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East Rutherford School DistrictEast Rutherford, New Jersey

Language Arts LiteracyCurriculum Map

Grades 5-8

Aligned to the NJCCCS2009

Table of Contents

Performance Indicator Matrix Novel List Grade Level Curriculum Guides 5-8

oYear-at-a-GlanceoUnits of Study

AppendicesoGraphic OrganizersoRubricsoAssessment Strategies

Novel ListGrades 5-8

Grade 5 Grade 6 Grade 7 Grade 8Summer Reading

Tales of Fourth Grader Nothing (Judy Blume)Mr. Poppers Penguins (Richard & Florence Atwater)The Kid Who Became President (Dan Gutman)Mr. Blue Jeans (Maryann N. Weidt)

The Chronicles of Narnia: The, Lion, The Witch, & The Wardrobe (C.S. Lewis)Surviving the Applewhites (Stephanie S. Tolan)Maniac Magee (Jerry Spinelli)Hoot (Carl Hiaasen)

The Wave (Todd Strasser)Stargirl (Jerry Spinelli)Tangerine (Edward Bloor)A Wrinkle in Time (Madeline L’Engle)

A Corner of the Universe (Ann Martin)A Tree Grows in Brooklyn (Betty Smith)The Diary of Ann Frank (Anne Frank)

InstructionalThe Million Dollar Shot (Dan Gutman)Frindle (Andrew Clements)

Where the Fern Grows (Wilson Rawls)Number the Stars (Lois Lowry)Tuck Everlasting (Natalie Babbitt)

Hatchet (Gary Paulsen)The Westing Game (Ellen Raskin)A Tale of Two Cities (Charles Dickens)

The Outsiders (S.E. Hinton)That Was Then, This Is Now (S.E. Hint)Of Mice & Men (John Steinback)

Literature CirclesElla Enchanted (Gail Carson Levine)Charlotte’s Web (E.B. White)Sadako and Thousand Paper Cranes (Eleanor Coerr)Dear Mr. Henshaw (Beverly Cleary)Bridge to Terribithia (Katherine Paterson)Because of Winn Dixie (Kate DiCamillo)Shiloh (Phyllis Reynolds Naylor)

From the Mixed Up Files of Mrs. Basil E. Frankweiler (E.L. Konigsburg)The Egypt Game (Zilpha Keatley Snyder)Bud, Not Buddy (Christopher Paul Curtis)Hoot (Carl Hiaasen)Esperanza Rising (Jerry Spinelli)The City of Ember (Jeanne DuPrau)Surviving the Applewhites (Stephanie S. Tolan)

Olive’s Ocean (Kevin Henkes)Tangerine (Edward Bloor)Stargirl (Jerry Spinelli)Crash (Jerry Spinelli)Hoops (Walter Dean Meyers)Maximum Ride: The Angel Experiment (James Patterson)Artemus Fowl (Eoin Colfer)Pictures of Hallis Woods (Patricia Giff)

Slam (Walter Dean Meyers)Taking Sides (Gary Soto)A Walk to Remember (Nicholas Sparks)Twilight (Stephanie Meyer)Tuesday with Morrie (Mitch Albom)A Corner of the Universe (Ann. M. Martin)A Tree Grows in Brooklyn (Betty Smith)1984 (George Orwell)

Grade 5

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Year At A Glance Grade 5: Literacy BlockSeptember October November December January February March April May June

Establishing Writing & Reading Workshops

Genre: Realistic FictionNarrative Elements

ThemeCharacter Traits, Character

AnalysisFigurative Language

Theme: Find a WayWriting: Personal Narrative

Introduction to Literature CirclesWriting

Reading and Writing Strategies

Continue Literature Circles

The Million Dollar Shot

Genre: Realistic Fiction

Project based activities

Reading Workshop: Big Ideas Based on StandardsThe ability to read a variety of texts requires independence, comprehension, and fluency.

Writing Workshop: Big Ideas Based on StandardsWriting is the process of communicating in print for a variety of audiences and purposes.

Unit Assessments (Formative/ Summative)Responses to short answer and open-ended questions relating to specific chapters.Orally present summer writing and project components of novels.Character Analysis

Respond to short answer and open-ended questions relating to short storiesOral response to discussion questionsPersonal NarrativeWeekly Tests on skills presented.Observation of Center Activities

Comprehension test on literature circle novelsVocabulary from novelsOral presentationsReading and Writing ConferencesNovel testsSpeculative/Explanatory Writing

Responses to open-ended and short answer questions.Responses to Explanatory/Speculative Prompts.Practice Tests

Chapter quizzesVocabulary QuizzesGroup Projects/PresentationsComprehension (written and class discussion)

September October November December January February March April May JuneSkills

Identify genre realistic fictionIdentify narrative elements: setting, characters, conflict, plot events, resolutionIdentify themeCharacter traitsCompare/Contrast

Identify genres: realistic fiction, historical fiction, autobiography, biography, magazine article and poetry.Identify complete sentencesComplete/simple subject/predicateIdentify vocabulary termsCharacter MotiveNarrative Elements

Vocabulary termsGrammar activitiesFigurative LanguageNarrative ElementsCharacter TraitsComprehensionCompare/ContrastCause/EffectUnderstanding and utilizing writing scoring rubricsMake predictions, identify author’s purpose and context cluesAnalogiesSummarizingUtilization of Writing Process

Writing ProcessSpeculative/Explanatory outlinesResponding to open-ended questions (Facts, Examples, Details)Drawing conclusions, making inferences, identifying main idea and supporting details.Identifying narrative elementsIdentifying main charactersIdentifying genres

VocabularyNarrative ElementsFigurative LanguageSound DeviceGrammar SkillsCharacter TraitsSummarizingMaking PredictionsPoetry

Units of Study:Tales of a Fourth Grade

NothingBig Idea: Characters in a novel possess many different traits.

Theme: Find a WayBig Idea: Characters have and use specific motives in order to resolve their conflicts.

Literature Circles & Writing

Big Ideas: Readers are able to identify narrative elements and comprehend major events in a story. Writers are able to respond to a variety of prompts and create different styles of writing.

Reading and Writing Strategies

Big Ideas: Good readers are able to use a variety of reading strategies to comprehend informational and narrative texts. Writers are able to create essays (speculative/explanatory) based on particular prompts.

The Million Dollar Shot

Big Idea: Characters can overcome challenges they are faced with. Characters in realistic fiction novels often face real life challenges.

Grade: 5 Unit of Study: Tales of a Fourth Grade NothingStage 1 - Desired Results

Established Goal(s):Standard 3.1 Reading

All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers and will read a variety of materials and texts with fluency and comprehension.

Strand G Comprehension skills and response to textIndicators3.1.5G.2 – Identify genre by their distinctive elements.3.1.5G.4 –Anticipate and construct meaning from text by making conscious connections to self, an author, and others.3.1.5G.7 –Understand that theme refers to the central idea or meaning of a selection and recognize themes, whether implied or stated directly.3.1.5G.8 –Distinguish between major and minor details.3.1.5G.9 –Make inferences using textual information and provide supporting evidence.3.1.5G.12-Recognize literary elements in stories including setting, characters, plot and mood. 3.1.5G.13 –Recognize figurative language in text.

Standard 3.2 WritingAll students will write in clear, concise, organized language that varies in content and form for different audiences and purposes.

Strand A (Writing as a Process (prewriting, drafting, revising, editing, postwriting)Indicators3.2.5A.1 Write stories with multiple paragraphs that develop a situation or plot, describe the setting, and include an ending.3.2.5A.3 Generate possible ideas for writing through listening, talking, recalling experience, hearing stories, reading, discussing models of writing, asking questions, and brainstorming.3.2.5A.5 Use strategies such as graphic organizers and outlines to elaborate and organize ideas for writing.3.2.5A.8 Revise drafts by rereading for meaning, narrowing focus, elaborating and deleting, as well as reworking organization, openings, closings, word choice, and consistency of voice.3.2.5A.10 Review and edit work for spelling, usage, clarity, organization, and fluency.3.2.5A.13 Understand and apply the elements of a scoring rubric to improve and evaluate writing.

Strand B (Writing as a Product)Indicators3.2.5B.3 Write grade appropriate, multi-paragraph, expository pieces across curricula3.2.5B.5 Support main idea, topic, or theme with facts, examples, or explanations, including information from multiple sources.

Strand C (Mechanics, Spelling, and Handwriting)Indicators3.2.5C.3 Use knowledge of English grammar and usage to express ideas effectively.3.2.5C.4 Use correct capitalization and punctuation, including commas and colons, throughout writing.3.2.5C.6 Use knowledge of roots, prefixes, suffixes, and English spelling patterns to spell words correctly in writing.3.2.5C.8 Edit writing for correct grammar usage, capitalization, punctuation, and spelling.

Strand D (Writing Forms, Audiences, and Purposes)Indicators3.2.5D.1 – Write for different purposes and a variety of audiences.3.2.5D.3 Develop and use knowledge of a variety of genres, including expository, narrative, persuasive, poetry, critiques and everyday/workplace writing.3.2.5D.14 – Demonstrate higher-order thinking skills and writing clarity when answering open-ended questions and essay questions in content areas or as responses to literature.3.2.5D 15 Use relevant graphics in writing.

Understanding(s):Students will understand that…Big Idea: The ability to read a variety of texts requires independence, comprehension, and fluency.Big Idea: Writing is the process of communicating in print for a variety of audiences and purposes.

Student will understand that: Realistic fiction as genre Narrative elements (setting, characters, conflict,

plot events, resolution) Theme presented in novel

Essential Question(s): Identify at least five plot events from the novel. How has Peter matured from the beginning of the

novel to the end? What are some of the obstacles Peter faces because

he is an older sibling? Compare and contrast Peter and Fudge.

Students will know… Identify realistic fiction as genre Important characters from novel Figurative Language Character Traits Main Events in the novel Compare/Contrast

Students will be able to… Identify conflict and resolution Complete character analysis Recognize and identify plot elements Express comprehension of novel through writing

tasks and class discussions Compare and contrast characters in the novel

through writingStage 2- Assessment Evidence

Performance Task(s): Oral Presentation of written and project components

of summer assignment. Character Analysis project. Chapter Questions (short answer and open-ended).

Other Evidence: Oral or written response to discussion questions Test on facts from the novel. Discussion of themes presented in novel.

Stage 3 – Learning Plan

Learning Activities: Explore narrative elements (characters, setting, conflict, plot events, resolution) Complete Venn diagram and compare and contrast writing Identify characters and their traits throughout chapters of novel Identify plot events throughout novel Respond to comprehension questions relating to specific chapters Develop character analysis by completing “Can a Character” activity Connect personal experiences to novel Class discussion on events in the novel

Stage 4 -- Accommodations for At-Risk Populations

Students will know… Select realistic fiction from three examples Identify the main character from novel Define figurative language; identify an example Identify character traits Main events in the novel Compare/Contrast

Students will be able to… Identify and describe a problem Identify different ways to solve the problem through

teacher conference Complete character analysis- using graphic

organizer provide Who? What? When? Where? Why? How?

Recognize and identify what the plot elements are in the story using story map graphic organizer

Express comprehension of novel through writing tasks, class discussions, and teacher conference

Compare and contrast characters in the novel through diagrams, visuals, and writing

Stage 5-- Modified Learning Plan

Learning Activities: Given a list of novels students will identify the realistic novel Students will match the main character to the novel Students will match examples of figurative language to a specific type of figurative language Select the character trait from a list Define the character trait Match the character trait to the character in the novel Students will create a diagram of the main events that took place in the beginning, middle, and end of the novel Students will compare/ contrast characters in novel using a Venn Diagram Use a graphic organizer to identify and explain why a problem might be a problem Complete graphic organizer to conceptualize character analysis Act out different character in the form of a charades game to identify characters in the novel

Stage 6 -- Unit of Study Resources

Resources: Tales of a Fourth Grade Nothing Graphic organizers, teacher-created worksheets, tests, Project Materials: Empty coffee can, art supplies, sentence strips etc.

Grade: 5 Unit of Study: The Million Dollar ShotStage 1 - Desired Results



Strand D FluencyIndicators3.1.5D.1 Adjust reading speed appropriately for different purposes and audiences.3.1.5D.3 Read aloud in ways that reflect understanding of proper phrasing and intonation.

Strand E Reading Strategies (before, during, and after reading)Indicators3.1.5E.1 Activate prior knowledge and anticipate what will be read or heard.3.1.5E. 3 Reread to make sense of difficult paragraphs or sections of text.3.1.5E.5 Apply graphic organizers to illustrate key concepts and relationships in a text.

Strand G Comprehension skills and response to textIndicators3.1.5G.2 – Identify genre by their distinctive elements.3.1.5G.4 –Anticipate and construct meaning from text by making conscious connections to self, an author, and others.3.1.5G.7 –Understand that theme refers to the central idea or meaning of a selection and recognize themes, whether implied or stated directly.3.1.5G.8 –Distinguish between major and minor details.3.1.5G.9 –Make inferences using textual information and provide supporting evidence.3.1.5G.12-Recognize literary elements in stories including setting, characters, plot and mood.3.1.5G.13 –Recognize figurative language in text.


Strand A (Writing as a Process (prewriting, drafting, revising, editing, post writing)Indicators3.2.5A.1 Write stories with multiple paragraphs that develop a situation or plot, describe the setting, and include an ending.3.2.5A.3 Generate possible ideas for writing through listening, talking, recalling experience, hearing stories, reading, discussing models of writing, asking questions, and brainstorming.3.2.5A.5 Use strategies such as graphic organizers and outlines to elaborate and organize ideas for writing.3.2.5A.8 Revise drafts by rereading for meaning, narrowing focus, elaborating and deleting, as well as reworking organization, openings, closings, word choice, and consistency of voice.3.2.5A.10 Review and edit work for spelling, usage, clarity, organization, and fluency.3.2.5A.13 Understand and apply the elements of a scoring rubric to improve and evaluate writing.

Strand B (Writing as a Product)Indicators3.2.5B.3 Write grade appropriate, multi-paragraph, expository pieces across curricula3.2.5B.5 Support main idea, topic, or theme with facts, examples, or explanations, including information from multiple sources.

Strand C (Mechanics, Spelling, and Handwriting)Indicators3.2.5C.3 Use knowledge of English grammar and usage to express ideas effectively.3.2.5C.4 Use correct capitalization and punctuation, including commas and colons, throughout writing.3.2.5C.6 Use knowledge of roots, prefixes, suffixes, and English spelling patterns to spell words correctly in writing.3.2.5C.8 Edit writing for correct grammar usage, capitalization, punctuation, and spelling.

Strand D (Writing Forms, Audiences, and Purposes)Indicators3.2.5D.1 – Write for different purposes and a variety of audiences.3.2.5D.3 Develop and use knowledge of a variety of genres, including expository, narrative, persuasive, poetry, critiques and everyday/workplace writing.3.2.5D.5 Use transitions between and within paragraphs.3.2.5D.6 Organize paragraphs using topic sentences.3.2.5D.14 – Demonstrate higher-order thinking skills and writing clarity when answering open-ended questions and essay questions in content areas or as responses to literature.3.2.5D 15 Use relevant graphics in writing.Understanding(s):Students will understand that…Big Idea: The ability to read a variety of texts requires independence, comprehension, and fluency.Big Idea: Writing is the process of communicating in print for a variety of audiences and purposes.

Student will understand that: Realistic fiction as genre Narrative elements (setting, characters, conflict,

plot events, resolution) Theme presented in novel

Essential Question(s): Identify at least five plot events from the novel. Have you ever entered a contest? What did you

have to do to enter? Describe the contest. How is the setting of the story different from where

you live?

Students will know… Identify realistic fiction as genre Important characters from novel Figurative Language Character Traits Main Events in the novel Sound Device (onomatopoeia)

Students will be able to… Identify conflict and resolution Complete contest project Recognize and identify plot elements Identify and describe setting Express comprehension of novel through writing

tasks and discussion Identify examples of figurative language and sound

deviceStage 2- Assessment Evidence

Performance Task(s): Chapter Questions (short answer and open-ended) Create a Contest project Create an imaginary snack-food project Oral Presentation of Projects

Other Evidence: Oral or written response to discussion questions Tests/Quizzes from novel Discussion of themes presented in novel


Learning Activities: Explore narrative elements (characters, setting, conflict, plot events, resolution) Identify characters and their traits throughout chapters of novel Identify plot events throughout novel Respond to comprehension questions relating to specific chapters Create a contest poster including: date of contest, eligible participants, requirement etc. and present to group “Invent Imaginary Snack Food” project. Include: ingredients, slogan, create advertisement Connect personal experiences to novel Class discussion on events in the novel

Stage 4 -- Accommodations for At-Risk Populations

Students will know… Select realistic fiction from three examples Identify the main character from novel Define figurative language; identify an example of a

simile, metaphor, idiom Identify sound device, identify example of

onomatopoeia Identify character traits Main events in the novel

Students will be able to… Identify and describe a problem using five W’s

graphic organizer Identify different ways to solve the problem using

problem-solving graphic organizer Recognize and identify what the plot elements are in

the story using story map #1 graphic organizer Express comprehension of novel through writing

tasks, class discussions, and teacher conferences Participate in creating a contest and imaginary

snack-food projects

Stage 5-- Modified Learning Plan

Learning Activities: Given a list of novels students will identify the realistic novel Students will match the main character to the novel Students will match examples of figurative language and sound device to a specific type of figurative

language/sound device Match the character trait to the character in the novel Students will create a diagram of the main events that took place in the beginning, middle, and end of the novel Use a graphic organizer to identify and explain why a problem might be a problem Students will participate in group projects and presentations Act out different characters in the form of a charades game to identify characters in the novel

Stage 6—Unit of Study ResourcesResources: The Million Dollar Shot Graphic organizers Writing process Computers Applications- MS Application, Internet, etc. Teacher-made worksheets Tests, quizzes, & comprehension questions

Grade 6

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Year At A Glance Grade 6: Literacy BlockSeptember October November December January February March Aril May JuneEstablishing Writing &

Reading WorkshopsFantasy Fiction/

Narrative Writing

Well-Crafted Text: Reading & Writing Memoir as Literary

Nonfiction/ Descriptive Writing

Poetry/ Realistic Fiction

Historical Fiction/Persuasive Writing Fiction/ Explanatory/ Letter Writing



Unit Assessments (Formative/ Summative)Respond to open-ended questions that include topic sentence, transitional words, facts, examples, and detailsOrally present summer writing and project components of novels

Respond to open-ended questions that include topic sentence, transitional words, facts, examples, and detailsOral response to discussion questions

Student written poetryOral and written responses to essential questionsTest on literary and poetic devices

Written response to persuasive promptsDebateComprehension test on facts vocabulary from novel

Written response to persuasive promptsComprehension test on facts vocabulary from novelOral presentation

SkillsIdentify genreRecognize define, and use vocabulary in contextIdentify narrative elements

Recognize text organizationUse facts, examples, and details to support ideasRecognizing author’s purpose

Identify literary and poetic devicesIdentify figurative language Identify poetic structure

Use facts, examples, details to support positionIdentify genreCompare and contrast ideasIdentify point of viewVary syntax in writing

Make predictionsRespond to explanatory promptIdentify author’s purpose Identify context clues

Units of Study:Lion, Witch, & WardrobeBig Idea: Reflect on life’s experience can lead to new understandings

Pathways/ Where the Red Fern Grows

Big Idea: Reflecting on life’s experiences can lead

to new understanding

Number the StarsBig Idea: Inner

strength and courage

Reading and Writing StrategiesLiterature Circles

Big Idea: Composition of persuasive and explanatory essays, and responding

to open-ended questions using facts, examples, and details for support.Identify and use literary skills and

devices in narrative and informational text and writing

PoetryTime Capsule

Big Idea: Reflections on life and predicting the future in writing

Grade: 6 Unit of Study: The Lion, The Witch, & The WardrobeStage 1 - Desired Results


All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers and will read a variety of materials and text with fluency and comprehension.

Strand C Decoding and Word Recognition Indicators3.1.6C.1- Use a dictionary to decode new words independently.3.1.6C.2- Use context clues or knowledge of phonics, syllabication, prefixes, and suffixes to decode new words.3.1.6C.3- Apply knowledge of new words correctly (refer to word parts and word origin).3.1.6C.4- Apply spelling and syllabication rules that aid in decoding and word recognition.

Strand E Reading StrategiesIndicators3.1.6E.1- Activate prior knowledge and anticipate what will be read or heard.3.1.6E.5- Use reference aids for word meanings when reading.3.1.6E.6- Apply graphic organizers to illustrate key concepts and relationships in a text.

Strand F Vocabulary and Concept Development Indicators3.1.6F.1- Infer word meanings from learned roots, prefixes, and suffixes.3.1.6F.2- Infer specific word meanings in the context of reading passages. 3.1.6F.3- Identify and correctly use antonyms, synonyms, homophones, and homographs.3.1.6F.4- Use the dictionary for a variety of purposes (e.g., definitions, word origins, parts of speech).3.1.6F.5- Use a thesaurus to identify alternative word choices and meanings.

Strand G Comprehension skills and response to textIndicators3.1.6G.2- Identify genre by their distinctive elements (e.g. tall tale-exaggeration).3.1.6G.3- Cause and effect and sequence of events to gain meaning.3.1.6G.7- Identify and analyze features of themes conveyed through characters, actions, and images.3.1.6G.9- Make inferences using textual information and provide supporting evidence.3.1.6G.12- Recognize characterization, setting, plot, theme, and point of view in fiction.3.1.6G.13- Recognize sensory details, figurative language, and other literary devices in text.

Strand H Inquiry and Research Indicators3.1.6H.5- Summarize and organize information by taking notes, outlining ideas, and/ or making charts.3.1.6H.6- Produce projects and reports, using visuals, media, and-or technology to show learning and support the learning of an audience.3.1.6H.7- Compare themes, characters, settings, and ideas across texts or works and produce evidence of understanding.


Strand A Writing as a Process (prewriting, drafting, revising, editing, postwriting)Indicators3.2.6D.4- Organize a response that develops insight into literature by exploring personal reactions, connecting to personal experiences, and referring to the text through sustained use of examples.3.2.6D.11- Demonstrate higher-order thinking skills and writing clarity when answering open-ended and essay questions in content areas or as responses to literature, personal experiences, and referring to the text through sustained use of examples.3.2.6D.14- Review scoring criteria of relevant rubrics

Understanding(s):Big Idea: The ability to read a variety of texts requires independence, comprehension, and fluency.Big Idea: Writing is the process of communicating in print for a variety of audiences and purposes.

Students will understand that… Fantasy as a genre Good overcomes evil Strength, support, and trust of family Characterization England during WWII; connect to previous

knowledge

Essential Question(s): How can we construct meaning from the text? What is the genre of fantasy? What elements in t he novel illustrate the fantasy

genre? At first appearances, which character would appear

to be the most obvious leader? What character traits do the main characters possess? What do the hero and the villain symbolize? Which character is most like you, and why? How does symbolism and prophecy connect with the

theme of the story? What are the qualities of a hero/ villain?

Students will know… Fantasy as a genre Various genres of literature Character traits Use of graphic organizers, (Venn diagram) Symbolism Mythological creatures Point of view Narrative elements Literary devices (figurative and sensory language,

foreshadowing) Cause/ effect relationship, sequencing, inference Key vocabulary (roots, prefix, suffix, homophone,

homograph, definitions, synonyms, antonyms, parts of speech, context clues)

Students will be able to… Compare and contrast Use the text to characterize Use the text to construct meaning Use the text to identify elements of fantasy Identify point of view, narrative elements, conflict Identify figurative language and sensory details Utilize the dictionary and thesaurus Use vocabulary to extend and infer meaning Make predictions Sequence events

Stage 2- Assessment Evidence

Performance Task(s): Create a character list and identify character traits Identify book titles that are examples of each type

of literary genre Draw common symbols Create a Venn diagram to compare and contract

Aslan and the White Witch Create a T-chart to identify real and fantasy

elements in novel Answer open-ended questions using facts,

examples, and details in text Presentations of writing and project components of

summer reading assignment Dramatize a key scene Sequence ten most important events on sentence

strips

Other Evidence: Oral discussion and/ or written response to the

essential questions Quiz on literary genres Quiz on character traits Discuss within a group other examples of symbolism

in novel Comprehension test Vocabulary quiz Completion of four learning stations: literature

circle, writing conference, vocabulary, technology/ creativity station

Written component of summer assignment as scored by rubric

Use of facts, examples, details from text Reading comprehension check


Learning Activities: Use graphic organizers, free writing and discussion to assess knowledge and identify or modify learning goals

for the unit Form literary circles where each student has a literary circle role (word watcher, summarizer, and illustrator). View film, discuss, and compare to novel Review scoring rubric to guide open-ended responses Review narrative elements, including plot diagram and figurative language pertaining to novel Review key vocabulary (word search and crossword puzzles) Create coat of arms and name for new kingdom, student’s title and power Create scrapbook of fantasy characters and mythological creatures from other books Create an acrostic poem for a novel character, then student’s own name using character traits Create own mythological creature , write description, have another student draw from written description Complete activities in each of four learning stations (Literature Ring, Word World, Writing Planet, technology/

Creativity Galaxy, and Base Station (whole group)Stage 4—Accommodations for At-Risk Populations

Students will know… Select fantasy from three examples Identify two main characters from the novel Use graphic organizer to identify cause/effect

relationship Identify an example of figurative language Identify character traits Select mythological creature from four examples Define theme

Students will be able to… Make predictions through teacher conference Given theme of novel that apply to the theme Compare/contrast characters in novel through

diagrams, visuals, & writing Use five vocabulary words accurately in a sentence

identify two elements of fantasy in the novel Identify conflict in the novel through teacher

conference

Stage 5—Modified Learning Plan Form literature circles where the student is paired with another student to fulfill one literary circle role (word

watcher, summarizer, and illustrator) View film with use graphic organizer to compare to novel Review key vocabulary through word search or crossword puzzle with word bank Pair up with another student to create Coat of Arms and name for new Kingdom Use the internet to create scrapbook of fantasy/ mythological creature Create mythological creature Complete activity from each learning station (modify the number as needed

Stage 6—Unit of Study Resources

Resources: The Chronicles of Narnia: The Lion, the Witch, and the Wardrobe Graphic organizers Reading packet Rubrics Dictionary/ thesaurus Computer

Grade: 6 Unit of Study: PathwaysStage 1 - Desired Results



Strand C: Decoding and Word Recognition Indicators 3.1.6.C.1- Use a dictionary to decode new words independently.3.1.6.C 2- Use context clues or knowledge of phonics, syllabication, prefixes, and suffixes to decode new words.3.1.6.C 3- Apply knowledge of new words correctly (refer to word parts and word origin).3.1.6.C 4- Apply spelling and syllabication rules that aid in decoding and word recognition.

Strand E: Reading Strategies (before, during, and after reading)Indicators 3.1.6.E.1- Activate prior knowledge and anticipate what will be read or heard. 3.1.6.E.4 -Make revisions to text predictions during and after reading. 3.1.6.E.5 -Use reference aids for word meanings when reading. 3.1.6.E.6 -Apply graphic organizers to illustrate key concepts and relationships in a text.

Strand F: Vocabulary and Concept Development Indicators3.1.6.F.1 - Infer word meanings from learned roots, prefixes, and suffixes.3.1.6.F.2 - Infer specific word meanings in the context of reading passages.3.1.6.F.3 - Identify and correctly use antonyms, synonyms, homophones, and homographs.3.1.6.F.4 - Use the dictionary for a variety of purposes (e.g., definitions, word origins, parts of speech).3.1.6.F.5- Use a thesaurus to identify alternative word choices and meanings.

Strand G: Comprehension Skills and Response to TextIndicators3.1.6.G.1- Respond critically to an author’s purpose, ideas, views, and beliefs.3.1.6.G.2- Identify genre by their distinctive elements (e.g. tall tale-exaggeration).3.1.6.G.3- Use cause and effect and sequence of events to gain meaning. 3.1.6.G.4- Construct meaning from text by making conscious connections to self, an author, and others.3.1.6.G.6- Recognize and understand historical and cultural biases and different points of view.3.1.6.G.7- Identify and analyze features of themes conveyed through characters, actions, and images.3.1.6.G.8- Distinguish between major and minor details.3.1.6.G.9- Make inferences using textual information and provide supporting evidence.3.1.6.G.12-Recognize characterization, setting, plot, theme, and point of view in fiction.3.1.6.G.13- Recognize sensory details, figurative language, and other literary devices in text.3.1.6.G.16- Identify and analyze elements of setting, plot, and characterization in plays that are read,

written, or performed.3.1.6.G.17- Explain ways that the setting contributes to the mood of a novel, play, or poem. 3.1.6.G.18- Interpret idiomatic expressions.

Strand H: Inquiry and Research Indicators3.1.6.H. 2- Select and use multiple sources to locate information relevant to research questions.3.1.6.H 3- Draw conclusions from information gathered from multiple sources.3.1.6.H 5- Summarize and organize information by taking notes, outlining ideas, and/or making charts.3.1.6.H 6- Produce projects and reports, using visuals, media, and/or technology to show learning and

support the learning of an audience.


Strand A: Writing as a Process (prewriting, drafting, revising, editing, postwriting)Indicators3.2.6.A.1- Write informational compositions of several paragraphs that engage the interest of the reader, state a clear purpose, develop the topic, and conclude with a detailed summary.3.2.6.A.2- Generate ideas for writing through reading and making connections across the curriculum and with current events.3.2.6.A.5- Draft writing in a selected genre with supporting structure and appropriate voice according to the intended message, audience, and purpose for writing.3.2.6.A 6- Make decisions about the use of precise language, including adjectives, adverbs, verbs, and specific details, and justify the choices made.3.2.6.A 7- Revise drafts by rereading for meaning, narrowing focus, elaborating and deleting, as well as reworking organization, openings, closings, word choice, and consistency of voice.3.2.6.A.11- Use computer writing applications during the writing process.3.2.6.A.12- Understand and apply the elements of a scoring rubric to improve and evaluate writing3.2.6.A.13- Reflect on own writing, noting strengths and setting goals for improvement.

Strand B: Writing as a ProductIndicators3.2.6.B.1- Expand knowledge of characteristics, structures, and tone of selected genres.3.2.6.B 2- Write a range of grade appropriate essays across curricula (e.g., persuasive, personal, descriptive, issue- based)3.2.6.B 3- Write grade appropriate, multi-paragraph expository pieces across curricula (e.g., problem/solution, cause/effect, hypothesis/results, feature articles, critique, research reports).3.2.6.B 5- Support main idea, topic, or theme with facts, examples, or explanations, including information from multiple sources.3.2.6.B 6- Sharpen focus and improve coherence by considering the relevancy of included details, and adding, deleting, and rearranging appropriately.3.2.6.B 7- Write sentences of varying length and complexity, using specific nouns, verbs, and descriptive words.3.2.6.B 9- Provide logical sequence throughout multi-paragraph works by refining organizational structure and developing transitions between ideas.

StrandC: Mechanics, Spelling, and HandwritingIndicators3.2.6.C.1- Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, handwriting.3.2.6.C 2- Use a variety of sentence types and syntax, including independent and dependent clauses and prepositional and adverbial phrases, to connect ideas and craft writing in an interesting and grammatically correct way.3.2.6.C 3- Use knowledge of English grammar and usage to express ideas effectively.3.2.6.C 4- Use correct capitalization and punctuation, including commas and colons, throughout writing. 3.2.6.C 6- Use knowledge of roots, prefixes, suffixes, and English spelling patterns to spell words correctly in writing. 3.2.6.C 7- Demonstrate understanding of reasons for paragraphs in narrative and expository writing and indent appropriately in own writing.3.2.6.C 8- Edit writing for correct grammar usage, capitalization, punctuation, and spelling.3.2.6.C 9- Use a variety of materials, such as a dictionary, grammar reference, and/or internet/software resources to edit.

Strand D: Writing Forms, Audiences, and PurposesIndicators3.2.6.D.1- Write for different purposes (e.g., to express ideas, inform, entertain, respond to literature, persuade, question, reflect, clarify, share) and a variety of audiences (e.g., self, peers, community).3.2.6.D.2- Gather, select, and organize information appropriate to a topic, task, and audience. 3.2.6.D.3- Develop and use knowledge of a variety of genres, including expository, narrative, persuasive, poetry,

critiques, and everyday/ workplace writing.3.2.6.D.4- Organize a response that develops insight into literature by exploring personal reactions, connecting to personal experiences, and referring to the text through sustained use of examples.3.2.6.D.5 -Write persuasive essays with clearly stated positions or opinions supported by organized and relevant evidence to validate arguments and conclusions, and sources cited when needed.3.2.6.D.10- Use a variety of strategies to organize writing, including sequence, chronology, cause/effect, problem/solution, and order of importance.3.2.6.D.11- Demonstrate higher-order thinking skills and writing clarity when answering open-ended and essay questions in content areas or as responses to literature.3.2.6.D.14- Review scoring criteria of relevant rubrics.Understanding(s):Big Idea: The ability to read a variety of texts requires independence, comprehension, and fluency.Big Idea: Writing is the process of communicating in print for a variety of audiences and purposes.

Students will understand that… Various genres Understand vocabulary within context Narrative elements Literary devices Sequence of events Making predictions Drawing conclusions Making inferences Immigration, diversity

Essential Question(s): How can we construct meaning from the text? What is the genre realistic fiction? What is the genre science fiction? What elements in the novel illustrate these genres? What character traits do the characters possess? Which character is most like you, and why? What are the narrative elements of the story? What conclusions can we draw and what inferences

can we make from the information in the text? What types of figurative language and literary

devices are used in the text? What predictions can we make from the title,

illustration, and exposition? What are the most significant events in the story? How does the theme relate to your life?

Students will know… The differences between various genres How to identify literary devices and narrative

elements in a story How to analyze vocabulary words within text to

construct meaning How to characterize To connect realistic fiction to their lives in

writing and discussion The elements of science fiction

Students will be able to… Connect reading to their lives Identify author’s purpose Synthesize the information in the story to make

inferences and predictions, and draw conclusions. Construct meaningful and coherent responses to

literature in writing and discussion. Identify character traits Identify narrative elements and literary devices


Performance Task(s): Preview and predict Read orally and independently Write responses to open-ended questions and

Think It Over questions Write a personal narrative and process

paragraph Complete graphic organizers to synthesize ideas

in reading and writing Utilize rubrics for reading and writing Write an interview Write a descriptive and paragraph Write an explanatory essay Complete vocabulary tasks

Other Evidence: Comprehension test Vocabulary quiz, puzzles, cloze paragraphs Written responses to m/c, open-ended questions,

quotes, explanatory, descriptive, and process prompts, interview, and Think It Over questions.

Personal narrative Graphic organizers

Stage 3 – Learning PlanLearning Activities: Review reading and writing scoring rubrics to guide writing Complete learning stations for reading, writing, vocabulary, and technology Dramatization of interview Complete story charts, graphic organizers, and various writing tasks Create recipe book including researched information Form literary groups to respond orally to prompts

Stage 4—Accommodations for At-Risk PopulationsStudents will know… Define genre and match examples to type of

genre Use a story map to identify narrative elements

in a story Define ten vocabulary terms using a dictionary Identify main character Define realistic fiction; given three examples

identify realistic fiction selection Identify three elements of science fiction

Students will be able to… Use story map 32 to identify narrative elements in

story Use vocabulary terms in context with teacher

conference Identify two character traits for main character Express findings orally in teacher conference Identify author’s purpose through conference Use various graphic organizers to construct

meaningful and coherent responses to literature in writing and discussion with teacher conference

Identify one literary device in each selection Stage 5—Modified Learning PlanLearning Activities: Match example essays and open ended questions to scoring rubric Complete one activity in each learning station (modify ad needed) Complete story charts, graphic organizers, and various writing with teacher conferences Work in small groups to create recipe book with teacher conference Respond to prompts orally during teacher conference

Stage 6 —Unit of Study Resources:Resources: Macmillan/McGraw Hill Literature textbook – Unit One (S.O.R. Losers, The All-American Slurp, Viva New

Jersey, Rain, Rain, Go Away) Reading and writing scoring rubrics Dictionary, thesaurus, computer Writing and reading packets Graphic organizers

Grade: 6 Unit of Study: Tuck EverlastingStage 1 - Desired Results



Strand C Decoding and Word Recognition Indicators3.1.6. C.1 - Use a dictionary to decode new words independently3.1.6. C.2 - Use context clues or knowledge of phonics, syllabication, prefixes, and suffixes to decode new words.3.1.6. C.3 - Apply knowledge of new words correctly (refer to word parts and word origin).3.1.6. C.4 - Apply spelling and syllabication rules that aid in decoding and word recognition.

Strand E Reading Strategies (before, during, and after reading)Indicators3.1.6.E.1- Activate prior knowledge and anticipate what will be read or heard3.1.6.E.5 - Use reference aids for word meanings when reading3.1.6.E.6 - Apply graphic organizers to illustrate key concepts and relationships in a text

Strand F Vocabulary and Concept Development Indicators3.1.6. F.1- Infer word meanings from learned roots, prefixes, and suffixes3.1.6. F.2 - Infer specific word meanings in the context of reading passages.3.1.6. F.3 - Identify and correctly us antonyms, synonyms, homophones, and homographs3.1.6. F.4 - Use the dictionary for a variety of purposes (e.g., definitions, word origins, parts of speech)3.1.6. F.5 - Use a thesaurus to identify alternative word choices and meanings.

Strand G Comprehension Skills and Response to TextIndicators3.1.6. G.2 - Identify genre by their distinctive elements3.1.6. G.3 - Use cause and effect and sequence of events to gain meaning3.1.6. G.4 - Construct meaning from text by making conscious connections to self, an author, and others.3.1.6. G.7 - Identify and analyze features of themes conveyed through characters, actions, and images.3.1.6. G.8 - Distinguish between major and minor details3.1.6. G.9 - Make inferences using textual information and provide supporting evidence.3.1.6. G.12 - Recognize characterization, setting, plot, theme, and point of view in fiction.3.1.6. G.13 - Recognize sensory details, figurative language, and other literary devices in text3.1.6. G.15 - Analyze drama as a source of information, entertainment, persuasion, or transmitter of culture.3.1.6. G.17 - Explain ways that the setting contributes to the mood of a novel, play, or poem.3.1.6. G.18 - Interpret idiomatic expressions.


Strand A Writing as a Process (prewriting, drafting, revising, editing, postwriting)Indicators3.2.6. A.1 - Write informational compositions of several paragraphs that engage the interest of the reader, state a clear purpose, develop the topic, and conclude with a detailed summary.3.2.6. A.2 - Generate ideas for writing through reading and making connections across the curriculum and with current events.3.2.6. A.4 - Use strategies such as graphic organizers and outlines to elaborate and organize ideas for writing.

Strand B Writing as a ProductIndicators3.2.6. B.7 - Write sentences of varying length and complexity, using specific nouns, verbs, and descriptive words.3.2.6. B.9 - Provide logical sequence throughout multi-paragraph works by refining organizational structure and developing transitions between ideas.

Strand C Mechanics, Spelling, and Handwriting

Indicators3.2.6. C.1 - Use standard English conventions in all writing, such as sentence structure grammar and usage, punctuation, capitalization, spelling, handwriting.3.2.6. C.2 - Use a variety of sentence types and syntax, including independent and dependent clauses and prepositional and adverbial phrases, to connect ideas and craft writing in an interesting and grammatically correct way.3.2.6. C.3 - Use knowledge of English grammar and usage to express ideas effectively.3.2.6. C.4 - Use correct capitalization and punctuation, including commas and colons, throughout writing.3.2.6. C.5 - Use quotation marks and related punctuation correctly in passages of dialogue.3.2.6. C.6 - Use knowledge of roots, prefixes, suffixes, and English spelling patterns to spell words correctly in writing.3.2.6. C.7 - Demonstrate understanding of reasons for paragraphs in narrative and expository writing and indent appropriately in own writing.3.2.6. C.8 - Edit writing for correct grammar usage, capitalization, punctuation, and spelling.3.2.6. C.9 - Use a variety of materials, such as a dictionary, grammar reference, and/or internet/software resources to edit written work.3.2.6. C10 - Write legibly in manuscript or cursive to meet district standards.

Strand D Writing Forms, Audiences, and PurposesIndicators 3.2.6. D.1 - Write for different purposes (e.g., to express ideas, inform, entertain, respond to literature, persuade, question, reflect, clarify, share) and a variety of audiences (e.g., self, peers, community).3.2.6. D.2 - Gather, select, and organize information appropriate to a topic, task, and audience.3.2.6. D.4 - Organize a response that develops insight into literature by exploring personal reactions, connecting to personal experiences, and referring to the text through sustained use of examples.3.2.6. D.6 - Use narrative techniques (e.g., dialogue, specific actions of characters, sensory description, and expression of thoughts and feelings of characters).3.2.6. D.10 - Use a variety of strategies to organize writing, including sequence, chronology, cause/effect, problem/ solution, and order of importance.3.2.6. D.11 - Demonstrate higher-order thinking skills and writing clarity when answering open-ended and essay questions in content areas or as responses to literature.3.2.6. D.12 - Use relevant graphics in writing (e.g., maps, charts, illustrations, graphs, photographs).3.2.6. D.13 - Demonstrate the development of a personal style and voice in writing.3.2.6. D.14 - Review scoring criteria of relevant rubrics.3.2.6. D.15 - Develop a collection of writings (e.g., a literacy folder or a literacy portfolio).Understanding(s):Big Idea: The ability to read a variety of texts requires independence, comprehension, and fluency.Big Idea: Writing is the process of communicating in print for a variety of audiences and purposes.

Students will understand that… Realistic fiction as a genre Literary elements are essential in a

narrative Characterization contributes to literary

elements Vocabulary acquired through various

methods Writing sequential events follows the plot Literary elements are essential in a



methods Writing sequential events follows the plot Writing persuasively

Essential Question(s): How do readers extract meaning from text? How does characterization contribute to plot and literary

elements? How is the main character(s) like/unlike you? Compare/contrast two characters How can writers respond to open-ended questions to

evidence their understanding of the novel? How do readers extract meaning from text? What makes this novel realistic fiction? How does characterization contribute to plot and literary

elements? How is the main character(s) like/unlike you? Compare/contrast two characters How can writers use sequential writing and responses to

open-ended questions to evidence their understanding of the novel?

Students will know… Identify realistic fiction as a genre Literary elements, including narrative elements Character traits Identification of conflict, resolution, and theme Vocabulary analysis Criteria and format of responses to open-ended

questions Identification of significant events in a narrative Dramatization

Students will be able to… Identify literary elements including narrative elements in

novel Identify point of view Identify character traits of main character(s) Understand given vocabulary from text Construct successful response to open-ended questions Construct sequence of significant events in novel Discuss, synthesize, analyze, and dramatize the plot and

characters of the novel Compare and contrast ideas Make predictions Understand vocabulary Express ideas and reflections through various written and

oral formats, write persuasively Identify cause and effect relationships within text Identify the conflict


Performance Task(s): Construct responses to open-ended question that

include topic sentence, transitional words, and facts, examples, and detail to support response

Maintain a response journal Create a script to dramatize the significant

sequence of events in the novel Write a short story reflecting route on map Create Venn Diagram to compare/contrast

characters Complete prediction chart Define vocabulary, write synonyms Utilize reading and writing packets

Other Evidence: Oral and written response to discussion questions Novel test on comprehension Vocabulary quiz Dramatic presentation Written compositions Graphic organizers and charts


Learning Activities: Use various anticipatory sets to assess prior knowledge and identify or modify learning goals for the unit. Review NJ scoring rubrics for writing and reading Model open-ended response structure to aid in responding to the literature Explore literary elements in stations and activities Write and present a dramatic scene from the novel Create a map and write a descriptive paragraph of the events shown

Stage 4—Accommodations for At-Risk Populations

Students will know… Define historical fiction given three examples Identify historical fiction novel Use story map graphic organizer Identify two main character Define five vocabulary terms using dictionary Define cause/effect; give one example Use sequence chart graphic organizer Dramatize eight vocabulary terms using

dictionary

Students will be able to… Use story may #2 graphic organizer to identify narrative

elements in story List two character traits for identified character Use vocabulary terms in context using word bank Use Venn diagram to compare/contrast ideas with teacher

conferences Identify sequence chart graphic organizer Express ideas orally in teacher conference identify

appropriate prediction given three characters

Stage 5—Modified Learning Plan

Learning Activities: Use K-W-L chart to assess prior knowledge and modify learning goals Match example to open ended questions and essays to reading and writing rubrics Respond to open-ended questions with teacher conference Complete one activity in each learning station (modify as needed) Small group write and present dramatic scene with teacher conference

Stage 6 —Unit of Study ResourcesResources: Tuck Everlasting novel Study guides Writing and reading scoring rubrics Reading, writing, & word study journals

Grade: 6 Unit of Study: Number the StarsStage 1 - Desired Results



Strand C Decoding and Word RecognitionIndicators 3.1.6.C.1 - Use a dictionary to decode new words independently3.1.6.C.2 - Use context clues or knowledge of phonics, syllabication, prefixes, and suffixes to decode new words.3.1.6.C.3 - Apply knowledge of new words correctly (refer to word parts and word origin).3.1.6.C.4 - Apply spelling and syllabication rules that aid in decoding and word recognition.

Strand E Reading Strategies (before, during, and after reading)Indicators3.1.6.E.1- Activate prior knowledge and anticipate what will be read or heard3.1.6.E.5 - Use reference aids for word meanings when reading3.1.6.E.6 - Apply graphic organizers to illustrate key concepts and relationships in a text

Strand F Vocabulary and Concept Development Indicators3.1.6.F.1- Infer word meanings from learned roots, prefixes, and suffixes3.1.6.F.2 - Infer specific word meanings in the context of reading passages.3.1.6.F.3 - Identify and correctly us antonyms, synonyms, homophones, and homographs3.1.6.F.4 - Use the dictionary for a variety of purposes (e.g., definitions, word origins, parts of speech)3.1.6.F.5 - Use a thesaurus to identify alternative word choices and meanings.

Strand G Comprehension Skills and Response to TextIndicators3.1.6.G.2 - Identify genre by their distinctive elements3.1.6.G.3 - Use cause and effect and sequence of events to gain meaning3.1.6.G.4 - Construct meaning from text by making conscious connections to self, an author, and others.3.1.6.G.7 - Identify and analyze features of themes conveyed through characters, actions, and images.3.1.6.G.8 - Distinguish between major and minor details3.1.6.G.9 - Make inferences using textual information and provide supporting evidence.3.1.6.G.12 - Recognize characterization, setting, plot, theme, and point of view in fiction.3.1.6.G.13 - Recognize sensory details, figurative language, and other literary devices in text3.1.6.G.15 - Analyze drama as a source of information, entertainment, persuasion, or transmitter of culture.3.1.6.G.17 - Explain ways that the setting contributes to the mood of a novel, play, or poem.3.1.6.G.18 - Interpret idiomatic expressions.


Strand A Writing as a Process (prewriting, drafting, revising, editing, postwriting)Indicators3.2.6.A.1 - Write informational compositions of several paragraphs that engage the interest of the reader, state a clear purpose, develop the topic, and conclude with a detailed summary.3.2.6.A.2 -Generate ideas for writing through reading and making connections across the curriculum and with current events.3.2.6.A.4 -Use strategies such as graphic organizers and outlines to elaborate and organize ideas for writing

Strand B Writing as a ProductIndicators3.2.6.B.7 - Write sentences of varying length and complexity, using specific nouns, verbs, and descriptive words.3.2.6.B.9 - Provide logical sequence throughout multi-paragraph works by refining organizational structure and developing transitions between ideas.

Strand C Mechanics, Spelling, and HandwritingIndicators3.2.6.C.1 - Use standard English conventions in all writing, such as sentence structure grammar and usage, punctuation, capitalization, spelling, handwriting.3.2.6.C.2 - Use a variety of sentence types and syntax, including independent and dependent clauses and prepositional and adverbial phrases, to connect ideas and craft writing in an interesting and grammatically correct way.3.2.6.C.3 - Use knowledge of English grammar and usage to express ideas effectively.3.2.6.C.4 - Use correct capitalization and punctuation, including commas and colons, throughout writing.3.2.6.C.5 - Use quotation marks and related punctuation correctly in passages of dialogue.3.2.6.C.6 - Use knowledge of roots, prefixes, suffixes, and English spelling patterns to spell words correctly in writing.3.2.6.C.7 - Demonstrate understanding of reasons for paragraphs in narrative and expository writing and indent appropriately in own writing.3.2.6.C.8 - Edit writing for correct grammar usage, capitalization, punctuation, and spelling.3.2.6.C.9 - Use a variety of materials, such as a dictionary, grammar reference, and/or internet/software resources to edit written work.3.2.6.C.10.Write legibly in manuscript or cursive to meet district standards.

Strand D Writing Forms, Audiences, and PurposesIndicators3.2.6.D.1 - Write for different purposes (e.g., to express ideas, inform, entertain, respond to literature, persuade, question, reflect, clarify, share) and a variety of audiences (e.g., self, peers, community).3.2.6.D.2 - Gather, select, and organize information appropriate to a topic, task, and audience.3.2.6.D.4 - Organize a response that develops insight into literature by exploring personal reactions, connecting to personal experiences, and referring to the text through sustained use of examples.3.2.6.D.6 - Use narrative techniques (e.g., dialogue, specific actions of characters, sensory description, and expression of thoughts and feelings of characters).3.2.6.D.10 - Use a variety of strategies to organize writing, including sequence, chronology, cause/effect, problem/ solution, and order of importance.3.2.6.D.11 - Demonstrate higher-order thinking skills and writing clarity when answering open-ended and essay questions in content areas or as responses to literature.3.2.6.D.12 - Use relevant graphics in writing (e.g., maps, charts, illustrations, graphs, photographs).3.2.6.D.13 - Demonstrate the development of a personal style and voice in writing.3.2.6.D.14 - Review scoring criteria of relevant rubrics.3.2.6.D.15 - Develop a collection of writings (e.g., a literacy folder or a literacy portfolio).Understanding(s):Big Idea: The ability to read a variety of texts requires independence, comprehension, and fluency.Big Idea: Writing is the process of communicating in print for a variety of audiences and purposes.

Students will understand that… Historical fiction as a genre Literary elements are essential in a



methods Writing sequential events follows the plot Use previous knowledge to understand

events relating to Holocaust and WWII Theme of courage

Essential Question(s): How do readers extract meaning from text? What makes this novel historical fiction? How does characterization contribute to plot and

literary elements? How is the main character(s) like/unlike you? Compare/contrast two characters How can writers respond to open-ended questions to

evidence their understanding of the novel? What were the significant facts and ideas relating to

WWII and the Holocaust? How do the characters show courage, and what Events in the story illustrate this theme?

Students will know… Identify historical fiction as a genre Literary elements, including narrative

elements Character traits Identification of conflict, resolution, and

theme Vocabulary analysis Criteria and format of responses to open-

ended questions Identification of significant events in a

narrative Dramatization Cause and effect relationship within text

Students will be able to… Identify literary elements including narrative elements

in novel Identify point of view Identify character traits of main character(s) Understand given vocabulary from text Construct successful response to open-ended questions Construct sequence of significant events in novel Discuss, synthesize, analyze, and dramatize the plot

and characters of the novel Compare and contrast ideas Make predictions Understand vocabulary Express ideas and reflections through various written

and oral formats Identify cause and effect relationships within text Identify the conflict


Performance Task(s): Construct responses to open-ended question

that include topic sentence, transitional words, and facts, examples, and detail to support response

Maintain a response journal Create a script to dramatize the significant

sequence of events in the novel Write a short story reflecting route on map Create Venn Diagram to compare/contrast

characters Complete prediction chart Define vocabulary, write synonyms Utilize reading and writing packets

Other Evidence: Oral and written response to discussion questions Novel test on comprehension Vocabulary quiz Dramatic presentation Written compositions


Learning Activities: Use various anticipatory sets to assess prior knowledge and identify or modify learning goals for the unit. Review NJ scoring rubrics for writing and reading Model open-ended response structure to aid in responding to the literature Explore literary elements in stations and activities Write and present a dramatic scene from the novel


Students will know… Students will be able to…


Learning Activities:

Stage 6 —Unit of Study Resources:Resources: Number the Stars novel Study guides Writing and reading rubrics Writing journals

Grade: 6 Unit of Study: Reading and Writing StrategiesStage 1 - Desired Results



Strand A Concepts about PrintIndicator3.1.6 A.1 - Use a text index and glossary independently and appropriately.3.1.6 A.2 - Survey and explain text features that contribute to comprehension (e.g., headings, introductory, concluding paragraphs).3.1.6 A.3 - Recognize and use common print formats to obtain information (e.g., newspapers, magazines, electronic sources).

Strand C Decoding and Word RecognitionIndicators3.1.6 C.1 - Use a dictionary to decode new words independently.3.1.6 C.2 - Use context clues or knowledge of phonics, syllabication, prefixes, and suffixes to decode new words.3.1.6 C.3 - Apply knowledge of new words correctly (refer to word parts and word origin).3.1.6 C.4 - Apply spelling and syllabication rules that aid in decoding and word recognition.

Strand D FluencyIndicators3.1.6 D.1 – Read grade-level text orally with high accuracy and appropriate pacing, intonation, and expression.3.1.6 D.2 - Adjust reading speed appropriately for different purposes and audiences.3.1.6 D 2 - Read aloud in ways that reflect understanding of proper phrasing and intonation.3.1.6 D.3 - Read silently for the purpose of increasing speed, accuracy, and reading fluency.3.1.6 D 4 - Apply self-correcting strategies to decode and gain meaning from print, both orally and silently.

Strand E Reading Strategies (before, during, and after reading)Indicators3.1.6 E.1 – Activate prior knowledge and anticipate what will be read or heard.3.1.6 E 2 - Vary reading strategies according to their purpose for reading and the nature of the text.3.1.6 E 3 - Reread to make sense of difficult paragraphs or sections of text.3.1.6 E 4 - Make revisions to text predictions during and after reading.3.1.6 E 5 - Use reference aids for word meanings when reading.3.1.6 E 6 - Apply graphic organizers to illustrate key concepts

Strand F Vocabulary and Concept DevelopmentIndicators3.1.6 F.1 – Infer word meanings from learned roots, prefixes, and suffixes.3.1.6 F.2 - Infer specific word meanings in the context of reading passages. 3.1.6 F.3 - Identify and correctly use antonyms, synonyms, homophones, and homographs.3.1.6 F.4 - Use the dictionary for a variety of purposes (e.g., definitions, word origins, parts of speech).3.1.6 F.5 - Use a thesaurus to identify alternative word choices and meanings.

Strand G Comprehension skills and response to textIndicators3.1.6 G.1 – Respond critically to an author’s purpose, ideas, views, and beliefs.3.1.6 G.2 - Identify genre by their distinctive elements (e.g. tall tale-exaggeration).3.1.6 G.3 - Use cause and effect and sequence of events to gain meaning.3.1.6 G.4 - Construct meaning from text by making conscious connections to self, an author, and others.3.1.6 G. 5 - Recognize persuasive and propaganda techniques used to influence readers.3.1.6 G. 6 - Recognize and understand historical and cultural biases and different points of view. 3.1.6 G. 7 - Identify and analyze features of themes conveyed through characters, actions, and images.3.1.6 G. 8 - Distinguish between major and minor details.

3.1.6 G. 9 - Make inferences using textual information and provide supporting evidence.3.1.6 G. 10 - Recognize common organizational patterns in text that support comprehension (e.g., headings captions).3.1.6 G. 11 - Identify and analyze text types, formats, and elements in nonfiction.3.1.6 G. 12 - Recognize characterization, setting, plot, theme, and point of view in fiction.3.1.6 G. 13 - Recognize sensory details, figurative language, and other literary devices in text.3.1.6 G. 14 - Identify and respond to the elements of sound and structure in poetry.3.1.6 G. 17 - Explain ways that the setting contributes to the mood of a novel, play, or poem.3.1.6 G. 18 - Interpret idiomatic expressions.

Strand H Inquiry and ResearchIndicators3.1.6 H. 5 - Summarize and organize information by taking notes, outlining ideas, and/or making charts.

Writing 3.2All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes.

Strand A Writing as a Process (prewriting, drafting, revising, editing, postwriting)Indicators3.2.6 A.1- Write informational compositions of several paragraphs that engage the interest of the reader, state a clear purpose, develop the topic, and conclude with a detailed summary.3.2.6 A. 2 - Generate ideas for writing through reading and making connections across the curriculum and with current events.3.2.6 A. 3 - Expand knowledge about form, structure, and voice in a variety of genres.3.2.6 A. 4 - Use strategies such as graphic organizers and outlines to elaborate and organize ideas for writing.3.2.6 A. 5 - Draft writing in a selected genre with supporting structure and appropriate voice according to the intended message, audience, and purpose for writing.3.2.6 A.6 - Make decisions about the use of precise language, including adjectives, adverbs, verbs, and specific details, and justify the choices made.3.2.6 A.7 - Revise drafts by rereading for meaning, narrowing focus, elaborating and deleting, as well as reworking organization, openings, closings, word choice, and consistency of voice.3.2.6 A.8 - Review own writing with others to understand the reader’s perspective and to consider and incorporate ideas for revision.3.2.6 A.9 - Review and edit work for spelling, usage, clarity, organization, and fluency.3.2.6 A.10 - Use a variety of reference materials to revise work.3.2.6 A.11 - Use computer writing applications during the writing process.3.2.6 A.12 - Understand and apply the elements of a scoring rubric to improve and evaluate writing.3.2.6 A.13 - Reflect on own writing, noting strengths and setting goals for improvement.

Strand B Writing as a Product (resulting in formal product or publication)Indicators3.2.6 B.1 - Expand knowledge of characteristics, structures, and tone of selected genres.3.2.6 B.2 - Write a range of grade appropriate essays across curricula (e.g., persuasive, personal, descriptive, issue based).3.2.6 B.3 - Write grade appropriate, multi-paragraph expository pieces across curricula (e.g., problem/solution, cause/effect, hypothesis/results, feature articles, critique, research reports).3.2.6 B.4 - Write various types of prose, such as short stories, biography, autobiography, or memoir that contain narrative elements.3.2.6 B.5 - Support main idea, topic, or theme with facts, examples, or explanations, including information from multiple sources.3.2.6 B.6 - Sharpen focus and improve coherence by considering the relevancy of included details, and adding, deleting, and rearranging appropriately.3.2.6 B.7 - Write sentences of varying length and complexity, using specific nouns, verbs, and descriptive words.3.2.6 B.9 - Provide logical sequence throughout multi-paragraph works by refining organizational structure and developing transitions between ideas.3.2.6 B.10 - Engage the reader from beginning to end with an interesting opening, logical sequence, and satisfying conclusion.

Strand C Mechanics, Spelling and HandwritingIndicators3.2.6 C. 1 - Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, handwriting.3.2.6 C. 2 - Use a variety of sentence types and syntax, including independent and dependent clauses and prepositional and adverbial phrases, to connect ideas and craft writing in an interesting and grammatically correct way.3.2.6 C.3 - Use knowledge of English grammar and usage to express ideas effectively.3.2.6 C. 4 - Use correct capitalization and punctuation, including commas and colons, throughout writing.3.2.6 C. 5 - Use quotation marks and related punctuation correctly in passages of dialogue.3.2.6 C. 6 - Use knowledge of roots, prefixes, suffixes, and English spelling patterns to spell words correctly in writing.3.2.6 C. 7 - Demonstrate understanding of reasons for paragraphs in narrative and expository writing and indent appropriately in own writing.3.2.6 C. 8 - Edit writing for correct grammar usage, capitalization, punctuation, and spelling.3.2.6 C. 9 - Use a variety of materials, such as a dictionary, grammar reference, and/or internet/software resources to edit written work.3.2.6 C. 10 - Write legibly in manuscript or cursive to meet district standards.

Strand D Writing forms, audiences, and purposesIndicators3.2.6 D.1 - Write for different purposes (e.g., to express ideas, inform, entertain, respond to literature, persuade, question, reflect, clarify, share) and a variety of audiences (e.g., self, peers, community).3.2.6 D.2 - Gather, select, and organize information appropriate to a topic, task, and audience.3.2.6 D.3 - Develop and use knowledge of a variety of genres, including expository, narrative, persuasive, poetry, critiques, and everyday/ workplace writing.3.2.6 D.4 - Organize a response that develops insight into literature by exploring personal reactions, connecting to personal experiences, and referring to the text through sustained use of examples.3.2.6 D.5 - Write narratives, establishing a plot or conflict, setting, characters, point of view, and resolution.3.2.6 D.6 - Use narrative techniques (e.g., dialogue, specific actions of characters, sensory description, and expression of thoughts and feelings of characters).3.2.6 D.8 - Write persuasive essays with clearly stated positions or opinions supported by organized and relevant evidence to validate arguments and conclusions, and sources cited when needed.3.2.6 D.10 - Use a variety of strategies to organize writing, including sequence, chronology, cause/effect, problem/ solution, and order of importance.3.2.6 D.11- Demonstrate higher-order thinking skills and writing clarity when answering open-ended and essay questions in content areas or as responses to literature.3.2.6 D.12 - Use relevant graphics in writing (e.g., maps, charts, illustrations, graphs, photographs).3.2.6 D.13 - Demonstrate the development of a personal style and voice in writing.3.2.6 D.14 - Review scoring criteria of relevant rubrics.3.2.6 D.15 - Develop a collection of writings (e.g., a literacy folder or a literacy portfolio).Understanding(s):Big Ideas: The ability to comprehend and respond to text requires independent thinking, group discussion, and self-reflection. Writing is the process of communicating in print for a variety of audiences and purposes.

Students will understand… The process good readers use to extract meaning

from text. Literary elements are essential in all texts. To infer information from texts. The difference between essential and

nonessential information Good writers develop and refine their ideas for

thinking, learning, communicating, and

Essential Question(s): How does understanding a text’s structure help

readers better understand its meaning? How do readers figure out unknown words? How does fluency affect comprehension? What do readers do when they do not understand

everything in a text? Why do readers need to pay attention to a writer’s

choice of words? How do readers construct meaning from text? How do we identify literary elements? How can we use text to influence the decisions we

make in our lives? How do good writers express themselves? How do writers develop a well written product?

aesthetic expression. Good writers use a repertoire of strategies that

enables them to vary form and style, in order to write for different purposes, audiences, and contexts.

Rules, conventions of language help readers understand what is being communicated.

A writer selects a form based on audience and purpose.

How do rules of language affect communication? Why does a writer chose a particular form of

writing?

Students will know… Literary elements Elements of plot Elements of the Writing Process Reading clarification strategies Characteristics of genre Theme and its relevance to the text Figurative language

Students will be able to… Recognize and identify literary elements Write multi-paragraph compositions with clear

development, organization, effective detail and sentence variety.

Revise and edit drafts using a variety of reference materials including a holistic scoring rubric

Use Standard English convention in all writing Write responses to literature using textual support Clearly state a position and provide support in

persuasive essaysStage 2- Assessment Evidence

Performance Task(s): Construct open ended responses that include topic

sentence, transitional words, and facts, examples and details to support

Write a variety of essays, including persuasive and expository

Keep a reflective writing journal Review and edit peer and sample essays Read and respond to a variety of texts including

narrative and informational text

Other Evidence: Oral or written response to higher order discussion

questions Test on independent reading Exploration of narrative elements via whole group

and small group discussion Informal observations Individual and small group writing conferences


Learning Activities: Use various anticipatory and diagnostic sets to assess prior knowledge and identify or modify learning goals for

the unit Review scoring rubrics for responses to open ended questions and essay prompts Model open response structure to aid in responding to text via discussion questions Explore literary elements in stations and activities Write a personal narrative in which you relate your own experiences to a similar experience from the novel Jigsaw method of grouping Debates Think-pair-share method of discussion Guided reading Personal Prescriptive Paths


Students will know… Students will be able to…


Learning Activities:

Stage 6--Unit of Study Resources

Resources: Express Measuring Up Workbook Measuring Up e-Path diagnostic pre and post assessments Measuring Up Prescriptive Path, Persuasive and Explanatory Prompts Writing Packets, Computers Explore workbooks NJASK Coach workbook Countdown Coach Writing & Reading Scoring Rubrics Teacher Created Materials

Grade 7

http://www.amazon.com/exec/obidos/ASIN/014240120X/bookrags%00%E5%A1%B9%EF%92%81%E1%B4%BB%E4%A1%BF%E2%B2%AF%E5%B6%82%E8%97%84%E6%8C%A7%00%00%EA%AE%A5





Intro to Novel Study – Historical Fiction

Narrative Elements

Exploration of Theme: Perseverance

Four Short StoriesDeeper Look at

Narrative Elements

Intro to Genre: Mystery

Focus : Characterization

Focus: Reading and Writing Strategies

Introduction to Literature Circles

Introduction to Creative Writing

Continue with Literature Circles

Introduction to PoetryWriting Portfolio

Individual Reading/Writing

Exploration Projects



Unit Assessments (Formative/ Summative)Respond to open-ended questions that include topic sentence, transitional words, facts, examples, and detailsOrally present summer writing and project components of novels

Respond to open-ended questions that include topic sentence, transitional words, facts, examples, and detailsOral response to discussion questions

Oral and written responses to essential questionsTest on literary devices, characterization and comprehensionVocabulary from novel

Written response to persuasive prompts and explanatory promptsComprehension test on literature circle novelsvocabulary from novelOral presentationDebateReading and Writing Conferences

Comprehension test on literature circle novelsVocabulary from novelOral presentationDramatization of novel

Research and present findings on a poetDiscussion of poem interpretationsCreate a portfolio of written poetryPoetry workshop

SkillsIdentify genreRecognize define, and use vocabulary in contextIdentify narrative elements

Recognize text organizationUse facts, examples, and details to support ideasRecognizing author’s purpose

Identify literary devicesUnderstanding genreUse various resources to define vocabularyIdentify and distinguish characterizationArticulate ideas through various written formats

Use facts, examples, details to support positionCompare and contrast ideasIdentify point of viewVary syntax in writingUnderstanding and utilizing writing scoring rubricsMake predictions, identify author’s purpose and context clues

Use vivid details and figurative language in writing piecesNarrative and descriptive writing techniquesIdentify and analyze literary techniques and elements

Identify and understand author’s use of figurative language in poetryResponding to poetry in written form

September October November December January February March April May June

Units of Study:The Wave

Big Idea: If we do not learn from past mistakes, we are doomed to repeat them. Conforming without thinking can lead to dire consequences.

Theme: PerseveranceBig Idea: There are many recurring themes in literature. Many people have to overcome adversity to achieve their goals.

The Westing GameBig Idea: How are characters presented in a novel? How do people present or hide their true selves?

Literature Circles & Writing Strategies

Big Ideas: Good readers use a variety of techniques to clarify their reading and extract meaning from the text. Good writers use a repertoire of strategies that enables them to vary form and style, in order to write for different purposes, audiences, and contexts.

Literature Circle & Creative Writing

Big Ideas: Good readers use a variety of techniques to clarify their reading and extract meaning from the text. Good writers use a repertoire of strategies that enables them to vary form and style, in order to write for different purposes, audiences, and contexts.

PoetryBig Idea: Poets use a variety of techniques and formats to create great poetry.

Grade: 7 Unit of Study: The WaveStage 1 - Desired Results



Strand G Comprehension skills and response to textIndicators3.1.7G.4 – Articulate the purposes and characteristics of the different genres.3.1.7G.5 – The student will analyze ideas and recurring themes found in texts, such as bravery, loyalty, friendship and loneliness.3.1.7G.6 - Develop an awareness of a variety of perspectives on a single event, setting, character, personality, or topic as expressed by different authors.3.1.7G.7 – Locate and analyze the elements of setting, characterization and plot to construct understanding of how characters influence the resolution and progression of the plot.3.1.7G.9 – Read critically by identifying, analyzing, and applying knowledge of the theme, structure, style, and literary elements of fiction and providing support from the text as evidence of understanding.3.1.7G.11 – Identify and analyze literary techniques and elements such as figurative language, meter, rhetorical and stylistic features of text.3.1.7G.14 - Compare and contrast the perspectives of authors in a variety of interdisciplinary works.3.1.7G.15 – Interpret text ideas through journal writing, discussion, and enactment.


Strand D Writing forms, audiences, and purposesIndicators3.2.7D.3 – Write responses to literature and develop insights into interpretations by connecting to personal experiences and referring to textual information.3.2.7D.9 – Demonstrate writing clarity and supportive evidence when answering open ended and essay questions across the curriculum.3.2.7D.15 – Review scoring criteria of relevant rubric.Understanding(s):Students will understand that…Big Idea: The ability to comprehend and response to text requires independent thinking, group discussion, and self-reflection.

Student will understand that: Historical fiction as genre Events leading up to WWII and the Holocaust The connection between the culture of WWII

and how it translates to the novel The themes of peer pressure and conformity

Essential Question(s): How do readers construct meaning from text? What were the causes and effects of WWII and the

Holocaust? How did Ben Ross and his students become guinea

pigs in the experiment? How can we make sure the travesty of WWII and the

Holocaust never happen again?

Students will know… Identify historical fiction as genre Elements of plot diagram Methods of characterization Literary Terms and Figurative Language Types of conflict Vocabulary Terms

Students will be able to… Recognize, define and use vocabulary in context Recognize and identify plot elements Identify and create examples of literary terms and

figurative language Recognize the various types of conflict, specifically

the differences between internal and external Express findings orally and in writing




Write a journal response examining corresponding themes in the novel with a historical and personal context

Orally present summer writing and project components of novel

Other Evidence: Oral or written response to discussion questions Test on facts from the novel, including historical

context, plot and vocabulary Explanation of theme via whole group and small

group discussion


Learning Activities: Use surveys, free writes and discussions to assess prior knowledge and identify or modify learning goals for the

unit Review scoring rubrics for open ended responses Model open response structure to aid in responding to text via discussion questions Explore literary terms, figurative language, and vocabulary in a dictionary/thesaurus station Create a personal symbol as an extension activity at a corresponding station View a documentary film on WWII and Holocaust View a film adaptation of the novel


Students will know… Select historical fiction from four examples Identify two main characters Define figurative language and provide two

examples Identify conflict in the novel Vocabulary terms Recall three facts about the holocaust

Students will be able to… Define and use ten vocabulary words in context

using a word bank Complete sequence chain graphic organizer Complete problem-solution chart Complete story map #1 graphic organizer Use t-chart to list internal and external conflicts

Stage 5—Modified Learning PlanLearning Activities: Given a list of novels the student will identify the historical fiction novel Fill out K-W-S chart topic- Holocaust Review writing examples using rubric for open-ended response Fill out K-W-L chart and then view a documentary film on WWII and Holocaust—complete chart View film adaptation of novel Conference with student to assist with creating a personal symbol

Stage 6-- Unit of Study ResourcesResources: The Wave, Todd Strasser Novel Units Graphic organizers Teacher created materials Reading and Writing Holistic Scoring Rubrics

The Wave movie WWII documentary film Computer and internet access Reference materials Reading and Writing Journals Word Study Journals

Grade: 7 Unit of Study: The Westing GameStage 1 - Desired Results



Strand A Concepts about printIndicators3.1.7A.1 – Identify and use common textual features to comprehend information.3.1.7A.2 – Develop an understanding of the organizational structure of printed material.

Strand F Vocabulary and concept developmentIndicators3.1.7F.1 – Develop an extended vocabulary for both listening and independent reading.3.1.7F.2 – Clarify word meanings through the use of a word’s definition, example, restatement or contrast.3.1.7F.3 – Clarify pronunciations, meanings, alternate word choice, parts of speech and etymology of words using the dictionary, thesaurus, glossary, and technology resources.3.1.7F.4 – Expand reading vocabulary by identifying and correctly using idioms and words with literal and figurative meanings in their speaking and writing audiences.

Strand G Comprehension skills and response to textIndicators3.1.7G.5 – The student will analyze ideas and recurring themes found in texts, such as bravery, loyalty, friendship and loneliness.3.1.7G.7 – Locate and analyze the elements of setting, characterization and plot to construct understanding of how characters influence the resolution and progression of the plot.3.1.7G.8 – Read critically by identifying, analyzing, and applying knowledge of the purpose, structure and elements of non-fiction and providing support from the text as evidence of understanding. 3.1.7G.9 – Read critically by identifying, analyzing, and applying knowledge of the theme, structure, style, and literary elements of fiction and providing support from the text as evidence of understanding.3.1.7G.11 – Identify and analyze literary techniques and elements such as figurative language, meter, rhetorical and stylistic features of text.3.17G.12 – Identify and analyze recurring themes across literary works3.1.7G.15 – Interpret text ideas through journal writing, discussion, and enactment.3.17G.17- Interpret idiomatic expressions


Strand D Writing forms, audiences, and purposesIndicators3.2.7D.3 – Write responses to literature and develop insights into interpretations by connecting to personal experiences and referring to textual information.3.2.7D.9 – Demonstrate writing clarity and supportive evidence when answering open ended and essay questions across the curriculum.3.2.7D.15 – Review scoring criteria of relevant rubric.

Understanding(s):Big Idea: The ability to comprehend and respond to text requires independent thinking, group discussion, and self-reflection. Writing is the process of communicating in print for a variety of audiences and purposes.

Students will understand… Mystery novel as genre Literary elements are essential in all texts Four types of sentences Vocabulary meanings can be acquired in a

variety of ways Characterization contributes to literary elements

and text structure Persuasive writing follows a specific format

Essential Question(s): How do readers extract meaning from text? How does characterization contribute to plot and

literary elements? How did each character contribute to genre? How can we use persuasive writing and open ended

responses to articulate ideas and feelings?

Students will know… Identify mystery as genre Literary elements Methods of characterization Explication of theme Vocabulary Terms Persuasive Essay format

Students will be able to… Use various resources to define vocabulary Recognize and identify literary elements Identify and distinguish between types of

characterization Express findings orally and in writing Articulate ideas and feelings through various written

formatsStage 2- Assessment Evidence



Maintain a detective journal throughout novel Create an obituary on chosen character Design and illustrate a character portrait Draft a persuasive essay based on controversial issue

prompt

Other Evidence: Oral or written response to discussion questions Novel test on plot and vocabulary Exploration of drama via whole group and small

group discussion Informal observations Artistic and written culminating projects


Learning Activities: Use various anticipatory sets to assess prior knowledge and identify or modify learning goals for the unit Review scoring rubrics for open ended responses Model open response structure to aid in responding to text via discussion questions Explore literary elements in stations and activities Create a 100-word autobiography Choose and present personal anthem/theme song

Stage 4—Accommodations for At-Risk PopulationsStudents will know… Select a mystery novel from four examples Identify two main characters from novel Define theme Select theme of novel from three examples Identify vocabulary terms Select persuasive essay from three examples Know how to use a planning chart to write a

persuasive essay Persuasion map to write persuasive essay

Students will be able to… Use dictionary to define vocabulary utilize teacher

conferences to use words in a sentence orally Use story map #2 to plot literary elements Express findings orally in teacher conference in

preparation to writing List character traits for main character Articulate ideas and feelings through journal

prompts Use ten vocabulary terms in context with a word


Learning Activities: Given list of novels students will identify the mystery novel Students will match two main characters to the novel Use KWL chart to assess prior knowledge and modify learning goals Create a 50 word autobiography Complete one activity in each learning station (modify if needed) Given example of open-ended response match them to scoring rubric using teacher conference Choose personal anthem/ song present two reasons for choice

Stage 6--Unit of Study ResourcesResources: The Westing Game, Ellen Raskin Teacher’s Materials: Vocabulary, Study Guide Questions, Discussion Questions, Comprehension Tests and

Quizzes Writing and Reading Scoring Rubrics Reading and Writing Journals Word Study Journals Reference Materials Computer and internet access

Grade: 7 Unit of Study: PoetryStage 1 - Desired Results



Strand D FluencyIndicators3.1.7D.3 – Apply self-correcting strategies automatically to decode and gain meaning from print both orally and silently

Strand F Vocabulary and concept developmentIndicators3.1.7F.1 – Develop an extended vocabulary for both listening and independent reading.3.1.7F.2 – Clarify word meanings through the use of a word’s definition, example, restatement or contrast.3.1.7F.3 – Clarify pronunciations, meanings, alternate word choice, parts of speech and etymology of words using the dictionary, thesaurus, glossary, and technology resources.3.1.7F.4 – Expand reading vocabulary by identifying and correctly using idioms and words with literal and figurative meanings in their speaking and writing audiences.

Strand G Comprehension skills and response to textIndicators3.1.7G.4 – Articulate the purposes and characteristics of different genres3.1.7G.5 – The student will analyze ideas and recurring themes found in texts, such as bravery, loyalty, friendship and loneliness.3.1.7G.11 – Identify and analyze literary techniques and elements such as figurative language, meter, rhetorical and stylistic features of text.3.17G.13 – Identify and understand the author’s use of idioms, analogies, metaphors and similes in prose and poetry.

Strand H Inquiry and ResearchIndicators3.1.7H.1 - Produce written and oral work that demonstrates comprehension of informational materials.3.1.7H.4 - Self-select materials appropriately related to a research project.


Strand B Writing as a Product (resulting in formal product or publication)Indicators3.2.7B.3 - Write reports and subject-appropriate nonfiction pieces across the curriculum based on research and including citations, quotations, and a works consulted page.

Strand D Writing forms, audiences, and purposesIndicators3.2.7D.2 – Apply knowledge and strategies for composing pieces in a variety of genres3.2.7D.4 – Write personal narratives, short stories, memoirs, poetry and persuasive and expository text that relate clear, coherent events or situations through the use of specific details.3.2.7D.5 – Use narrative and descriptive writing techniques that show compositional risks.3.2.7D.6 - Use primary and secondary sources to understand the value of each when writing a research report.3.2.7D.7 - Write reports based on research and include citations, quotations, and works consulted page.3.2.7D.14 – Maintain a collection of writing3.2.7D.15 – Review scoring criteria of relevant rubric.

Understanding(s):Big Idea: The ability to comprehend and respond to text requires independent thinking, group discussion, and self-reflection. Writing is the process of communicating in print for a variety of audiences and purposes.

Students will understand… Poetry as genre Poetic devices Figurative Language is essential in poetry Poetry vs. Prose Vocabulary and figurative language contribute

to tone and mood Different poetic forms follow different formats Certain poetic formats are meant to be oral in

nature

Essential Question(s): How do readers extract meaning from poetry? What are the differences between poetry and prose? What are the poetic devices found in successful

poetry? How does poetry relate to music? How does figurative language expand our writing? How can we use poetry to articulate ideas and

feelings?

Students will know… Identify poetry as genre Figurative Language Poetic voice Explication of theme Word choice

Students will be able to… Use various resources to define vocabulary; teacher

conference to allow for providing sentences verbally Recognize and identify figurative language Identify author voice Vary word choices to reflect tone and mood in

poetry Express findings orally and in writing Articulate ideas and feelings through various written

formatsStage 2- Assessment Evidence

Performance Task(s): Maintain a collection of various types of poetry Create different poetic forms Design and illustrate a poetry portfolio Analyze song lyrics in context of poetic format,

rhythm, voice, and word choice

Other Evidence: Oral or written response to discussion questions Test on poetry and vocabulary. Exploration of poems via whole group and small

group discussion Informal observations Artistic and written culminating projects


Learning Activities: Use various anticipatory sets to assess prior knowledge and identify or modify learning goals for the unit. Explore figurative language in stations and activities Figurative Language identification games Poetry workshops Poetry critiques Word Game Activities Poetry / Author Webquest


Students will know… Select poetry from four examples Define figurative language; identify an example Define poetic voice; provide an example Define theme given three examples Use one vocabulary word from each poem in a

sentence

Students will be able to… Use a dictionary to define vocabulary Give one example of figurative language in a poem Identify words that reflect tone/ mood in poetry Express findings in teacher conference Articulate ideas and feelings through journal writing


Learning Activities: Use KWL chart to assess prior knowledge and modify learning goals Complete one figurative language activity in learning station Identify figurative language I a passage Participate in poetry workshop with one other student Given a pet- research and list five facts to present to teacher before class presentation

Stage 6-- Unit of Study ResourcesResources: Poetry Packets Internet Teacher Created Materials Figurative Language Packets Webquest Rubrics Reading and Writing Journals Word Study Journal

Grade: 7 Unit of Study: Theme PerseveranceStage 1 - Desired Results



Strand G Comprehension skills and response to textIndicators3.1.7G.5 – The student will analyze ideas and recurring themes found in texts, such as bravery, loyalty, friendship and loneliness.3.1.7G.7 – Locate and analyze the elements of setting, characterization and plot to construct understanding of how characters influence the resolution and progression of the plot.3.1.7G.9 – Read critically by identifying, analyzing, and applying knowledge of the theme, structure, style, and literary elements of fiction and providing support from the text as evidence of understanding.3.1.7G.11 – Identify and analyze literary techniques and elements such as figurative language, meter, rhetorical and stylistic features of text.3.17G.12 – Identify and analyze recurring themes across literary works3.1.7G.15 – Interpret text ideas through journal writing, discussion, and enactment.3.17G.17- Interpret idiomatic expressions

Strand H Inquiry and ResearchIndicators3.1.7H.2 - Analyze a work of literature, showing how it reflects the heritage, traditions, attitudes, and beliefs of its authors.3.1.7H.5 - Read and compare at least two works, including books related to the same genre, topic, or subject and produce evidence of reading (e.g., compare central ideas, characters, themes, plots, settings).


Strand D Writing forms, audiences, and purposesIndicators3.2.7D.3 – Write responses to literature and develop insights into interpretations by connecting to personal experiences and referring to textual information.3.2.7D.9 – Demonstrate writing clarity and supportive evidence when answering open ended and essay questions across the curriculum.3.2.7D.15 – Review scoring criteria of relevant rubric.Understanding(s):Big Idea: The ability to comprehend and respond to text requires independent thinking, group discussion, and self-reflection.

Students will understand… Short story as genre Recurring theme of perseverance in short story The theme connects to their personal lives Literary elements are essential in all texts


literary elements? How did each character persevere through conflict? How can we use text to influence the decisions we

make in our lives?

Students will know… Identify short story as genre Literary elements Methods of characterization Explication of theme Vocabulary Terms

Students will be able to… Recognize, define and use vocabulary in context Recognize and identify literary elements Identify and distinguish between types of

characterization Apply thematic concept in self-reflection and group

discussions Express findings orally and in writing



sentence, transitional words, and facts, examples and details to support.

Write a journal response examining character’s response to theme and self-response to theme

Draft explanatory response to prompt based on unit theme

Consider extended metaphor concept

Other Evidence: Oral or written response to discussion questions Test on short story concepts Explanation of theme via whole group and small

group discussion Informal observations


Learning Activities: Use various anticipatory sets to assess prior knowledge and identify or modify learning goals for the unit. Review scoring rubrics for open ended responses Model open response structure to aid in responding to text via discussion questions. Explore literary elements in stations and activities Create a 100-word autobiography Choose and present personal anthem/theme song


Students will know… Select a short story from three examples How to fill out five W’s chart Identify main character from short story Define theme Select theme from three examples that corresponds

to short story List two character traits of main character Five vocabulary words from each short story

Students will be able to… Recognize and use vocabulary in context using a

word bank Use five W’s chart to identify plot and literary

elements Use sequence chart to identify sequence of events Identify one character to compare/ contrast to

him/herself using a Venn diagram (teacher conference if necessary)

Identify one theme and how it applies to the student’s life

Express findings orally with teacher Express findings in writing through writing prompts

Stage 5—Modified Learning PlanLearning Activities: Match character to short story Use K-W-L chart to assess prior learning and to modify learning goals Complete one activity in each learning station (modify as needed) Given example of open-ended responses math them to scoring rubric Use various graphic organizers to aid in responding to text

Stage 6-- Unit of Study ResourcesResources: HBJ Treasury of Literature Graphic organizers Students reading and writing journals Word Study Journals Teacher created materials: Tests, Quizzes, Open Ended Questions Reading and Writing Scoring Rubrics

Grade: 7 Unit of Study: Literature Circles

Stage 1 - Desired Results



Strand A Concepts about PrintIndicators3.1.7A.1 – Identify and use common textual features and graphic features to comprehend information.3.1.7A.2 – Develop an understanding of the organizational structure of printed material.

Strand C Decoding and Word RecognitionIndicators3.1.7C.3 - Continue to use structural analysis and context analysis to decode new words

Strand D FluencyIndicators3.1.7D.1 – Read aloud in selected texts reflecting understanding of the text and engaging the listener.3.1.7D.2 – Read increasingly difficult texts silently with comprehension and fluency.3.1.7D.3 – Apply self-correcting strategies automatically to decode and gain meaning from print both orally and silently.

Strand E Reading Strategies (before, during, and after reading)Indicators3.1.7E.1 – Monitor reading for understanding by setting a purpose for reading, making and adjusting predictions, asking essential questions, and relating new learning to background experiences.

Strand F Vocabulary and Concept DevelopmentIndicators3.1.7F.1 – Develop an extended vocabulary through both listening and independent reading.3.1.7F.2 - Clarify word meanings through the use of a word’s definition, example, restatement, or contrast.3.1.7F.3 - Clarify pronunciations, meanings, alternate word choice, parts of speech, and etymology of words using the dictionary, thesaurus, glossary, and technology resources.3.1.7F.4 - Expand reading vocabulary by identifying and correctly using idioms and words with literal and figurative meanings in their

Strand G Comprehension skills and response to textIndicators3.1.7G.1 – Speculate about text by generating literal and inferential questions.3.1.7G.2 – Distinguish between essential and nonessential information.3.1.7G.9 – Read critically by identifying, analyzing, and applying knowledge of the theme, structure, style, and literary elements of fiction and providing support from the text as evidence of understanding.3.1.G.10 – Respond critically to text ideas and the author’s craft by using textual evidence to support interpretations.3.1.7G.11 – Identify and analyze literary techniques and elements such as figurative language, meter, rhetorical and stylistic features of text.3.17G.12 – Identify and analyze recurring themes across literary works3.1.7G.15 – Interpret text ideas through journal writing, discussion, and enactment.3.17G.17- Interpret idiomatic expressions


Strand C Mechanics, Spelling and HandwritingIndicators3.2.7C.1 – Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, and spelling.

3.2.7C.5 – Use transition words to reinforce a logical progression of ideas.3.2.7C.6 – Edit writing for correct grammar, usage, capitalization, punctuation, and spelling.

Strand D Writing forms, audiences, and purposesIndicators3.2.7D.3 – Write responses to literature and develop insights into interpretations by connecting to personal experiences and referring to textual information.3.2.7D.4 – Write personal narratives, short stories, memoirs, poetry and persuasive and expository texts that relate clear, coherent events or situations through the use of specific details.3.2.7D.9 – Demonstrate writing clarity and supportive evidence when answering open ended and essay questions across the curriculum.Understanding(s):Big Idea: The ability to comprehend and respond to text requires independent thinking, group discussion, and self-reflection.


from text. Common themes recur in fiction The connection between the theme of the novel

and their own life. Literary elements are essential in all texts.



make in our lives?

Students will know… Literary elements Elements of plot Methods of characterization Explication of theme Vocabulary Terms

Students will be able to… Recognize, define and use vocabulary in context Recognize and identify literary elements Apply thematic concept in self-reflection and group

discussions Express findings orally and in writing Independently synthesize and convey essential

information Stage 2- Assessment Evidence




Reflective reading journals


questions Test on independent reading Explanation of theme via whole group and small



Learning Activities: Use various anticipatory sets to assess prior knowledge and identify or modify learning goals for the unit Review scoring rubrics for open ended responses Model open response structure to aid in responding to text via discussion questions Explore literary elements in stations and activities Research and illustrate extension activities in stations Write a personal narrative in which you relate your own experiences to a similar experience from the novel Jigsaw method of grouping Dramatize selected scenes from novel


Students will know… Ten vocabulary words per novel Use story map graphic organizer Identify two main characters Identify theme of novel

Students will be able to… Use vocabulary words in sentence using a word bank Use story map #2 graphic organizer to identify

narrative elements List three characters traits for the two main

characters using the cluster word web #3 graphic organizer

Identify three examples of theme in the novel Discuss with teacher explanation of thee and how it

relates to the student’s experiencesStage 5—Modified Learning Plan

Learning Activities: Use K-W-L chart to assess prior knowledge and modify knowledge and modify learning goals Complete one activity in each learning station (modify as needed) Use planning chart graphic organizer to plan personal narrative Conference with student to revise narrative essay Match sample essays to scoring rubric Act out one character from novel in charades format

Stage 6-- Unit of Study ResourcesResources: Stargirl, Jerry Spinelli Maximum Ride, James Paterson Artemis Fowl, Eoin Coelfer Crash, Jerry Spinelli Hoops, Walter Dean Meyers Tangerine, Edward Bloor Olive’s Ocean, Kevin Henkes Pictures of Hollis Woods, Patricia Reilly Giff Novel Ties Teacher Guides Novel Units: Student Packets – Prereading Activities, Study Guides, Vocabulary Activities, Creative Writing

Activities, Literary Analysis Activities, Critical Thinking Activities, Comprehension Quizzes, Novel Test Audio books Puzzle Maker




Strand A Concepts about PrintIndicators3.1.7A.1 – Identify and use common textual features and graphic features to comprehend information.3.1.7A.2 – Develop an understanding of the organizational structure of printed material.

Strand C Decoding and Word RecognitionIndicators3.1.7C.1 – Distinguish among the spellings of homophones3.1.7C.3 – Continue to use structural analysis and context analysis to decode new words.

Strand D FluencyIndicators3.1.7D.1 – Read aloud in selected texts reflecting understanding of the text and engaging the listener.3.1.7D.2 – Read increasingly difficult texts silently with comprehension and fluency.3.1.7D.3 – Apply self-correcting strategies automatically to decode and gain meaning from print both orally and silently.3.1.7D.4 – Reread informational text for clarity.

Strand E Reading Strategies (before, during, and after reading)Indicators3.1.7E.1 – Monitor reading for understanding by setting a purpose for reading, making and adjusting predictions, asking essential questions, and relating new learning to background experiences.3.1.7E.2 - Use increasingly complex text guides to understand different text structure and organizational patterns (e.g. chronological sequence or comparison and contrast).

Strand F Vocabulary and Concept DevelopmentIndicators3.1.7F.1 – Develop an extended vocabulary through both listening and independent reading.3.1.7F.2 – Clarify word meaning through the use of a word’s definition, example, restatement, or contrast.

Strand G Comprehension skills and response to textIndicators3.1.7G.1 – Speculate about text by generating literal and inferential questions.3.1.7G.2 – Distinguish between essential and nonessential information.3.1.7G.3 - Differentiate between fact, opinion, bias, and propaganda in newspapers, periodicals, and electronic texts.3.1.7G.4 – Articulate the purposes and characteristics of different genres.3.1.7G.5 – Analyze ideas and recurring themes found in texts, such a bravery, loyalty, friendship, and loneliness.3.1.7G.7 – Locate and analyze the elements of setting, characterization, and plot to construct understanding of how characters influence the progression and resolution of plot.3.1.7G.8 – Read critically by identifying, analyzing, and applying knowledge of purpose, structure and elements of nonfiction and providing support from the text as evidence of understanding.3.1.7G.9 – Read critically by identifying, analyzing, and applying knowledge of the theme, structure, style, and literary elements of fiction and providing support from the text as evidence of understanding.3.1.G.10 – Respond critically to text ideas and the author’s craft by using textual evidence to support interpretations.3.1.7G.11 – Identify and analyze literary techniques and elements such as figurative language, meter, rhetorical and stylistic features of text.3.1.7G.15 – Interpret text ideas through journal writing, discussion, and enactment.3.1.7G. 16 – Demonstrate the use of everyday texts and make judgments about the importance of such documents.3.1.7G.17- Interpret idiomatic expressions


Strand A Writing as a Process (prewriting, drafting, revising, editing, postwriting)Indicators3.2.7A.2 – Write multi-paragraph compositions that have clear topic development, logical organization, effective use of detail, and variety in sentence structure.3.2.7A.3 - Generate and narrow topics by considering purpose, audience, and form with a variety of strategies (e.g., graphic organizers, brainstorming, or technology-assisted processes).3.2.7A.4 - Revise and edit drafts by rereading for content and organization, usage, sentence construction, mechanics, and word choice.3.2.7A.5 - Demonstrate understanding of a scoring rubric to improve and evaluate writing.3.2.7A.6 - Compose, revise, edit, and publish writing using appropriate word processing software.3.2.7A.7 - Reflect on own writing, noting strengths and setting goals for improvement.

Strand B Writing as a Product (resulting in formal product or publication)Indicators3.2.7B.1 - Extend knowledge of specific characteristics, structures, and appropriate voice and tone of selected genres and use this knowledge in creating written work, considering the purpose, audience, and context of the writing.3.2.7B.4 – Write a range of essays, including persuasive, speculative, descriptive, personal or issue based.

Strand C Mechanics, Spelling and HandwritingIndicators3.2.7C.1 – Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, and spelling.3.2.7C.2 - Use a variety of sentence types correctly, including combinations of independent and dependent clauses, prepositional and adverbial phrases, and varied sentence openings to develop a lively and effective personal style.3.2.7C.3 - Understand and use parallelism, including similar grammatical forms, to present items in a series or to organize ideas for emphasis.3.2.7C.4 - Experiment in using subordination, coordination, apposition, and other devices to indicate relationships between ideas.3.2.7C.5 – Use transition words to reinforce a logical progression of ideas.3.2.7C.6 – Edit writing for correct grammar, usage, capitalization, punctuation, and spelling.3.2.7C.7 – Use a variety of reference materials, such as a dictionary, thesaurus, grammar reference, and/or internet/software resources to edit written work

Strand D Writing forms, audiences, and purposesIndicators3.2.7D.1 - Gather, select, and organize information appropriate to a topic, task, and audience.3.2.7D.2 - Apply knowledge and strategies for composing pieces in a variety of genres (e.g., narrative, expository, persuasive, poetic, and everyday/ workplace or technical writing).3.2.7D.3 – Write responses to literature and develop insights into interpretations by connecting to personal experiences and referring to textual information.3.2.7D.5 – Use narrative and descriptive writing techniques that show compositional risks.3.2.7D.8 – Explore the central idea or theme of an informational reading and support analysis with details from the article and personal experiences.3.2.7D.9 – Demonstrate writing clarity and supportive evidence when answering open ended and essay questions across the curriculum.3.2.7D.10 – State a position clearly in a persuasive essay by stating the issue, giving facts, examples and details to support the position, and citing sources when appropriate.3.2.7D.11 – Present evidence when writing persuasive essays, examples, and justification to support arguments.3.2.7D.12 - Choose an appropriate organizing strategy, such as cause/effect, pro and con, or parody to effectively present a topic, point of view, or argument.3.2.7D.13 - Develop the use of a personal style and voice effectively to support the purpose and engage the audience with a piece of writing.3.2.7D.14 – Maintain a collection of writing3.2.7D.15 – Review scoring criteria of relevant rubrics.

Understanding(s):Big Ideas: The ability to comprehend and respond to text requires independent thinking, group discussion, and self-reflection. Writing is the process of communicating in print for a variety of audiences and purposes.




thinking, learning, communicating, and aesthetic expression.

Good writers use a repertoire of strategies that enables them to vary form and style, in order to write for different purposes, audiences, and contexts.







make in our lives? How do good writers express themselves? How do writers develop a well written product? How do rules of language affect communication? Why does a writer chose a particular form of

writing?






persuasive essays














Students will know… Use a story map to identify plot elements Identify two literary elements a week Use reading clarification strategies when appropriate Define three types of genre Use persuasion map graphic organizer

Students will be able to… Use story map 32 to identify plot elements Define and give and example of literary terms

through teacher conference Match correct genre to various novels Use persuasive map graphic organizer to write

persuasive essay Orally respond to literature using textual support

through teacher conference

Stage 5—Modified Learning PlanLearning Activities: K-W-L chart to assess prior knowledge to modify learning goals (modify if necessary) Complete one activity in each learning station Think-pair-share method of discussion with teacher as moderator Match example open-ended questions and essays to scoring rubric with teacher conference Guided reading in small group Write a personal narrative using planning chart graphic organizer with teacher conference


Resources: Express Measuring Up Workbook Measuring Up e-Path diagnostic pre and post assessments Measuring Up Prescriptive Path, Persuasive and Explanatory Prompts Writing Packets, Computers Buckle Down Workbooks Explore workbooks NJASK Coach workbook Countdown Coach Teacher Created Materials

Grade 8

http://store.scholastic.com/webapp/wcs/stores/servlet/ProductDisplay_The+Outsiders_12658_-1_10052_10051%00%E5%A1%B9%EF%92%81%E1%B4%BB%E4%A1%BF%E2%B2%AF%E5%B6%82%E8%97%84%E6%8C%A7%00%00%EA%AE%A5





Intro to Novel Study –Nonfiction Drama

Literary Elements & Devices The Writing Process/packets

& NJ Holistic Rubric

Exploration of Theme: InvestigationsIntro to varied genres – fiction: fantasy, drama, &

mystery; nonfiction, & poetry Reinforcement of literary & narrative elements & the

writing processIntro to figurative language

Focus: Reading and Writing StrategiesIntroduction to Literature CirclesIntroduction to Creative Writing

“Momentous Moments” – cross content curriculum project

Introduction to PoetryWriting Portfolio

Individual Reading/Writing Exploration Projects



Unit Assessments (Formative/ Summative)Respond to open-ended questions beginning with a transitional word & topic sentence and support with facts, examples, and details from selectionOrally present summer writing and project components of novels, oral response to study guide questions, & comprehension test on novel Write a persuasive essay which includes a hook, clear position if necessary, thesis statement, compositional risks, & 3 appeals Reading and Writing Conferences

Respond to open-ended questions beginning with a transitional word & topic sentence and support with facts, examples, and details from selectionOral response to discussion questions Poetry writingReview key words through analogies, synonyms, examples, antonyms, & definitions Write a three paragraph expository essay Oral and written responses to essential questionsTest on literary devices, characterization and comprehension Reading and Writing Conferences

Written response to persuasive prompts and explanatory promptsComprehension test on literature circle novelsReview key words through analogies, synonyms, examples, antonyms, & definitionsOrally responding to study guide questionsRespond to open-ended questions Making predictions & drawing conclusions Personal Prescriptive Path Identifying text organizationDramatization of novelReading and Writing ConferencesWord processed MagazinePowerpoint presentationInternet research on an assigned period of time in history

Research and present findings on a poetDiscussion of poem interpretationsCreate a portfolio of written poetryPoetry workshop

September October November December January February March April May JuneSkills

Identify genreRecognize define, and use vocabulary in contextIdentify literary elements & devices Use 3/5 format when writing (multi-paragraph essay)Use of transitional words & conjunctive adverbsUse of varied syntax

Recognize author’s purpose Utilize prior knowledge to predict outcomes & drawing conclusionsDistinguish between cause & effect Identify main ideas & supporting detailsUse facts, examples, and details to support ideasRecognize define, and use vocabulary in contextIdentify literary devicesComparing varied genresUse various resources to define vocabularyIdentify and distinguish characterizationUse of vivid verbs & modifiersUse of complex sentences & parallel structure

Use facts, examples, details to support positionCompare and contrast ideasIdentify point of viewIdentify main ideas & supporting detailsVary sentence openings by using gerunds, infinitives, participial, or adverbial phrases Vary syntax in writing by utilizing compound & complex sentences Understand and utilize the writing scoring rubricsMake predictions, identify author’s purpose and context cluesUse vivid details and figurative language in writing piecesNarrative and descriptive writing techniquesIdentify and analyze literary techniques and elements

Identify and understand author’s Use of figurative language in poetryResponding to poetry in written form

Units of Study:

The Miracle Worker

Big Idea: Identify the structure & format of a play; Theme: Perseverance leads to success

Theme: Investigations Unit One – four short stories, one play, & two poems

Big Idea: Exposure to a variety of genres; Analyze recurring themes found in texts

Literature Circles Reading and Writing Strategies

Creative WritingCurious Incident of the Dog in the Night Time

Big Idea: Read critically by identifying, analyzing, and applying knowledge of literary elements & devices of fiction & nonfiction and providing support from the text as evidence of understanding; Composing written responses to literature & compose essays in a variety of genres (persuasive, expository, narrative, & creative), which are coherent and supported with evidence & details

Poetry

Big Idea: Read critically and analyze poetic forms; Compare and analyze the various works of poets through research.

Grade: 8 Unit of Study: The Miracle WorkerStage 1 - Desired Results



Strand A Concepts About Print Indicators3.1.8A.1 - Identify and use organizational structures to comprehend information

Strand C Decoding and Word Recognition Indicators3.1.8C.3 - Continue to use structural analysis and context analysis to decode new words3.1.8C.4 - Apply knowledge of word structures and patterns to read with automaticity

Strand D FluencyIndicators3.1.8D.1 - Read grade-level text orally with high accuracy and appropriate pacing, intonation, and expression

Strand F Vocabulary and Concept Development Indicator3.1.8F.2 - Clarify word meanings through the use of a word’s definition, example, restatement, or contrast

Strand G Comprehension skills and Response to Text Indicators3.1.8G.3 - Analyze ideas and recurring themes found in texts, such as good versus evil, across traditional and contemporary works. 3.1.8G.4 - Locate and analyze the elements of setting, characterization, and plot to construct understanding of how characters influence the progression and resolution of the plot. 3.1.8G.5 - Read critically by identifying, analyzing, and applying knowledge of the purpose, structure, and elements of nonfiction and providing support from the text as evidence of understanding. 3.1.8G.7 - Respond critically to text ideas and the author’s craft by using textual evidence to support interpretations. 3.1.8G.8 - Identify and analyze literary techniques and elements, such as figurative language, meter, rhetorical, and stylistic features of text. 3.1.8G.9- 3.1.8G.11 - Identify and understand the author’s use of idioms, analogies, metaphors, and similes in prose and poetry. 3.1.8G.13 - Interpret text ideas through journal writing, discussion, and enactment.

Strand H Inquiry and Research Indicator3.1.8 H.2 - Analyze a work of literature, showing how it reflects the heritage, traditions, attitudes, and beliefs of its authors.


Strand A Writing as a Process (prewriting, drafting, revising, editing, postwriting)Indicators3.2.8 A.2 - Write multi-paragraph compositions that have clear topic development, logical organization, effective use of detail, and variety in sentence structure.3.2.8 A.4 - Revise and edit drafts by rereading for content and organization, usage, sentence construction, mechanics, and word choice.3.2.8 A.5 – Utilize the New Jersey Registered Holistic Scoring Rubric to improve and evaluate their writing and the writing of peers.3.2.8 A.6 - Compose, revise, edit, and publish writing using appropriate word processing software.Strand B Writing as a Product

Indicators3.2.8 B.1 - Extend knowledge of specific characteristics, structures, and appropriate voice and tone of selected genres and use this knowledge in creating written work, considering the purpose, audience, and context of the writing.3.2.8 B.4 - Write a range of essays, including persuasive, speculative (picture prompt), descriptive, personal, or issue-based.

Strand C Mechanics, Spelling, and HandwritingIndicators3.2.8 C.1 - Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, spelling.3.2.8 C.2 - Use a variety of sentence types correctly, including combinations of independent and dependent clauses, prepositional and adverbial phrases, and varied sentence openings to develop a lively and effective personal style.3.2.8 C.5 - Use transition words to reinforce a logical progression of ideas.3.2.8 C.6 - Edit writing for correct grammar, usage, capitalization, punctuation, and spelling.

Strand D Writing Forms, Audiences, and PurposesIndicators3.2.8 D.2 - Apply knowledge and strategies for composing pieces in a variety of genres (e.g., narrative, expository, persuasive, poetic, and everyday/ workplace or technical writing).3.2.8 D.4 - Write personal narratives, short stories, memoirs, poetry, and persuasive and expository text that relate clear, coherent events, or situations through the use of specific details.3.2.8 D.9 - Demonstrate writing clarity and supportive evidence when answering open-ended and essay questions across the curriculum.3.2.8 D.10 - State a position clearly and convincingly in a persuasive essay by stating the issue, giving facts, examples, and details to support the position, and citing sources when appropriate.3.2.8 D.11- Present evidence when writing persuasive essays, examples, and justification to support arguments.Understanding(s):Students will understand that…Big Idea: The ability to read a variety of texts requires independence, comprehension, and fluency.Big Idea: Writing is the process of communicating in print for a variety of audiences and purposes.

Student will understand that: The structure & format of a play Those who are disabled still need guidance & obedience People communicate in a variety of modes Perseverance leads to success It is imperative to accept others for who they are It is important to show compassion for those who are

living with a physical disability

Essential Question(s): How can we compare & contrast a play to prose

writing? What is the significance of the title? Compare how Kate, Aunt Ev, James, Captain Keller,

& Annie Sullivan react when Helen misbehaves. Do you think Annie would have less persistent with

Helen if Annie’s brother had never died? How long do you think Annie would have kept on trying with Helen if Helen HADN’T had a breakthrough at the pump?

How did Annie and Helen learn to accept each other?

Students will know… Time period 1880s Vocabulary terms Major & minor characters & their traits Structure of a play The main events of the plot & climax Conflict & resolution Theme(s)

Students will be able to… Compare the 1880s to the present Use vocabulary in their writing Use modifiers (adjectives & adverbs) in their writing Identify the narrative elements & literary devices Express their feelings of characters through

discussions & writing prompts


Performance Task(s): Literary analysis: students will place major & minor

characters in their proper places on the “target” Writing to persuade: students will discuss the pros & cons

of why Helen should or should be placed in an asylum

Other Evidence: Oral and/ or written response to one of the Essential

Questions Character(s) Attribute Web Guided reading questions Multiple choice & open-ended tasks


Learning Activities: Use K-W-L to assess students’ prior knowledge & identify learning goals for the unit Tie a scarf over student’s eyes, write your name, & try walking around the classroom with a partner. Discuss what it felt

like to lose your vision temporarily Drama game: Students act out key scenes in the play Discuss other selection(s) that has similar themes Review holistic scoring rubric & revise drafts to develop final persuasive essay


Students will know… Define ten vocabulary words using a dictionary Identify two main characters of the novel; list a character

trait for each Key vocabulary: resolution, act, scene, side-bar, stage,

direction, setting, events, adjective, adverb, conflict (define & provide an example)

Students will be able to… Use Venn diagram to compare/ contrast 1880’s to

present Use ten vocabulary in sentence using a teacher

conference Highlight modifiers (adj./adv.) in their writing Use Story map 2 to identify plot elements Use Venn diagram to compare/ contrast one character

to him/herselfStage 5—Modified Learning Plan

Learning Activities: Use K-W-L chart to assess prior learning and to modify learning goals Identify favorite scene of play; list three reasons why Identify the least favorite scene of play; discuss with teacher what changes student would make to scene Use persuasion map graphic organizer to plan persuasive essay Review sample essays and compare them to scoring rubric Develop frequent check points in students writing throughout essay (ex. after each paragraph is completed)

Stage 6-- Unit of Study ResourcesResources: The Miracle Worker by William Gibson Novel Unit: Teacher Guide – Pre & post reading questions and activities Novel Units: Student Packet – Pre-reading, vocabulary, literary, comprehension, writing, drama, and critical thinking

activities; study guide questions; comprehension quizzes, & novel test Thesaurus, dictionary, internet The Writing Packets/rubric Graphic organizers/charts Puzzle maker/crossword puzzles Teacher created materials

Grade: 8 Unit of Study: Curious Incident of the Dog in the NighttimeStage 1 - Desired Results



Strand A Concepts About PrintIndicators3.1.8 A.1 -- Identify and use organizational structures to comprehend information. (e.g., logical order, comparison/contrast, cause/effect, chronological, sequential, procedural text).

Strand C Decoding and Word RecognitionIndicators3.1.8 C.4 -- Apply knowledge of word structures and patterns to read with automaticity.

Strand E Reading Strategies (before, during, and after reading)Indicators3.1.8 E.1 -- Monitor reading for understanding by automatically setting a purpose for reading, making and adjusting predictions, asking essential questions, and relating new learning to background experiences.3.1.8 E.2 -- Use increasingly complex text guides to understand different text structure and organizational patterns (e.g. chronological sequence or comparison and contrast).

Strand F Vocabulary and Concept DevelopmentIndicators3.1.8 F.2 -- Clarify word meanings through the use of a word’s definition, example, restatement, or contrast.3.1.8 F.4 -- Expand reading vocabulary by identifying and correctly using idioms and words with literal and figurative meanings in their speaking and writing experiences.3.1.8 F.5 -- Explain relationships between and among words including connotation/denotation, antonyms/synonyms.

Strand G. Comprehension Skills and Response to TextIndicators3.1.8 G.3 -- Analyze ideas and recurring themes found in texts, such as good versus evil, across traditional and contemporary works.3.1.8 G.4 -- Locate and analyze the elements of setting, characterization, and plot to construct understanding of how characters influence the progression and resolution of the plot.3.1.8 G.5 -- Read critically by identifying, analyzing, and applying knowledge of the purpose, structure, and elements of nonfiction and providing support from the text as evidence of understanding.3.1.8 G.6 -- Read critically by identifying, analyzing, and applying knowledge of the theme, structure, style, and 3.1.8. G.7 -- literary elements of fiction and providing support from the text as evidence of understanding.Respond critically to text ideas and the author’s craft by using textual evidence to support interpretations.3.1.8 G.11-- Identify and understand the author’s use of idioms, analogies, metaphors, and similes in prose and poetry.3.1.8 G.13 -- Interpret text ideas through journal writing, discussion, and enactment.


Strand A Writing as a Process (prewriting, drafting, revising, editing, postwriting)Indicators3.2.8 A.1 -- Write stories or scripts with well-developed characters, setting, dialogue, clear conflict and resolution, and sufficient descriptive detail.3.2.8 A.2 -- Write multi-paragraph compositions that have clear topic development, logical organization, effective use of detail, and variety in sentence structure.3.2.8 A.5 -- Utilize the New Jersey Registered Holistic Scoring Rubric to improve and evaluate their writing and the writing of peers.3.2.8 A.7 -- Reflect on own writing, noting strengths and setting goals for improvement.

Strand B. Writing as a Product (resulting in a formal product or publication)Indicators3.2.8 B.1 -- Extend knowledge of specific characteristics, structures, and appropriate voice and tone of selected genres and use this knowledge in creating written work, considering the purpose, audience, and context of the writing.3.2.8 B.2 -- Write various types of prose, such as short stories, biographies, autobiographies, or memoirs that contain narrative elements.

3.2.8 B.4 --Write a range of essays, including persuasive, speculative (picture prompt), descriptive, personal, or issue-basedStrand D Writing forms, audiences, and purposes3.2.8 D.3 – Write responses to literature and develop insights into interpretations by connecting to personal experiences and referring to textual information.3.2.8 D.9 – Demonstrate writing clarity and supportive evidence when answering open ended and essay questions across the curriculum.3.2.8 D.15 – Review scoring criteria of relevant rubric.Understanding(s):Students will Understand… Big Idea: The ability to read a variety of texts requires independence, comprehension, and fluency in a comprehensive literacy environment. Big Idea: Writing is the process of communicating in print a variety of audiences and purposes.

Student will understand that: The structure of a mystery / detective piece of

literature is different Irony in literature is essential in detective /

mystery genres Lying can both positive and negative when

dealing with people’s feelings and life experiences

Understanding and accepting Autism as a learning disability

Compare and Contrast a persuasive essay format

How to identify Christopher’s voice in figurative language examples

Essential Question(s): Compare the novel to a detective story. How is it

like a detective story, how is it different? How is Irony used in this novel? Find five examples

to support your response. Christopher believes lies and jokes are alike. How

are they alike? What is the difference between sensible and

common sense, what is not? What traits do you, personally, have in common with

Christopher? What are Chris’ main talents and flaws? What are

Chris’ parents’ main talents and flaws? Is kindness at times better than the truth?

Students will know… Six characteristics of Asperger’s Syndrome How to identify Literary devices : conflict, simile,

metaphor, theme, oxymoron, irony How to connect a newly learned background to

predictions, essential questions, and make adjustments to the latter throughout the text

Students will be able to… Clarify word meaning through listening and being

exposed the mystery/detective genre Explain relationships between lies and jokes,

common sense and sensibility, truth and untruths, flaws and talents

Analyze the elements of setting, characterization and plot structure

Use several forms of writing: Persuasive, expository to complete the aforementioned tasks


Performance Task(s): Writing to persuade: Do Christopher’s flaws out

way his talents or vice-versa? Use FED to support your response in an essay.

Creative Writing: Write a 100 word Bio Sketch on Christopher.

Reading: Create a list of vocabulary words that describe Christopher’s personality traits

Sequence the main events from the beginning to the end – keep an entry log and comment/questions about characters’ actions

Other Evidence: Multiple Choice questions based on general novel

knowledge Write a serious incident in your own life using a

voice/style like Christopher. Write about it again using your own style, compare the two.

Guided Reading Questions Character attribute web Reading Response Journals Think-pair-share game show questions


Learning Activities: Debate topics as the anticipatory-set for the introduction to the unit – pick three debate questions Write a play based on the scene of your choice Discuss the difference between persuasive and narrative writing Discuss other genres that have similar storylines. Imagine you woke up and did not have a “sense of humor” K-W-L and S-Q-3-R reading strategies Journal Starter


Students will know… Identify three characteristics of autism How to identify Literary devices: conflict, simile,

metaphor, theme, oxymoron, irony With examples presented as a prompt How to use various prediction charts in order to help

them organize sequence of the novel

Students will be able to… Using graphic organizers students will be able to

complete, persuasive, expository, and narrative based essay responses through teacher conference

Differentiate mysteries and detective stories when given several choices of text

Define – characterization, setting, and conflict by giving examples from movies, T.V shows and or plays not just associated with literature through teacher conference

Use story map # graphic organizer to identify plot elements

Stage 5—Modified Learning PlanLearning Activities: In think-pair-share work areas students can Debate topics as the anticipatory-set for the introduction to the unit –

pick three debate questions Utilize word banks for spelling and vocabulary words Have multiple prediction charts for various stories Write immediate reactions and summaries for various chapters Utilize think-pair-share moments to answer open-ended responses create a collage based on various chapters Use slide boards to record unfamiliar words and moments in the novel Review holistic scoring rubrics, by using a “language-friendly” version Use word webs for clarification of definition and meaning with in context Separate Movies by genre and then compare various literature genres using a Venn Diagram

Stage 6-- Unit of Study Resources

Resources: Thesaurus, dictionary, internet Prentice-Hall Writing & Grammar Silver Level The Writing Packets/rubric Graphic organizers/charts Slid boards Computer Over head Screen and Laptop Test Prep (Measure-Up) The Curious Incident of the Dog in the Night-Time, By Mark Haddon

Grade: 8 Unit of Study: Unit one - InvestigationsStage 1 - Desired Results

Established Goal(s):Reading 3.1


Strand A- Concepts About Print Indicators3.1.8A.1 - Identify and use organizational structures to comprehend information

Strand C– Decoding and Word Recognition Indicators3.1.8C.3 - Continue to use structural analysis and context analysis to decode new words3.1.8C.4 - Apply knowledge of word structures and patterns to read with automaticity

Strand D- Fluency Indicators3.1.8D.1 - Read grade-level text orally with high accuracy and appropriate pacing, intonation, and expression

Strand E- Reading StrategiesIndicator3.1.8 E.1 - Monitor reading for understanding by automatically setting a purpose for reading, making and adjusting predictions, asking essential questions, and relating new learning to background experiences.

Strand F – Vocabulary and Concept Development Indicators 3.1.8F.2 - Clarify word meanings through the use of a word’s definition, example, restatement, or contrast 3.1.8F.3 - Clarify pronunciations, meanings, alternate word choice, parts of speech, and etymology of words using the dictionary, thesaurus, glossary, and technology resources.3.1.8F.4 - Expand reading vocabulary by identifying and correctly using idioms and words with literal and figurative meanings in their speaking and writing experiences.

Strand G – Comprehension skills and Response to Text Indicators 3.1.8G.3 - Analyze ideas and recurring themes found in texts, such as good versus evil, across traditional and contemporary works. 3.1.8G.4 - Locate and analyze the elements of setting, characterization, and plot to construct understanding of how characters influence the progression and resolution of the plot. 3.1.8G.5 - Read critically by identifying, analyzing, and applying knowledge of the purpose, structure, and elements of nonfiction and providing support from the text as evidence of understanding. 3.1.8G.7 - Respond critically to text ideas and the author’s craft by using textual evidence to support interpretations. 3.1.8G.8 - Identify and analyze literary techniques and elements, such as figurative language, meter, rhetorical, and stylistic features of text. 3.1.8G.9- Identify and analyze recurring themes across literary works.3.1.8G.10 - Read critically and analyze poetic forms (e.g., ballad, sonnet, couplet).3.1.8G.11 - Identify and understand the author’s use of idioms, analogies, metaphors, and similes in prose and poetry. 3.1.8G.12 - Understand perspectives of authors in a variety of interdisciplinary works.3.1.8G.13 - Interpret text ideas through journal writing, discussion, and enactment.

Strand H- Inquiry and Research Indicators3.1.8 H.2 - Analyze a work of literature, showing how it reflects the heritage, traditions, attitudes, and beliefs of its authors.

Writing 3.2All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes.

Strand A- Writing as a Process (prewriting, drafting, revising, editing, postwriting)Indicators 3.2.8 A.2 - Write multi-paragraph compositions that have clear topic development, logical organization, effective use of detail, and variety in sentence structure.3.2.8 A.3 - Generate and narrow topics by considering purpose, audience, and form with a variety of strategies (e.g., graphic organizers, brainstorming, technology-assisted processes).3.2.8 A.4 - Revise and edit drafts by rereading for content and organization, usage, sentence construction, mechanics, and word choice.3.2.8 A.5 – Utilize the New Jersey Registered Holistic Scoring Rubric to improve and evaluate their writing and the writing of peers.3.2.8 A.6 - Compose, revise, edit, and publish writing using appropriate word processing software.3.2.8 A.7 - Reflect on own writing, noting strengths and setting goals for improvement.

Strand B- Writing as a ProductIndicators3.2.8 B.1 - Extend knowledge of specific characteristics, structures, and appropriate voice and tone of selected genres and use this knowledge in creating written work, considering the purpose, audience, and context of the writing.3.2.8 B.4 - Write a range of essays, including persuasive, speculative (picture prompt), descriptive, personal, or issue-based.

Strand C- Mechanics, Spelling, and HandwritingIndicators3.2.8 C.1 - Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, spelling.3.2.8 C.2 - Use a variety of sentence types correctly, including combinations of independent and dependent clauses, prepositional and adverbial phrases, and varied sentence openings to develop a lively and effective personal style.3.2.8 C.5 - Use transition words to reinforce a logical progression of ideas.3.2.8 C.6 - Edit writing for correct grammar, usage, capitalization, punctuation, and spelling.3.2.8 C.7 - Use a variety of reference materials, such as a dictionary, thesaurus, grammar reference, and/or internet/software resources to edit written work.

Strand D- Writing Forms, Audiences, and PurposesIndicators3.2.8 D.2 - Apply knowledge and strategies for composing pieces in a variety of genres (e.g., narrative, expository, persuasive, poetic, and everyday/ workplace or technical writing).3.2.8 D.3 - Write responses to literature and develop insights into interpretations by connecting to personal experiences and referring to textual information.3.2.8 D.4 - Write personal narratives, short stories, memoirs, poetry, and persuasive and expository text that relate clear, coherent events, or situations through the use of specific details.3.2.8 D.5 - Use narrative and descriptive writing techniques that show compositional risks (e.g., dialogue, literary devices sensory words and phrases, background information, thoughts and feelings of characters, comparison and contrast of characters).3.2.8 D.9 - Demonstrate writing clarity and supportive evidence when answering open-ended and essay questions across the curriculum.3.2.8 D.10 - State a position clearly and convincingly in a persuasive essay by stating the issue, giving facts, examples, and details to support the position, and citing sources when appropriate.3.2.8 D.11- Present evidence when writing persuasive essays, examples, and justification to support arguments.3.2.8 D.12 - Choose an appropriate organizing strategy such as cause/effect, pro and con, parody, to effectively present a topic, point of view, or argument.3.2.8 D.13 - Use of a personal style and voice effectively to support the purpose and engage the audience of a piece of writing.3.2.8 D.14 - Maintain a collection of writing (e.g., a literacy folder, or a literacy portfolio).

Understanding(s):Students will understand …Big Idea: The ability to read a variety of texts requires independence, comprehension, and fluency.Big Idea: Writing is the process of communicating in print for a variety of audiences and purposes.

Student will understand that: Genres: fantasy, poetry, mystery, nonfiction Vocabulary terms Basic Narrative elements: characters, setting, plot,

mood, tone Figurative language The sequence of events in each selection How to draw conclusions by using selections details

& prior knowledge How to analyze important details Cause & Effect relationships

Essential Question(s): What do you already know about the genres of

fantasy, mystery, and/or poetry? What images or ideas come to mind when reading

the title? What is the setting? What is the main conflict? How is resolved? What are some of the characteristics of real animals

versus fantasy ones? Do you think these selections are realistic? Why or

Why not? What conclusions did you draw about the subject

after reading? Explain. What is the mood & tone of each selection? How many lines/stanzas in the poem? How does repetition affect the mood of the poem? What impression do the metaphors portray?

Students will know..... The difference between genres listed above How to identify literary devices & figurative

language The main events of the plot & climax Conflict & resolution Themes: clever animals, detectives & scientists

Students will be able to… Compare prose writing to a play, and/or poetry Recognize author’s purpose Synthesize the information to draw conclusions

about each selection Use vocabulary in their writing Use vivid verbs in their writing Use modifiers in their writing Predict outcomes based on prior knowledge &

evidence from text Identify the narrative elements & literary devices


Performance Task(s): Building background; access prior knowledge Preview & predict Vocabulary Strategies: introduce key words &

model; check understanding of word usage through analogies, synonyms, antonyms, explanations, definitions

Write Poetry: free or rhymed verse Write a descriptive narrative Expository Paragraph: Explain which aspects of the

character are realistic and which are fantasy. Story chart Write a Persuasive Advertisement

Other Evidence: Oral and/or written response to one of the Essential

Questions Character(s) Attribute Web T-chart – distinguishing between important & minor

details Vocabulary & spelling: Cloze paragraphs, crossword

puzzle, word search, parts of speech Graphic organizers “Think It Over” questions Multiple choice & open-ended tasks


Learning Activities: Use K-W-L to assess students’ prior knowledge & identify learning goals for the unit. Prediction Chart Use S-Q-3-R Strategy Choral Speaking Role Play: Students act out key scenes in the play. Discuss other selection(s) that has similar themes. Review holistic scoring rubric & revise drafts to develop final persuasive essay.


Students will know… Match theme from three examples of literary

selections Define plot elements; give one example of each Use graphic organizer to identify plot elements Use graphic organizer to identify conflict and

resolution

Students will be able to… Express author’s purpose orally in teacher

conference Complete Venn diagram to compare/contrast prose

writing to play and/ or poetry Use ten vocabulary words in context utilizing word

bank Make list of ten vivid verbs and use five in writing

through teacher conference Highlight modifiers in writing Predict outcomes based on prior knowledge and

evidence from text through teacher conference Use story map #2 graphic organizer to identify plot

elements Identify devices through teacher conference

Stage 5—Modified Learning PlanLearning Activities: Utilize word banks for spelling and vocabulary words Have multiple prediction charts for various stories Write immediate reactions and summaries for various stories Utilize think-pair-share moments to answer open-ended responses create a collage Use slide boards to record unfamiliar words and moments in the short story Not only compare similar selections to one another but to other genres like movies, shows, poetry and plays Review holistic scoring rubrics, by using a “language-friendly” version Use word webs for clarification of definition and meaning with in context

Stage 6— Unit of Study Resources HBJ Treasury of Literature – Unit One Investigations pp.21-92 Thesaurus, dictionary, internet Prentice-Hall Writing & Grammar Silver Level The Writing Packets/rubric Graphic organizers/charts

Grade: 8 Unit of Study: Literature CirclesStage 1 - Desired Results



Strand A Concepts About PrintIndicator3.1.8 A.1 - Identify and use organizational structures to comprehend information. (e.g., logical order, comparison/contrast, cause/effect, chronological, sequential, procedural text).

Strand C Decoding and Word RecognitionIndicators3.1.8 C.1 - Distinguish among the spellings of homophones to determine meaning (e.g. cite, site, sight).3.1.8 C.2 - Apply spelling and syllabication rules that aid in decoding and word recognition.3.1.8 C.3 - Continue to use structural analysis and context analysis to decode new words.3.1.8 C.4 - Apply knowledge of word structures and patterns to read with automaticity.

Strand D FluencyIndicators3.1.8 D.1- Read grade-level text orally with high accuracy and appropriate pacing, intonation, and expression.3.1.8 D.2 - Read increasingly difficult texts silently with comprehension and fluency.3.1.8 D.3 - Apply self-correcting strategies automatically to decode and gain meaning from print both orally and silently.

Strand E Reading Strategies (before, during, and after reading)Indicators3.1.8 E.1 – Monitor reading for understanding by setting a purpose for reading, making and adjusting predictions, asking essential questions, and relating new learning to background experiences.3.1.8 E.2 - Use increasingly complex text guides to understand different text structure and organizational patterns (e.g. chronological sequence or comparison and contrast).

Strand F Vocabulary and Concept DevelopmentIndicators3.1.8 F.1 – Develop and refine an extended vocabulary through listening and exposure to a variety of texts and independent reading.3.1.8 F.2 - Clarify word meanings through the use of a word’s definition, example, restatement, or contrast.3.1.8 F.3 - Clarify pronunciations, meanings, alternate word choice, parts of speech, and etymology of words using the dictionary, thesaurus, glossary, and technology resources.3.1.8 F.4 - Expand reading vocabulary by identifying and correctly using idioms and words with literal and figurative meanings in their speaking and writing experiences.

Strand G Comprehension Skills and Response to TextIndicators3.1.8 G.2 - Compare and analyze several authors’ perspectives of a character, personality, topic, setting, or event.3.1.8 G.3 - Analyze ideas and recurring themes found in texts, such as good versus evil, across traditional and contemporary works.3.1.8 G.4 - Locate and analyze the elements of setting, characterization, and plot to construct understanding of how characters influence the progression and resolution of the plot.3.1.8 G.6 - Read critically by identifying, analyzing, and applying knowledge of the theme, structure, style, and literary elements of fiction and providing support from the text as evidence of understanding.3.1.8 G.7 - Respond critically to text ideas and the author’s craft by using textual evidence to support interpretations.3.1.8 G.8 - Identify and analyze literary techniques and elements, such as figurative language, meter, rhetorical, and stylistic features of text.3.1.8 G.9 - Identify and analyze recurring themes across literary works.3.1.8 G.11 - Identify and understand the author’s use of idioms, analogies, metaphors, and similes in prose and

poetry.3.1.8 G.12 - Understand perspectives of authors in a variety of interdisciplinary works.3.1.8 G.13 - Interpret text ideas through journal writing, discussion, and enactment.

Strand H Inquiry and ResearchIndicator3.1.8 H.5 - Read and compare at least two works, including books, related to the same genre, topic, or subject and produce evidence of reading (e.g., compare central ideas, characters, themes, plots, settings).


Strand A Writing as a Process (prewriting, drafting, revising, editing, postwriting)Indicators3.2.8 A. 1 - Write stories or scripts with well-developed characters, setting, dialogue, clear conflict and resolution, and sufficient descriptive detail.3.2.8 A. 2 - Write multi-paragraph compositions that have clear topic development, logical organization, effective use of detail, and variety in sentence structure.3.2.8 A. 3 - Generate and narrow topics by considering purpose, audience, and form with a variety of strategies (e.g., graphic organizers, brainstorming, technology-assisted processes).3.2.8 A. 4 - Revise and edit drafts by rereading for content and organization, usage, sentence construction, mechanics, and word choice.3.2.8 A. 5 - Utilize the New Jersey Registered Holistic Scoring Rubric to improve and evaluate their writing and the writing of peers.3.2.8 A. 6 - Compose, revise, edit, and publish writing using appropriate word processing software.3.2.8 A. 7 - Reflect on own writing, noting strengths and setting goals for improvement.

Strand B Writing as a Product (resulting in a formal product or publication)Indicators3.2.8 B. 1 - Extend knowledge of specific characteristics, structures, and appropriate voice and tone of selected genres and use this knowledge in creating written work, considering the purpose, audience, and context of the writing.3.2.8 B. 4 - Write a range of essays, including persuasive, speculative (picture prompt), descriptive, personal, or issue-based.

Strand C Mechanics, Spelling, and HandwritingIndicators3.2.8 C. 1- Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, spelling.3.2.8 C. 2 - Use a variety of sentence types correctly, including combinations of independent and dependent clauses, prepositional and adverbial phrases, and varied sentence openings to develop a lively and effective personal style.3.2.8 C. 3 - Understand and use parallelism, including similar grammatical forms, to present items in a series or to organize ideas for emphasis.3.2.8 C. 4 - Refine the use of subordination, coordination, apposition, and other devices to indicate relationships between ideas.3.2.8 C. 5 - Use transition words to reinforce a logical progression of ideas.3.2.8 C. 6 - Edit writing for correct grammar, usage, capitalization, punctuation, and spelling.3.2.8 C. 7 - Use a variety of reference materials, such as a dictionary, thesaurus, grammar reference, and/or internet/software resources to edit written work.3.2.8 C. 8 - Write legibly in manuscript or cursive to meet district standards.

Strand D Writing forms, audiences, and purposesIndicators3.2.8 D.1 - Gather, select, and organize the most effective information appropriate to a topic, task, and audience.3.2.8 D.2 - Apply knowledge and strategies for composing pieces in a variety of genres (e.g., narrative, expository, persuasive, poetic, and everyday/ workplace or technical writing).3.2.8 D.3 - Write responses to literature and develop insights into interpretations by connecting to personal experiences and referring to textual information.

3.2.8 D.4 - Write personal narratives, short stories, memoirs, poetry, and persuasive and expository text that relate clear, coherent events, or situations through the use of specific details.3.2.8 D.5 - Use narrative and descriptive writing techniques that show compositional risks (e.g., dialogue, literary devices sensory words and phrases, background information, thoughts and feelings of characters, comparison and contrast of characters).3.2.8 D.9 - Demonstrate writing clarity and supportive evidence when answering open-ended and essay questions across the curriculum.3.2.8 D.13 - Use of a personal style and voice effectively to support the purpose and engage the audience of a piece of writing.3.2.8 D.14 - Maintain a collection of writing (e.g., a literacy folder, or a literacy portfolio).3.2.8 D.15 - Review scoring criteria of relevant rubrics.Understanding(s):Big Idea: The ability to comprehend and respond to text requires independent thinking, group discussion, and self-reflection.


from text. Common themes recur in fiction The connection between the theme of the novel

and their own life. Literary elements are essential in all texts.



make in our lives?

Students will know… Literary elements Elements of plot Methods of characterization Explication of theme Vocabulary Terms

Students will be able to… Recognize, define and use vocabulary in context Recognize and identify literary elements Apply thematic concept in self-reflection and group

discussions Express findings orally and in writing Independently synthesize and convey essential

information Stage 2- Assessment Evidence




Reflective reading journals


questions Test on independent reading Explanation of theme via whole group and small



Learning Activities: Use various anticipatory sets to assess prior knowledge and identify or modify learning goals for the unit. Review scoring rubrics for open ended responses. Model open response structure to aid in responding to text via discussion questions. Explore literary elements in stations and activities. Research and illustrate extension activities in stations. Write a personal narrative in which you relate your own experiences to a similar experience from the novel. Jigsaw method of grouping Dramatize selected scenes from novel


Students will know… Ten vocabulary words per novel Use story map organizer Identify two main characters Identify theme of novel

Students will be able to… Use vocabulary terms in sentence using a word bank Use story map 32 graphic organizer to identify

narrative elements List three character traits for the two main characters

using cluster word web #3 graphic organizer Identify three examples of thee in novel Discuss with teacher explanation of thee and how it

relates to student experiences

Stage 5—Modified Learning PlanLearning Activities: Use K-W-L chart to assess prior knowledge and modify learning goals Complete one activity in each learning station (modify as needed) Use planning chart graphic organizer to plan personal narrative Conference with student to revise narrative essay Match sample essays to scoring rubric Act one character from the novel in charades format

Stage 6— Unit of Study Resources The Outsiders by SE Hinton That Was Then, This Is Now by SE Hinton 1984 by George Orwell Tuesdays With Morrie by Mitch Albom Slam! by Walter Dean Meyers Taking Sides by Gary Soto A Tree Grows in Brooklyn by Betty Smith A Corner of the Universe by Ann Martin The Curious Incident of the Dog in the Nigh-time by Mark Haddon Audio books/CDs Novel Units: Student Packet – Pre-reading, vocabulary, literary, comprehension, characterization, and critical

thinking activities; study guide questions; quizzes, & novel test Novel Units: Teacher Guide – pre & post-reading questions and activities Teacher created materials Puzzlemaker




Strand A Concepts about PrintIndicator3.1.8 A.1 - Identify and use organizational structures to comprehend information. (e.g., logical order, comparison/contrast, cause/effect, chronological, sequential, procedural text).

Strand C Decoding and Word RecognitionIndicators3.1.8 C.1 - Distinguish among the spellings of homophones to determine meaning (e.g. cite, site, sight).3.1.8 C.2 - Apply spelling and syllabication rules that aid in decoding and word recognition.3.1.8 C.3 -Continue to use structural analysis and context analysis to decode new words.3.1.8 C.4 - Apply knowledge of word structures and patterns to read with automaticity.

Strand D FluencyIndicators3.1.8 D.1 – Read grade-level text orally with high accuracy and appropriate pacing, intonation, and expression.3.1.8 D.2 - Read increasingly difficult texts silently with comprehension and fluency.3.1.8 D.3 - Apply self-correcting strategies automatically to decode and gain meaning from print both orally and silently.3.1.8 D.4 - Adjust reading rate in response to the type of text and level of difficulty (e.g. recreational reading vs. informational reading).

Strand E Reading Strategies (before, during, and after reading)Indicators3.1.8 E.1 – Monitor reading for understanding by automatically setting a purpose for reading, making and adjusting predictions, asking essential questions, and relating new learning to background experiences.3.1.8 E 2 - Use increasingly complex text guides to understand different text structure and organizational patterns (e.g. chronological sequence or comparison and contrast).

Strand F Vocabulary and Concept DevelopmentIndicators3.1.8 F.1 – Develop and refine an extended vocabulary through listening and exposure to a variety of texts and independent reading.3.1.8 F.2 - Clarify word meanings through the use of a word’s definition, example, restatement, or contrast.3.1.8 F.3 - Clarify pronunciations, meanings, alternate word choice, parts of speech, and etymology of words using the dictionary, thesaurus, glossary, and technology resources.3.1.8 F.4 - Expand reading vocabulary by identifying and correctly using idioms and words with literal and figurative meanings in their speaking and writing experiences. 3.1.8 F.5 - Explain relationships between and among words including connotation/denotation, antonyms/synonyms.

Strand G Comprehension skills and response to textIndicators3.1.8 G.1 – Differentiate between fact/opinion and bias and propaganda in newspapers, periodicals, and electronic texts.3.1.8 G.4 – Locate and analyze the elements of setting, characterization, and plot to construct understanding of how characters influence the progression and resolution of the plot.3.1.8 G.5 – Read critically by identifying, analyzing, and applying knowledge of the purpose, structure, and elements of nonfiction and providing support from the text as evidence of understanding.3.1.8 G.6 - Read critically by identifying, analyzing, and applying knowledge of the theme, structure, style, and literary elements of fiction and providing support from the text as evidence of understanding. 3.1.8 G. 7 - Respond critically to text ideas and the author’s craft by using textual evidence to support interpretations.

3.1.8 G. 8 - Identify and analyze literary techniques and elements, such as figurative language, meter, rhetorical, and stylistic features of text. 3.1.8 G.9 - Identify and analyze recurring themes across literary works.3.1.8 G.11 - Identify and understand the author’s use of idioms, analogies, metaphors, and similes in prose and poetry.3.1.8 G.13 - Interpret text ideas through journal writing, discussion, and enactment.3.1.8 G.14 - Demonstrate the use of everyday texts (e.g., train schedules, directions, brochures) and make judgments about the importance of such documents.

Strand H Inquiry and ResearchIndicators3.1.8 H.1 - Produce written and oral work that demonstrates comprehension of informational materials.3.1.8 H.2 - Analyze a work of literature, showing how it reflects the heritage, traditions, attitudes, and beliefs of its authors.


Strand A Writing as a Process (prewriting, drafting, revising, editing, postwriting)Indicators3.2.8 A.1- Write stories or scripts with well-developed characters, setting, dialogue, clear conflict and resolution, and sufficient descriptive detail.3.2.8 A.2 - Write multi-paragraph compositions that have clear topic development, logical organization, effective use of detail, and variety in sentence structure.3.2.8 A.3 - Generate and narrow topics by considering purpose, audience, and form with a variety of strategies (e.g., graphic organizers, brainstorming, technology-assisted processes).3.2.8 A.4 - Revise and edit drafts by rereading for content and organization, usage, sentence construction, mechanics, and word choice.3.2.8 A.5 - Utilize the New Jersey Registered Holistic Scoring Rubric to improve and evaluate their writing and the writing of peers.3.2.8 A.6 -Compose, revise, edit, and publish writing using appropriate word processing software.3.2.8 A.7 - Reflect on own writing, noting strengths and setting goals for improvement.

Strand B Writing as a Product (resulting in formal product or publication)Indicators3.2.8 B.1 - Extend knowledge of specific characteristics, structures, and appropriate voice and tone of selected genres and use this knowledge in creating written work, considering the purpose, audience, and context of the writing.3.2.8 B.2 - Write various types of prose, such as short stories, biographies, autobiographies, or memoirs that contain narrative elements.3.2.8 B. 4 - Write a range of essays, including persuasive, speculative (picture prompt), descriptive, personal, or issue-based.

Strand C Mechanics, Spelling and HandwritingIndicators3.2.8 C. 1 - Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, spelling.3.2.8 C. 2 - Use a variety of sentence types correctly, including combinations of independent and dependent clauses, prepositional and adverbial phrases, and varied sentence openings to develop a lively and effective personal style.3.2.8 C. 3 - Understand and use parallelism, including similar grammatical forms, to present items in a series or to organize ideas for emphasis.3.2.8 C. 4 - Refine the use of subordination, coordination, apposition, and other devices to indicate relationships between ideas.3.2.8 C. 5 - Use transition words to reinforce a logical progression of ideas.3.2.8 C. 6 - Edit writing for correct grammar, usage, capitalization, punctuation, and spelling.3.2.8 C. 7 - Use a variety of reference materials, such as a dictionary, thesaurus, grammar reference, and/or internet/software resources to edit written work.3.2.8 C. 8 - Write legibly in manuscript or cursive to meet district standards.

Strand D Writing forms, audiences, and purposesIndicators3.2.8 D.1 - Gather, select, and organize the most effective information appropriate to a topic, task, and audience.3.2.8 D.2 - Apply knowledge and strategies for composing pieces in a variety of genres (e.g., narrative, expository, persuasive, poetic, and everyday/ workplace or technical writing).3.2.8 D.3 - Write responses to literature and develop insights into interpretations by connecting to personal experiences and referring to textual information.3.2.8 D.4 - Write personal narratives, short stories, memoirs, poetry, and persuasive and expository text that relate clear, coherent events, or situations through the use of specific details.3.2.8 D.5 - Use narrative and descriptive writing techniques that show compositional risks (e.g., dialogue, literary devices sensory words and phrases, background information, thoughts and feelings of characters, comparison and contrast of characters).3.2.8 D.8 - Explore the central idea or theme of an informational reading and support analysis with details from the article and personal experiences.3.2.8 D.9 - Demonstrate writing clarity and supportive evidence when answering open-ended and essay questions across the curriculum.3.2.8 D.10 - State a position clearly and convincingly in a persuasive essay by stating the issue, giving facts, examples, and details to support the position, and citing sources when appropriate.3.2.8 D.11 - Present evidence when writing persuasive essays, examples, and justification to support arguments.3.2.8 D.12 - Choose an appropriate organizing strategy such as cause/effect, pro and con, parody, to effectively present a topic, point of view, or argument.3.2.8 D.13 - Use of a personal style and voice effectively to support the purpose and engage the audience of a piece of writing.3.2.8 D.14 - Maintain a collection of writing (e.g., a literacy folder, or a literacy portfolio).3.2.8 D.15 – Review scoring criteria of relevant rubrics.Understanding(s):Big Ideas: The ability to comprehend and respond to text requires independent thinking, group discussion, and self-reflection. Writing is the process of communicating in print for a variety of audiences and purposes.




thinking, learning, communicating, and aesthetic expression.

Good writers use a repertoire of strategies that enables them to vary form and style, in order to write for different purposes, audiences, and contexts.







make in our lives? How do good writers express themselves? How do writers develop a well written product? How do rules of language affect communication? Why does a writer chose a particular form of

writing?






persuasive essaysStage 2- Assessment Evidence













Students will know… Use a story map to identify plot elements Identify two literary elements a week Use reading clarification strategies when appropriate Define three types of genre Use persuasion map graphic organizer

Students will be able to…Use story map 32 to identify plot elementsDefine and give and example of literary terms through teacher conferenceMatch correct genre to various novelsUse persuasive map graphic organizer to write persuasive essayOrally respond to literature using textual support through teacher conference


Learning Activities: K-W-L chart to assess prior knowledge to modify learning goals (modify if necessary) Complete one activity in each learning station Think-pair-share method of discussion with teacher as moderator Match example open-ended questions and essays to scoring rubric with teacher conference Guided reading in small group Write a personal narrative using planning chart graphic organizer with teacher conference


Resources: Express Measuring Up Workbook Measuring Up e-Path diagnostic pre and post assessments Measuring Up Prescriptive Path, Persuasive and Explanatory Prompts Writing Packets, Computers Amsco Workbooks Explore workbooks NJASK Coach workbook Countdown Coach Writing & Reading Scoring Rubrics Teacher Created Materials

Appendices

Documents

East Rutherford School District€¦ · Web view3.2.6 A.7 - Revise drafts by rereading for meaning, narrowing focus, elaborating and deleting, as well as reworking organization,