EAST ALLEN COUNTY SCHOOLS

Bundle 1

Grade 6

Language Arts

Big Idea: Unity Launching the Writer’s/Reader’s

Workshop

Enduring Understandings Essential Questions Authors use the writing process when they create personal narratives. Readers are writers and writers are readers. Understanding and using the 6 traits makes writing more powerful and focused.

Unfamiliar words can make sense through the understanding of word parts.

When is an everyday moment worth writing about? How do reading and writing connect? How can using the 6 Traits affect the meaning of a story?

How will an expanded vocabulary enhance my reading and writing?

CC/Learning Targets Core Vocabulary Links to Technology RL.4 W.3 W.5 L.1 L.2 6.1.1

6.3.1 6.2.3 6.3.5 6.5.8

dialogue graphic organizers indefinite pronouns informational text sensory details suspense

-Picture Collage (app)

-Dictionary (app) -Snack Words (app) -Speed Typing (app) -Spelling Words (app) -Writing and Drawing Journal (app)

Bundle Performance Task(s) Create an illustrated short story (personal narrative) that demonstrates skillful use of characters, settings, point-of-view, plot, and conflict. The narrative should include correct capitalization and spelling, and should be revised and edited for meaning and clarity following the traits of sentence fluency and conventions. Students will present personal narratives in small groups (early development of speaking and listening skills), making personal connections with classmates. As an extension: Students could create a graphic novel using young author books to enhance and preserve their overall presentation. Students may also write their narrative from the point of view a non-human observer, such as a pet or an insect observing the events. For example, a student may retell their narrative from the point of view of their pet cat or a fly on the wall.

Grade 6 LA Bundle 1

Quarter 1 August-September

Recommended Read-Alouds G6 - Bundle 1

Big Idea: Unity Title Author Relates to…

The Cay Theodore Taylor Unity, verbal communication

The Lion, the Witch, and the Wardrobe C.S. Lewis Unity, Read aloud with changes in voice/expression

Jacob Have I Loved Katherine Patterson Unity, verbal communication

Harry Potter and the…(entire series) J.K. Rowling Unity, themes in writing; narratives with fiction elements

Punctuation Takes a Vacation Robin Pulver Punctuation

Diary of a Wimpy Kid Jeff Kinney Read aloud with changes in voice/expression

Yo! Yes? Chris Raschka Poetry

Toasting Marshmallows Kristine O’Connell George Poetry

Where the Red Fern Grows Wilson Rawls Unity, Read aloud with changes in voice/expression

Root Beer and Banana Sarah Sullivan Ideas

Mudball Matt Tavares Ideas

The Relatives Came Cynthia Rylant Organization

The Shadow Children Series Margaret Peterson Haddix Voice, word choice, and making inferences

Maniac Magee Jerry Spinelli Figurative Language

Number the Stars Lois Lowry Vocabulary and context clues

A Wrinkle in Time Madeline L’Engle Vocabulary and context clues

Reading Workshop G6 - Bundle 1

CC/Learning Targets Resource of Ideas Evidence of Learning RL.4 (6.3.4) (6.3.7)

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. • Explain the effects of literary devices in text

Explain Effects of Literary Devices -Traits of Writing, (Word Choice) Ch. 7 pp. 179-218 -Guiding Readers and Writers, p. 398 (figurative language) -Reading Wonders-Unit 1 -(WK 2) pp. T78-T-89, R/W Workshop Drumbeat of Freedom pp. 36-39 -(WK 2) pp. T89A-T93, Anthology The Mostly True Adventures of Homer P. Figg pp. 30-47 -GameClassroom.com (Symbolism, Imagery, Metaphor) -Connotation/Denotation Ppt -Write Source, (Figurative Language) pp. 356 – 360 Figurative Language -Maniac Magee, Jerry Spinelli (interpret figurative language) -Smartboard Activity (idioms) -Language arts.ppst.com (figurative language PowerPoints) -Quia.com (homographs) -GameClassroom.com (figurative language baseball game) -Quia.com (metaphor battleship game) -Funbrain.com (dozens of cute cartoon idiom examples)

Explain Effects of Literary Devices -Writer’s/Reader’s notebook responses -Teacher’s observations in Guided Reading -Reading Wonders weekly assessment Figurative Language -Figurative language quiz -Visual display/poster of figurative language types -PowerPoint presentation of figurative language types

6.1.1

Read aloud grade-level-appropriate poems and literary and informational texts fluently and accurately and with appropriate timing, changes in voice, and expression using self-correcting strategies.

-“The First 12 Days” – developed by the Middle School Curriculum Group -Guiding Readers and Writers, pp. 142-162 (Launch of Reader’s Workshop) -Guiding Readers and Writers, pp. 206-215 (Planning Guided Reading) -Guiding Readers and Writers, pp.163 -187 (Reader’s Notebook) -Guiding Readers and Writers, pp. 132 (Mini-lessons reading strategies) -Guiding Readers and Writers, pp. 423-429 (Writer’s Workshop) -Guiding Readers and Writers; Appendix 13-16 -6+1 Traits of Writing; pp. 33-245 (reintroduction of the writing traits)

-Prompting Guide 1: A Tool for Literacy Teachers (guide/chart to use with struggling readers in guided reading groups)

-Setting up/establishing guided reading groups -Guided Reading – observation of students in selecting just right books -Informal assessment in self- selected reading books -Anecdotal Records; Comprehension and Fluency, p. 379. –Reading Wonders Assessments

Reading Workshop G6 - Bundle 1

-Comprehension and Fluency, Ch. 12 pp. 152 – 171(Gradient of Text to Readers) -Comprehension and Fluency, pp. 215 – 226 (Interactive Read- Alouds) -Comprehension and Fluency, pp. 330 – 338 (Reading Workshop) -Comprehension and Fluency, pp. 355 – 357 (Minilessons Read-Alouds) -Inside Writer’s-Reader’s Notebook, pp. 11-18 (Writer’s-Reader’s notebook) -Teaching Reading in the Middle School, pp. 184-195 (read-alouds) -The Daily 5 (Launch of Reader’s Workshop) -The Cay by Theodore Taylor -The Lion, the Witch, and the Wardrobe by C.S. Lewis -Harry Potter and the…(book series) by J.K. Rowling -Yo! Yes? by Chris Raschka (Poetry) -Toasting Marshmallows by Kristine O’Connell George (Poetry) -Purpose for Reading -Reader’s Theater (scripts) -Reader’s Theater (fiction scripts) -Funbrain.com (Diary of a Wimpy Kid, full text and illustrations)

6.3.1 Identify different types (genres) of fiction and describe the major characteristics of each form. • Describe the major characteristics of different literary genres. • Match literary genres with their corresponding characteristics.

-Comprehension and Fluency, pp. 193-208; pp. 368-371 (genre mini-lessons) -Guiding Readers and Writers, pp. 392-399 (genre mini-lessons) -Guiding Readers and Writers; Appendix 13-16 -GameClassroom.com Check out “Learning Tips, Extra Help Problems” near the bottom -Reader’s Theater (fiction scripts) -Extra Credit by Andrew Clements (realistic fiction) -Traditional Literature Genre Ppt -Genres Bookmarks

-Book talks or author talks (teacher questions/observations)

-Guided Reading groups (small group discussion) -Genre quiz/test -Reading Wonders Assessments

Reading Workshop G6 - Bundle 1

6.3.5 Identify the speaker and recognize the difference between first-person (the narrator tells the story from the “I” perspective) and third-person (the narrator tells the story from an outside perspective) narration. • Compare first and third person perspectives as they relate to specific literary works.

-Write Source, p. 352 -Proteacher.org (huge resource of point-of-view lessons) -Authors point of view Ppt

-Book talks or author talks (teacher questions/observations) -Interactive Read-Aloud whole group discussion.

Correlating Learning Targets Teacher Notes

RL.2

6.3.1 -All embedded apps included in this curriculum are free.

Writing Workshop G6 - Bundle 1

CC/Learning Targets Resource of Ideas Evidence of Learning W.3 (6.5.1)

Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. a. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. • Present a point of view that is appropriate to the stories. b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. • Use a range of narrative devices, such as dialogue or suspense. c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. d. Use precise words/phrases, relevant descriptive details, and sensory language to convey experiences and events. e. Provide a conclusion that follows from the narrated experiences or events.

Write Narratives -Write Source CD-ROM: Overhead Transparencies folder: Benchmark Papers pp. 1-6 (narrative examples) -Guiding Readers and Writers, p. 5; 394-396 (skills) -Launching the Writer’s Workshop, Grades 3 and up, pp. 99-108 (rubrics)

-Smartboard Activity writing strong leads -Smartbaord Activity direct quotation punctuation -Educational Rap.com (Sit Down and Write, with lyrics) -WritingFun.com (Text types) -Funbrain.com (Mad Libs) -Author’s Point of View Ppt -Narrator’s Perspective Ppt -Point of View Activities

-Write Source, pp. 92-155, 782 (rubric)

Personal Narrative Reading Wonders-Unit 1 -(WK 5) (Genre Writing) pp. T344-T355 Reading Wonders-Unit 2 -(WK 5) (Word Choice) pp. T286-T287, R/W Workshop pp. 158-159 Reading Wonders-Unit 3 -(WK 4) (Voice) pp. T2222-T2223, R/W Workshop pp. 216-217 Reading Wonders-Unit 4 -(WK 4) (Ideas) pp. T222-T223, R/W Workshop pp. 288-289 Reading Wonders-Unit 6 -(WK 3) (Organization) pp. T158-T159, R/W Workshop pp. 418-419 -(WK 5) (Word Choice) pp. T222-T223, R/W Workshop pp. 432-433

Write Narratives -Teacher observation during writing conferences -Writing rubrics

Writing Workshop G6 - Bundle 1

-Lucy Calkins e-docs Raising the Level of Personal Narrative Writing and Edging Toward Memoir pp. 10-34

W.4 (6.4.2)

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3.)

Writing for a Purpose -Guiding Readers and Writers pp.423-429 (Writer’s Notebooks) -Sticky Notes (app) -Picture Collage (app) -Journal Writing Ideas -1000 Ideas for Writing -Middle School Lesson Plans for Writing -Creative Writing Prompts.com (346 writing ideas) -TimeSaversforTeachers.com (100 more writing ideas) -Lucy Calkins e-docs Overview of the Year for Sixth Grade Writers pp. 1-9

Writing for a Purpose -Teacher observation in Writer’s/Reader’s notebook

W.5 (6.4.1) (6.4.8) (6.4.9) (6.4.10)

With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. • Discuss ideas for writing, keep a list or notebook of ideas, and use graphic organizers to plan writing.

-Lucy Calkins e-docs Overview of the Year for Sixth Grade Writers pp. 1-9 Ideas for Writing -Launching the Writer’s Workshop, Grades 3 and up -“The First 12 Days” – developed by the Middle School Curriculum Group -Guiding Readers and Writers, p. 12 (Looking at a Reader/Writer) -Guiding Readers and Writers, p. 60 (Writing folders) -Guiding Readers and Writers, p. 81 (Writing Conferences); Appendix 12 -Guiding Readers and Writers, pp. 82-86 (mini-lessons) -Guiding Readers and Writers, pp. 55-87 (Getting Writer’s Workshop started) -Guiding Readers and Writers, pp. 440-454 (Graphic Organizers) -Guiding Readers and Writers; Appendix 11,12 -Comprehension and Fluency pp. 463-464; pp.489-490; pp. 496-497 (mini-lessons) -Write Source CD-ROM: Daily Language Workouts folder: Daily Writing Practice

Ideas for Writing -Setting up/establishing Writing Workshop groups -Teacher observation of Writer’s-Reader’s Notebook

-Teacher observation during writing discussion -Teacher observation during Writing

Writing Workshop G6 - Bundle 1

(prompts): pp. 1-43

-Educational Rap.com (Sit Down and Write, with lyrics)($3.99) -Creative Writing Prompts.com (346 writing ideas) -TheWriteSource.com (more writing ideas) -TimeSaversforTeachers.com (100 more writing ideas) -Smartboard Activity 6+1 Traits Review and Evaluate -Write Source, pp. 2-3 -Guiding Readers and Writers, pp. 64-65 -Launching the Writer’s Workshop, Grades 3 and up, p. 43 (peer revision) -Angelfire.com (lesson on revising) -Momswhothink.com (huge alphabetical list of adjectives for revising) Edit and Proofread -Write Source, pp. 4-21 -Launching the Writer’s Workshop, Grades 3 and up, pp 99-108 (rubrics) -Guiding Readers and Writers, pp. 64-65 -Guiding Readers and Writers, pp. 70 (mini-lessons) -Guiding Readers and Writers; Appendix 6 -Write Source CD-ROM: Daily Language Workouts folder: Mug Shot Paragraphs p. 1(editing and proofreading marks), pp. 2-37(editing examples) -Write Source CD-ROM: Skills book folder: Proofreading Activities folder: Editing for Mechanics

-Angelfire.com (lesson on editing) Revise -Write Source, pp. 4-21

Review and Evaluate -Teacher/peer informal assessment during Writer’s Workshop -Teacher observation during writing conferences Edit and Proofread -Peer/self-assessment during peer editing

-Teacher observation during writing conferences -Writing rubrics Revise -Teacher observation during writing conferences -Writing rubrics

Writing Workshop G6 - Bundle 1

-Write Source, pp. 22-23, 815 (marks) -Guiding Readers and Writers, pp. 64-65 -Guiding Readers and Writers, p. 73; p. 84 (revising minilessons) -Launching the Writer’s Workshop, Grades 3 and up, p. 95 (conventions) -Launching the Writer’s Workshop, Grades 3 and up, pp. 99-108 (rubrics) -Angelfire.com (lesson on revising)

6.5.8 Write summaries of a reading selection with main ideas and details

-Strategies That Work Second Edition, pp. 179-202 (lessons on summarizing)

-Literary response summaries including main ideas and details

Correlating Learning Targets Teacher Notes

W.6 W.10

-Reminder Review 6 Traits of writing during the first week of instruction: organization, conventions, ideas -Smartboard Activity 6+1 Traits -Poetry Anthology- Begin set-up of the anthology in this bundle. This will be a correlating indicator throughout the year with a culminating activity in Bundle 8.

-Teacher needs to give district writing prompt as a form of assessment in this bundle.

Language and Word Study G6 - Bundle 1

CC/Learning Targets Resource of Ideas Evidence of Learning L.1 (6.6.2)

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Ensure that pronouns are in the proper case (subjective, objective, possessive). b. Use intensive pronouns (e.g., myself, ourselves). c. Recognize and correct inappropriate shifts in pronoun number and person. d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents). e. Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.

Pronouns and Verbs -Write Source CD-ROM, Skillsbook folder, Parts of Speech folder, Pronouns (Indefinite Pronouns pp. 3-4)

-Write Source CD-ROM, Skillsbook folder, Parts of Speech folder, Verbs -Write Source CD-ROM, Skillsbook folder, Sentence Activities folder, Sentence Problems pp.11-16 -Guiding Readers and Writers; Appendix 3 -Write Source, p. 475 (indefinite pronouns), pp. 484, 724 (perfect tense verbs) pp. 508-509 (subject-verb agreement) -Indefinite Pronouns (examples and quiz) -Indefinite Pronouns Quiz -Englishpage.com (huge site with interactive verb tense tutorials, scroll down and click on perfect tense tutorials)

Reading Wonders-Unit 2 -(WK 5)(appositives) pp. T290-T291, R/W Workshop pp. 456, 476 Reading Wonders-Unit 4 -(WK 1)(pronouns) pp. T34-T35, R/W Workshop pp. 462 -(WK 2)(pronouns) pp. T98-T99, R/W Workshop pp. 462-463 -(WK 3)(pronouns) pp. T162, R/W Workshop pp. 463

Pronouns and Verbs -Teacher observation within a discussion.

-Grammar quiz/test -Writer/Reader notebook demonstrating correct verb and pronoun use

L.2 (6.6.4) (6.6.5) (6.6.6)

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. b. Spell correctly.

Capitalization -Write Source CD-ROM, Skillsbook folder, Proofreading Activities folder, Editing for Mechanics (Capitalization pp. 1-6)

-Punctuation Takes a Vacation by Robin Pulver -GameClassroom.com(capitalization/punctuation) -Write Source, pp. 618-626, 634-637 (abbreviations)

Capitalization -Conventions category of writing rubric

-Teacher observation during writing conferences

Language and Word Study G6 - Bundle 1

Correct Spelling -High-Frequency Word List -Word Matters -Guiding Readers and Writers; pp. 377-385 (word study) -Write Source CD-ROM, Skillsbook folder, Proofreading Activities folder, Improving Spelling

-The Continuum of Literacy Learning; p. 216-217 -Spellquizzer.com Grammar -Write Source, pp. 642-651 -Write Source CD-ROM, Skillsbook folder, Parts of Speech folder, Prepositions

-Write Source CD-ROM, Skillsbook folder, Sentence Activities folder, Sentence Variety pp. 7-12

-Guiding Readers and Writers; Appendix 3 -Grammar (app) -Parts of Speech (app) -Glencoe.com (appositives) -Quia.com (appositives)

Correct Spelling -Buddy Study Spelling -High-Frequency Word List -Writer’s/Reader’s Notebook -Weekly spelling tests -Teacher observation during writing conferences Grammar -Grammar quiz/test -Teacher’s observations of Writer’s/Reader’s notebook responses

Correlating Learning Targets Teacher Notes

L.1 L.2 L.3 L.4 L.5

L.6 SL.1 SL.3 6.1.3 6.5.6 6.6.3

-Internet4classrooms.com (expansive resource for interactive grammar examples and quizzes) -All embedded apps included in this curriculum are free.