: Given a short story (dry read), identify plot elements and point of view

Board Approved: July 23, 2015

Page 30: 6th Grade SPED ELA-Reading Curriculum · 6th Grade SPED ELA-Reading Curriculum. ... 1 Quarter Literary Elements in Literature Topic 1: ... “Greyling” by Jane Yolen :

Bloom’s Levels: Understand Webb’s DOK: 2 Rubric: To be created Engaging Experience 4 Title: Influence of Point of View on Presentation of Plot Elements Suggested Length of Time: 1 Reader’s Workshop Standards Addressed

Priority: ● 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.6.6 Explain how an author develops the point of view of the narrator or speaker in a text

Supporting: ● 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

● 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.6.10 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: Model analyzing how the point of view influences how the plot presented

(Mentor Texts: Henry and the Kite Dragon, The Three Little Pigs, The True Story of the Three Little Pigs)

● Differentiated Work Time: Application to Short Stories in Reading Response Journal ● Share: Personal application

Bloom’s Levels: Understand Webb’s DOK: 2 Rubric: To be created

Board Approved: July 23, 2015

Page 31: 6th Grade SPED ELA-Reading Curriculum · 6th Grade SPED ELA-Reading Curriculum. ... 1 Quarter Literary Elements in Literature Topic 1: ... “Greyling” by Jane Yolen :

Topic 2: Character’s Response or Change to Conflict Engaging Experience 1: Title: Evaluate Character response or Change Due to Conflict Suggested Length of Time: 2 Reader’s Workshops Standards Addressed

Priority: • 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.

Supporting: ● RL. 6.1 Cite textual evidence to support analysis of what the text says explicitly

as well as inferences drawn from the text. ● RL.6.6 Explain how an author develops the point of view of the narrator or

speaker in a text. ● 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: Model analyzing POV and plot elements to determine a character’s

response or change to a conflict ● Differentiated Work Time: Application to short stories in Reading Response journal ● Share: Personal Application

Bloom’s Levels: Evaluate Webb’s DOK: 3 Rubric: To be created

Board Approved: July 23, 2015

Page 32: 6th Grade SPED ELA-Reading Curriculum · 6th Grade SPED ELA-Reading Curriculum. ... 1 Quarter Literary Elements in Literature Topic 1: ... “Greyling” by Jane Yolen :

Topic 3: Theme/Central Idea

Engaging Experience 1 Title: Analyze point of view, conflict and resolution and character change to determine theme/central idea Suggested Length of Time: 3 Reader’s Workshops Standards Addressed

Priority: ● RL.6.2 Determine 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.6.3 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.

Supporting: ● RL. 6.1 Cite textual evidence to support analysis of what the text says explicitly

as well as inferences drawn from the text. ● RL.6.6 Explain how an author develops the point of view of the narrator or

speaker in a 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

● 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.6.10 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: Model analyzing POV, conflict and resolution, and character’s response or

change to determine theme ● Differentiated Work Time: Application to short stories in Reading Response journal ● Share: Personal Application

Bloom’s Levels: Analyze Webb’s DOK: 3 Rubric: To be created

Board Approved: July 23, 2015

Page 33: 6th Grade SPED ELA-Reading Curriculum · 6th Grade SPED ELA-Reading Curriculum. ... 1 Quarter Literary Elements in Literature Topic 1: ... “Greyling” by Jane Yolen :

Topic 4: Summarizing Stories

Engaging Experience 1 Title: Analyze key story elements to write a summary Suggested Length of Time: 3 Reader’s Workshops Standards Addressed

Priority: ● RL.6.2 Determine 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.

Supporting: ● 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.6.10 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: Model analyzing POV, conflict and resolution, character’s response or

change, and theme to write a summary without personal opinion/judgment ● Differentiated Work Time: Application to short stories in Reading Response journal ● Share: Personal Application

Blooms Levels: Analyze Webb’s DOK: 3 Rubric: To be created Engaging Experience 2 Title: Engaging Scenario - Practice Suggested Length of Time: 1 Reader’s Workshop Standards Addressed

Priority: ● RL.6.2 Determine 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.6.3 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.

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.

Board Approved: July 23, 2015

Page 34: 6th Grade SPED ELA-Reading Curriculum · 6th Grade SPED ELA-Reading Curriculum. ... 1 Quarter Literary Elements in Literature Topic 1: ... “Greyling” by Jane Yolen :

Detailed Description/Instructions: ● Present instructions for engaging scenario ● Practice preparing presentation (whole group) ● Practice presenting (small groups)

RESOURCE MODIFICATION: Have students practice with a short story already used in class. Blooms Levels: Analyze Webb’s DOK: 3 Rubric: To be created

Board Approved: July 23, 2015

Page 35: 6th Grade SPED ELA-Reading Curriculum · 6th Grade SPED ELA-Reading Curriculum. ... 1 Quarter Literary Elements in Literature Topic 1: ... “Greyling” by Jane Yolen :

Engaging Scenario

Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.) You are a publishing agent for Penguin Books. One of your aspiring writers has submitted a short story. You need to create an elevator pitch/synopsis that identifies the key story elements. Your presentation must be no more than one minute and include the conflict, resolution, central idea or theme, and the character’s response or change throughout the story. You will present your synopsis to the publisher for consideration. Possible resource: http://savvybookwriters.wordpress.com/2013/04/30/whats-an-elevator-pitch-for-your-book/

Rubric for Engaging Scenario: See attachment Literary Elements Engaging Scenario Rubric

Board Approved: July 23, 2015

Page 36: 6th Grade SPED ELA-Reading Curriculum · 6th Grade SPED ELA-Reading Curriculum. ... 1 Quarter Literary Elements in Literature Topic 1: ... “Greyling” by Jane Yolen :

Summary of Engaging Learning Experiences for Topics

Topic Engaging Experience Title

Description Suggested Length of

Time

Relationship between Plot Elements &

Point of View

Guided Notes & Application to short

stories

Mini Lesson: Guided Notes Differentiated Work Time:

Application to Short Stories in Reading Response Journal Share: Personal application

1 Reader’s Workshop

Relationship between Plot Elements &

Point of View

Guided Notes & Application to short

stories

Mini Lesson: Guided Notes Differentiated Work Time:

Application to Short Stories in Reading Response Journal Share: Personal application

1 Reader’s Workshop

Relationship between Plot Elements &

Point of View

Review/Quiz Given a short story (dry read), identify plot elements and point of

view

90 Minutes

Character’s Response or Change to Conflict

Evaluate Character response or Change

Due to Conflict

Mini Lesson: Model analyzing POV and plot elements to determine a

character’s response or change to a conflict

Differentiated Work Time: Application to short stories in

Reading Response journal Share: Personal Application

2 Reader’s Workshops

Theme/Central Idea

Analyze point of view, conflict and

resolution and character change to

determine theme/central idea

Mini Lesson: Model analyzing POV, conflict and resolution, and

character’s response or change to determine theme

Differentiated Work Time: Application to short stories in

Reading Response journal Share: Personal Application

3 Reader’s Workshops

Summarize Analyze key story elements to write a

summary

Mini Lesson: Model analyzing POV, conflict and resolution, character’s response or change, and theme to

3 Reader’s Workshops

Board Approved: July 23, 2015

Page 37: 6th Grade SPED ELA-Reading Curriculum · 6th Grade SPED ELA-Reading Curriculum. ... 1 Quarter Literary Elements in Literature Topic 1: ... “Greyling” by Jane Yolen :

write a summary without personal opinion/judgment

Differentiated Work Time: Application to short stories in

Reading Response journal Share: Personal Application

Summarizing Stories

Engaging Scenario - Practice

-Present instructions for engaging scenario

-Practice preparing presentation (whole group)

-Practice presenting (small groups)

1 Reader’s Workshop

Engaging Scenario - Work time

1 Reader’s Workshop

Engaging Scenario -

Presentations

1 Reader’s Workshop

Board Approved: July 23, 2015

Page 38: 6th Grade SPED ELA-Reading Curriculum · 6th Grade SPED ELA-Reading Curriculum. ... 1 Quarter Literary Elements in Literature Topic 1: ... “Greyling” by Jane Yolen :

Unit 4: Analyzing Informational Text for Point of View and Purpose

Subject: Reading Grade: 6th Name of Unit: Analyzing Informational Text for Point of View and Purpose Length of Unit: 1 Quarter Overview of Unit: Priority Standards for unit:

● RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

● RI.6.6 Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.

● RI.6.9 Compare and contrast one author's presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

Supporting Standards for unit: ● RI. 6.1 Cite textual evidence to support analysis of what the text says explicitly as well as

inferences drawn from the text. ● RI. 6.2 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 of judgments. ● 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.6.7 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.

● RI.6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Unwrapped Concepts

(Students need to know) Unwrapped Skills (Students

need to be able to do) Bloom’s Taxonomy

Levels Webb's DOK meaning of words and

phrases (figurative, connotative, technical

meanings) determine apply 2 author’s point of view or

purpose in a text determine analyze 2 how author’s point of view or purpose is conveyed in a

text explain evaluate 3 one author's presentation of events with that of another compare evaluate 4

Board Approved: July 23, 2015

Page 39: 6th Grade SPED ELA-Reading Curriculum · 6th Grade SPED ELA-Reading Curriculum. ... 1 Quarter Literary Elements in Literature Topic 1: ... “Greyling” by Jane Yolen :

one author's presentation of events with that of another contrast evaluate 4

Essential Questions:

1. How do authors use language to convey meaning and tone? 2. How do multiple authors demonstrate their point of view of a specific topic in a text?

Enduring Understanding/Big Ideas:

1. Authors use connotative, figurative, and technical language to convey meaning and tone. 2. The author’s purpose and point of view determines the author’s presentation of events.

Unit Vocabulary:

Academic Cross-Curricular Words Content/Domain Specific

convey textual evidence

point-of-view author’s purpose connotation figurative language technical language compare contrast tone

Resources for Vocabulary Development: Quality Tools: Lotus Chart Frayer Model Double Bubble All Resources needed for Unit: (include everything you would need for unit: supplies, books, manipulatives, etc.) Argumentative Writing, Lucy Calkins Prentice Hall Literature Scholastic Scope NewsELA.com NBCLearn ReadWriteThink.org ReadWorks.org

Board Approved: July 23, 2015

Page 40: 6th Grade SPED ELA-Reading Curriculum · 6th Grade SPED ELA-Reading Curriculum. ... 1 Quarter Literary Elements in Literature Topic 1: ... “Greyling” by Jane Yolen :

Topic 1: Language

Engaging Experience 1 Title: Introduce Connotative, Figurative, Technical Suggested Length of Time: 2 Reader’s Workshops Standards Addressed Priority:

● RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. Supporting:

● 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.6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Detailed Description/Instructions: Teacher led notes/discussion; dry read articles, identify types of language used in a text; No Red Ink Bloom’s Levels: Apply Webb’s DOK: 2 Rubric: To be created

Board Approved: July 23, 2015

Page 41: 6th Grade SPED ELA-Reading Curriculum · 6th Grade SPED ELA-Reading Curriculum. ... 1 Quarter Literary Elements in Literature Topic 1: ... “Greyling” by Jane Yolen :

Topic 2: How Writers Construct Text Engaging Experience 1 Title: How Writers Construct Text Suggested Length of Time: 1 Reader’s Workshop Standards Addressed Priority:

● RI.6.6 Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.

Supporting: ● RI. 6.1 Cite textual evidence to support analysis of what the text says explicitly as well as

inferences drawn from the text. ● RI. 6.2 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 of judgments. ● RI.6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8

text complexity band proficiently, with scaffolding as needed at the high end of the range. Detailed Description/Instructions: Identify author’s purpose or POV in a nonfiction text; prove this purpose using textual evidence Bloom’s Levels: Analyze Webb’s DOK: 2 Rubric: Engaging Experience 2 Title: Writer Strategies Suggested Length of Time: 1 Writer’s Workshop Standards Addressed Priority:

● RI.6.6 Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.

Supporting: ● RI. 6.1 Cite textual evidence to support analysis of what the text says explicitly as well as

inferences drawn from the text. ● RI. 6.2 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 of judgments. ● 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.6.7 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.

Board Approved: July 23, 2015

Page 42: 6th Grade SPED ELA-Reading Curriculum · 6th Grade SPED ELA-Reading Curriculum. ... 1 Quarter Literary Elements in Literature Topic 1: ... “Greyling” by Jane Yolen :

● RI.6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Detailed Description/Instructions: Using same text as above, students identify strategies used by the writer to convey purpose/POV (technique, statistics, facts, graphics, personal connections, narrative, connotative/figurative/technical language etc.) Bloom’s Levels: Analyze & Evaluate Webb’s DOK: 2 & 3 Rubric: To be created

Board Approved: July 23, 2015

Page 43: 6th Grade SPED ELA-Reading Curriculum · 6th Grade SPED ELA-Reading Curriculum. ... 1 Quarter Literary Elements in Literature Topic 1: ... “Greyling” by Jane Yolen :

Topic 3: Compare Across Texts Engaging Experience 1 Title: Presentation of Events Suggested Length of Time: 5 Writer’s Workshops Standards Addressed Priority:

● RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

● RI.6.6 Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.

● RI.6.9 Compare and contrast one author's presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

Supporting: ● RI. 6.1 Cite textual evidence to support analysis of what the text says explicitly as

well as inferences drawn from the text. ● RI. 6.2 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 of judgments.

● 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.6.7 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.

● RI.6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Detailed Description/Instructions: Compare author’s purpose or POV, writer strategies, and language across texts; Charts from spiral reading book; question stems for classroom responses; use text and media Bloom’s Levels: Apply, Analyze, & Evaluate Webb’s DOK: 2, 3, & 4 Rubric: To be created

Board Approved: July 23, 2015

Page 44: 6th Grade SPED ELA-Reading Curriculum · 6th Grade SPED ELA-Reading Curriculum. ... 1 Quarter Literary Elements in Literature Topic 1: ... “Greyling” by Jane Yolen :

Engaging Scenario

Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.) The Truman Library is looking for a new WWII exhibit featuring the United States’ victory in the Pacific. Students need to determine the point of view which the exhibit will take. Your role is to read two conflicting articles on the bombing of Nagasaki and Hiroshima to determine which author’s point of view is more valid than the other. You will need to determine how each author introduces, illustrates, and elaborates on the topic using only textual evidence to support your claim. Your final project will consist of a multi-media presentation of your choice to convey your argument for the author’s point of view with which you agree. Additionally, you will support your point of view by demonstrating your position to a representative of the Truman Library. RESOURCE MODIFICATION: Consider a different topic of text that is a more current event that has two conflicting opinions. Students can still complete the expectations outlined above.

Rubric for Engaging Scenario: To be created

Board Approved: July 23, 2015

Page 45: 6th Grade SPED ELA-Reading Curriculum · 6th Grade SPED ELA-Reading Curriculum. ... 1 Quarter Literary Elements in Literature Topic 1: ... “Greyling” by Jane Yolen :

Summary of Engaging Learning Experiences for Topics

Topic Engaging Experience Title

Description Suggested Length of

Time

Language Introduce Connotative,

Figurative, Technical

Teacher led notes/discussion; dry read articles, identify types of

language used in a text; No Red Ink

2 Reader’s Workshops

How Writers Construct

Text

Author’s Purpose & Point of View

identify author’s purpose or POV in a nonfiction text; prove this purpose

using textual evidence

1 Reader’s Workshop

How Writers Construct

Text

Writer Strategies using same text as above, students identify strategies used by the writer

to convey purpose/POV (technique, statistics, facts, graphics,

personal connections, narrative, connotative/figurative/technical

language etc.)

1 Reader’s Workshops

Board Approved: July 23, 2015

Page 46: 6th Grade SPED ELA-Reading Curriculum · 6th Grade SPED ELA-Reading Curriculum. ... 1 Quarter Literary Elements in Literature Topic 1: ... “Greyling” by Jane Yolen :

Unit of Study Terminology

Unit of Study: Series of learning experiences/related assessments based on designated priority standards and related supporting standards. Priority Standards: What every student should know and be able to do. These were chosen because of their necessity for success in the next course, the state assessment, and life. Supporting Standards: Additional standards that support the learning within the unit. Essential Questions: Engaging, open-ended questions that teachers can use to engage students in the learning. Big Ideas/Enduring Understandings: Foundational understandings teachers want students to be able to discover and state in their own words by the end of the unit of study. These are answers to the essential questions. Unit Vocabulary: Words students will encounter within the unit that are essential to understanding. Academic Cross-Curricular words (also called Tier 2 words) are those that can be found in multiple content areas, not just this one. Content/Domain Specific vocabulary words are those found specifically within the content. Engaging Scenario: This is a culminating activity in which students are given a role, situation, challenge, audience, and a product or performance is specified. Each unit contains an example of an engaging scenario, but a teacher has the ability to substitute with the same intent in mind. Topic: These are the main teaching points for the unit. Units can have anywhere from one topic to many, depending on the depth of the unit. Engaging Experience: Each topic is broken into a list of engaging experiences for students. These experiences are aligned to priority and supporting standards, thus stating what students should be able to do. An example of an engaging experience is provided in the description, but a teacher has the autonomy to substitute one of their own that aligns to the level of rigor stated in the standards.

Board Approved: July 23, 2015