SECONDARY ENGLISH LANGUAGE ARTS (ELA) CURRICULUM MAP ...csdela.weebly.com/uploads/9/5/6/3/9563459/sixth_grade_ela_map.pdf · SECONDARY ENGLISH LANGUAGE ARTS (ELA) CURRICULUM MAP CANYONS

Canyons School District English Language Arts (ELA) maps are created by CSD ELA teachers and published by the CSD Office of Evidence-Based Learning

SECONDARY ENGLISH LANGUAGE ARTS (ELA) CURRICULUM MAP CANYONS SCHOOL DISTRICT

2015 – 2016

Curriculum Mapping Purpose

Canyons School District’s English language arts curriculum maps are standards-based maps driven by the Common Core State Standards and implemented using materials selected by schools and coordinated with feeder systems. Student achievement is increased when both teachers and students know where they are going, why they are going there, and what is required of them to get there.

Curriculum Maps are a tool for:

• ALIGNMENT: Provides support and coordination between concepts, skills, standards,curriculum, and assessments

• COMMUNICATION: Articulates expectations and learning goals for students

• PLANNING: Focuses instruction and targets critical information• COLLABORATION: Promotes professionalism and fosters dialogue between colleagues

about best practices pertaining to sequencing, unit emphasis and length, integration, andreview strategies

1

TABLE OF CONTENTS Overview Page

CSD Student Achievement Framework 3

ELA Assessment Calendar 5

Literacy Block 6

Novel Use Standards 9

SRI Proficiency Ranges 11

MAPS- Units, Standards, and Assessments 12

2

Canyons School District Academic Framework to Support Effective Instruction

July 2014 - V.6.8

Response to Intervention (RtI)/Multi-Tiered System of Supports (MTSS) for Academics and Behavior RtI Multi-Tiered

System of Support (1) Providing high quality core instruction (and intervention)

matched to students’ needs (2) using data over time (i.e. rate of learning, level of

performance, fidelity of implementation) (3) to make important

educational decisions.

Student Achievement Principles

• ALL CSD Students and educators are part of ONE proactiveeducational system.

• Evidence-based instruction and interventions are aligned withrigorous content standards.

• Data are used to guide instructional decisions, align curriculumhorizontally and vertically, and allocate resources.

• CSD educators use instructionally relevant assessments thatare reliable and valid.

• CSD educators problemsolve collaboratively to meetstudent needs.

• Ongoing, targeted, quality professional development and coaching supports effective instruction for ALL students.• Leadership at all levels is vital.

Core Expectations for ALL Teachers in the Classrooms and Common Areas Standards for Instruction

Evidence-Based Instructional Priorities

Time Allocation for Instruction

Teacher Learning Data

Student Performance Data

Collaborative Problem Solving for Improvement

Standards clarify what we want students to learn and do.

Techniques to increase student achievement and engagement.

Maintain a school culture in which instructional time is a highly valued resource.

Teacher learning and professional growth fostered through public practice and ongoing feedback.

Student academic and behavioral performance is assessed using a variety of reliable and valid methods.

Consistent use of Canyons’ Problem-Solving Protocol: Identify, analyze, plan, and evaluate.

Cour

se an

d Le

vel S

pecif

ic

Curriculum maps with common pacing guides

Instructional content aligned with the Utah Core Standards

Scientifically research-based programs

Standards-based instruction, grading, and reporting

Classroom Positive Behavioral Interventions and Supports (PBIS)

Explicit Instruction (I, We, Ya’ll, You)

Instructional Hierarchy: Acquisition, Automaticity, Application (AAA)

Systematic Vocabulary Development

Maximizing Opportunities to Respond (OTR)

Feedback Cycle

Scaffolded Instruction & Grouping (SIG) Structures

Classroom instructional time is maximized and aligned with the standards every day of the school year, including appropriate pacing to ensure rigor and student understanding

Master schedule allocates adequate time for student learning and growth

Planning time is used to intentionally increase the application of evidence-based instructional priorities and standards for instruction

Scheduling is ensured for:

• Intervention and skill-basedinstruction

• Special Education services• English Language

Development (ELD)

Annual setting of goals and documentation of progress (e.g. CSIP, LANDTrust, CTESS)

Progressing on the educator continuum (emerging, implementing, and leading)

Formalized protocols and checklists to monitor and evaluate implementation

Public practice applications:

• Coaching cycles with peercoaches, teacher specialist,achievement coach, and/ornew teacher coach

• Instructional ProfessionalLearning Communities(IPLCs)

• Learning walkthroughs andtargeted observations

• Lesson study• Video analysis

Formative assessment:

• Universal benchmarking andscreening

• Common FormativeAssessments (CFAs)administered on schedule

• Progress monitoring• Rubrics and objective

trackers• Regular checks for

understanding (e.g. daily)

Summative assessment:

• College- and career-readiness assessments (e.g.ACT)

• Student Assessment ofGrowth and Excellence(SAGE)

• Rate of Improvement (ROI)• Student Learning Objectives

(SLOs)

Early warning system for identification of risk (academic, behavior, and attendance)

Timely and consistent review of relevant data by teams (e.g. BLT, IPLC, CST):

• Evaluate effectiveness ofinstruction for all groups ofstudents using valid andreliable data (student andteacher data)

• Determine needs forsupplemental and intensiveinstruction (additionalinformation may be needed)

Cros

s Cut

ting

All C

lassr

oom

s

International Society for Technology in Education Standards (ISTE)

School-wide Positive Behavioral Interventions and Supports (PBIS)

World-Class Instructional Design and Assessment (WIDA)

Federal and state requirements (IEP, 504)

3

Canyons School District Academic Framework to Support Effective Instruction

July 2014 - V.6.8

P U B L I C P R A C T I C E A N D C O A C H I N G S U P P O R T S

All students will graduate from Canyons School District college-, career-, and citizenship-ready.

Major Academic Commitments: 1. Promote school and community engagement that supports students in becoming college-, career-, and citizenship-ready. 2. Implement a comprehensive educational system that aligns quality curriculum, instruction, and assessment resulting in students becoming

college-, career- and citizenship-ready. 3. Recruit, develop, support and retain quality educators who are committed to preparing students for college and careers. Performance Goals:

• By 2015: 50% of high school students meeting all four ACT College Readiness Benchmark Scores and qualifying for Advanced or Honors Diplomas, and being able to articulate a specific postsecondary purpose for themselves; all four high schools on U.S. News & World Report’s list of top 100 high schools.

• By 2020: 75% of high school students meeting all four ACT College Readiness Benchmark Scores and qualifying for Advanced or Honors Diplomas, and being able to articulate a specific postsecondary purpose for themselves; all five high schools on U.S. News & World Report’s list of Top 25 high schools based on % of student body passing AP exams.

4

CANYONS SCHOOL DISTRICT Middle School Assessment Calendar 2015-16

AUGUST Aug 19 Start of School Year Aug 19 – Sept 4 MS Math 6th, 7th & 8th Grade Pre-‐Test (Feedback form due by Sept 19th) Aug 26-‐Sept 9 Secondary SRI, All Students Grades 6, 7, 8

SEPTEMBER

Sept 7–17 MS Math Fall MCAP & MCOMP (6th, 7th, & 8th) Entered into Aimsweb by October 3rd Sept 15–Oct 5 R-‐CBM (Gr. 6, 7, 8) and Phonics Assessment (Gr. 6, 7, 8) for All students Below

Basic or Basic on SRI. Sept 21-‐Oct 2 MS Science 6th 7th and 8th Grade Benchmark #1 Sept 21–Oct 8 EXPLORE, Grade 8 -‐-‐-‐ Last year it is administered

OCTOBER Oct 30 Deadline for World Language Writing CFA #1 (reported to Canvas) NOVEMBER

DECEMBER Dec 1-‐ 8 SRI, All Students Grades 6-‐8 Dec 7 -‐ 18 MS Math Winter MCAP & MCOMP (6th, 7th, & 8th) Entered into Aimsweb by Jan 23rd Dec 10 – 17 R-‐CBM (Gr. 6, 7, 8) for All students Below Basic or Basic on SRI.

JANUARY Jan 5 – 15 MS Science 6th and 8th Grade Benchmark #2 Jan 11– Jan 29 MS Math 6th, 7th & 8th Grade Mid-‐ Year (Feedback form due by February 20) Jan 19 – Mar 11 WIDA ACCESS Testing (EL Students 6 – 8)

FEBRUARY Feb 8-‐19 MS Science 7th Grade Benchmark #2

MARCH Mar 18 Deadline for World Language Writing CFA #2 (reported to Canvas) Mar 22-‐Apr 1 MS Science 8th Grade Benchmark #3

APRIL

Apr 11–20 SRI, All Students Grades 6, 7, 8 Apr 18–May 28 SAGE End-‐of-‐Year Testing, Grades 6, 7, 8 Apr 1–29 World Language testing; AAPPL Measure (Level 2 & 3 WL, 1 section only per

teacher) Apr 11-‐22 MS Math Spring MCAP & MCOMP (6th, 7th, & 8th) Entered into Aimsweb by May 15 Apr 18–29 R-‐CBM (Gr. 6, 7, 8) and Phonics Assessment (Gr. 6, 7) for All students Below Basic

or Basic on SRI. Apr 18-‐Jun 1 MS Math 6th, 7th & 8th Grade Final (Feedback form due by June 5)

MAY May 18-‐27 MS Science 6th and 7th Grade Benchmark #3 May 27 Deadline for World Language Writing Assessment #3 (reported to Canvas)

JUNE June 3 End of School Year

ELA Common Assessment Dates

Science Benchmark Assessment Dates

Math Common Assessment Dates

Grade Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 6th Sept. 30-‐Oct 14

District CFA Nov. 11-‐24

Developed by school Jan. 20-‐Feb. 3 District CFA

Mar. 2-‐16 District CFA

Apr. 20-‐May 4 Developed by school

May 18-‐June 1 Developed by

school 7th Oct. 7-‐21

District CFA Nov. 18-‐Dec. 2

Developed by school Jan. 20-‐Feb. 3

Developed by school Mar. 9-‐23 District CFA

Apr. 27-‐May 11 District CFA

May 23-‐June 1 Developed by

school 8th Sept. 30-‐Oct 14

District Formative Nov. 11-‐24

District Formative Jan. 6-‐20

District Formative Feb. 17-‐Mar. 2 District Summative

Mar. 30-‐April 20 District Summative

May 23-‐June 1 District

Summative

Grade Benchmark 1 Benchmark 2 Benchmark 3 6th Sept 21 – Oct 1 Jan 6 – Jan 15 May 16 – May 27 7th Sept 21 – Oct 1 Feb 8 – Feb 19 May 16 – May 27 8th Sept 21 – Oct 1 Jan 4 – Jan 15 March 22 – April 1

Grade District Pre-‐test District Mid Year District Final 6th -‐ 8th Aug 19 – Sept 4

Feedback due by Sept 17Jan 11 – Jan 29

Feedback due by Feb 19 April 18 – June 1

Feedback due by June 3 Fall CBM Winter CBM Spring CBM

6th -‐ 8th Sept 8 – 17 Entered in Aimsweb by Oct 2

Dec 7 -‐ 18 Entered into Aimsweb by Jan 22

April 11 – 22 Entered into Aimsweb by May 15

5

Canyons School District Secondary Literacy Block

Critical Features of Instruction

READING Comprehension

1. Selecting a Text and Defining a Purpose

2. Establishing the Learning Environment

3. Preparing for the Reading• Activate Prior Knowledge• Concept Talk• Essential Question• ELA Supporting Questions• Science and Social Studies Supporting

Questions• Concept Map (Storyboard)• 30 Second Expert• Quick Write• Questioning• Visual Aids• Author’s Background• Explicit Vocabulary Instruction of:

o Literary Termso Key Termso Academic Vocabularyo Text-‐Specific Vocabulary

• Science & Social Studies Connections• Building Background Knowledge• Think Aloud• Graphic Organizers• Text Overview/Scavenger Hunt/Surveying the

Text• Connecting Visuals to the Surrounding Text• Predict the Main Idea• Questioning• Agree or Disagree

4. Selecting Active Reading Strategies

Active Reading Strategies Help Students: • Summarize• Analyze, Synthesize & Evaluate• Compare & Contrast

Active Reading Strategies: • Note-‐taking

o Skeletal Noteso Cornell Noteso Double-‐Entry Journal

• Vocabulary Strategieso Read-‐Forwardo Context Clueso Figurative & Connotative Meanings

• Annotationo Marking Texto Writing in the Marginso Charting the Text

• General Strategieso Cite Textual Evidenceo Determining a Themeo Story Elementso Text Features & Structureo Using Fix-‐Up Strategies (SQ3R, Monitor

Comprehension, Reading-‐ReflectionPauses, Stop/Draw)

o Four Corners• Graphic Organizers• Close Reading

5. Supporting and Assessing the Reading Task• Assign Group Work• Cite Textual Evidence• Determine a Theme• Story Elements• Text Features and Structure• Using Fix-‐Up Strategies (SQ3R, Monitor

Comprehension, Reading-‐Reflection Pauses,Stop/Draw)

• Writing Types

Fluency Daily Guided Independent, Oral, Partner or Choral Reading

TEXT TYPES

Literary Text Fiction Literary Nonfiction Poetry

Informational Text Exposition Argumentation Procedural

6

Critical Features of Instruction WRITING

Communication Writing to Learn Anticipatory Writing

• Quickwrite • Graphic Organizer (Venn diagram, webbing,

KWL) • Concept Mapping • Dialectical Journal • Anticipation Guide (pre-‐reading, pre-‐

speaking, pre-‐listening) • Speculation/Prediction Journal • Key Features • Gallery Walk/Carousel

Direct Instruction Writing • Storyboarding • Learning Logs • Summarizing • Cornell Notes • Graphic Organizers (Venn diagram, T-‐Chart,

Four Square, Web • Concept Maps

Guided Practice Writing • Journals (dialectical, reflective,

metacognition, synthesis, problem-‐solution, cause-‐effect)

• Cornell Notes • Learning Logs • Summarizing • Timeline • 5 W’s + H • SOAPSTONE • T-‐chart • Sentence Starters & Templates

Independent Practice Writing

• Genre or Multi-‐Genre (narrative, explanatory, argumentative, poetry, drama, musical, technical, procedural, reporting, editorializing, multi-‐perspective, research)

• Learning Logs • Quickwrites • Summaries • Responding to a Writing Task

Process Writing

1. Prewriting (Individual and Collaborative) • Choosing Audience, Purpose, and Form

o Prompt dissection • Brainstorming

o Clustering, discussion, Guided Critiques, Visualization

• Listing and Grouping • *View and Analyze Student Example • Rubric Preview • Reading and Research (See Research

Steps) • *Planning

o Outlining • Quickwriting

2. Drafting (Individual and Collaborative) • Whole Class Draft • Small Group Draft • Pass the Draft • Stream of Consciousness • Filling in the Outline

3. Reader Response (Individual and Collaborative) • Verbal Response • Verbal Response Small Group • Written Response Peer

4. Revision • Review • Model • Instruct • Plan • Revisit (peers and plan)

5. Editing (Individual and Collaborative) • Focus lesson • Pass the paper • Editing Journal • Expert Group Editing

6. Final Draft Publishing (Individual and Collaborative)

• Self Evaluation and Reflection Research, Inquiry and Study Skills

• Identify Questions • Navigate/Search • Analyze

o Support with textual evidence • Synthesize • Communicate • Evaluate

Fluency Daily Practice in Multiple Formats

Regularly with Process Writing (minimum one time per quarter) Writing Types

Argument Informative/Explanatory

Narrative 7

Critical Features of Instruction

SPEAKING & LISTENING

Communication Speaking and Listening to Learn and Improve Reading Comprehension and Writing

Anticipatory Speaking & Listening • Concept Talk• Strategic Partnering (Think-‐Pair-‐Share)• 30 Second Expert• Impromptu Speech• Academic Language Supports (anchor charts,

modeling, word walls, accountable talk)

Direct Instruction Speaking & Listening • Cite Textual Evidence• Performance Poetry & Prose• Reciprocal Teaching• Strategic Partnering (Think-‐Pair-‐Share)• Sentence Frames• Academic Language Supports (anchor charts,


Guided Practice Speaking & Listening • Literature Circles• Guided Discussion• Reciprocal Teaching

• Gallery Walk• Philosophical Chairs• Performance Poetry & Prose• Fishbowl• Inner-‐Outer Circle• Strategic Partnering (Think-‐Pair-‐Share)• Sentence Frames• Socratic Seminar• Academic Language Supports (anchor charts,


Independent Practice Speaking & Listening • Presentation (interview, speech, panel,

powerpoint/prezi, group) • Socratic Seminar• Gallery Walk• Debates• Trials• Performance• SPAR (spontaneous argumentation)• Academic Language Supports (anchor charts,

modeling, word walls, accountable talk)Fluency

Daily Practice in Multiple Formats and Registers Regularly with Formal Formats and Registers

Speaking Types

Comprehension Collaboration Presentation

Critical Features of Instruction Language Comprehension and Communication

Conventions of Standard English • Explicit Instruction• Modeling of Student Exemplars• Modeling with Published Exemplars• Academic Language Supports• Think-‐Alouds

Knowledge of Language • Sentence Combining• Language Choice for Audience• Language Choice for Style (e.g. directions

versus essay versus letter)• Language Choice for Occasion (e.g. formal

versus informal)• Language Choice for Format (e.g. poem, essay,

story, letter)• Modeling with Exemplars (e.g. literary,

informational)

Vocabulary Acquisition and Use (Word Study) • Word Bank• World Wall• Value-‐Added Words• Academic Language Supports• Explicit Vocabulary Instruction

o Word Parts (Greek/Latin Roots, affixes)o Connotation and Denotationo Figurative Languageo Academic Language

Fluency Daily Exposure and Practice

Regularly with Formal Formats Language Types

Colloquial Standard Academic Archaic

8

Standards for Classroom Novel Use

Purpose of novels in classroom instruction

To build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts. Through extensive reading of stories, dramas, poems, and myths from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements. Students can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades. Students also acquire the habits of reading independently and closely, which are essential to their future success. -Utah State Core Standards

Guiding questions

1. What standards am I teaching? How does this novel support those standards? 2. What are the needs of the students in my class? How will I scaffold this novel to meet those needs? 3. What background knowledge do students need in order to access this novel? 4. What will students be doing to show their thinking during the reading of this novel? 5. How does this novel relate to other content areas? 6. Which sections will I emphasize in class? Which will I assign as homework?

Implementation and Alignment to Scope and Sequence

Meets Standard Does Not Meet Standard

A variety of text types and complexities are used in class with appropriately matched tasks. All texts actively read using a strategy on the literacy block, e.g.,

● Annotating the text ● Citing textual evidence ● Note-taking (Cornell notes, guided notes,

etc.) Use of text is focused on standards. Short sections selected for close reading.

Difficult texts not appropriately scaffolded. Low-level texts not matched to difficult task. Students follow along as teacher reads without accompanying active task. Students listening to tape without accompanying active task. Students reading silently without accompanying active task. No close readings of novel performed.

9

Students demonstrate their thinking of the novel through academic discussion and writing in a variety of ways. Teachers require students to use textual evidence to support academic discussion and writing, to demonstrate a varying degree of depth of knowledge. Class time used to actively read sections for whole-class activities. Other sections assigned as outside reading. Limited sections of audio used to support active reading (for example, stopping every few minutes to do partner discussion).

Understanding of the novel demonstrated through an end of novel test focusing on recall. Discussions and writing focus on the events of the novel, not pulling evidence to support larger ideas. Depth of knowledge 1 or 2. Considerable class time spent to read or listen to the novel in order to read the entire novel in class.

10

Date: 09/21/11

Grade Below Basic Basic Proficient Advanced

1 BR BR - 99 100 - 400 401 - 1700+

2 BR - 99 100 - 449 450 - 620 621 - 1700+

3 BR - 299 300 - 609 610 - 790 791 - 1700+

4 BR - 499 500 - 769 770 - 885 886 - 1700+

5 BR - 599 600 - 864 865 - 980 981 - 1700+

6 BR - 699 700 - 954 955 - 1020 1021 - 1700+

7 BR - 749 750 - 995 996 - 1060 1061 - 1700+

8 BR - 799 800 - 1038 1039 - 1155 1156 - 1700+

9 BR - 849 850 - 1079 1080 - 1210 1211 - 1700+

10 BR - 849 850 - 1186 1187 - 1305 1306 - 1700+

11 BR - 899 900 - 1214 1215 - 1310 1311 - 1700+

12 BR - 899 900 - 1284 1285 - 1355 1356 - 1700+

These bands represent the target Year-End Proficiency Lexile Ranges for the district/school. Customized bands are suggestedguides only.

PROGRESSMONITORING

SRI Proficiency BandsDISTRICT: CANYONS SCHOOL DISTRICT

Printed by: Rob Richardson Page 1 of 1 Printed on: 09/21/11Copyright © Scholastic Inc. All rights reserved. v 1.23

11

Sixth Grade ELA Core Standards Overview

� Reading closely and citing evidence from grade-‐level fiction and nonfiction to support an analysis of what the materials say � Developing a rich vocabulary of complex and sophisticated words and using them to speak and write more precisely and coherently � Analyzing how chapters of a book, scenes of a play, or stanzas of a poem fit into the overall structure of the piece and contribute to the

development of ideas or themes � Gaining knowledge from materials that make extensive use of elaborate diagrams and data to convey information and illustrate concepts � Evaluating the argument and specific claims in written materials or a speech, and distinguishing claims that are supported by reasons

and evidence from claims that are not � Presenting claims and findings to others orally, sequencing ideas logically, and accentuating main ideas or themes � Writing arguments that provide clear reasons and relevant evidence, using credible sources � Writing brief reports that examine a topic, have a clear focus, and include relevant facts, details, and quotations � Conducting short research projects to answer a question, drawing on several sources and sharpening the focus based on the research

findings � Reviewing and paraphrasing key ideas and multiple perspectives of a speaker � Recognizing variations from standard English in his or her own and others’ writing and speaking, and using this knowledge to improve

language use � Determining the correct meaning of a word based on the context in which it is used (e.g., the rest of the sentence or paragraph; a word’s

position or function in a sentence)

National PTA, 1250 N Pitt Street, Alexandria, VA 22314, PTA.org • [email protected] © 2011 PTA All rights reserved.

12

Sixth Grade English Language Arts Year at a Glance 2015-‐16

7 Weeks * 6 Weeks * 7 Weeks * 6 Weeks * 6 Weeks * 4 Weeks *

Unit Theme Unit 1: The Human Story

Unit 2: Embracing Heritage

Unit 3: Discovery Unit 4: Figuring It Out

Unit 5: Courageous Characters

Unit 6: Dreaming Big

Essential Question

What makes characters

believable and relevant?

How can we learn to appreciate our similarities and differences

through literature?

How does discovery and/or innovation bring about change in

society?

How can we apply problem solving strategies to

real-‐life situations?

How are acts of courage revealed in literature and

informational text?

How did historical figures dream of a better future?

Writing Focus

Narrative Informational/ Expository

Argument Informational/ Expository

Argument Argument

Key Terms

Words for Review: biography, autobiography

Words for Review: plot

Words for Review: invention, opinion

Words for Review: problem solving, simile, metaphor, idioms, synonym, antonym

Words to Review: character development, courage, antagonist, protagonist

Words to Review: claim, counterclaim, evidence, source, position, cite, paraphrase, conclude, thesis

Tier 2: chronological order, sequence, memoir

Tier 2 Academic Vocabulary: imploring, agitated, systematic, invisible, spectacle

Tier 3: story elements: setting (time and place), characterization, protagonist and antagonist, plot (exposition, conflict, rising action, and resolution), theme, point of view

Tier 2: culture, legacy, diversity, heritage, immigrant, migrant, ancestor Tier 2 Academic Vocabulary: acquaint, tumultuously, media, constructive, reliable Tier 3:

Tier 2: claim, evidence, source, cite, paraphrase, position, conclude, innovation Tier 2 Academic Vocabulary: associate, intangible, rebuke, privilege, disastrous Tier 3: citation

Tier 2: evidence, inference

Tier 2 Academic Vocabulary: unfathomable, beseech, stately, dismal, slay

Tier 3: figurative language, literal language, personification, connotation, denotation

Tier 2: Tier 2 Academic Vocabulary: pacifists, dumbstruck, nostalgic, converse, waver Tier 3:

Tier 2: discrimination, activist, prejudice

Tier 2 Academic Vocabulary: entrance, eligible, commotion, retort, chronology, foliage, inadvertently

Tier 3:

* + or – 1 Week

13

Unit 1 Theme: “The Human Story”

7 Weeks

Please note, several standards are taught in multiple units due to the spiraling nature of the core.

Essential Question

Supporting Questions

Key Terms Writing Focus Cross-‐Curricular Connections

What makes historical characters believable and relevant today?

How do their physical and social environments influence characters?

What is the relationship between fiction and truth?

Review: biography, autobiography Narrative Social Studies:

Science:

Math:

PE/Health:

Tier II: Chronological order, sequence, and memoir. Imploring, agitated, systematic, invisible, spectacle

Language Focus

Tier III: Story elements: setting (time and place), characterization, protagonist and antagonist, plot (exposition, conflict, rising action, climax, falling action, and resolution), theme, and point of view.

Sentence fragments and run-‐ons types of nouns comma use

14

ELA Core Standards Student Learning Targets

READING

RL/R.I.6.1 (Introducing): Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

● I can analyze how details and evidence within the text support what the author states directly and what he/she implies.

RL.6.2 (Introducing): Determining 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.

● I can identify theme in a text. ● I can explain how the theme of a text is developed. ● I can summarize a text.

RL.6.3 (Introducing): 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.

● I can explain how elements of a story work together.

RI/RL.6.5 (Introducing): 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.

● I can explain how an author organizes a text to develop ideas. ● I can point out major sections of the text and explain how

they contribute to the entire text. ● I can analyze the structure of a text and how it contributes to

the development of ideas. RL.6.6 (Introducing): Explain how an author develops the point of view of the narrator or speaker in a text.

● I can identify the point of view of the characters or narrator(s) in a text.

RL.6.7 (Introducing): Compare and contrast the experience of reading a story, poem, or drama 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.

● I can compare and contrast the text to its audio, video or multi-‐media version.

● I can analyze how each medium interprets the subject.

RL.6.9 (Introducing): 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.

● I can compare two texts from different genres on the same topic or theme.


WR

ITIN

G

W.6.3 (Introducing): Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-‐structured event sequences.

● I can write a logical, detailed narrative about real or imagined events or experiences.

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

● I can hook the reader by introducing ideas, point of view, a narrator and/ or characters.

● I can organize events in a natural, logical order. b. Use narrative techniques, such as dialogue, experiences, events, and/or characters.

● I can write a narrative using techniques such as dialogue, timing, and description.

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

● I can use transition words and phrases to show order of events or changes in setting.

15

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

• I can use precise words, relevant description, and sensory details to reveal the action and experiences of the story.

e. Provide a conclusion that follows from the narrated experiences or events. • I can conclude my story by reflecting on experiences or events. W.6.4 (Introducing): Produce clear and coherent writing in which the

development, organization, and style are appropriate to task, purpose, and audience.

• I can develop and organize clear and understandable writing, which is appropriate for a specific task, purpose, and audience.

W.6.5 (Introducing): 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. (Editing conventions should demonstrate command of Language Standards 1-‐3 up to and including grade 6)

• I can develop and strengthen my writing by planning, revising, editing, and rewriting.

• I can write to a specific audience. • I can write for a specific purpose. • I can improve my writing through feedback from other students or my

teacher.

W.6.6 (Introducing): 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.

● I can use technology to create and publish my 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.

● I can write for both short and extended time frames. ● I can write for a range of specific tasks, purposes and audiences.


SL.6.1 (Introducing): 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.

● I can communicate and respond to ideas about a variety of topics during discussions.

● I can bring materials that I have read and researched to discussions.

a. 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.

● I can share supporting evidence from my research during discussions.

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

● I can follow group rules to meet specific goals during a discussion.

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

● I can use formal speech in a variety of academic settings.

WRITING

SPEAKING

AN

D

LISTENING

16

ELA Core Standards Student Learning Targets LA

L.6.1 (Introducing): Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

● I can use language correctly when writing or speaking.

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

● I can use pronouns in the proper case.

b. Use intensive pronouns (e.g., myself, ourselves). ● I can correctly use intensive pronouns. L.6.2 (Introducing): Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

● I can use correct capitalization, punctuation, and spelling in my writing.

a. Use punctuation (comma, parentheses, dashes) to set off nonrestrictive/parenthetical elements.

● I can use correctly use punctuation to set off clauses.

b. Spell correctly. ● I can correct misspelled words in my writing. L.6.3 (Introducing): Use knowledge of language and its conventions when writing, speaking, reading, or listening.

● I can demonstrate how language should sound when it is spoken, written, and read.

a. Vary sentence patterns for meaning, reader/listener interest, and style. • I can revise my writing for meaning, interest, and style.

b. Maintain consistency in style and tone. • I can establish a consistent style and tone in my writing. L.6.4 (Introducing): Determine or clarify the meaning of unknown and multiple-‐meaning words and phrases based on Grade 6 reading and content, choosing flexibly from a range of strategies.

• I can determine the meaning of unknown and multiple-‐meaning words using a variety of strategies.

a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

• I can use context clues to determine a word’s meaning.

b. Use common, grade-‐appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).

• I can use root words, prefixes, and suffixes to determine a word’s meaning.

c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

• I can determine the meaning of a word through context clues or by the way it is used in a sentence.

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

• I can guess at the meaning of a word and then double check to see if I am right by using a dictionary.

L.6.5 (Introducing): Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

• I can identify examples of figurative language. • I can recognize word relationships by comparing them to similar or opposite

meaning words. • I can recognize slight differences in word meanings based on how they are used.

a.(Introducing): Interpret figures of speech (e.g., personification) in context. • I can identify the use of personification references.

L.6.6 (Introducing): Acquire and use accurately grade-‐appropriate general academic and domain-‐specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

• I can explain what general academic words are and use them in my writing. • I can define words and phrases that are specific to language arts and apply

them in speaking and writing. • I can use various resources to build my vocabulary and help me understand

what I read or hear.

LANGU

AGE

17

Unit 1 Text Resources

Literary Informational

Novels: The Adventures of Tom Sawyer by Mark Twain (970 L)

Boy: Tales of Childhood, by Roald Dahl and Quentin Blake

Bridge to Terabithia by Katherine Paterson (810 L)*

Charlie and the Chocolate Factory, by Roald Dahl (810 L)*

Hatchet by Gary Paulson (1020 L)

Island of the Blue Dolphins (1000 L) J.M. Barrie: The Magic Behind Peter Pan, by Susan Bivan Aller (920 L)*

Peter Pan, (by J.M. Barrie) (920 L)*

Free ebook: Kindle Version Summer of the Monkeys by Wilson Rawls (810 L)*

Summer of the Swans by Betsy Byars (830 L)*

Walk Two Moons by Sharon Creech (770 L)*

When I Was Your Age, Volume One: Original Stories About Growing Up, by Amy

Erlich (930 L)*

Anthologies: Mirrors and Windows Unit 1: Finding a Place in the World p. 3

Houghton Mifflin’s Triumphs Theme 3: Growing Up, pgs. 238-‐353

Houghton Mifflin’s Triumphs Focus on Poetry, pgs. 118-‐133

Pioneer.uen.org

● Culture Grams ● EBSCO ● SIRS ● World Book Encyclopedia ● Deseret News Archives ● Other Utah specific collections

Building Deeper Readers and Writers: Kelly Gallagher Article of the Week

http://kellygallagher.org/resources/articles.html

ReadWorks.org provides over 500 non-‐fiction reading passages, each with 5 multiple choice questions that test your students' reading comprehension.

http://www.readworks.org/books/passages

One-‐Page Reading/Thinking Passages Aligned with Core Priorities http://teacher.depaul.edu/Nonfiction_Readings.htm

18

Prompt: After reading the following stories, write a multi-‐paragraph personal narrative/memoir from your life, with a clear beginning, middle and end. Use plot structure, including conflict and resolution. Utilize vivid details involving the 5 senses.

Sample #1 All Dogs Go To Heaven By Ronni P. Michigan, Age 12 Lexile: 870 © Scholastic Write It! http://teacher.scholastic.com/writeit/readpoem.asp?id=9975&genre=Memoir&Page=1&sortBy=

One of the saddest times in my life happened in the summer of 2003. We were just finishing visiting some family in Nebraska and were heading back home to Michigan. Our 13-‐year-‐old Keshond dog, Buzzie, suddenly began to have trouble breathing.

We were scared for him, so we turned back around and went back to my grandma’s house. My parents immediately left us kids there and rushed to the vet with Buzzie.

It was very quiet at the house, as we were all afraid for Buzzie. I wondered what it would be like without him. It made me shudder just to think about it. An hour or so later, my parents came in dragging their feet in sadness. My grandma asked them what was wrong. They carefully explained that Buzzie wasn’t with us anymore. Being only eight years old, I asked them what they meant.

My dad tried again to explain what they were talking about. He said that Buzzie was in so much pain that they had no choice but to put him to sleep. I began to cry uncontrollably. Soon, everyone was crying with me, even my grandma. We had all loved him dearly and missed him now that he was gone. I don’t think any of us got much sleep that night. We were all too devastated.

Sixth Grade Unit 1 Common Formative Assessment Growing Up -‐ Personal Narrative/ Memoir

19

The next morning, we set off with no Buzzie. I was especially sad because he was my travel pillow and it seemed extra empty in the big backseat without him there. His pillow that he slept on still had some of his long, curly fur clinging to the case. That made me even sadder than I already was.

The thirteen-‐hour drive back to Michigan seemed so much longer without the fluffy dog resting his head on my knee. I finally fell asleep imagining that the furry dog was right there beside me. When we finally reached our house, it was near 10:00 at night. We all crawled sadly into bed.

Over the next few weeks, it seemed extra quiet in our house without a dog roaming the hallways and rooms. In the second or third week of silence, my parents decide to get a new dog.

After a few days of checking the newspapers for advertisements about puppies, we found a place to buy Golden Retrievers. It was about an hour drive from our house to Yale to find our new pet.

The next weekend, we drove to Yale to collect our new dog. It took us about an hour to decide. We chose a little boy dog and named him Hogan after the wrestler, Hulk Hogan.

He could never totally replace the dog that was with me for the first part of my life, but he is a nice permanent substitute. He has taught us that we need to move on in our lives, even when something bad happens.

Sometimes, after Hogan does something wrong, it seems as though Angel Buzzie communicates with him and tells him to be good. I guess what I’m trying to say is that my family does miss Buzzie a lot, but Hogan does a very good job filling the empty places in our hearts!

Sample #2

Impossible? I’m Possible. By Hyemin S. age: 18 Indiana Lexile: 800 © Scholastic Write It! http://teacher.scholastic.com/writeit/readpoem.asp?id=9934&genre=Memoir&Page=3&sortBy=

A little girl plays with her My Little Pony. Her mom watches with a warm smile. The home looks cozy. But an abrupt ringing breaks the silence. After the unexpected phone call, Mom panics and dashes outside. The peaceful home turns into a lonely place.

20

When I was six years old, the Sam Pung department store in Southern Seoul collapsed, killing and injuring hundreds. My father worked in a jewelry shop in that building. At home, we were waiting for my dad when my mom got a phone call from my grandfather telling her that my dad’s workplace had collapsed. Without knowing the exact situation, my mom and I rushed to the hospital.

When we arrived at the hospital, my dad was already in surgery. After long hours in the operating room, he was moved to the I.C.U. We were finally permitted to see him, but when we entered the I.C.U., the only patient there was a person with elastic bandages covering him like a mummy – it was my dad. The doctor said he was in a coma, that half his body would be paralyzed, that he would be in a wheelchair. But my dad was lucky compared to the many people who died immediately under the building.

Against the doctor’s expectation, my dad recovered. Within six months, my dad was able to leave the hospital, walking on his own two legs. When my dad was back to normal, he decided it was time to change his life by opening his own jewelry shop.

For years, my dad had dreamed of one day owning his own business. For years, while working for another man, my dad had developed his business plan and mastered business skills. For years, although he had tough days, he went to work as usual and gave my family a bigger smile day after day. After his terrible injuries in the disaster, my dad was ready to reach for his dream, to no longer work in another person’s store.

He opened his own jewelry shop, Amor. He lived up to his life motto that “I can change the impossible to the ‘I’m possible’ only if I try.”

Whenever he said this to me in the past, I ignored it. I used to be a grumbling and peevish person. When my mom gave me a carrot, I preferred cucumber instead; when she bought me a white sweater, I exchanged it for a black one; when she told me to come home by 9:00 p.m., I stayed out till 11:00 p.m. But I am not that kind of person anymore; I now appreciate gifts from my parents and am satisfied with any given situation.

Thinking positively has influenced my whole life. It encouraged me to fly to America and stand alone in a foreign country. My dad taught me valuable lessons not by scolding or forcing, but by repeating frequently. I have become one who sees potential and who overcomes obstacles wisely.

When something discourages and hampers me, I think as my dad does: “You know what? I’ve never done that, but let’s try. It’s not impossible, but I’m possible.”

21

Sixth Grade Unit 1 Common Formative Assessment Graphic Organizers

Personal Narrative/Memoir -‐ Narrative

Plot Line For personal narratives or memoirs, a plot line can be a useful tool to help you organize your ideas.

22

Sensory Chart This sensory chart can help you think about details that can be seen, heard, smelled, tasted, or felt.

● Fill in each box. ● Use some of the sensory details in your writing.

See

Hear

Smell

Taste

Feel

23

**Honors students MUST receive extensions and supplements to the core. These are suggested ways to accomplish this requirement.

Unit 1

Supplemental (paired/outside) texts

Extended Learning Activity

Research and Inquiry Integration

Project Based Learning Question

Outside Project Supplemental Assignments

See Honors Book List below. Newsela.com for non-fiction resources at adjustable Lexile levels.

Teacher Choice- focused on speaking and listening skills *See Mirrors and Windows Exceeding the Standards supplemental guide.

● Dictionary/Glossary ● SPQ3R (Survey,

Predict, Question, Read, Recite, Review

● Newspaper/Newsletter ● Electronic Media ● Illustration/Caption

Gather, analyze, and organize multiple information sources and report. This is a first trimester project. Example- Country Report

Read a supplemental text and do a book report project on it. Teacher discretion for genre and book report expectations.

Write multi-paragraph composition for specific purpose, focus, voice, tone, and audience.

24

ELA Core Standards Student Learning Targets RL.6.6 (Reinforcing): Explain how an author develops the point of view of the

narrator or speaker in a text. • I can identify an author’s point of view or purpose in a text.

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

● I can analyze how details and evidence within the text support what the author states directly and what he/ she implies.

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

● I can analyze how key individuals, events or ideas are introduced, illustrated or elaborated in a text.

RL/RI.6.5 (Reinforcing): 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.

● I can explain how an author organizes a text to develop ideas. ● I can point out major sections of the text and explain how they

contribute to the entire text. ● I can analyze the structure of a text and how it contributes to the

development of ideas.

RI.6.7 (Introducing): 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.

● I can integrate information presented in different media or formats to develop a coherent understanding of a topic.

RI.6.9 (Introducing): 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).

● I can compare and contrast how two authors present events about the same topic.

Unit 2 Theme: “Embracing Heritage”

6 Weeks


Essential Question Supporting Questions Key Terms Writing Focus Cross-‐Curricular Connections

How can we learn toappreciate oursimilarities anddifferences throughliterature?

How does culture shape anddefine us as individuals and as asociety?

Review: Plot Informational/Expository

Social Studies:

Science:

Math: PE/Health:

Tier II: acquaint, tumultuously,media, constructive, reliable,Culture, legacy, diversity,heritage, immigrant, migrant,ancestor.

Tier III:

25


W.6.2 (Introducing): Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

● I can use writing to inform or explain a topic.

a. 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.

● I can organize my paper using a clear introduction. ● I can use appropriate strategies and formats to help explain my

topic.

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

● I can support my topic using facts, definitions, details, and examples.

● I can use headings, charts, tables, etc. to add clarification to my paper.

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

● I can use appropriate transitions to show connections between ideas and concepts.

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

● I can use precise language and vocabulary specific to my topic.

e. Establish and maintain a formal style. ● I can write a formal paper.

W.6.4 (Reinforcing): Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

● I can develop and organize clear and understandable writing, which is appropriate for a specific task, purpose, and audience.

W.6.5 (Reinforcing): 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.

● I can develop and strengthen my writing by planning, revising, editing, and rewriting.

● I can write to a specific audience. ● I can write for a specific purpose.

W.6.6 (Reinforcing): 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 writing.

● I can use technology to create and publish my writing. ● I can use technology to find information and link it to my writing.

W.6.7 (Introducing): Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

● I can search for information to answer a question using a variety of resources.

W.6.10 (Reinforcing): 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.


WRITING

26


SL.6.1 (Reinforcing): 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.







SL.6.3 (Introducing): Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence by claims that are not.

● I can describe a speaker’s argument and claims. ● I can distinguish between claims that are supported by reasons

and claims that are not. SL.6.5 (Introducing): Include multimedia components (e.g., graphics, images, music, sound) to visual displays in presentations to clarify information.

● I can give a presentation using multimedia and visual displays to clarify my information.

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



L.6.1.d (Introducing): Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).

● I can correctly recognize and use vague pronouns.

L.6.1.e (Introducing): Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.

● I can revise and improve my own and others’ writing and speaking using various strategies.

L.6.2 a-‐b (Reinforcing): Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.


L.6.3 a-‐b (Reinforcing): Use knowledge of language and its conventions when writing, speaking, reading, or listening.


L.6.4 a-‐d (Reinforcing): Determine or clarify the meaning of unknown and multiple-‐meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.

● I can use a variety of strategies to determine what a word or phrase means.

SPEAKING

AND

LISTENING

LANGU

AGE

27


Novels:

Esperanza Rising by Pam Munoz Ryan

On Discovering America, by Pearl S. Buck

Something About America, by Maria Testa

One More River to Cross: The Stories of Twelve Black Americans, by Jim Haskins

Dragonwings by Yep (870L)*

The Great Rat Hunt by Lawrence Yep

Weedflower, by Cynthia Kadohata

Bat 6, by Virginia Euwer Wolff

The Memory Coat, by Woodruff

Coming to America: The Story of Immigration, by Betsy Maestro and Susannah Ryan

First Crossing: Stories about Teen Immigrants, by G. Gallo

Colors of Freedom: Immigrant Stories, by Janet Bode (poems, articles, artwork, recipes)

Black Ships before Troy by Rosemary Sutcliff (1300 L)

The Lightning Thief by Rick Riordin (740 L)*

Short Stories:

Aesop’s Fables (1040 L)

American Tall Tales – Osborne (970 L)

Anderson’s Fairytales by Hans Christian Andersen (860 L)*

Cut From the Same Cloth: American Women of Myth, Legend, and Tall Tale -‐ San Souci, Pinkney & Yolen (1050 L)

Immigrant Kids, by Russell Freedman If Your Name was Changed at Ellis Island (Series), by E. Levine and W. Parmenter

Through the Eyes of Your Ancestors: A Step-‐by-‐Step Guide to Uncovering Your Family’s History, by Maureen Alice Taylor

ReadWorks.org provides over 500 non-‐fiction reading passages, each with 5 multiple choice questions that test your students’ reading comprehension. http://www.readworks.org/books/passages


Follett Shelf A collection of informational books on subjects, including Math, Science and Social Studies: https://wbb05753.follettshelf.com/quest/servlet/presentquestform.do?site=057 53

Login: Canyons Password: district

Greek Mythology by Bryant Simone

Kids Discover magazine

Mythology Around the World Series

Eyewitness Mythology-‐DK by Neil Philip

Oh, My Gods!: A Look-‐it-‐Up Guide to the Gods of Olympus by Megan Bryant (960 L)

Pioneer.uen.org

• Culture Grams

28

D’Aulaires’ Book of Greek Myths -‐ D’Aulaires

D’Aulaires’ Book of Norse Myths -‐ D’Aulaires

Favorite Folktales from Around the World -‐ Yolen (grouped thematically) (980 L)

Grimm’s Fairy tales:

Illustrated Stories from Grimm by Various (740 L)*

Hans Andersen”s Fairy Tales by Hans Christian Andersen (1060 L)

Heroes, Gods and Monsters of the Greek Myths – Evslin (800 L)*

Just So Stories -‐ Kipling (1190 L)

Anthologies and Other:

American Folklore Collection

Kathi Mitchell Reading and Language Links

Houghton Mifflin’s Triumphs Focus on Myths, pgs. 430-‐447

Mirrors and Windows Unit 8: Imagining the Fantastic p. 701

Unit 5: Expressing Yourself

Unit 6: Encountering Nature

• EBSCO • SIRS • World Book Encyclopedia • Deseret News Archives • Other Utah specific collections

Building Deeper Readers and Writers: Kelly Gallagher Article of the Week http://kellygallagher.org/resources/articles.html

29


Unit 2






See Honors Book List below. Newsela.com for non-fiction resources at adjustable Lexile levels.

Fishbowl - How can we learn to appreciate our similarities and differences through literature? *See Mirrors and Windows Exceeding the Standards supplemental guides. ** For Fishbowl resources, see resources in 6th grade ELA canvas course and at csdela.weebly.com

● Internet search ● Parts of a book ● Textbook ● Illustration/Cap

tion

Gather, analyze, and organize multiple information sources and report. This is a first trimester project. Example- Country Report


Illustrate how multiple themes (historical, geographic, social) may be interrelated.

30

Unit 3 Theme: “Discovery”

7 Weeks


Essential Question Supporting Questions Key Terms Writing Focus

Cross-‐Curricular Connections

How does discovery and/or innovation bring about change in society?

Does innovation always bring progress?

Are risks a necessary part of discovery?

Review: Invention, opinion Argument Social Studies:

Science:

Math:

PE/Health:

Tier 2: associate, intangible, rebuke, privilege, disastrous

Claim, evidence, source, cite, paraphrase, position, conclude, innovation,

Tier 3: Citation


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

● I can analyze how details and evidence within the text support what the author states directly and what he/ she implies.

RL/RI.6.5 (Reinforcing): 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.



development of ideas. RI.6.6 (Introducing): Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

● I can identify an author’s point of view or purpose in a text. ● I can explain how the author’s point of view differs from others’

perspectives. RI.6.8 (Introducing): 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.

● I can outline specific claims and link them to a document. ● I can evaluate whether or not the reasons support the claims in an

argument. ● I can determine whether or not there is enough relevant evidence to

support the argument. RI.6.9 (Reinforcing): 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).


31


W.6.1 (Introducing): Write arguments to support claims with clear reasons and relevant evidence.

● I can write a claim and support it with reasons and evidence

a. Introduce claim(s) and organize the reasons and evidence clearly. ● I can write a claim and recognize opposing views to my claim. ● I can logically organize reasons and evidence that support a claim.

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

● I can support my claims by using logical reasons and relevant evidence. ● I can support my claims with accurate sources of information.

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

● I can use words, phrases and clauses to clearly show how claim(s), reasons, and evidence fit together.

d. Establish and maintain a formal style. ● I can use formal words and language to write about an issue or topic. e. Provide a concluding statement or section that follows from the argument presented.

● I can end my writing with a concluding statement that backs up the claims in my argument.

W. 6.4 (Reinforcing): Produce clear and coherent writing in which the development, organization, and style are appropriate to tasks, purpose, and audience.

● I can develop and organize clear and understandable writing that is appropriate for a specific task, purpose, and audience.



● I can write for a specific audience. ● I can write for a specific purpose. ● I can improve my writing through feedback from other students or my

teacher. W.6.6 (Reinforcing): 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.

● I can use technology to research, publish, and produce a narrative writing.

W.6.9 (Introducing): Draw evidence from literary or informational texts to support analysis, reflection, and research.

● I can narrow or broaden my question topic based on research results.

a. 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”).

● I can compare and contrast texts in different forms or genres.

b. Apply grade 6 Reading Standards to literary nonfiction (e.g., ‘Trace and evaluate the argument and specific claims in a text, distinguish claims.

● I can distinguish claims that are supported by reasons and evidence from claims that are not in a text.

W.6.10 (Reinforcing): 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.


WRITING

32

ELA Core Standards Student Learning Targets SL.6.1 (Reinforcing): 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.







c. (Introducing): Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

● I can ask and respond to specific questions during group discussions.

d. (Introducing): Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

● I can quote or paraphrase information from group discussions.

SL.6.3 (Reinforcing): Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence by claims that are not.

● I can describe a speaker’s argument and claims. ● I can distinguish between claims that are supported by reasons

and claims that are not. SL.6.4 (Introducing): 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.

● I can give a presentation that makes claims using supportive facts, details, and examples.

● I can give a presentation where I use eye contact and a clear, loud voice. SL.6.6 (Reinforcing): Adapt speech to a variety of contexts and tasks,

demonstrating command of formal English when indicated or appropriate. ● I can use formal speech in a variety of academic settings.


L.6.1.d (Reinforcing): Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).

• I can correctly recognize and use vague pronouns.

L.6.1.e (Reinforcing): Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.

• I can revise and improve my own and others’ writing and speaking using various strategies.

L.6.2 a-‐b (Reinforcing): Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

• I can use correct capitalization, punctuation, and spelling in my writing.

L.6.3 a-‐b (Reinforcing): Use knowledge of language and its conventions when writing, speaking, reading, or listening.

• I can demonstrate how language should sound when it is spoken, written, and read.

L.6.4 a-‐d (Reinforcing): Determine or clarify the meaning of unknown and multiple-‐meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.

• I can use a variety of strategies to determine what a word or phrase means.

SPEAKING

AN

D

LISTENING

LANGU

AGE

33



Wrinkle in Time by L’Engle (740L*) Mirrors and Windows Unit 4: Testing Limits Unit 2: “Pompeii”, “Dog of Pompeii”

Rocket Boys: A Memoir by Homer Hickman Jr. (900L) Mathematicians Are People, Too: Stories from the Lives of Great Mathematicians (Volume One) by Luetta Reimer, Wilbert Reimer

Pioneer.uen.org


ReadWorks.org provides over 500 non-‐fiction reading passages, each with 5 multiple choice questions that test your students' reading comprehension. http://www.readworks.org/books/passages


Follett Shelf A collection of informational books on subjects, including Math, Science and Social Studies: https://wbb05753.follettshelf.com/quest/servlet/presentquestform.do?site=05753 Login: Canyons Password: district

34

Sixth Grade Unit 3 Common Formative Assessment

Risk-‐taking and Discovery -‐ Argumentative Prompt: After reading the following articles on risk-‐taking and discovery, take a position in response to the following question: Do scientific discoveries justify taking extreme risks? Article 1: Huffington Post Felix Baumgartner Completes Record Breaking Jump (excerpt) by Juan Carlos Llorca ROSWELL, N.M. — In a giant leap from more than 24 miles up, a daredevil skydiver shattered the sound barrier Sunday while making the highest jump ever – a tumbling, death-‐defying plunge from a balloon to a safe landing in the New Mexico desert. Felix Baumgartner hit Mach 1.24, or 833.9 mph, according to preliminary data, and became the first person to reach supersonic speed without traveling in a jet or a spacecraft after hopping out of a capsule that had reached an altitude of 128,100 feet above the Earth. Landing on his feet in the desert, the man known as "Fearless Felix" lifted his arms in victory to the cheers of jubilant friends and spectators who closely followed his descent in a live television feed at the command center. "When I was standing there on top of the world, you become so humble, you do not think about breaking records anymore, you do not think about gaining scientific data," he said after the jump. "The only thing you want is to come back alive." A worldwide audience watched live on the Internet via cameras mounted on his capsule as Baumgartner, wearing a pressurized suit, stood in the doorway of his pod, gave a thumbs-‐up and leapt into the stratosphere. "Sometimes we have to get really high to see how small we are," an exuberant Baumgartner told reporters outside mission control after the jump. Baumgartner's descent lasted just over nine minutes, about half of it in a free fall of 119,846 feet, according to Brian Utley, a jump observer from the FAI, an international group that works to determine and maintain the integrity of aviation records. He said the speed calculations were preliminary figures. During the first part of Baumgartner's free fall, anxious onlookers at the command center held their breath as he appeared to spin uncontrollably. "When I was spinning first 10, 20 seconds, I never thought I was going to lose my life but I was disappointed because I'm going to lose my record. I put seven years of my life into this," he said. He added: "In that situation, when you spin around, it's like hell and you don't know if you can get out of that spin or not. Of course it was terrifying. I was fighting all the way down because I knew that there must be a moment where I can handle it." Baumgartner said traveling faster than sound is "hard to describe because you don't feel it." The pressurized suit prevented him from feeling the rushing air or even the loud noise he made when breaking the sound barrier. The 43-‐year-‐old former Austrian paratrooper with more than 2,500 jumps behind him had taken off early Sunday in a capsule carried by a 55-‐story ultra-‐thin helium balloon. His ascent was tense at times and included concerns about how well his facial shield was working. Any contact with the capsule on his exit could have torn his suit, a rip that could expose him to a lack of oxygen and temperatures as low as minus-‐70 degrees. That could have caused lethal bubbles to form in his bodily fluids. But none of that happened. He activated his parachute as he neared Earth, gently gliding into the desert about 40 miles east of Roswell and landing smoothly. The images triggered another loud cheer from onlookers at mission control, among them his mother, Eva Baumgartner, who was overcome with emotion, crying. Coincidentally, Baumgartner's accomplishment came on the 65th anniversary of the day that U.S. test pilot Chuck Yeager became the first person to officially break the sound barrier in a jet. Yeager, in fact, commemorated that feat on Sunday, flying in the back seat of an F-‐15 Eagle as it broke the sound barrier at more than 30,000 feet above California's Mojave Desert. The dive was… more than just a stunt. NASA is eager to improve its blueprints for future spacesuits. An hour into the flight, Baumgartner had ascended more than 63,000 feet and had gone through a trial run of the jump sequence. Ballast was dropped to speed up the ascent. As Baumgartner ascended, so did the number of viewers watching on YouTube; company officials said the event broke a site record with more than 8 million simultaneous live streams at its peak. This attempt marked the end of a long road for Baumgartner, a record-‐setting high-‐altitude jumper. He already made two preparation jumps in the area, one from 15 miles high and another from 18 miles high. He has said that this was his final jump.

35

Although he broke the sound barrier, the highest manned-‐balloon flight record and became the man to jump from the highest altitude, he failed to break Kittinger's 5 minute and 35 second longest free fall record. Baumgartner's was timed at 4 minutes and 20 seconds in free fall. He said he opened his parachute at 5,000 feet because that was the plan. "I was putting everything out there, and hope for the best …” Llorca, Juan Carlos. "Felix Baumgartner Completes Record-‐Setting Jump."The Huffington Post. TheHuffingtonPost.com, 14 Oct. 2012. Web. 28 May 2014. Article 2: New York Times Beings Not Made for Space (excerpt) by Kenneth Chang HOUSTON — In space, heads swell. A typical human being is about 60 percent water, and in the free fall of space, the body’s fluids float upward, into the chest and the head. Legs atrophy, faces puff, and pressure inside the skull rises. “Your head actually feels bloated,” said Mark E. Kelly, a retired NASA astronaut who flew on four space shuttle missions. “It kind of feels like you would feel if you hung upside down for a couple of minutes.” The human body did not evolve to live in space. And how that alien environment changes the body is not a simple problem, nor is it easily solved. Then there are the health problems that still elude doctors more than 50 years after the first spaceflight. In a finding just five years ago, the eyeballs of at least some astronauts became somewhat squashed. The biggest hurdle remains radiation. Without the protective cocoon of Earth’s magnetic field and atmosphere, astronauts receive substantially higher doses of radiation, heightening the chances that they will die of cancer. How much of a cancer risk later in life is acceptable? NASA officials often talk about the “unknown unknowns” — the unforeseen problems that catch them by surprise. In 2009, during his six-‐month stay on the International Space Station, Dr. Michael R. Barratt, a NASA astronaut who is also a physician, noticed he was having some trouble seeing things close up, as did another member of the six-‐member crew, Dr. Robert B. Thirsk, a Canadian astronaut who is also a doctor. So the two performed eye exams on each other, confirming the vision shift toward farsightedness. Ultrasound images showed that their eyes had become somewhat squeezed. NASA is now checking astronauts’ eyesight before, during and after trips to the space station. The issue turns out not to be new. Many space shuttle astronauts had complained of changes in eyesight, but no one had studied the matter. “It is now a recognized occupational hazard of spaceflight,” Dr. Barratt said. The concern, however, is that the farsightedness may be just a symptom of more serious changes in the astronauts’ health. John B. Charles, chief of the international science office of NASA’s human research program, is setting up the medical experiments, designed to figure out whether there are differences between a six-‐month stay and a 12-‐month stay. “Logically, you might say, how can there not be?” Dr. Charles said. But it is also possible that the body becomes acclimated to weightlessness after only a few months, and that the changes in vision and bones level off. A decade ago, NASA scientists worried that astronauts were returning to Earth with weaker bones, their density draining away by 1 to 2 percent per month. In space, the body does not need to support its weight, and it responds by dismantling bone tissue much faster than on Earth. NASA turned to osteoporosis drugs and improved exercises, like having the astronauts run while strapped to a treadmill. The up-‐and-‐down pounding set off signals to the body to build new bone, and NASA scientists reported that astronauts then came back with almost as much bone as when they had left. For the eyesight issues, scientists have more questions than answers. They suspect that the adverse effects result largely from the fluid shift, the higher pressure of the cerebrospinal fluid in the skull pushing on the back of the eyeballs, but that has not been proved. And that theory does not explain why it usually affects the right eye more than the left, and men far more than women. The lack of gravity also jumbles the body’s neurovestibular system that tells people which way is up. When returning to the pull of gravity, astronauts can become dizzy, something that Mark Kelly took note of as he piloted the space shuttle to a landing. “If you tilt your head a little left or right,” he said, “it feels like you’re going end over end.” Regarding radiation, NASA operates under a restriction that astronauts should not have their lifetime cancer risk raised by more than three percentage points, but that is an arbitrary limit. Mark Kelly, for one, said he would be willing to accept twice that if he had a chance to go to Mars. There may be other complications, though. At Brookhaven National Laboratory on Long Island, scientists are bombarding mice with radiation that mimics high-‐energy cosmic rays that zip through outer space. Those mice take longer to navigate a maze, suggesting that the radiation may be 36

damaging their brains. Scientists say it may damage other organs, including the heart, nervous system and digestive system. “Those could be acute effects,” said William H. Paloski, the head of NASA’s human research program. “We just don’t know. It’s one we’re looking at.” For trips beyond Earth orbit, astronauts will be isolated from the rest of humanity. During the Apollo missions, there was a lag time of 1.3 seconds between a command from mission control and an astronaut’s hearing it, the time for a radio signal to travel the 240,000 miles from Houston to the moon. At Mars, the lags would stretch minutes, and real-‐time conversation with someone on Earth would be impossible. The crew of a Mars mission — four or six astronauts in NASA’s current thinking — would have to be more self-‐reliant to solve any personality conflicts. Dr. Beven envisioned computer systems that could detect subtle changes in facial expressions or tone of voice, perhaps offering some suggestions for defusing tensions. In a Russian experiment in 2010 and 2011, six men agreed to be sealed up in a mock spaceship simulating a 17-‐month Mars mission. Four of the six developed disorders, and the crew became less active as the experiment progressed. Chang, Kenneth. "Beings Not Made for Space." The New York Times. The New York Times, 27 Jan. 2014. Web. 28 May 2014. Article 3: National Geographic War Zone Doctor (excerpt) Interview with Jill Seaman JILL SEAMAN has spent decades exploring the most effective way to bring modern medicine to the beleaguered people of South Sudan. In 1989 she arrived in the midst of one of the worst epidemics to hit Africa—from a tropical disease called kala-‐azar—and a brutal civil war. Today the war is over, South Sudan has declared independence, and the epidemic has subsided, but violence, disease, and perhaps worst of all, fear, still plague the region that has become Seaman’s second home. What were things like when you arrived? More than half of the population in the region was already dead. You’d walk through villages where nobody was alive. You would see the ashes from a fire. You might walk over bones. But there was nobody. It was silent and eerie and devastating. You had to fight the cause of all this death. Can you describe the enemy? Kala-‐azar is transmitted by the bite of a sand fly and gives you fever, wasting, a big spleen. After many weeks you will die. In 1989, when I came into South Sudan with Doctors Without Borders, there were no people treating patients in the bush. And so research was needed to give high-‐tech treatment and to do high-‐tech diagnostics out of a mud hut. Most of our research was aimed at that, and it continues to be that way today. But over the past 20 years, you’ve eliminated the disease? Well, no. It’s hard to compare the epidemic to now, because now there is health care. But just in the past three years we’ve had another outbreak. This past year we treated 2,500 people. And that’s a huge number of patients. Your clinic’s been bombed and burned. But you insist you’re not a risk taker. I’m not. I’m serious. I have a passion for health care and for Sudan. I can tell you lots of things that have happened that are scary, like a massacre in a town just north of us that killed maybe 200 people in a couple of hours. They just shot at people, at women washing their clothes. But that has nothing to do with why I’m here. But you are there. And it is risky ? The thing is, it’s not that I’m taking risks. Everybody’s taking risks. Life is a risk. Everybody who lives there, they know that life could be gone in an hour. And yet they live. And they are happy. And I get to touch millions of people and hopefully help them. How could I be more lucky? "The New Age of Exploration." National Geographic Magazine. National Geographic, n.d. Web. 28 May 2014.

37

PERSUASIVE GRAPHIC ORGANIZER!! Write your rough draft here:

Original, Strong Title __________________________________ Opening Paragraph (Hook)_____________________________________________________________________________________________________________________________________________________________________________________________________________ (State Side 1)_________________________________________________________________________________________________ (State Side 2)_________________________________________________________________________________________________ (Thesis: State your formal opinion!) ____________________________________________________________________________________________________________ (Stronger reason) _____________________________________________________________________________________________ (Strong reason) _______________________________________________________________________________________________ (Strongest reason) ____________________________________________________________________________________________________________ (Conclusion) ____________________________________________________________________________________________________________ Body Evidence 1 (Stronger Reason) Paragraph (Transition)_____________________________________________________________________________________________ (Topic, Stronger Reason) _______________________________________________________________________________________ (include textual evidence: quote/ paraphrase) *___________________________________________________________________________________________________________ *___________________________________________________________________________________________________________ *___________________________________________________________________________________________________________ (Concluding)_________________________________________________________________________________________________ Body 2 (Strong Reason) Paragraph (Transition)_____________________________________________________________________________________________ (Topic, Stronger Reason) _______________________________________________________________________________________ (include textual evidence: quote/ paraphrase) *___________________________________________________________________________________________________________ *___________________________________________________________________________________________________________ *___________________________________________________________________________________________________________ 38

(Concluding)_________________________________________________________________________________________________ Body 3 (Counterargument Paragraph) (Optional) (Topic/Counterclaim) Others claim that: ____________________________________________________________________________________________________________ (Refute, Good point, however if that happens then…) ____________________________________________________________________________________________________________ *___________________________________________________________________________________________________________ *___________________________________________________________________________________________________________ *___________________________________________________________________________________________________________ (Conclusion)__________________________________________________________________________________________________ Body 4 (Strongest Reason) Paragraph (Transition)__________________________________________________________________________________________________ (Topic, Stronger Reason) _______________________________________________________________________________________ (include textual evidence: quote/ paraphrase) *___________________________________________________________________________________________________________ *___________________________________________________________________________________________________________ *___________________________________________________________________________________________________________ (Concluding)_________________________________________________________________________________________________ Concluding Paragraph (Transition)_____________________________________________________________________________________________ (Restate Position / Claim) ________________________________________________________________________________________________________________________________________________________________________________________________________________________ (Restate 3 Reasons) (Stronger, Strong and strongest in a new way) ____________________________________________________________________________________________________________ Why does this matter? A concluding reason to piece of evidence to think about.)__________________________________________________________________________________________________________________________________________________________________________________________________________________ (Conclusion with a Call to action or Promise) (If……. Then…..) ________________________________________________________________________________________________________________________________________________________________________________________________________________________39


Unit 3

Supplemental (paired/outside) texts Extended Learning Activity




See Honors Book List below. Newsela.com for non-fiction resources at various Lexile level.

Fishbowl (see resources in 6th grade ELA canvas course and at csdela.weebly.com for detailed instructions on Fishbowl)- How does discovery and/or innovation bring about change in society? *See Mirrors and Windows Exceeding the Standards supplemental guides.

• Advertisement • Skim and Scan • Itinerary • Library Database • Graphics/Symbols

Select or devise an approach among many alternatives to research a novel problem. This is a second trimester project. Example- Problem Solution Project

Read a supplemental text and do a book report project on it. Teacher discretion for genre and book report expectations. .

Describe, compare, and contrast solution methods.

40

Unit 4 Theme: “Figuring It Out”

6 Weeks


Essential Question Supporting Questions Key Terms Writing Focus

Cross-‐Curricular Connections

How can we apply problem-‐ solving strategies to real-‐life situations?

How do we use figurative language to express our experiences?

Review: Problem solving, simile, metaphor, idioms, synonym, antonym.

Informational Social Studies:

Science:

Math:

PE/Health:

Tier 2: unfathomable, beseech, stately, dismal, slay

Tier 3: Figurative language, literal language, personification, connotation, and denotation.


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

● I can analyze how details and evidence within the text support what the author states directly and what he/she implies.

RL/ RI.6.2 (Reinforcing): 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.

● I can identify a central idea in a text. ● I can explain how the theme of a text is developed. ● I can summarize a text without using my opinion.

RL.6.3 (Reinforcing): Describe how a particular story or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.


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

● I can identify examples of figurative language in a text. ● I can identify different meanings associated with words in a text. ● I can define technical vocabulary in a text. ● I can analyze the author’s word choice and tone.

RL/RI.6.5 (Reinforcing): 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.



development of ideas. ●

READ

ING

41


W.6.2 (Reinforcing): Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

● I can use writing to inform or explain a topic.

a. 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.

● I can organize my paper using a clear introduction. ● I can use appropriate strategies and formats to help explain my

topic.

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

● I can support my topic using facts, definitions, details, and examples. ● I can use headings, charts, tables, etc. to add clarification to my paper.

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

● I can use appropriate transitions to show connections between ideas and concepts.

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

● I can use precise language and vocabulary specific to my topic.

e. Establish and maintain a formal style. ● I can write a formal paper. f. Provide a concluding statement or section that follows from the information or explanation presented.

● I can write a conclusion that



● I can improve my writing through feedback from other students and my teacher.

W.6.6 (Reinforcing): 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.

● I can use technology to create and publish my writing.

W.6.7 (Reinforcing): Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.


W.6.8 (Introducing): 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.

● I can search specific terms to gather relevant information to gather print and digital sources.

● I can determine if a source is believable and uses correct information.

● I can quote and paraphrase information from sources without plagiarizing others’ words and ideas.

W.6.10 (Reinforcing): 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.

● I can write for both short and extended time frames. ● I can write for a range of specific tasks, purposes and

audiences.

42


SL.6.1 (Reinforcing): 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.







SL.6.2 (Introducing): 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.

● I can interpret the main ideas and supporting details in formats where information is presented visually, orally, or in number format.

● I can explain how the ideas presented in different formats or media clarify a topic or issue.

SL.6.4 (Reinforcing): 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.

● I can give a presentation that makes claims using supportive facts, details, and examples.

● I can give a presentation where I use eye contact and a clear, loud voice.

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



L.6.1 (Reinforcing): Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.


c. (Introducing): Recognize and correct inappropriate shifts in pronoun number and person.

● I can recognize and correct shifts in pronoun number and person.

d. (Reinforcing): Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).

● I can recognize and correct vague pronouns.

L.6.2 a-‐b (Mastering): Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.


L.6.3 a-‐b (Mastering): Use knowledge of language and its conventions when writing, speaking, reading, or listening.


L.6.4 a-‐d (Mastering): Determine or clarify the meaning of unknown and multiple-‐meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.


LANGU

AGE

43

L.6.5 (Introducing): Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

● I can identify examples of figurative language. ● I can recognize word relationship by comparing them to

similar or opposite meaning words. ● I can recognize slight differences in word meanings based on how they

are used. a.(Introducing): Interpret figures of speech (e.g., personification) in

context. ● I can identify the use of personification references.

b. (Introducing): Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.

● I can clarify a word by examining cause/effect, part/whole, and item/category.

c. (Introducing): Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).

● I can explain the difference between the literal meaning of a word and the positive or negative meaning associated with it.

44



The Mysterious Adventures of Sherlock Holmes by Arthur Conan Doyle

Three Act Tragedy by Agatha Christie

The Westing Game, by Ellen Raskin

The Mysterious Benedict Society, by Trenton Lee Stewart

Poetry for Young People by Edward Lear

Motel of the Mysteries By David Macaulay

The Egypt Game, by Zilpha Keatley Snyder

Parts; More Parts; Even More Parts-‐ all by Tedd Arnold

There’s a Frog in My Throat, by Loreen Leedy

Jabberwocky, by Lewis Carroll

Runny Babbit, by Shel Silverstein

The Witch of Blackbird Pond by Elizabeth George Speare

Two Minute Mysteries

More Two Minute Mysteries Anthologies:

Houghton Mifflin’s Triumphs Theme 2: What Really Happened?, pgs. 136-‐215

Mirror’s and Window’s Unit 5: Jabberwocky

Pioneer.uen.org ● Culture Grams ● EBSCO ● SIRS ● World Book Encyclopedia ● Deseret News Archives ● Other Utah specific collections

Building Deeper Readers and Writers: Kelly Gallagher Article of the Week http://kellygallagher.org/resources/articles.html

ReadWorks.org provides over 500 non-‐fiction reading passages, each with 5 multiple choice questions that test your students' reading comprehension. http://www.readworks.org/books/passages


Fingerprint Wizards: The Secret of Forensic Science by Ross Piper, Forensic Science (DK) by Chris Cooper(1170), Case Closed: 9 Mysteries Unlocked by Modern Science by Susan Hughes (1000)

Anthologies:

Mirror’s & Window’s Unit 4: The Challenger Disaster

45

Sixth Grade Unit 4 Common Formative Assessment

Figuring it Out -‐ Expository/Informational

Prompt: After reading the article titled “The Black Death,” write a three paragraph informational essay identifying one of the causes of the bubonic plague and explaining its effects.

The Black Death by Martha Deeringer

Lexile measure 990L

The plague began with a headache. Soon chills and fever developed. A day or two later lumps began to form on the neck, under the arms, and in the groin. The lumps were encircled by a red ring and grew to the size of an egg. The lumps, which were hard and painful, soon began to turn black. They were called buboes and were a symptom of bubonic plague, a terrible disease that swept through Europe and Asia during the Middle Ages.

Plagues Throughout History Throughout history, there are records of plagues-‐-‐infectious diseases that spread quickly to large numbers of people. Typhoid, smallpox, and influenza swept through large areas of the world until antibiotics and vaccines were discovered. Compared to these, bubonic plague, often called the Black Death, was the worst. Most historians agree that it killed about 20 million people, over a third of the population of Europe.

In medieval times no one knew what caused diseases. Most people believed that illness was a punishment sent to sinners by God. Repenting your sins was thought to be the only cure. One religious group called the Flagellants traveled from city to city during the plague beating themselves on their bare backs with metal-‐studded whips to show God that they were sorry for their sins. The true cause of bubonic plague, bites from fleas carried by black rats, was not discovered until the late 1800s.

Bubonic Plague Arrives in Europe Twelve trading ships arrived in Italy in the fall of 1347. They were returning from harbors in the Black Sea. Aboard the ships were dead and dying sailors with black swellings in their armpits and groins. Although the ships were ordered out of the port the damage was already done, and the Black Death began to spread throughout Europe. Fleas were a part of everyday life in the Middle Ages. The importance of staying clean was not understood yet, and most medieval people were infested with fleas. Homes had dirt floors and were often shared with animals. Garbage was everywhere, attracting rats.

Once the plague got a foothold in Europe, it appeared in two forms. Black boils developed in bubonic plague. Another form that was spread by airborne viruses is called pneumonic plague. Sneezing and coughing caused this form of the disease to spread even more quickly. It also killed

46

faster. The Italian writer Boccaccio wrote that this form of the disease killed people so fast that they often "ate lunch with their friends and dinner with their ancestors in paradise."

By the following summer the Black Death had spread as far north as England. It slowed down during the winter months when fleas are dormant but raged again in the spring. The people of Europe were terrified. Many doctors were afraid to offer treatment, and lawyers refused to come to write the wills of the dying. Those living in enclosed areas suffered the highest percentage of deaths. If one person in a monastery or prison got the plague, all would probably die.

Fear of Plague The fear of the plague was so great that people often deserted their families when they became sick. Husbands abandoned their wives, and parents abandoned sick children. So many died that there were not enough people left alive to bury them all. Bodies lay in streets and deserted houses. Wagons rattled through villages each morning, and workers stacked the bodies like cordwood and buried them together in long trenches. The workers were usually dead themselves within a few days. For those who could afford to flee, leaving the cities was the most common choice. In the countryside things weren't much better. English sheep caught the plague too, and thousands of their bodies lay rotting in the fields. When animals or humans died, the fleas that lived on them looked for another host, spreading the disease further.

Doctors blamed bad smells for the spread of the plague. Astronomers blamed the planets for going out of line. Surgeons believed it was caused by evil spirits in the head and performed surgery to release the spirits by cutting a hole in the skull. Amazingly, a few hardy souls survived this barbaric procedure. Some physicians tried bloodletting (making a cut and allowing the "bad blood" to drain out into a bowl). Others applied leeches to the black boils. In the search for someone to blame, Jews were accused of poisoning the water and laws were passed to isolate them from Christians. No one considered the fact that the Jews died of the plague at about the same rate as everyone else.

March Across Europe The Black Death continued its deadly march across Europe for five years. After the worst was over, it returned to crop up again in smaller outbreaks for centuries. People who had survived the first wave of the disease lived in constant fear that it would return. By 1600 the bubonic plague had all but disappeared, but the loss of life and the fear caused by the plague changed feudal society forever. There was a general lawlessness among the people many of whom thought that since they had survived they must have been favored by God.

Abandoned houses and farms were looted or taken over without payment. Serfs were in such demand to work the fields that they left the manors and worked for whoever was willing to pay them the most. The religious questioned the beliefs of the church.

Good people had begged God to spare them and had not been spared. Evil people survived in about the same numbers as good people. A few who nursed the sick never caught the plague. A woman named Elizabeth Hancock lost her husband and six children to the disease. Although she cared for each of them, she never got sick herself. The passing of the Black Death left medieval people with many unanswered questions.

Deeringer, Martha. "The Black Death." Learning Through History Vol. 4, No. 6. Nov/Dec 2008: 28-‐ 30. SIRS Discoverer. Web. 13 Mar 2012.

47

Sixth Grade Unit 4 Common Formative Assessment Graphic Organizers

Figuring it Out -‐ Expository/Informational

48


Unit 4


Extended Learning Activity Research and Inquiry Integration




Socratic Seminar- How can we apply problem solving strategies to real-life situations? *See Mirrors and Windows Exceeding the Standards supplemental guide. **See Socratic Seminar resources in 6th grade ELA canvas course and at csdela.weebly.com

• Instruction Manual • Magazine/Periodical • Thesaurus • Graphs

Select or devise an approach among many alternatives to research a novel problem. This is a second trimester project. Example- Problem Solution Project


Gather, analyze, and organize multiple information sources.

49

Unit 5 Theme: “Courageous Characters”

6 Weeks


Essential Question Supporting Questions Key Terms Writing Focus Cross-‐Curricular Connections

How are acts of courage revealed in literature and informational text?

What is courage? What are different ways to show courage?

Why is courage important?

Review: Character development, courage, antagonist, protagonist

Argument Social

Studies:

Science:

Math: PE/Health:

Tier 2: pacifists, dumbstruck, nostalgic, converse, waver

Tier 3:


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

● I can analyze how details and evidence within the text supports what the author states directly and what he/she implies.

RL. 6.2 (Mastering): Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.


RL.6.3 (Mastering): Describe how a particular story or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.


RL/RI. 6.5 (Mastering): 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.



development of ideas. RL.6.9 (Reinforcing): 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.

● I can compare two texts from different genres on the same topic or theme.

RI.6.2 (Mastering): 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 and judgments.

● I can identify a central idea in a text. ● I can explain how the theme of a text is developed. ● I can summarize a text without using my opinion.

READ

ING

50

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



W.6.1 (Reinforcing): Write arguments to support claims with clear reasons and relevant evidence.




● I can support my claims by using logical reasons and relevant evidence. ● I can support my claims with accurate sources of information.

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


d. Establish and maintain a formal style. ● I can use formal words and language to write about an issue or topic.

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


W. 6.4 (Mastering): Produce clear and coherent writing in which the development, organization, and style are appropriate to tasks, purpose, and audience.


W.6.5 (Mastering): 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.


● I can write for a specific audience. ● I can improve my writing through feedback from other students or my

teacher. W.6.6 (Mastering): 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.


W.6.8. (Mastering): 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.


● I can determine if a source is believable and uses correct information. ● I can quote and paraphrase information from sources without

plagiarizing others’ words and ideas. W.6.9 (Reinforcing): Draw evidence from literary or informational

texts to support analysis, reflection, and research. ● I can narrow or broaden my question topic based on research results.



WRITING

51



W.6.10 (Reinforcing): 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.



SL.6.1 (Mastering): 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.







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

● I can interpret the main ideas and supporting details in formats where information is presented visually, orally, or in number.

● I can explain how the ideas presented in different formats or media clarify a topic or issue.

SL.6.4 (Mastering): 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.

● I can give a presentation that makes claims using supportive facts, details,

and examples. ● I can give a presentation where I use eye contact and a clear, loud

voice. SL.6.6 (Mastering): Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.



L.6.1 (Mastering): Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

● I can use language correctly when writing and speaking.

a. (Reinforcing): Ensure that pronouns are in the proper case (subjective, objective, possessive).

● I can correctly use pronouns in writing and speaking.

b. (Reinforcing): Use intensive pronouns (e.g., myself, ourselves). ● I can identify and use intensive pronouns in writing and speaking. 52

c. (Reinforcing): Recognize and correct inappropriate shifts in pronoun number and person.

● I can recognize and correctly incorrectly used pronouns.

d. (Mastering): Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).

● I can recognize and correctly incorrectly used pronouns.

e. (Mastering): Recognize variations from standard English in their own and others’ writings and speaking, and identify and use strategies to improve expression in conventional language.

● I can revise and improve my own and others’ writing and speaking using various strategies.







LANGU

AGE

53



Novels:

The Adventures of Pinocchio by Carlo Collodi (780 L)*

A Night to Remember, by Walter Lord (Titanic) (950 L)*

Between Shades of Gray by Ruta Sepetys (490 L)*

Hatchet by Gary Paulsen (1020 L)

Kids with Courage: True Stories About Young People Making a Difference, by Barbara A Lewis (820 L)*

Medal of Honor: Portraits of Valor Beyond the Call of Duty by Peter Collier

Number the Stars by Lois Lowry (670 L)*

Profiles in Courage by John F. Kennedy (1410 L)

Red Scarf Girl: A memoir of the Cultural Revolution, by Ji-‐Li Jiang (Chinese Cultural Revolution: 1966-‐1976) (780 L)*

The Call of the Wild by Jack London (1110 L)

The People Could Fly, by Virginia Hamilton and Leo and Diane Dillon (660 L)*

Timothy of the Cay or The Cay, by Theodore Taylor (860 L)*

Under the Blood-‐Red Sun, by Graham Salisbury (Pearl Harbor) (640 L)*

Short Stories:

The Power of Light: Eight Stories of Hanukkah, by Isaac Bashevis Singer and Irene Lieblich (861 L)*

Anthologies and Other:

Baseball Saved Us, by Ken Mochizuki and Dom Lee (550 L)*

If-‐ a poem, by Rudyard Kipling (connect with Courage)

Navajo Code Talkers by Andrew Santella (1020 L)

Houghton Mifflin’s Triumphs Theme 1: Courage, pgs. 20-‐117

World War I Heros and War Leaders-‐website

Blood, Toil, Tears, and Sweat; Address to Parliament on May 13th, 1940” Winston Churchhill

Battling in the Pacific: Soldiering in World War II, by Suzanne Beller

World War 2 resource List of Resources (books, teacher resources, etc)

Astronomy and Space: From the Big Bang to the Big Crunch, by Phyllis Engelbert

Iwo Jima Memorial

Vietnam Memorial

Pioneer.uen.org

• Culture Grams • EBSCO • SIRS • World Book Encyclopedia • Deseret News Archives • Other Utah specific collections

ReadWorks.org provides over 500 non-‐fiction reading passages, each with 5 multiple choice questions that test your students' reading comprehension.

http://www.readworks.org/books/passages One-‐Page Reading/Thinking Passages Aligned with Core Priorities

http://teacher.depaul.edu/Nonfiction_Readings.htm

Building Deeper Readers and Writers: Kelly Gallagher Article of the Week

http://kellygallagher.org/resources/articles.html

54


Unit 5


Extended Learning Activity Research and Inquiry Integration




Philosophical Chairs - How are acts of courage revealed in literature and informational text. *See Mirrors and Windows supplemental guide. **See Philosophical Chairs resources in the 6th grade ELA CANVAS course and at csdela.weebly.com

• Print Sources • Note Taking • Diagram/Scale

Drawing • Outline

Articulate a new voice, alternate therme, new knowledge or perspective. This is a third trimester project. Example- Write a story from a revolutionist perspective.


Explain how concepts or ideas specifically relate to other content domains or concepts.

55

Unit 6 Theme: “Dreaming Big”

4 Weeks


Essential Question

Supporting Questions Key Terms Writing Focus Cross Curricular Connections

How did historical figures dream of a better future?

When is it appropriate to challenge the beliefs or values of society?

What does it mean to dream?

Review: claim, counterclaim, evidence, source, position, cite, paraphrase, conclude, thesis

Argument Social Studies:

Science:

Math: PE/Health:

Tier II: discrimination, activist, prejudice, entrance, eligible, commotion, retort, chronology, foliage, inadvertently Tier III:


RL.6.2 (Mastering): 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/RI.6.4 (Reinforcing): Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

● I can identify examples of figurative language in a text. ● I can identify different meanings associated with words in a text. ● I can define technical vocabulary in a text. ● I can analyze the author’s word choice and tone.

RL/RI. 6.5 (Mastering): 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.

● I can explain how an author organizes a text to develop ideas.

● I can point out major sections of the text and explain how they contribute to the entire text.

● I can analyze the structure of a text and how it contributes to the development of ideas.

READING

56

RI.6.6 (Reinforcing): Determine an author’s point of view or purpose in a text

and explain how it is conveyed in the text. ● I can identify an author’s point of view or purpose in a text. ● I can explain how the author’s point of view differs from

other’s perspectives.

RI.6.7 (Reinforcing): 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.

● I can compare and contrast the text to its audio, video or multi-‐media version.

● I can analyze how each medium interprets the subject.

RI.6.8 (Reinforcing): 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.

● I can outline specific claims and link them to a document. ● I can evaluate whether or not the reasons support the

claims in an argument. ● I can determine whether or not there is enough relevant

evidence to support the argument

RL/RI.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.

● I can read and comprehend literature across a range of text complexities.


W.6.1 (Mastering): Write arguments to support claims with clear reasons and relevant evidence.




● I can support my claims by using logical reasons and relevant evidence.

● I can support my claims with accurate sources of information. c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.


d. Establish and maintain a formal style. ● I can use formal words and language to write about an issue or topic.

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


W. 6.4 (Mastering): Produce clear and coherent writing in which the development, organization, and style are appropriate to tasks, purpose, and audience.


W.6.5 (Mastering): 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.


WRITING

57

● I can write for a specific audience.

● I can write for a specific purpose. ● I can improve my writing through feedback from other

students or my teacher. W.6.6 (Mastering): 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.


W.6.7 (Mastering): Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.


W.6.8. (Mastering): 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.


● I can determine if a source is believable and uses correct information.

● I can quote and paraphrase information from sources without plagiarizing others’ words and ideas.

W.6.9 (Mastering): Draw evidence from literary or informational texts to support analysis, reflection, and research.

● I can narrow or broaden my question topic based on research results.





W.6.10 (Mastering): 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.



SL.6.1 (Mastering): 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.



58

a. 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.




SL.6.3 (Mastering): Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

● I can outline a speaker’s argument and his/her specific claims.

● I can distinguish claims that are supported by reasons and evidence from claims that are not.

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



L.6.1 a-‐e (Mastering): Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.








L.6.5 (Mastering): Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

● I can recognize word relationship by comparing them to similar or opposite meaning words.

● I can recognize slight differences in word meanings based on how they are used.

b. (Mastering): Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.

● I can clarify a word by examining cause/effect, part/whole, and item/category.

c. (Mastering): Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).

● I can explain the difference between the literal meaning of a word and the positive or negative meaning associated with it.

L.6.6 (Mastering): Acquire and use accurately grade-‐appropriate general academic and domain-‐specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

● I can explain what general academic words are and use them in my writing.

● I can define words and phrases that are specific to language arts and apply them in speaking and writing.

● I can use various resources to build my vocabulary and help me understand what I read or hear.

SPEAKING &

LISTENING

59



Novels: Flygirl by Sherri Smith (680L*) Wrinkle in Time by L’Engle (740L*) The Softwire: Virus on Orbis 1 by Haarsma (650L*) Among the Hidden by Haddix (800L*) Phoenix Rising by Hesse (610L*) Mrs. Frisby and the Rats of Nimh -‐ O’Brien (790L*) Esperanza Rising by Ryan (750L*) Running Out of Time by Haddix (730L*) The Evolution of Calpernia Tate -‐ Kelly (830L*) The Running Dream by Van Draanen (650L*) Hatchet by Gary Paulson (1020 L)

Other: First to Fly: How Wilbur and Orville Wright Invented the Airplane by Busby picture book (990L) Flight by Burleigh (570L*) The Wright Brothers: How They Invented the Airplane by Russell Freedman (1160L) Where Were You When?: 180 Unforgettable Moments in Living History by Ian Harrison Amelia Lost by Candice Fleming (930L)

Anthologies: Houghton Mifflin’s Triumphs Theme 5: Doers and Dreamers, pgs. 448-‐541 Houghton Mifflin’s Triumphs Theme 6: New Frontiers: Oceans and Space, pgs. 542-‐642 Mirrors & Windows Unit 2: Meeting Challenges Mirrors & Windows Unit 3: Defining Freedom Mirrors & Windows Unit 4: Testing Limits

Aviation

Wright Brothers

Fly Girls of WWII

The Red Scarf Girls by Ji-‐li Jiang (780 L)

Amelia Earhart (DK Biography) -‐ Stone

Up in the Air: The Story of Bessie Coleman -‐ Hart

Flying Free: America’s First Black Aviators – Hart

The Simple Science of Flight: From Insects to Jumbo Jets -‐ Tennekes

Article on Wright Brothers (includes assessment)

Da Vinci’s Ornithopter article

History of Flight article

Pioneer.uen.org


ReadWorks.org provides over 500 non-‐fiction reading passages, each with 5 multiple-‐choice questions that test your students' reading comprehension. http://www.readworks.org/books/passages

One-‐Page Reading/Thinking Passages Aligned with Core Priorities

http://teacher.depaul.edu/Nonfiction_Readings.htm

60


Unit 6







Teacher Choice- focused on speaking and listening skills *See Mirrors and Windows Exceeding the Standards supplemental guide.

• Follow and Clarify Directions

• Map/ Globe/ Atlas • Poster/

Announcement

Articulate a new voice, alternate theme, new knowledge or perspective. This is a third trimester project. Example-Write a story from a revolutionist perspective.


Analyze complex/abstract themes, perspectives, concepts

61

6th Grade Honors Book List Text Author TeTe Text Author

Esperanza Rising Munoz-‐Ryan Hatchet Paulsen

Phoenix Rising Hesse Island of the Blue Dolphins O’Dell

Something Upstairs Avi Holes Sachar

Roll of Thunder Hear my Cry Taylor The Witch of Blackbird Pond Speare

A Wrinkle in Time L’Engle After the Dancing Days Rostkowski

The White Mountains Christopher Shadow of a Bull Wojciechowska

Dark is Rising Cooper Banner in the Sky Ullman

Dragon Wings Yep From the Mixed up Files of Mrs. Basil E. Frankweiler Konigsburg

Black Ships Before Troy Sutcliff The Christmas Box Evans

The Giver Lowry The Secret Garden Burnett

The Star Fisher Yep My Side of the Mountain George

The Only Alien on the Planet Randle Rascal North

Bronze Bow Speare The Dark is Rising Cooper

The Light in the Forest Richter King of the Wild

The Gift of Magi O’Henry James and the Giant Peach Dahl

Canyons Paulsen Snow Treasure McSwigan

Tuck Everlasting Babbit Heroes Don’t Run Mazer

Number the Stars Lowry Hiroshima Laurence Yep

Call of the Wild London Midnight Magic Avi

The Westing Game Raskin The Cay Taylor

Slave Dancer Fox True Confessions Doyle

Watsons go to Birmingham Paul Phantom Tollbooth Juster

Stargirl Jerry Spinelli What Happened in Hamelin Skurzynski

Walk Two Moons Creech Lion, Witch and the Wardrobe Lewis

No Way Out Kern

62

Documents

SECONDARY ENGLISH LANGUAGE ARTS (ELA) CURRICULUM MAP ...csdela.weebly.com/uploads/9/5/6/3/9563459/sixth_grade_ela_map.pdf · SECONDARY ENGLISH LANGUAGE ARTS (ELA) CURRICULUM MAP CANYONS