ENG663-665 LANGUAGE ARTS AND ADVANCED …sharepoint.pthsd.k12.nj.us/ci/Approved Curriculum/ENG663-665...the Language Arts and Advanced Language Arts programs incorporate a variety

ENG663-665 LANGUAGE ARTS AND ADVANCED LANGUAGE ARTS 1

Parsippany-Troy Hills School District

ENG663-665 LANGUAGE ARTS AND ADVANCED LANGUAGE ARTS 6 A Course Outline for English Language Arts

Approved by the Board of Education February 25, 2016

Developed: August 2015 Revised:


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Table of Contents

STATEMENT OF PURPOSE …………………………………………………………………………………………………………………………………………………….…………………………………….3

INTRODUCTION ………………………………………………………………………………………………………………………………………………………………………………………………………….4

THE LIVING CURRICULUM ................................................................................................................................................................................................... 5

AFFIRMATIVE ACTION .......................................................................................................................................................................................................... 5

GENERAL GOALS .................................................................................................................................................................................................................. 6

GRADING PROCEDURES ....................................................................................................................................................................................................... 7

COURSE PROFICIENCIES ....................................................................................................................................................................................................... 8

I. READING (Literature and Informational Text) .................................................................................................................................................. 10

II. WRITING ............................................................................................................................................................................................................ 16

III. SPEAKING AND LISTENING ................................................................................................................................................................................ 19

IV. LANGUAGE ........................................................................................................................................................................................................ 23

BIBLIOGRAPHY ................................................................................................................................................................................................................... 25

APPENDIX A SAMPLE AUTHENTIC ASSESSMENT ....................................................................................................................................................... 27

APPENDIX B RUBRICS …………………………………………………………………………………………………………………………………………………………………………………..……31

APPENDIX C MIDDLE SCHOOL SHOWCASE PORTFOLIO CONTENTS .......................................................................................................................... 37

APPENDIX D OUTLINE OF WRITING SKILLS ................................................................................................................................................................. 37

APPENDIX E COMMON CORE STATE STANDARDS FOR LANGUAGE ARTS LITERACY ................................................................................................. 41

APPENDIX F NEW JERSEY CORE CURRICULUM CONTENT STANDARDS FOR TECHNOLOGY ...................................................................................... 53


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STATEMENT OF PURPOSE

Middle School is the bridge which provides an effective transition between the elementary and high school experience. Middle School pupils differ dramatically from students at other age levels because they show a wider range of variation in their development and are undergoing profound physiological, intellectual, and emotional changes. For this reason, the Language Arts program is flexible to ensure a reflection of student needs.

The philosophy of our middle schools is to provide a wide range of educational experiences. This philosophy is reflected in the Language Arts curriculum in three major areas.

PERSONAL DEVELOPMENT In order to provide both instruction and structure that assists students through the physical and emotional changes that occur during these years, the Language Arts Program provides opportunities for students to engage in group learning experiences, discussion activities, and presentations.

SKILL DEVELOPMENT Rich in opportunities for skill development, the Language Arts Program concentrates on strong proficiency in vocabulary development, reading comprehension, written expression, research, listening, and oral communication. Critical thinking skills are infused throughout the program.

CONTENT AREA DEVELOPMENT Language Arts instruction is most effectively learned in an integrated fashion. The sixth grade course of study develops primary instructional proficiencies with provision for connections throughout the program.


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INTRODUCTION

The Language Arts course of study is an integrated approach to instruction. Strands of student writing provide a continuum of skills throughout the sixth grade program. A cyclical approach to all phases of the program reinforces skill acquisition.

Grade 6 Language Arts and Advanced Language Arts have been developed for students to engage themselves in a study of literature within a complete language arts program. The goals of these courses will be to develop critical thinking, inquiry, reading, research, technology, and writing skills.

In order to provide both instruction and structure that assists students through the physical and emotional changes during the middle school years, the Language Arts and Advanced Language Arts programs incorporate a variety of learning experiences including but not limited to: engaging group activities, projects, and shared inquiry. Rich in opportunities for skill development, the Grade 6 Language Arts and Advanced Language Arts programs concentrate on proficiency in critical reading, vocabulary development, written expression, listening, and oral communication.

Delineated throughout the course of study are activities and reading selections that relate specifically to Grade 6 Language Arts and Advanced Language Arts. The differences in activities and reading selections provide students opportunities for more intensive study. As part of the Advanced Language Arts program, instructional tasks and assessment activities challenge students to develop as critical readers of increasingly sophisticated material. Analytical discussion techniques direct students to employ higher-level thinking skills as they respond to literature through an integrated approach to the study of language arts. Where suggested activities apply to all students, the depth of instruction will differ based on students’ levels of proficiency.

Reason for revision: to incorporate new instructional activities as well as skills pertaining to the PARCC assessment.


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THE LIVING CURRICULUM

Curriculum guides are designed to be working documents. Teachers are encouraged to make notes in the margins. Written comments can serve as the basis for future revisions. In addition, the teachers and administrators are invited to discuss elements of the guides as implemented in the classroom and to work collaboratively to develop recommendations for curriculum reforms as needed.

AFFIRMATIVE ACTION

During the development of this course of study, particular attention was paid to material, which might discriminate on the basis of sex, race, religion, national origin, or creed. Every effort has been made to uphold both the letter and spirit of affirmative action mandates as applied to the content, the texts and the instruction inherent in this course.


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GENERAL GOALS

The students will:

1. use accepted standards of written English for a variety of purposes and audiences.

2. reinforce and extend reading skills, especially as those skills relate to writing.

3. apply the writing process with revision, editing, and self-evaluation skills.

4. develop an awareness of the relationships between critical thinking and reading and writing.

5. develop speaking, listening, and viewing skills through the deliverance of formal/informal presentations.

6. facilitate discussions that enhance student inquiry in response to literature and related concepts.

7. develop a foundation in research skills using varied media and technology.


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GRADING PROCEDURES

English MAJOR ASSIGNMENT 50% (Tests/Projects/Presentations/Writing) PARCC Writing Assignments Presentations Reading Projects Writing Process Literary Analysis Metacognitive Reflections Novel Assessments Summative Assessments

MINOR ASSIGNMENTS 35% Reader Responses PARCC Preparation Literature Circles Vocabulary Assessments Quizzes Shared Inquiry

CLASSWORK/HOMEWORK 15% Online Activities Class Discussions Collaborative Tasks Creative Writing Pieces Vocabulary Activities Reading Comprehension Activities Journals Discussion Questions

Class type Assessment Assessment

5 day/week required courses

Quarterly assessment

Quarterly assessments will take place at the end of each marking period, and will be counted as a major assessment for the marking period, similar to a unit assessment. No more than 2 assessments will be administered per day during quarterlies and semesterlies.


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PARSIPPANY-TROY HILLS TOWNSHIP SCHOOLS COURSE PROFICIENCIES

Course: ENG663-665 Title: LANGUAGE ARTS AND ADVANCED LANGUAGE ARTS 6

In accordance with district policy as mandated by the New Jersey Administrative Code and the Common Core State Standards, the following are proficiencies required for the successful completion of the above named course. The student will:

I. READING (Literature and Informational Text) 1. identify and explain how passages in the text support their point of view. 2. distinguish personal opinions and points of view from those of the author and distinguish fact

from opinion. 3. identify and analyze literary forms such as fiction, poetry, drama, and non-fiction. 4. expand vocabulary using appropriate strategies and techniques. 5. read and use printed materials and technical manuals from other disciplines such as science,

social studies, math and applied technologies. 6. compare/contrast a text with an accompanying media version. 7. identify common aspects of human existence. 8. analyze main ideas and supportive details. 9. analyze text using patterns of organization; such as cause and effect, or compare/contrast. 10. analyze for purpose, theme, central ideas, and style of the author. 11. identify and describe the role of character, setting, and events within a given literary work.


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II. WRITING

12. write for a variety of purposes, including literary analysis (compare & contrast) and narration. 13. use a variety of strategies and activities for finding, developing, and writing about an idea. 14. understand and use precise and descriptive language to expand meaning. 15. revise, edit, and format writing for the development of content, organization, and other aspects (syntax, spelling, grammar, usage,

and punctuation) of writing, using self, peer and teacher collaborative feedback. 16. develop a portfolio or collection of formal writing.

III. SPEAKING & LISTENING

17. participate in discussion by alternating the roles of speaker and listener. 18. talk with others to identify, explore, and solve problems. 19. tell, retell, summarize, and paraphrase ideas. 20. use clear, concise, organized language in speaking situations. 21. receive, reflect, and use constructive feedback to improve speaking ability. 22. demonstrate comprehension of, and appropriate listener response to, an oral report, discussion, or interview providing

appropriate feedback to the speaker. IV. LANGUAGE

23. identify various techniques related to style, including pronoun usage and paragraph structure. 24. demonstrate understanding of sentence structures and related mechanics. 25. develop general and domain specific vocabulary/phrases utilizing various techniques and strategies.


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I. READING (Literature and Informational Text)

Essential Question(s): a) How do readers construct meaning from text? b) What are readers thinking about when they read? c) What do good readers do, especially when they don’t comprehend a text? d) How does what I am reading influence how I should read? e) How might being able to recognize literary features help in appreciating literature? f) How do readers reflect and respond?

Enduring Understanding(s): a) Strategic readers use a variety of strategies to construct meaning. b) Reading strategies guide students to ask questions, make predictions, and analyze text and then confirm or

refute their thoughts. These strategies encourage students to be active and thoughtful readers, enhancing their comprehension.

c) Readers employ reading strategies, which are conscious plans – sets of steps that good readers use to make sense of text.

d) When employed properly, literary features and devices help readers to interpret and analyze a literary work. e) Readers use a variety of techniques to demonstrate understanding of text.

READING (Literature and Information Text)

PROFICIENCY / OBJECTIVE Standards SUGGESTED ACTIVITY EVALUATION/ ASSESSMENT

TEACHER NOTES

The student will be able to: Students will:

1. identify and explain how passages in the text support their point of view.

RSL.6.1 RSL.6.6 RSL.6.10 RSIT.6.8 RSIT.6.10 8.1.8.C.1 8.1.8.D.1 8.1.8.D.2

• read “Witness Statements” composed for the characters of “The True Story of the Three Little Pigs” and select passages that will strengthen the defense or prosecution of the Big Bad Wolf.

Participation in a Mock Trial of the Big Bad Wolf using information provided in various versions of the text (see Authentic Assessment Activity in Appendix A), as well as documents for courtroom procedures and terminology Self/peer assessment

See “True Story of the Three Little Pigs” by J. Scieszka; Teacher’s Edition, p. 440 See Rubric for Authentic Assessment in Appendix A


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READING (Literature and Information Text) PROFICIENCY / OBJECTIVE Standards SUGGESTED ACTIVITY EVALUATION/

ASSESSMENT TEACHER

NOTES


(1. continued) Advanced • share findings analyzing

strength of arguments through an online community.

Written analysis of arguments for defense/prosecution of the Big Bad Wolf

2. distinguish personal opinions and points of view from those of the author, and distinguish fact from opinion.

RSIT.6.2 RSIT.6.6 RSIT.6.8 RSIT.6.10

• read a persuasive article such as “Can We Ever Tame What is Wild?” and/or “Should Wild Animals Be Kept as Pets?” to evaluate the author’s use of emotional messages, appeals to authority, and loaded language.

• identify key terms from non-fiction selections that indicate statements of opinion.

• respond to open-ended prompts such as: “Identify and state the author’s point of view. Compare and contrast your personal view with that of the author.”

Compile examples of and summarize the author’s use of various persuasive techniques. Evaluate the impact upon the reader. Information chart Teacher observation and evaluation Samples of student work PARCC Literary Analysis Rubric

See “Can We Ever Tame What’s Wild?”; Teacher’s Edition, p. 900 See “Should Wild Animals Be Kept as Pets?”; Teacher’s Edition, p. 902 See Appendix C – PARCC Grades 6-11 condensed Scoring Rubric for Prose Constructed Response Items

3. identify and analyze literary forms such as fiction, poetry, drams and non-fiction.

RSL.6.5 RSL.6.9 RSL.6.10 RSIT.6.3 RSIT.6.5 RSIT.6.10 8.1.8.A.5 8.1.5.A.2

Regular • after reading the fictional

selection “Lob’s Gird,” discuss the elements of fiction and compare it to other genres previously read.

using Inspiration or Microsoft Word software, develop a Van diagram/T-chart demonstrating similarities/differences between texts

See “Lob’s Girl” – Teacher’s Edition, p. 84


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ASSESSMENT TEACHER

NOTES


(3. continued) Advanced • identify elements of various

selections after reading an example of each genre.

Informational chart

4. expand vocabulary using appropriate strategies and techniques.

RSL.6.4 RSL.6.10 RSIT.6.4 RSIT.6.10

• be given a list of words from a textbook selection, add suffices and prefixes to formulate new words, and validate predicted meanings using reference materials.

Advanced • be given a list of formulate

derivatives given specific word roots (Greek/Latin), and validate predicted meanings using reference materials.

Develop a sample dictionary entry(ies) for the work list, demonstrating word knowledge/comprehension

Readings may include selections from GreatBooks Roundtable or McDougall Littell Textbook See Reading Comprehension: Assessment Practice, Teacher’s Edition, p. 926-930 See Vocabulary and Spelling Handbook, Teacher’s Edition, R69-R70

5. read and use printed materials and technical manuals from other disciplines (such as Science, Social Studies, Math and Applied Technologies).

RSL.6.10 RSIT.6.7 RSIT.6.10

• read texts from other content areas exploring contemporary issues (i.e., oil spill, volcanic eruptions, political campaigns, etc.)

• complete think-aloud activities utilizing active reading strategies to evaluate visual depictions of textual information.

Teacher evaluation of think-aloud protocols Advanced Identify appropriate models of Thought-Passage Pairs (predicting, visualizing, connecting, etc.)

Use of interdisciplinary materials and media center resources


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ASSESSMENT TEACHER

NOTES


6. compare/contrast a text with an accompanying media version.

RSL.6.7 RSL.6.10

• read Hatchet by Gary Paulsen, and compare/contrast the text to an audio or video.

Advanced • substitute Pictures of Hollis

Woods by Patricia Reilly Giff in the aforesaid suggested activity.

Devise a Venn diagram illustrating the commonalities and differences between the novel and media resource. Advanced Write a compare/contrast essay using information from the Venn diagram

Media and audio materials are available for the aforementioned novels

7. identify common aspects of human existence.

RSL.6.10 RSIT.6.7 RSIT.6.9 RSIT.6.10

Regular • following the reading of “The

Story of My Life,” by Helen Keller and “Letter to Miss Keller” by Franklin D. Roosevelt, identify common themes and link them to personal and contemporary situations.

Advanced • name classic tales from early

childhood and identify those in which goodness was rewarded. Read two versions of the tale Cinderella from varied cultural backgrounds, “Yeh-Shen: A Cinderella Story from China” and “Sootface:

Perspective Analysis: Consider what Keller shares about her experiences. How would the story of Keller’s life be different if Anne Sullivan had written it? Journal entries may be implemented to support “shared inquiry” exercises Advanced Incorporate appropriate images of current events depicting the central idea expressed in the texts

See Teacher’s Edition, “The Story of My Life”, p. 788; and Teacher’s Edition, “Letter to Miss Keller”, p. 792 See Comparing Theme, Unit: Is Goodness Always Rewarded? Teacher’s Edition, pp.722-740


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ASSESSMENT TEACHER

NOTES


(7. continued) An Ojibwa Cinderella Story”, a Native American folktale, to identify their universal theme.

8. analyze main ideas and supportive details.

RS.6.2 • read selections to identify the main idea and supporting details using electronic software, such as Inspiration.

Regular • “Spellbinder: The Life of

Harry Houdini” Advanced • “Arachne” and “Spider

Webs”

Students’ outlines using Inspiration Students will use information from their outlines to compose a summary

See “Spellbinder: The Life of Harry Houdini” – Teacher’s Edition, p. 804 See “Arachne” and “Spider Webs” – Teacher’s Edition, pp. 662-671

9. analyze text using patterns of organization, such as cause and effect or compare/contrast.

RSIT.6.1 RSIT.6.10

• read various nonfiction texts to determine the features common to the articles/selections presented.

Regular • “Space Settlements” and

“Artists’ View of a space Colony”

Advanced • “Weather That’s Out of This

World”

Develop a chart that analyzes the selections regarding the organizational pattern utilized

See Reading for Information: Settling in Space, Teachers Edition, pp. 74-80


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ASSESSMENT TEACHER

NOTES


10. analyze text for purpose, theme, central ideas, and style of author.

RSL.6.2 RSL.6.5 RSL.6.10 RSIT.6.1 RSIT.6.4 RSIT.6.6 RSIT.6.10

• identify examples of literary devices used to illustrate author’s purpose, theme, idea, and style.

Regular • “The First Skateboards in the

History of the World” Advanced • “The Red Guards” from Red

Scarf Girl

Dialectical journals – selected passages that identify author’s purpose, theme, ideas, and style

See “The First Skateboard in the History of the World”, Teacher’s Edition, p. 480 See “The Red Guards” from Red Scarf Girl, p. 268

11. identify and describe the role of character, setting, and events within a given literary work.

RSL.6.3 RSL.6.10 8.1.8.A.4 8.1.2.A.2

• become familiar with working definitions for the “elements of fiction” and the process for identifying those elements as modeled by the teacher using textbook selections.

Graph of plot structure using Microsoft Word. Advanced Graph for a sequel to the text using Microsoft Excel

Media Lab – Microsoft Word and Microsoft Excel


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II. WRITING

Essential Question(s): a) How do writers self-reflect on their experiences and growth in their writing and as writers? b) How do writers hook and hold their readers? c) Why am I writing? For whom? d) How do writers develop a well-written product? e) How do writers apply the writing process? f) What are different ways I can publish my writing?

Enduring Understanding(s): a) Writing is a reflective process. b) Writers employ a variety of techniques to engage their readers. c) Writing records experiences, clarifies thoughts, structures ideas, and enables communication for a variety of

purposes and understandings. d) Effective writing is a process requiring patience, discipline, and evaluation, with each revision seeking to

improve focus, organization, clarity and detail.

WRITING PROFICIENCY / OBJECTIVE Standards SUGGESTED ACTIVITY EVALUATION/

ASSESSMENT TEACHER

NOTES


12. write for a variety of purposes, including literary analysis (compare and contrast) and narration.

WS.6.1.a WS.6.1.b WS.6.1.c WS.6.1.d WS.6.1.e WS.6.2.a WS.6.2.b WS.6.2.c WS.6.2.d WS.6.2.e WS.6.6 WS.6.9 WS.6.10 8.1.8.A.1

• after reading “What Video Games Can Teach Us,” and “The Violent side of Video Games,” generate a literary analysis which compares and contrasts important aspects of each text.

Advanced • incorporate online resources

with development of their essay.

See Appendix B – PARCC Grades 6-11 Condensed Scoring Rubric for Prose Constructed Response Items Utilize Microsoft Word to create/publish a formal written response to a timed-writing prompt Integration of secondary sources

See “What Video Games Can Teach Us” and “The Violent Side of Video Games”, Teacher’s Edition, pp. 892-895


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ASSESSMENT TEACHER

NOTES


13. use a variety of strategies and activities for finding and developing ideas about which to write.

WS.6.2.a WS.6.2.b WS.6.2.c WS.6.2.d WS.6.3.a WS.6.3.b WS.6.3.e WS.6.4 WS.6.5 WS.6.6 8.1.2.A.2

• brainstorm, list, discuss, draw, role-play, note-take, and write in journals as appropriate for recording writing topics.

• based upon brainstorming of

specified topic, utilize the writing process to produce a student-selected writing piece (narrative, literary analysis).

Students’ responses Utilize Microsoft Word to create/publish formal written response to timed-writing prompt

Multimedia Lab

14. understand and use precise and descriptive language to expand meaning.

WS.6.2.a WS.6.2.c WS.6.2.d WS.6.3.b WS.6.3.d

• while reading selected novels, identify examples of figurative language such as similes, metaphors, personification, and hyperbole. They will then utilize visual representations to share their findings.

Regular • Hatchet Advanced • Walk Two Moons Regular • upon reading “Is the Moon

Tired?” add an additional stanza to the poem with student’s own example of figurative language.

Students’ oral, written, and visual representations Student-created examples of figurative language in original poetry

See “Is the Moon Tired?” – Teacher’s Edition, p. 597


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ASSESSMENT TEACHER

NOTES


(14. continued)

Advanced • after reading “Mooses,” write

a poem mimicking the style of the piece while including their own examples of figurative language.

See “Mooses”, Teacher’s Edition, pp. 598-599

15. revise, edit, and format writing for development of content, organization, and other aspects (syntax, spelling, grammar, usage, and punctuation) of writing, using self, peer, and teacher feedback.

WS.6.2.a WS.6.2.b WS.6.2.c WS.6.2.d WS.6.2.e WS.6.2.f WS.6.3.a WS.6.3.b WS.6.3.c WS.6.3.d WS.6.3.e WS.6.4 WS.6.5 WS.6.6 8.1.8.A.1 8.1.8.A.2

• write a composition to demonstrate prior knowledge of paragraph structure. Using numbers in place of names, students will work in small groups to read classmates’ writing and identify characteristics of a well-developed essay.

• revise and edit PARCC sample test items.

Repeat the process with students’ revised drafts using established criteria Student and teacher guidance and feedback See Appendix C – PARCC Grades 6-11 condensed Scoring Rubric for Prose Constructed Response Items Utilize Microsoft Word to create/publish formal written response to times writing prompt

Activity is called Read-Around Groups See Appendix C – PARCC Grades 6-11 condensed Scoring Rubric for Prose Constructed Response Items

16. develop a portfolio or collection of formal writing.

WS.6.1.d WS.6.2.e

• select final copies of developed writing samples for Showcase Portfolio.

Student self-assessment of selected pieces of writing

See Appendix A for designated Showcase Portfolio pieces


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III. SPEAKING AND LISTENING

Essential Question(s): a) In what ways are ideas communicated orally? b) How does the speaker communicate so others will listen and understand the message? c) How does the choice of words affect the speaker’s message and the listener’s response? d) What impact does listening have? e) How does a listener understand a message?

Enduring Understanding(s): a) Effective oral presentation considers both audience and purpose. b) Effective communication requires adherence to grammar and usage rules and standards. c) Listening skills are critical for learning and communicating. d) Discussion requires active listening, asking questions, and talking together to help us to understand and

appreciate the ideas of others.

SPEAKING AND LISTENING PROFICIENCY / OBJECTIVE Standards SUGGESTED ACTIVITY EVALUATION/

ASSESSMENT TEACHER

NOTES


17. participate in discussion by alternating the roles of speaker and listener.

SLS.6.1.a SLS.6.1.b SLS.6.1.c SLS.6.6 8.1.8.A.1 8.1.8.A.5 8.1.8.D.3

• after reading the parody, “The True Story of the Three Little Pigs,” conduct an interview, reinforcing the key idea of point of view. Using Microsoft Word, develop a transcript.

Regular • use teacher-generated

questions to facilitate interview. Advanced • use student-generated

questions to facilitate interview. • participate in a “shared inquiry”

for selected readings.

Teacher monitoring of students’ participation as speaker and listener

Transcript of interview

See Teacher’s Edition, pp. 440-446


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ASSESSMENT TEACHER

NOTES


(17. continued) Regular • use teacher-generated

questions to facilitate discussion.

Advanced • use student-generated

questions.

Each student will participate as a speaker and display evidence of listening (note-taking, questions, etc.) to previous speakers

Readings may include selections from GreatBooks Roundtable

18. talk with others to identify, explore, and solve problems.

SLS.6.1a SLS.6.1b SLS.6.2 SLS.6.5 8.1.8.A.2 8.1.8.A.4 8.1.8.A.5 8.1.8.B.1 8.1.8.D.1 8.2.8.B.1 8.2.8.B.3

• upon reading, “The Problem with Bullies,” participate in a discussion identifying possible solutions for the most common types of bullying.

• use online sources to share findings.

Advanced • using teacher-selected

software, present responses of peers from interviews on various forms of bullying in schools.

Seating chart noting frequency and quality of students’ responses Student responses

See “The Problem with Bullies”, Teacher’s Edition, pp. 223-227

19. tell, retell, summarize, and paraphrase ideas.

SLS.6.1.d 8.1.8.A.1 8.1.8.A.2 8.1.8.A.4 8.1.8.A.5

• paraphrase ideas of previous student’s comments before adding to discussion during a “shared inquiry”.

Advanced • visually depict understanding

from shared inquiry using two different forms of student-selected software.

Teacher notes monitoring quality of students’ oral responses Student-generated depictions of presented information

Stories could be found in GreatBooks Roundtable or Junior GreatBooks


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ASSESSMENT TEACHER

NOTES


20. use clear, concise, organized language in speaking situations.

SLS.6.2 SLS.6.4 SLS.6.6

Regular • having read Penny from

Heaven, interview a family member to “tell their story” as the main character did in the novel. Students will share findings through oral presentations.

Advanced • having read A View from

Saturday, create a character sketch using family members as models. Share findings through oral presentations.

Students’ interview questions Oral presentations Students’ character sketches Oral presentations

21. receive, reflect, and use constructive feedback to improve speaking ability.

SLS.6.1d SLS.6.3

• work in pairs during the practice phase of an oral presentation to provide feedback to improve their speeches.

Peer assessment (peers will write recommendations and students will be assessed on their ability to correct problem areas)

See Teacher’s Edition, p. 79

22. demonstrate comprehension of, and appropriate listener response to, an oral report, discussion, or interview providing appropriate feedback to the speaker.

SLS.6.1c Regular • having read, “Nadia, the

Willful” create an oral presentation on memories. With a partner, create memorable stories. Take turns interviewing each other about interesting parts in their lives. The partner will choose one or two stories about the other person to share with the class.

Each student’s questions will be evaluated on the basis of quality as related to the speaker’s presentation

See “Nadia, the Willful”, Teacher’s Edition, pp. 336-344


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ASSESSMENT TEACHER

NOTES


(22. continued) Advanced • in addition, generate

criteria/rubric for providing feedback.

Peer assessment


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IV. LANGUAGE

Essential Question(s): a) How do rules of language affect communication? b) What is the purpose of applying grammar and mechanical skills? c) How does word choice affect meaning?

Enduring Understanding(s): a) Written communication and proper grammar and mechanics promote fluency of communication. b) Effective communication relies on the usage of proper grammar and mechanics. c) The specific language he/she uses reveals an author’s style, work choice, and voice.

LANGUAGE

PROFICIENCY / OBJECTIVE Standards SUGGESTED ACTIVITY EVALUATION/ ASSESSMENT

TEACHER NOTES


23. identify various techniques related to style, including pronoun usage and paragraph structure.

LS.6.1.a LS.6.1.b LS.6.1.c LS.6.1.d LS.6.1.e LS.6.2.a LS.6.2.b LS.6.3.a LS.6.3.b 8.1.8.A.5

• revise and edit a previous piece of writing for correct pronoun usage (subjective, objective, possessive, and intensive).

• label the revised pronouns with appropriate marks to indicate corrections.

Student work samples Labeled writing

Students will select a narrative from their work folders to revise. Interactive projector used for teacher modeling

24. demonstrate understanding of sentence structures and relative mechanics.

LS.6.1.e LS.6.2.a LS.6.2.b LS.6.3.a LS.6.3.b 8.1.8.A.5

• using simple sentences, work collaboratively to design varied sentence structures (compound, complex) based on previous lessons on prepositional phrases, introductory elements, and conjunctions.

Presentation of various sentence sets using the Interactive projector Class discussion of applied strategies

Interactive projector will be used to highlight strategies used


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LANGUAGE PROFICIENCY / OBJECTIVE Standards SUGGESTED ACTIVITY EVALUATION/

ASSESSMENT TEACHER

NOTES


25. develop general and domain specific vocabulary/phrases utilizing various techniques and strategies.

• during reading of teacher-selected novel, develop a personal dictionary of unfamiliar, significant vocabulary, and figurative language.

• In addition, include definitions, passage from text, and related words/phrases in their entries. Greek and Latin affixes and roots will be highlighted.

Open-ended response to novel assessment Students will appropriately incorporate acquired vocabulary and underline within the context of their writing

Preview selected text for grade level vocabulary for usability Provide a model of word entries


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BIBLIOGRAPHY

ADOPTED TEXTS Allen, Janet et al. Literature: Introductory Unit. Illinois: McDougall Littell, 2008. LANGUAGE ARTS READING LIST Holm, Jennifer L. Penny From Heaven. New York: Random House, 2006. Paulsen, Gary. Hatchet. New York: Aladdin, 1987. Print. ADVANCED LANGUAGE ARTS READING LIST Creech, Sharon. Walk Two Moons. New York: Harper Trophy, 1994. Print. Kadohata, Cynthia. Kira-Kira. New York: Aladdin Paperbacks, 2004. Print. Konigsburg, E.L. The View from Saturday. New York: Aladdin Paperbacks, 1996. Print. REQUIRED SUMMER READING

Babbitt, Natalie. Tuck Everlasting. New York: Farrar, Straus, Giroux, 1975. Print Giff, Patricia Reilly. Pictures of Hollis Woods. New York: Random House, Inc., 2002. Print.

SUPPLEMENTARY MATERIALS A Christmas Carol. Clive Donner.1984 DVD. 20th Century Fox Home Entertainment. A Cry in the Wild. Dir.Mak Griffiths. 1990 DVD. White Wolves Collection. Armstrong, Alan. Whittington. New York: Random House, 2005. D’Angeli, Marguerite. A Door in the Wall. New York: Bantam Doubleday Dell Publishing Group, Inc., 1949. George, Jean Craighead. Julie of the Wolves. New York: Harper Trophy, 1972. GreatBooks Roundtable. Illinois: The Great Books Foundation, 2010. Irvin, Judith L. et al. Elements of Language: Introductory Course. Illinois: Holt Rinehart & Winston, 2006. Junior Great Books. Illinois: The Great Books Foundation, 1992. Literature and Language: Gold Level. Illinois: McDougall, Littell and Company, 1994. Pictures of Hollis Woods. Dir. Tony Bill. 2007 DVD. Hallmark Hall of Fame.

Schmidt, Gary D. Lizzie Bright and the Buckminster Boy. New York: Houghton Mifflin Company, 2004. Print. Starting Off Strong. Illinois: The Great Books Foundation, 2010.

SUGGESTED SOFTWARE Microsoft Office GoogleDocs

iMovie


APPENDIX A SAMPLE AUTHENTIC ASSESSMENT


SAMPLE AUTHENTIC ASSESSMENT LANGUAGE ARTS/ADVANCED LANGUAGE ARTS INTRODUCTION You have been requested to serve as a participant in the trial of State of Fable vs. Alexander T. (Big Bad) Wolf.

If you accept this request you must be ready to prepare and present information pertinent to your role as a member of the prosecution, defense or judge/jury in the Fairy Tale Courtroom. You will be expected to help determine the guilt or innocence of Alexander T. Wolf with regard to offenses against the Three (Little) Pigs and their property. Innocence is assumed; guilt must be proven without a doubt. Alexander T. Wolf has been arrested by Inspector Morse of the Storyville Police Station and charged with Bodily Harm and Destruction of Personal Property. It has been previously determined and agreed to by the defense that each of the three pigs experienced bodily injury from debris created during the destruction of their homes on April 1. As a result, it will not be necessary to call any medical evidence in order to prove the cause of injury.

JUDGE & JURY WITNESSES LAWYERS

Become familiar with:

• The text of The True Story of the Three Pigs • Create a timeline of significant text

events • Create a Web diagram of pertinent

information (Inspiration) Courtroom • Terminology (handout) • Develop questions you will have for both

the defense & prosecution teams (handout)


• The text of The True Story of the Three Pigs • Create a timeline of significant text

events to your perspective • Create a Web diagram of pertinent

information to your perspective (Inspiration)

• Courtroom • Terminology (handout) • Develop responses for questions you

may be asked at the trial (handout)


• The text of The True Story of the Three Pigs • Create a timeline of significant events with

regard to the opposing perspective • Create a Web diagram of significant

events to both the defense & prosecution (Inspiration)

• Courtroom • Terminology (handout) • Develop questions you may ask the

opposing team at the trial (handout)


TASK The prosecution must prove without a doubt Mr. Wolf’s guilt with regard to the charge of bodily harm. The defense will be responsible for discounting this charge through evidence to the contrary. The Judge and Jury will decide the final verdict.

Students will complete both Group/Team and Individual Activities.

Group Responsibilities Develop an understanding of courtroom procedures including terminology and facts surrounding the trial.

Individual Responsibilities Prepare for the Courtroom Trial by exploring the information determined through Group Investigations. Share information and findings with the class during the Courtroom Trial.

**Students will demonstrate the ability to:

• collaborate with others • identify and explore problems • develop questions that are appropriate to specified roles • utilize clear, specific examples from the text to support a position or argument • synthesize information


PROCESS To prepare for the Courtroom Trial, students will need to work with their team to complete the activities indicated below.

JUDGE & JURY WITNESSES LAWYERS Attend the Courtroom Trial

Complete a KWL chart including what you know about the text events, what questions you want the witnesses to answer and what you learn from their responses

Create one of the following products by the due date:

• poster • newspaper article • persuasive letter to the judge

that depicts your observations and verdict based upon the information learned from the courtroom proceedings

Participate in the Courtroom trial

Provide appropriate responses to lawyer questions (note cards)



depicting your observations of the trial and your agreement/disagreement based upon information learned from the courtroom proceedings

Participate in the Courtroom trial Present your:

• Opening Statements • Witness Questions • Closing Statements (note cards) to those attending the Fairy Tale

Courtroom Trial



depicting your biased agreement/disagreement with the verdict and reasons for your choice


EVALUATION On the day(s) of the trial, come prepared to present your findings in Fairy Tale Court! Your work will be evaluated using the:

WOLF TRIAL RUBRIC

EXEMPLARY PROFICIENT EMERGENT

Learning Target Demonstration of ability to collaborate with others

Student always collaborates with others in a mature, respectful manner.

Student usually collaborates with peers in an appropriate manner.

Student has not yet demonstrated the ability to collaborate with peers.

Learning Target Participation in trail preparation

Student always utilizes time and resources effectively to prepare for activity.

Student utilizes time and resources to prepare for activity.

Student inconsistently uses time and resources to prepare for activity.

Learning Target Use of textual evidence to support position/argument

Student demonstrates a sophisticated understanding of the selection by providing textual evidence that effectively supports their position/argument.

Student demonstrates an understanding of the selection by providing evidence from the text to support position/argument.

Student demonstrates a limited understanding of the selection with examples that do not provide strong support for their position/argument.

Learning Target Synthesize information presented in clear, concise language.

Student’s written responses synthesize information using strong diction and coherent arguments.

Student’s written responses synthesize information appropriately.

Student’s written responses are limited in synthesis, clarity, and diction.


CONCLUSION Newspaper Headline: A Verdict is reached! The Sunday edition of Once Upon a Time Times reports that the jury in the trial of the State of Fable vs. Alexander T. Wolf has reached a verdict and justice has been served. Both legal teams have been commended for their careful preparation and delivery of evidence that has led to this swift deliberation and decision.

NOTES/TEACHER REFLECTION **This authentic assessment may be utilized in either Language Arts course and differentiated by the defined roles dependent upon individual, student demonstrated skill level


APPENDIX B RUBRICS


GRADES 6-11 CONDENSED SCORING RUBRIC FOR PROSE CONSTRUCTED RESPONSE ITEMS

(Revised July 29, 2014)* Research Simulation Task and Literary Analysis Task

Construct Measured

Score Point 4

Score Point 3

Score Point 2

Score Point 1

Score Point 0

Reading Comprehension of Key

Ideas and Details

The student response demonstrates full comprehension of ideas stated explicitly and inferentially by providing an accurate analysis and supporting the analysis with effective and convincing textual evidence.

The student response demonstrates comprehension of ideas stated explicitly and/or inferentially by providing a mostly accurate analysis, and supporting the analysis with adequate textual evidence.

The student response demonstrates basic comprehension of ideas stated explicitly and/or inferentially by providing a generally accurate analysis and supporting the analysis with basic textual evidence.

The student response demonstrates limited comprehension of ideas stated explicitly and/or inferentially by providing a minimally accurate analysis and supporting the analysis with limited textual evidence.

The student response demonstrates no comprehension of ideas by providing inaccurate or no analysis and little to no textual evidence.

Writing Written Expression

The student response x addresses the prompt and

provides effective and comprehensive development of the claim or topic that is consistently appropriate to the task by using clear and convincing reasoning supported by relevant textual evidence;

x demonstrates purposeful coherence, clarity, and cohesion, making it easy to follow the writer’s progression of ideas;

x establishes and maintains an effective style, attending to the norms and conventions of the discipline.


provides mostly effective development of the claim or topic that is mostly appropriate to the task, by using clear reasoning supported by relevant textual evidence;

x demonstrates coherence, clarity, and cohesion, making it fairly easy to follow the writer’s progression of ideas;

x establishes and maintains a mostly effective style, while attending to the norms and conventions of the discipline.


provides some development of the claim or topic that is somewhat appropriate to the task, by using some reasoning and text-based evidence;

x demonstrates some coherence, clarity, and/or cohesion, making the writer’s progression of ideas usually discernible but not obvious;

x has a style that is

somewhat effective, generally attending to the norms and conventions of the discipline.


develops the claim or topic and provides minimal development that is limited in its appropriateness to the task by using limited reasoning and text-based evidence; or

x is a developed, text-based

response with little or no awareness of the prompt;

x demonstrates limited

coherence, clarity, and/or cohesion, making the writer’s progression of ideas somewhat unclear;

x has a style that has limited effectiveness, with limited awareness of the norms of the discipline.

The student response x is undeveloped and/or

inappropriate to the task;

x lacks coherence, clarity, and cohesion.

x has an inappropriate style, with little to no awareness of the norms of the discipline.

Writing

Knowledge of Language and Conventions

The student response to the prompt demonstrates full command of the conventions of standard English at an appropriate level of complexity. There may be a few minor errors in mechanics, grammar, and usage, but meaning is clear.

The student response to the prompt demonstrates some command of the conventions of standard English at an appropriate level of complexity. There may be errors in mechanics, grammar, and usage that occasionally impede understanding, but the meaning is generally clear.

The student response to the prompt demonstrates limited command of the conventions of standard English at an appropriate level of complexity. There may be errors in mechanics, grammar, and usage that often impede understanding.

The student response to the prompt demonstrates no command of the conventions of standard English. Frequent and varied errors in mechanics, grammar, and usage impede understanding.


GRADES 6-11 CONDENSED SCORING RUBRIC FOR PROSE CONSTRUCTED RESPONSE ITEMS

(Revised July 29, 2014)*

Narrative Task (NT)

Construct Measured

Score Point 4 Score Point 3 Score Point 2 Score Point 1 Score Point 0

Writing Written Expression

The student response x is effectively developed

with narrative elements and is consistently appropriate to the task;

x demonstrates purposeful coherence, clarity, and cohesion, making it easy to follow the writer’s progression of ideas;

x establishes and maintains an effective style, attending to the norms and conventions of the discipline.

The student response x is mostly effectively

developed with narrative elements and is mostly appropriate to the task;

x demonstrates coherence, clarity, and cohesion, making it fairly easy to follow the writer’s progression of ideas;

x establishes and maintains a mostly effective style, while attending to the norms and conventions of the discipline.

The student response x is developed with some

narrative elements and is somewhat appropriate to the task;

x demonstrates some coherence, clarity, and/or cohesion, making the writer’s progression of ideas usually discernible but not obvious;

x has a style that is

somewhat effective, generally attending to the norms and conventions of the discipline.

The student response x is minimally developed

with few narrative elements and is limited in its appropriateness to the task;

x demonstrates limited

coherence, clarity, and/or cohesion, making the writer’s progression of ideas somewhat unclear;

x has a style that has limited effectiveness, with limited awareness of the norms of the discipline.

The student response x is undeveloped and/or

inappropriate to the task;

x lacks coherence, clarity, and cohesion;

x has an inappropriate style, with little to no awareness of the norms of the discipline.

Writing Knowledge of Language and Conventions

The student response to the prompt demonstrates full command of the conventions of standard English at an appropriate level of complexity. There may be a few minor errors in mechanics, grammar, and usage, but meaning is clear.

The student response to the prompt demonstrates some command of the conventions of standard English at an appropriate level of complexity. There may be errors in mechanics, grammar, and usage that occasionally impede understanding, but the meaning is generally clear.

The student response to the prompt demonstrates limited command of the conventions of standard English at an appropriate level of complexity. There may be errors in mechanics, grammar, and usage that often impede understanding.

The student response to the prompt demonstrates no command of the conventions of standard English. Frequent and varied errors in mechanics, grammar, and usage impede understanding.


APPENDIX C MIDDLE SCHOOL SHOWCASE PORTFOLIO CONTENTS


MIDDLE SCHOOL SHOWCASE PORTFOLIO CONTENTS LANGUAGE ARTS AND READING/WRITING

TYPES OF ENTRIES SKILLS REFLECTED GRADE 6

1. Growth in Writing Entry Paragraph structure 2. Writing Process Entry Process skills in revision 3. Reading Process Entry Critical thinking 4. Technology Entry Choose appropriate graphic organizer to create, construct, or design a

document 5. Oral Presentation Entry - OPTIONAL Organization 6. Student Self-Assessment Follow-up self-assessment writing assignment in grade 7

NOTE: Teams have selected area of responsibility (R/W or L/A)

GRADE 7

1. Growth in Writing Entry (R/W) Transition strategies to connect ideas 2. Writing Process Entry (L/A) Paraphrase, persuasive 3. Reading Process Entry (R/W) Reading passage reflecting metacognitive responses 4. Technology Entry (L/A) Merge information from one document to another 5. Oral Presentation Entry (L/A) - OPTIONAL Proper diction 6. Student Self-Assessment Follow-up self-assessment writing assignment in grade 8

GRADE 8

1. Growth in Writing Entry (L/A) Organization of five-paragraph persuasive essay 2. Writing Process Entry (R/W) Mastery of all stages of the writing process 3. Reading Process Entry (R/W) Mastery of metacognitive reading strategies through “think-aloud”

assessment 4. Technology Entry/Literary Analysis (L/A) Create a multi-page document with citations using word processing

software in conjunction with other tools that demonstrates the ability to format, edit and print

5. Oral Presentation Entry (L/A) - OPTIONAL Organization (introduction, body, conclusion) in three minute presentation


APPENDIX D OUTLINE OF WRITING SKILLS


PARSIPPANY-TROY HILLS TOWNSHIP SCHOOLS Writing Skills

GRADE 6 GRADE 7 PROCESS, ORGANIZATION & STRUCTURE

Introduction to paragraph structure a. Topic sentences b. Detail sentences/irrelevant details c. Closing/concluding sentences

Development of paragraph structure a. Paragraphing b. Introductory paragraphs c. Body paragraphs d. Concluding paragraphs

Construct paragraphs using characteristics of narrative, descriptive, expository and persuasive modes of writing.

Construct multi-paragraph writings using various modes – narrative, descriptive, expository and persuasive modes of writing.

Introduction to “leads” as an introductory paragraph strategy Develop and construct topic sentences for various modes of writing.

Develop and construct topic sentences for various modes of writing.

Elaboration and support of topic sentence using sequential details and deleting irrelevant details.

Elaboration and support of topic sentence using sequential and relevant details.

Development of prewriting strategies – brainstorming graphic organizers, free writing, listing, webbing, use of journals – (picture prompts, newspaper articles)

Development of prewriting strategies


Development of revision skills – introductory and concluding techniques, dialogue, transitions, vocabulary, fluency, sequencing of ideas, supporting details

Development of revision skills – coherence, dialogue, transitions, vocabulary, fluency, supporting details, use of group share

Development of conferencing skills – appropriate feedback, focus on specific skills, attention to process and procedures for conferencing, preparation for peer conferences

Development of conferencing skills – focus on specific skills, attention to process and procedures for conferencing, preparation for peer conferences

Development of editing skills – capitalization run-on/fragments, sentence structure, verb tense, use of commas, word usage, spelling, punctuation

Development of editing skills – capitalization, run-on/fragments, sentence structure, verb tense, use of commas, word usage, spelling, punctuation, parallel structure

Introduce difference between revision and editing Reinforce the difference between revision and editing Introduction to delimiting a topic – use of sentence stems,

graphic organizers Self-assessment skills – identify strengths and areas of improvement

Self-assessment skills – identify strengths and areas of improvement

MECHANICS – USAGE & STYLE

Introduction to various techniques related to style a. Sentence structure b. Introductory paragraphs c. Concluding paragraphs d. Use of figurative language

Introduction to various techniques related to style a. Sentence structure b. Introductory paragraphs c. Concluding paragraphs d. Use of figurative language e. Placement of topic sentence

Introduction to use of transitions

a. Structural devise between paragraphs for coherence b. Stylistic device within paragraphs for the smooth

integration of ideas

Use of transitions a. Structural device between paragraphs for coherence b. Stylistic device within paragraphs for the smooth

integration of ideas


Review forms of verbs, subject-verb agreement and modifiers Introduce prepositional phrase, verbal phrases, and clauses.

Review forms of verbs, subject-verb agreement and modifiers Review simple, compound, complex sentences, parts of speech, use of commas, colons, semi-colons, and apostrophes, run-ons/fragments, capitalization

Review simple, compound, complex sentences, parts of speech, use of commas, colons, semi-colons, and apostrophes, run-ons/fragments, capitalization

Vocabulary development – Review prefixes, suffixes, and root words, multiple meanings of words, synonyms and antonyms, use of context clues, homophones, commonly misused words – accept/except, affect/effect, then/than, it’s/its, their they’re/there

Vocabulary development – Review prefixes, suffixes, and root words, multiple meanings of words, synonyms and antonyms, use of context clues, homophones, commonly misused words – accept/except, affect/effect, then/than, it’s/its, their they’re/there

PRODUCTS

Develop various modes of writing – expository, narrative, persuasive, descriptive; develop an understanding of the characteristics, purpose, and audience for each mode.

Develop various modes of writing – expository, narrative, persuasive, descriptive; develop an understanding of the characteristics, purpose, and audience for each mode.

Introduction to development of skills in selecting writing topics – writing territories

Development of skills in selecting writing topics – writing territories

Journal writing – generate ideas for writing, reflect on writing Journal writing – generate ideas for writing, reflect on writing

RESEARCH Using sources to support opinions Using primary sources and introducing secondary sources to

support opinions Development note taking Review of note taking and introduction to outlining with multi-

levels of specificity


Development of paraphrasing for research process Review paraphrasing for research process with grade

appropriate texts Evaluating sources for authenticity, authorship, validity, currency Introduction to parenthetical structure Use of works cited page to credit various sources Apply knowledge to avoid plagiarism for written composition Apply knowledge to avoid plagiarism for written composition


APPENDIX E COMMON CORE STATE STANDARDS FOR LANGUAGE ARTS LITERACY

47 ENG665 Language Arts & Advanced Language Arts/Grade 6

English Language Arts Standards

Reading: Literature » Grade 6

Standards in this strand: RL.6.1 RL.6.2 RL.6.3 RL.6.4 RL.6.5 RL.6.6 RL.6.7 RL.6.8 RL.6.9 RL.6.10

Key Ideas and Details • RL.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. • RL.6.2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions

or judgments. • RL.6.3. Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward

a resolution

Craft and Structure • RL.6.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific

word choice on meaning and tone. • RL.6.5. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme,

setting, or plot. • RL.6.6. Explain how an author develops the point of view of the narrator or speaker in a text

Integration of Knowledge and Ideas • RL.6.7. Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including

contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch. • RL.6.8. (Not applicable to literature)

RL.6.9. Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

Range of Reading and Level of Text Complexity

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



Reading: Informational Text » Grade 6

Standards in this strand: RI.6.1 RI.6.2 RI.6.3 RI.6.4 RI.6.5 RI.6.6 RI.6.7 RI.6.8 RI.6.9 RI.6.10

Key Ideas and Details

• RI.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. • RI.6.2. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or

judgments. • RI.6.3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

Craft and Structure • RI.6.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. • RI.6.5. Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.

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

Integration of Knowledge and Ideas • RI.6.7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a

topic or issue. • RI.6.8. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

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

Range of Reading and Level of Text Complexity • RI.6.10. By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high

end of the range.



Writing » Grade 6

Standards in this strand: W.6.1 W.6.2 W.6.3 W.6.4 W.6.5 W.6.6 W.6.7 W.6.8 W.6.9 W.6.10

Text Types and Purposes

• W.6.1. Write arguments to support claims with clear reasons and relevant evidence. o Introduce claim(s) and organize the reasons and evidence clearly.

o Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

o Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.

o Establish and maintain a formal style.

o Provide a concluding statement or section that follows from the argument presented.

• W.6.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of

relevant content.

o Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

o Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

o Use appropriate transitions to clarify the relationships among ideas and concepts.

o Use precise language and domain-specific vocabulary to inform about or explain the topic.

o Establish and maintain a formal style.

o Provide a concluding statement or section that follows from the information or explanation presented.

• W.6.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event

sequences.

o Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

o Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.


o Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

o Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

o Provide a conclusion that follows from the narrated experiences or events.

Production and Distribution of Writing • W.6.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific

expectations for writing types are defined in standards 1–3 above.) • W.6.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new

approach. • W.6.6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of

keyboarding skills to type a minimum of three pages in a single sitting.

Research to Build and Present Knowledge • W.6.7. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. • W.6.8. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions

of others while avoiding plagiarism and providing basic bibliographic information for sources. • W.6.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

o Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy

stories] in terms of their approaches to similar themes and topics”). o Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are

supported by reasons and evidence from claims that are not”).

Range of Writing • W.6.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range

of discipline-specific tasks, purposes, and audiences.

51

Speaking & Listening » Grade 6

Standards in this strand: SL.6.1 SL.6.2 SL.6.3 SL.6.4 SL.6.5 SL.6.6

Comprehension and Collaboration

• SL.6.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

o Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

o Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

o Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

o Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

• SL.6.2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue

under study. • SL.6.3. Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

Presentation of Knowledge and Ideas • SL.6.4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use

appropriate eye contact, adequate volume, and clear pronunciation. • SL.6.5.. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

• SL.6.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.


English Language Arts Standards Language »

Grade 6

Standards in this strand: L.6.1 L.6.2 L.6.3 L.6.4 L.6.5 L.6.6

Conventions of Standard English • L.6.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

o Ensure that pronouns are in the proper case (subjective, objective, possessive).

o Use intensive pronouns (e.g., myself, ourselves).

o Recognize and correct inappropriate shifts in pronoun number and person.*

o Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*

o Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*

• L.6.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

o Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*

o Spell correctly.

Knowledge of Language

• L.6.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

o Vary sentence patterns for meaning, reader/listener interest, and style.*

o Maintain consistency in style and tone.*

53

APPENDIX F NEW JERSEY CORE CURRICULUM CONTENT STANDARDS FOR TECHNOLOGY

RWR663 READING/WRITING WORKSHOP GRADE 7 54

2014 New Jersey Core Curriculum Content Standards - Technology Content Area Technology Standard 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and

synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge.

Strand A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

Grade Level bands

Content Statement Students will:

Indicator Indicator

6-8 Understand and use technology systems.

8.1.8.A.1 Demonstrate knowledge of a real world problem using digital tools.

Select and use applications effectively and productively.

8.1.8.A.2 Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability.

8.1.8.A.3 Use and/or develop a simulation that provides an environment to solve a real world problem or theory.

8.1.8.A.4 Graph and calculate data within a spreadsheet and present a summary of the results

8.1.8.A.5 Create a database query, sort and create a report and describe the process, and explain the report results.

Content Area Technology Standard 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and


Strand B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

Grade Level bands


Indicator Indicator

P Apply existing knowledge to generate 8.1.P.B.1 Create a story about a picture taken by the student on a digital


new ideas, products, or processes. Create original works as a means of personal or group expression.

camera or mobile device. K-2 8.1.2.B.1 Illustrate and communicate original ideas and stories using multiple

digital tools and resources. 3-5 8.1.5.B.1 Collaborative to produce a digital story about a significant local

event or issue based on first-person interviews. 6-8 8.1.8.B.1 Synthesize and publish information about a local or global issue or

event (ex. telecollaborative project, blog, school web). 9-12 8.1.12.B.2 Apply previous content knowledge by creating and piloting a digital

learning game or tutorial. Content Area Technology Standard 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and


Strand C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

Grade Level bands

Content Statement

Indicator Indicator

P Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media. Communicate information and ideas to multiple audiences using a variety of media and formats. Develop cultural understanding and global awareness by engaging with learners of other cultures. Contribute to project teams to produce

8.1.P.C.1 Collaborate with peers by participating in interactive digital games or activities.

K-2 8.1.2.C.1 Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using various media formats such as online collaborative tools, and social media.

3-5 8.1.5.C.1 Engage in online discussions with learners of other cultures to investigate a worldwide issue from multiple perspectives and sources, evaluate findings and present possible solutions, using digital tools and online resources for all steps.

6-8 8.1.8.C.1 Collaborate to develop and publish work that provides perspectives on a global problem for discussions with learners from other countries.

http://www.state.nj.us/education/cccs/def/8/TECH_MediaRich.html


9-12 original works or solve problems. 8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.



Strand D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

Grade Level bands

Content Statement

Indicator Indicator

6-8 Advocate and practice safe, legal, and responsible use of information and technology.

8.1.8.D.1 Understand and model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics including appropriate use of social media.

Demonstrate personal responsibility for lifelong learning.

8.1.8.D.2 Demonstrate the application of appropriate citations to digital content.

8.1.8.D.3 Demonstrate an understanding of fair use and Creative Commons to intellectual property.

Exhibit leadership for digital citizenship.

8.1.8.D.4 Assess the credibility and accuracy of digital content.

8.1.8.D.5 Understand appropriate uses for social media and the negative consequences of misuse.



Strand E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

Grade Level bands


Indicator Indicator


6-8 Plan strategies to guide inquiry. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. Evaluate and select information sources and digital tools based on the appropriateness for specific tasks. Process data and report results.

8.1.8.E.1 Effectively use a variety of search tools and filters in professional public databases to find information to solve a real world problem.



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

Grade Level bands


Indicator Indicator

6-8 Identify and define authentic problems and significant questions for investigation. Plan and manage activities to develop a solution or complete a project. Collect and analyze data to identify solutions and/or make informed decisions. Use multiple processes and diverse perspectives to explore alternative solutions.

8.1.8.F.1 Explore a local issue, by using digital tools to collect and analyze data to identify a solution and make an informed decision.


2014 New Jersey Core Curriculum Content Standards – Technology

Content Area Technology Standard 8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming:

All students will develop an understanding of the nature and impact of technology, engineering, technological design, computational thinking and the designed world as they relate to the individual, global society, and the environment.

Strand A. The Nature of Technology: Creativity and Innovation Technology systems impact every aspect of the world in which we live.

Grade Level bands

Content Statement Students will be able to understand:

Indicator Indicator

6-8 The characteristics and scope of technology.

8.2.8.A.1 Research a product that was designed for a specific demand and identify how the product has changed to meet new demands (i.e. telephone for communication - smart phone for mobility needs).

The core concepts of technology.

8.2.8.A.2 Examine a system, consider how each part relates to other parts, and discuss a part to redesign to improve the system.

8.2.8.A.3 Investigate a malfunction in any part of a system and identify its impacts. The relationships among technologies and the connections between technology and other fields of study.

8.2.8.A.4 Redesign an existing product that impacts the environment to lessen its impact(s) on the environment.

8.2.8.A.5 Describe how resources such as material, energy, information, time, tools, people, and capital contribute to a technological product or system.



Strand B. Technology and Society: Knowledge and understanding of human, cultural and society values are fundamental when designing technology systems and products in the global society.

Grade Content Statement Indicator Indicator


Level bands

Students will be able to understand:

6-8 The cultural, social, economic and political effects of technology.

8.2.8.B.1 Evaluate the history and impact of sustainability on the development of a designed product or system over time and present results to peers.

8.2.8.B.2 Identify the desired and undesired consequences from the use of a product or system.

The effects of technology on the environment.

8.2.8.B.3 Research and analyze the ethical issues of a product or system on the environment and report findings for review by peers and /or experts.

8.2.8.B.4 Research examples of how humans can devise technologies to reduce the negative consequences of other technologies and present your findings.

The role of society in the development and use of technology.

8.2.8.B.5 Identify new technologies resulting from the demands, values, and interests of individuals, businesses, industries and societies.

8.2.8.B.6 Compare and contrast the different types of intellectual property including copyrights, patents and trademarks.

The influence of technology on history.

8.2.8.B.7 Analyze the historical impact of waste and demonstrate how a product is upcycled, reused or remanufactured into a new product.



Strand C. Design: The design process is a systematic approach to solving problems. Grade Level bands


Indicator Indicator

6-8 The attributes of design. 8.2.8.C.1 Explain how different teams/groups can contribute to the overall design of a product.

8.2.8.C.2 Explain the need for optimization in a design process.


8.2.8.C.3 Evaluate the function, value, and aesthetics of a technological product or system,

from the perspective of the user and the producer. The application of engineering design.

8.2.8.C.4 Identify the steps in the design process that would be used to solve a designated problem.

8.2.8.C.5 Explain the interdependence of a subsystem that operates as part of a system. Create a technical sketch of a product with materials and measurements labeled.

The role of troubleshooting, research and development, invention and innovation and experimentation in problem solving.

8.2.8.C.6 Collaborate to examine a malfunctioning system and identify the step-by-step process used to troubleshoot, evaluate and test options to repair the product, presenting the better solution.

8.2.8.C.7 Collaborate with peers and experts in the field to research and develop a product using the design process, data analysis and trends, and maintain a design log with annotated sketches to record the developmental cycle.

8.2.8.C.8 Develop a proposal for a chosen solution that include models (physical, graphical or mathematical) to communicate the solution to peers.



Strand D. Abilities for a Technological World: The designed world is the product of a design process that provides the means to convert resources into products and systems.

Grade Level bands

Content Statement Students will understand how to:

Indicator Indicator

6-8 Apply the design process. 8.2.8.D.1 Design and create a product that addresses a real world problem using a design process under specific constraints.

8.2.8.D.2 Identify the design constraints and trade-offs involved in designing a prototype (e.g., how the prototype might fail and how it might be improved) by completing a design problem and reporting results in a multimedia presentation, design portfolio or engineering notebook.


8.2.8.D.3 Build a prototype that meets a STEM-based design challenge using science, engineering, and math principles that validate a solution.

Use and maintain technological products and systems.

8.2.8.D.4 Research and publish the steps for using and maintaining a product or system and incorporate diagrams or images throughout to enhance user comprehension.

Assess the impact of products and systems.

8.2.8.D.5 Explain the impact of resource selection and the production process in the development of a common or technological product or system.

8.2.8.D.6 Identify and explain how the resources and processes used in the production of a current technological product can be modified to have a more positive impact on the environment.



Strand E. Computational Thinking: Programming: Computational thinking builds and enhances problem solving, allowing students to move beyond using knowledge to creating knowledge.

Grade Level bands


Indicator Indicator

6-8 Computational thinking and computer programming as tools used in design and engineering.

8.2.8.E.1 Identify ways computers are used that have had an impact across the range of human activity and within different careers where they are used.

8.2.8.E.2 Demonstrate an understanding of the relationship between hardware and software.

8.2.8.E.3 Develop an algorithm to solve an assigned problem using a specified set of commands and use peer review to critique the solution.

8.2.8.E.4 Use appropriate terms in conversation (e.g., programming, language, data, RAM, ROM, Boolean logic terms).

Documents

ENG663-665 LANGUAGE ARTS AND ADVANCED …sharepoint.pthsd.k12.nj.us/ci/Approved Curriculum/ENG663-665...the Language Arts and Advanced Language Arts programs incorporate a variety