grade 6 q2als… · web viewthis curriculum map is designed to help teachers make effective...

6th Grade English Language Arts 2nd Quarter

Introduction

In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025,

80% of our students will graduate from high school college or career ready 90% of students will graduate on time 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students, across content areas. Destination 2025 and the CLIP establish common goals and expectations for student learning across schools and are the underpinning for the development of the English/Language Arts curriculum maps.

Designed with the teacher in mind, the English/Language Arts (ELA) curriculum maps focus on literacy teaching and learning, which include instruction in reading, writing, speaking and listening, and language. This map presents a framework for organizing instruction around the TN State Standards (CCRA) so that every student meets or exceeds requirements for college and career readiness. The standards define what to teach at specific grade levels, and this map provides guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potentials.

A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum guides. Educators will use this guide and the standards as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs.

6th Grade English Language Arts 2nd QuarterHow to Use the Literacy Curriculum MapsOur collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.

This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:

(1) Regular practice with complex text and its academic language.

(2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.

(3) Building knowledge through content-rich nonfiction.

6th Grade English Language Arts 2nd QuarterThroughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access:

The TN Core Literacy Standards

The TN Core Literacy Standards (also known as the College and Career Ready Literacy Standards): http://www.tncore.org/english_language_arts.aspx

Teachers can access the TN Core standards, which are featured throughout this curriculum map and represent college and career ready student learning at each respective grade level.

Shift 1: Regular Practice with Complex Text and its Academic Language

Student Achievement Partners Text Complexity Collection: http://achievethecore.org/page/642/text-complexity-collection

Teachers can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection.

Student Achievement Partners Academic Work Finder: http://achievethecore.org/page/1027/academic-word-finder

Links to Support Vocabulary Instruction & Developmenthttp://www.learningunlimitedllc.com/2013/07/5-steps-vocabulary-instruction/https://wvde.state.wv.us/strategybank/VocabularyStrategies.htmlhttps://wvde.state.wv.us/strategybank/VocabularyGraphicOrganizers.htmlhttp://soltreemrls3.s3-website-us-west-2.amazonaws.com/marzanoresearch.com/media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and-Math.pdf

Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.

Shift 2: Reading, Writing and Speaking Grounded in Evidence from the Text

Student Achievement Partners Text-Dependent Questions Resources:http://achievethecore.org/page/710/text-dependent-question-resources

Teachers can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and reader/task measures text complexity analysis.

Shift 3: Building Knowledge through Content-Rich Non-fiction

http://achievethecore.org/page/710/text-dependent-question-resources

https://exchange.scsk12.org/owa/redir.aspx?SURL=CCIFz7GtazcoxNAMp_n2nqwgUHP1ue6DjS-U_uf8D_-uym5BFMjSCGgAdAB0AHAAOgAvAC8AcwBvAGwAdAByAGUAZQBtAHIAbABzADMALgBzADMALQB3AGUAYgBzAGkAdABlAC0AdQBzAC0AdwBlAHMAdAAtADIALgBhAG0AYQB6AG8AbgBhAHcAcwAuAGMAbwBtAC8AbQBhAHIAegBhAG4AbwByAGUAcwBlAGEAcgBjAGgALgBjAG8AbQAvAG0AZQBkAGkAYQAvAGQAbwBjAHUAbQBlAG4AdABzAC8ATABpAHMAdAAtAG8AZgAtAFQAaQBlAHIALQAyAC0AYQBuAGQALQBUAGkAZQByAC0AMwAtAFQAZQByAG0AcwAtAGYAbwByAC0ARQBMAEEALQBhAG4AZAAtAE0AYQB0AGgALgBwAGQAZgA.&URL=http%3A%2F%2Fsoltreemrls3.s3-website-us-west-2.amazonaws.com%2Fmarzanoresearch.com%2Fmedia%2Fdocuments%2FList-of-Tier-2-and-Tier-3-Terms-for-ELA-and-Math.pdf



https://exchange.scsk12.org/owa/redir.aspx?SURL=cxPvYGI1tAWpJvPTUGZT6gNHHeP_8WSlhsDC8RgUT9Ouym5BFMjSCGgAdAB0AHAAcwA6AC8ALwB3AHYAZABlAC4AcwB0AGEAdABlAC4AdwB2AC4AdQBzAC8AcwB0AHIAYQB0AGUAZwB5AGIAYQBuAGsALwBWAG8AYwBhAGIAdQBsAGEAcgB5AEcAcgBhAHAAaABpAGMATwByAGcAYQBuAGkAegBlAHIAcwAuAGgAdABtAGwA&URL=https%3A%2F%2Fwvde.state.wv.us%2Fstrategybank%2FVocabularyGraphicOrganizers.html

https://exchange.scsk12.org/owa/redir.aspx?SURL=aSkW9Ou99coVSkfdole7f1jA6dRtMRl64VBsKvLU9Cquym5BFMjSCGgAdAB0AHAAcwA6AC8ALwB3AHYAZABlAC4AcwB0AGEAdABlAC4AdwB2AC4AdQBzAC8AcwB0AHIAYQB0AGUAZwB5AGIAYQBuAGsALwBWAG8AYwBhAGIAdQBsAGEAcgB5AFMAdAByAGEAdABlAGcAaQBlAHMALgBoAHQAbQBsAA..&URL=https%3A%2F%2Fwvde.state.wv.us%2Fstrategybank%2FVocabularyStrategies.html

https://exchange.scsk12.org/owa/redir.aspx?SURL=7Bx4jRMg8hFkd6kqDgDC9HGD9E8chx9Mpa2ghemd0AKuym5BFMjSCGgAdAB0AHAAOgAvAC8AdwB3AHcALgBsAGUAYQByAG4AaQBuAGcAdQBuAGwAaQBtAGkAdABlAGQAbABsAGMALgBjAG8AbQAvADIAMAAxADMALwAwADcALwA1AC0AcwB0AGUAcABzAC0AdgBvAGMAYQBiAHUAbABhAHIAeQAtAGkAbgBzAHQAcgB1AGMAdABpAG8AbgAvAA..&URL=http%3A%2F%2Fwww.learningunlimitedllc.com%2F2013%2F07%2F5-steps-vocabulary-instruction%2F

https://exchange.scsk12.org/owa/redir.aspx?SURL=7Bx4jRMg8hFkd6kqDgDC9HGD9E8chx9Mpa2ghemd0AKuym5BFMjSCGgAdAB0AHAAOgAvAC8AdwB3AHcALgBsAGUAYQByAG4AaQBuAGcAdQBuAGwAaQBtAGkAdABlAGQAbABsAGMALgBjAG8AbQAvADIAMAAxADMALwAwADcALwA1AC0AcwB0AGUAcABzAC0AdgBvAGMAYQBiAHUAbABhAHIAeQAtAGkAbgBzAHQAcgB1AGMAdABpAG8AbgAvAA..&URL=http%3A%2F%2Fwww.learningunlimitedllc.com%2F2013%2F07%2F5-steps-vocabulary-instruction%2F

http://achievethecore.org/page/1027/academic-word-finder

http://achievethecore.org/page/642/text-complexity-collection

http://www.tncore.org/english_language_arts.aspx

6th Grade English Language Arts 2nd QuarterStudent Achievement Partners Text Set Projects Sequenced: http://achievethecore.org/page/1098/text-set-project-sequenced-under-construction

Teachers can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.

Using the Curriculum Maps, Grades 6-8

Begin by examining the text(s) selected for the week. Read them carefully and become familiar with both the text(s) and the “big idea.” Locate the TDOE Standards in the left column. Analyze the language of the standards, and match each standard to an evidence statement in the center

column. Consult your Pearson Literature Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction. Plan your weekly and daily objectives, using the evidence statements to help. Study the suggested writing prompts/performance assessments in the right-hand column, and match them to your objectives. Plan the questions you will ask each day using these three types of questions: those that derive general understanding, those that address craft and

structure, and those that elicit an overall meaning of the text. Be sure that the questions you ask will lead students to success on your selected performance assessments.

Examine the other standards and skills you will need to address—writing, vocabulary, language, and speaking and listening skills. Using your Pearson TE and other resources cited in the curriculum map, plan your week using the SCS lesson plan template. Remember to include

differentiated activities for teacher-led small group instruction and literacy stations.

Using the WIDA MPIs

WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.

Second Quarter TN State Standards , Evidence Statements ContentWeeks 1-3

http://achievethecore.org/page/1098/text-set-project-sequenced-under-construction

http://achievethecore.org/page/1098/text-set-project-sequenced-under-construction

6th Grade English Language Arts 2nd QuarterSecond Quarter TN State Standards , Evidence Statements ContentReading Selections Beyond Thirst: The Global Water Crisis by Kathiann M. Kowalski (informational), You Are Drinking What? by Paul Kix (informational) and Desalination (informational) “from This Land Was Made for You and Me” (Lexile 1020) and “from Zlata’s Diary” (non-fiction) Hard as Nails (Lexile 910; autobiographical narrative) OR The Shutout (Lexile 1200)

Big Question: What is important to Know? (Unit 3)

Reading Complex Texts

Informational

RI6.2Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.RI 6.3Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).RI 6.4Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.RI 6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.RI 6.6Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

These standards are constant and should be taught throughout each quarter. Cite Evidence: RL1, RI1 Analyze Content: RL/RI.6.2-9

Informational

Evidence Statements Provides a statement of the central idea(s) of a

text. Provides an objective summary of the text distinct

from personal opinions or judgments. RI6.2

Provides detailed analysis of how a key individual, event or idea is introduced in a text (e.g., through examples and anecdotes).

Provides detailed analysis of how a key individual, event or idea is illustrated in a text (e.g., through examples and anecdotes). RI 6.3

Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical). RI 6.4

Provides an analysis of how a particular sentence, paragraph, chapter or section fits into the overall structure of a text.

Provides an analysis of how a particular sentence, paragraph, chapter or section contributes to the development of the ideas. RI 6.5

Provides a statement of an author’s point of view in a text.

Provides a statement of an author’s purpose in a text.

Provides an explanation of how the author’s point of view or purpose is conveyed in the text. RI 6.6

Prentice Hall Literature – Reading Selections

Analyzing Text Beyond Thirst: The Global Water Crisis by Kathiann M.

Kowalski RI6.2, RI6.3http://tncore.org/sites/www/Uploads/ELA_Tasks/6_8/ELAG68P3Text1Thirst3.pdf

You Are Drinking What? by Paul Kix RI6.2, RI6.3http://tncore.org/sites/www/Uploads/ELA_Tasks/6_8/ELAG68P3Text2DrinkingWhat3.pdf

Desalination RI6.2, RI6.3http://tncore.org/sites/www/Uploads/ELA_Tasks/6_8/ELAG68P3Text3Desalination3.pdf

Taskshttp://tncore.org/sites/www/Uploads/ELA_Tasks/6_8/ELAG68P3Student4.pdf

Skill focus: analyze, cite evidence, central idea, compare

and contrast, argument, claim, reasoning, counter-claim List of Tier 3 Domain Specific Words

http://soltreemrls3.s3-website-us-west-2.amazonaws.com/marzanoresearch.com/media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and-Math.pdfo See pages 26-71 for ELA Tier 3

Next Generation Glossary of Informational and Literary termso See www.scsliteracy.weebly.com

(found on the middle school page)

Text Dependent Questions Level 1

o What is the claim and what textual evidence is cited about the claim?

Level 2 o How is the text crafted to show explicit

meaning (in relationship to the claim)?

http://www.scsliteracy.weebly.com/

http://soltreemrls3.s3-website-us-west-2.amazonaws.com/marzanoresearch.com/media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and-Math.pdf



http://tncore.org/sites/www/Uploads/ELA_Tasks/6_8/ELAG68P3Student4.pdf

http://tncore.org/sites/www/Uploads/ELA_Tasks/6_8/ELAG68P3Student4.pdf

http://tncore.org/sites/www/Uploads/ELA_Tasks/6_8/ELAG68P3Text3Desalination3.pdf

http://tncore.org/sites/www/Uploads/ELA_Tasks/6_8/ELAG68P3Text3Desalination3.pdf

http://tncore.org/sites/www/Uploads/ELA_Tasks/6_8/ELAG68P3Text2DrinkingWhat3.pdf

http://tncore.org/sites/www/Uploads/ELA_Tasks/6_8/ELAG68P3Text2DrinkingWhat3.pdf

http://tncore.org/sites/www/Uploads/ELA_Tasks/6_8/ELAG68P3Text1Thirst3.pdf

http://tncore.org/sites/www/Uploads/ELA_Tasks/6_8/ELAG68P3Text1Thirst3.pdf

6th Grade English Language Arts 2nd QuarterSecond Quarter TN State Standards , Evidence Statements Content

Level 3 o What does the text infer (about the claim)? o Do textual inferences change the meaning of

this text?

Resources for Analyzing Text See weebly.

www.scsliteracy.weebly.comStrategies for analyzing text

Unit 3 – Types of Nonfiction Literary Analysis Workshop (RI6.3, RI6.4, RI6.5,

RI6.6) “from This Land Was Made” (nonfiction) and

“from Zlata’s Diary” (narrative essay) Skill Focus: author’s purpose, point of view,

forms of nonfiction, word choice, key ideas, types of support, figurative language, tone List of Tier 3 Domain Specific Words


Next Generation Glossary of Informational and Literary termso See www.scsliteracy.weebly.com


After You Read Text Dependent Questions:

1. (Key ideas and details) What hardships did Zlata and her family endure during the war? (Infer) How did these hardships change Zlata’s life? (Analyze) Why did Zlata have mixed feelings about leaving Sarajevo?

2. (Craft and Structure) What makes this diary an example of nonfiction? What makes this diary a type of autobiography?

Hard as Nails (Lexile 910; autobiographical narrative) (RI6.6) Skill Focus: author’s purpose, autobiographical







essay, point of view, forms of nonfiction, word choice, key ideas, types of support, figurative language, tone

Before You Read Critical Thinking - Hard As Nails

Text Dependent Questions: 1. (Key Ideas and Details) At the

beginning of the selection, what does Baker’s mother want him to do? (Compare and Contrast) How are Baker’s dreams for himself similar to and different from his mother’s dreams for him?

2. (Integration of Knowledge and Ideas) Explain what these words tell us about Baker’s attitude: “No matter how awful it got, and it sometimes got terrible, I never quit believing it was a great life.” (Connect to the Big Question: What is important to know?)

After You ReadOR

The Shutout (Lexile 1200; expository essay) (RI6.6) Skill Focus: author’s purpose, expository essay,

point of view, forms of nonfiction, word choice, key ideas, types of support, figurative language, tone

Before You Read Critical Thinking – Text Dependent Questions

1. (Key Ideas and Details) – When did baseball become popular, and who created the playing rules? (Analyze): Give specific examples of the changes that occurred following the creation of baseball as a professional sport.

2. (Key Ideas and Details) – What were the team owners’ reasons for not letting African Americans play? (Identify cause and effect) – What effect did this exclusion have on the history of baseball?

After You Read

Other Resources Unit Resources Workbook


www.pearsonsuccessnet.com Hard as Nails by Russell Baker resources

https://prezi.com/8eo4xj9y6t3i/hard-as-nails-by- russel-baker/

http://tct.murrieta.k12.ca.us/reading/grade6/ph1/ hard_as_nails/

Hard As Nails Literary Analysis.doc Reading Strategies and graphic organizers

http://www.readingrockets.org/strategies http://www.cps.k12.in.us/Page/1311 http://pacehighschool.net/Documents/

GraphicOrganizersforReading.pdf“ District’s Weebly

www.scsliteracy.weebly.comWIDA Standard 2 - English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RL6.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).Level 1: EnteringIdentify words in a text that support the theme or central idea of a text citing details to support the theme, using a visually supported text with a partner.

Level 2: EmergingIdentify words or phrases in a text that support the theme or central idea of a text citing details to support the theme, using a visually supported text with a partner.

Level 3: DevelopingIdentify details in a text that support the theme or central idea of a text citing details to support the theme, using a highlighted text with a partner.

Level 4: ExpandingDetermine the theme or central idea of a text citing details to support the theme, using a highlighted text.

Level 5: BridgingDetermine the theme or central idea of a text citing details to support the theme.

Language – Vocabulary

L. 6.4d 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).L. 6.6 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.

These standards are constant and should be taught throughout each quarter.Study and apply vocabulary - L.6.4-6


Evidence Statements Demonstrates the ability to 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.

Provides a statement demonstrating accurate meaning and use of grade-appropriate general academic words and phrases.

Reviewed throughout the quarter:Synonyms/antonymsAffixes- Latin rootsContext cluesAnalogy and word relationshipsWord parts and families

Vocabulary

Prentice Hall Literature- Pearson Publishing

Analyzing Text and Task Beyond Thirst: The Global Water Crisis by Kathiann

M. Kowalski You Are Drinking What? by Paul Kix Desalination

Graphic Organizers for Analyzing Taskswww.scsliteracy.weebly.com

Tier 2 Academic Vocabulary – analyze, elaborate, introduce, determine, contribute, explain, delineate List of Tier 2 Academic Vocabulary (referred to as

Tier 2 Academic Terms by Marzano)http://soltreemrls3.s3-website-us-west-2.amazonaws.com/marzanoresearch.com/media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and-Math.pdf

o See pages 1-25 for Tier 2






http://pacehighschool.net/Documents/GraphicOrganizersforReading.pdf


http://www.cps.k12.in.us/Page/1311

http://www.readingrockets.org/strategies

http://ms-lloyd.stafford.heim.schoolfusion.us/modules/locker/files/get_group_file.phtml?gid=609382&fid=20724027

http://tct.murrieta.k12.ca.us/reading/grade6/ph1/hard_as_nails/

http://tct.murrieta.k12.ca.us/reading/grade6/ph1/hard_as_nails/

https://prezi.com/8eo4xj9y6t3i/hard-as-nails-by-russel-baker/

https://prezi.com/8eo4xj9y6t3i/hard-as-nails-by-russel-baker/

http://www.pearsonsuccessnet.com/


Literary Analysis Workshop - “from This Land Was Made” (nonfiction) and “from Zlata’s Diary” (narrative essay)

o Introducing the Big Question: Learning Big Question Vocabulary pg. 377

Hard as Nails (autobiographical narrative)o Latin suffix - ance

Making Connections: Vocabulary pg. 404

Vocabulary Development pgs. 404, 406,410,412

After You Read: Vocabulary pg. 415

OR

The Shutout (expository essay) Latin prefix sub- or super-

o Making Connections: Vocabulary pg.426o Vocabulary Development pgs. pg. 426,

428, 430o After You Read: Vocabulary pg. 433

Pearson Online Resourceswww.pearsonsuccessnet.com Benchmark and Unit Assessments Unit Resources Common Core CompanionOther resources www.pearsonsuccessnet.com - Vocabulary

central Word Benches pg. 57-61 (Greek and Latin

affixes) http://www.tennessee.gov/education/standards/english/ENG_3081.pdf

Online Dictionary http://www.wordcentral.com/

www.pearsononlinesuccess.net .o Unit Resources Workbook

Downloads: Editable Presentations and Editable Worksheets

Vocabulary Strategies and graphic organizershttp://learningtasks.weebly.com/vocabulary-strategies.htmlhttp://www.cobbk12.org/cheathamhill/LFS

http://www.cobbk12.org/cheathamhill/LFS%20Update/Graphic%20Organizers.htm

http://learningtasks.weebly.com/vocabulary-strategies.html


http://www.pearsononlinesuccess.net/

http://www.wordcentral.com/

http://www.tennessee.gov/education/standards/english/ENG_3081.pdf





%20Update/Graphic%20Organizers.htm Hard as Nails by Russell Baker resources

https://quizlet.com/9383094/hard-as-nails-by-russell-baker-flash-cards/

Writing to Texts Writing

Argumentative WritingW.6.1 Write arguments to support claims with clear reasons and relevant evidence. W.6.1a Introduce claim(s) and organize the reasons and evidence clearly. W.6.1b Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. W.6.1c Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. W.6.1e Provide a concluding statement or section that follows from the argument presented.

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

W. 6.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

Writing

Evidence Statements: Development of Ideas

o The student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincing reasoning, details, text-based evidence, and/or description.

o The development is consistently appropriate to the task, purpose, and audience.

Organizationo The student response demonstrates

purposeful coherence, clarity, and cohesion

o Includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.

Clarity of Language o The student response establishes and

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

o The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone, and/or domain-specific vocabulary.

Knowledge of Language and Conventions o The student response demonstrates

command of the conventions of standard English consistent with effectively edited writing.

o Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response.

Reviewed throughout the quarter:Writing Sentences, Essay organization and structure

Writing

The Argumentative Rubric http://tncore.org/sites/www/Uploads/TNCORE/

Rubrics/OpArgRubric-Gr6-8.pdf

Teaching the Argumentative Rubric’s Traits The Scoring Guides and Sample Student Responses

http://tncore.org/english_language_arts/assessment/scoring_resources/2013-14scoringresources/2013-14p3scoringmaterials.aspx#G68

o Explanation of terms per trait Writing Institute Resources

www.scsliteracy.weebly.com

Argumentative Writing Resources (How to write an argumentative essay)

http://www.bellevuecollege.edu/asc/writing/essays-guides/documents/argumentativeessay.pdf

(How to write an argumentative essay) http://www.roanestate.edu/owl/argument.html

(How to write an argumentative essay) http://depts.washington.edu/owrc/Handouts/Argumentative%20Paper%20Format.pdf

(argumentative essay frame) http://www.baltimorecityschools.org/Page/16215

Assessment Performance TaskAnalysis (Focus on Argument) “Beyond Thirst: The Global Water Crisis”, “You Are Drinking What?”, and “Desalination” Analysis You have read three texts about ways to address the shortage of clean water, which is a problem for many communities in the world. Write an essay that argues for what you think are the three most important factors to consider when choosing a possible solution for providing clean water. Be sure to support your argument with claims that are developed with clear reasons and relevant evidence from the three texts. Be sure to follow the conventions of standard written English.


http://www.baltimorecityschools.org/Page/16215

http://depts.washington.edu/owrc/Handouts/Argumentative%20Paper%20Format.pdf

http://depts.washington.edu/owrc/Handouts/Argumentative%20Paper%20Format.pdf

http://www.roanestate.edu/owl/argument.html







http://tncore.org/sites/www/Uploads/TNCORE/Rubrics/OpArgRubric-Gr6-8.pdf






W.6.2dUse precise language and domain-specific vocabulary to inform about or explain the topic.

W.6.2eEstablish and maintain a formal style.

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

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

W 6.3Write narratives to develop real or imaginedexperiences or events using effective technique,relevant descriptive details, and well-structuredevent sequences.a. Engage and orient the reader by establishinga context and introducing a narrator and/orcharacters; organize an event sequence thatunfolds naturally and logically.b. Use narrative techniques, such as dialogue,pacing, and description, to developexperiences, events, and/or characters.c. Use a variety of transition words, phrases, andclauses to convey sequence and signal shiftsfrom one time frame or setting to another.d. Use precise words and phrases, relevantdescriptive details, and sensory language toconvey experiences and events.e. Provide a conclusion that follows from thenarrated experiences or events.

Thesis statement, Topic sentences and supporting details, Writing paragraphs, Performance tasks Routine Writing (text-dependent):

Writing About the Big Question After You Read, Journal entries, Summaries, Daily

Language Practice, Graphic Organizers

Analysis (focus on informing and explaining) Performance Task #1 pg. 542- Determine the

Author’s Point of View- Write an essay in which you determine the author’s point of view in a nonfiction text from this unit.

Performance Task #2 pg. 542- Analyze the Structure of a Text- Write an essay in which you analyze how a paragraph or section helps to develop ideas in a nonfiction work from this unit.

Narrative Narrative text pg. 417 (Hard as Nails) Write a letter from the point of view of a main character in the selection you read. In your letter, describe an event that happened in the narrative.

Other Resources The Informational/Explanatory Rubric

http://tncore.org/sites/www/Uploads/TNCORE/Rubrics/InfExpRubric-Gr6-8.pdf

Narrative resourcehttp://betterlesson.com/common_core/browse/1501/ccss-ela-literacy-w-6-3-write-narratives-to-develop-real-or-imagined-experiences-or-events-using-effective-technique-relevant-de

Annotation http://www.readwritethink.org/files/resources/

lesson_images/lesson1132/AnnotationGuide.pdf

http://www.readwritethink.org/files/resources/ lesson_images/lesson1132/EJ0964Have.pdf

http://www.readwritethink.org/classroom- resources/lesson-plans/teaching-student-annotation-constructing-1132.html?tab=3#tabs

http://www.collegewood.org/ourpages/auto/ 2014/8/17/63598523/Beyond%20the%20Yellow%20Highlighter.pdf

http://www.collegewood.org/ourpages/auto/2014/8/17/63598523/Beyond%20the%20Yellow%20Highlighter.pdf



http://www.readwritethink.org/classroom-resources/lesson-plans/teaching-student-annotation-constructing-1132.html?tab=3#tabs



http://www.readwritethink.org/files/resources/lesson_images/lesson1132/EJ0964Have.pdf

http://www.readwritethink.org/files/resources/lesson_images/lesson1132/EJ0964Have.pdf

http://www.readwritethink.org/files/resources/lesson_images/lesson1132/AnnotationGuide.pdf



http://betterlesson.com/common_core/browse/1501/ccss-ela-literacy-w-6-3-write-narratives-to-develop-real-or-imagined-experiences-or-events-using-effective-technique-relevant-de






Language

L6.1c Recognize and correct inappropriate shifts in pronoun number and person.

L6.1e Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.

L6.3b Maintain consistency in style and tone

These standards are constant and should be taught throughout each quarter.Study and apply grammar - L.6.1-3

Language Evidence Statements Distinguish inappropriate shifts in pronouns usage

(i.e., number and person) and make corrections as necessary.

Identify and correctly use adjectives in context (i.e., articles, common, and proper).

Construct sentences with the correct use of common and proper adjectives.

Conventions


Hard as Nails (autobiographical narrative) Integrated Language Arts: Adjectives and Articles pg. 416

Reading Application Writing Application Prentice Hall Writing Coach

The Shutout (expository essay)o Integrated Language Arts: Comparisons with

Adjectives (comparative/ superlative) pg. 434 Reading Application Writing Application Prentice Hall Writing Coach

Elements of Language- Holt Publishingo Adjectives and Articleso Comparisons with Adjectives (comparative/

superlative)

Other resources www.pearsononlinesuccess.net (online teacher’s

manual) http://scsliteracy.weebly.com/ (pacing guides and

curriculum documents) https://web.cn.edu/kwheeler/

gram_pronoun_shifts.html (background knowledge for the teacher)

http://macmillanmh.com/ccssreading/imagineit/ grade6/ccslh_g6_lg_8_1d_l6.html (Correcting pronoun shifts in number)

http://macmillanmh.com/ccssreading/imagineit/ grade6/ccslh_g6_lg_8_1d_l7.html (Correcting pronoun shifts in person)

http://www.chompchomp.com/presentations/ pronounshift.pdf (pronouns shift worksheet)

http://www.grammar-worksheets.com/worksheets/ Lesson.Consistent.Point.of.View.pdf (pronouns shift worksheet)

http://printableworksheets.in/?dq=Common%20And %20Proper%20Adjectives (multiple worksheets for

http://printableworksheets.in/?dq=Common%20And%20Proper%20Adjectives

http://printableworksheets.in/?dq=Common%20And%20Proper%20Adjectives

http://www.grammar-worksheets.com/worksheets/Lesson.Consistent.Point.of.View.pdf

http://www.grammar-worksheets.com/worksheets/Lesson.Consistent.Point.of.View.pdf

http://www.chompchomp.com/presentations/pronounshift.pdf

http://www.chompchomp.com/presentations/pronounshift.pdf

http://macmillanmh.com/ccssreading/imagineit/grade6/ccslh_g6_lg_8_1d_l7.html




https://web.cn.edu/kwheeler/gram_pronoun_shifts.html

https://web.cn.edu/kwheeler/gram_pronoun_shifts.html

http://scsliteracy.weebly.com/



all adjective skills)Speaking and Listening

SL. 6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.SL. 6.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

These standards are constant and should be taught throughout each quarter.Analyze Content: SL.6.2-3Study and apply grammar: SL.6.6Conduct Discussions: SL.6.1Report Findings: SL.6.4-6

Speaking and Listening

Evidence Statements Select the most appropriate behaviors for

participating productively in a team (e.g., contribute appropriate and useful information and ideas, understand the purpose for working as a team, and understand the responsibilities of various roles within the team).

Identify the functions and responsibilities of individual roles within an organized group (i.e., reporter, recorder, information gatherer, leader, and timekeeper).

Possible Suggestions throughout the quarter: Group roles and responsibility, Accountable talk, Classroom routines and procedures, Group behaviors and discussions, Target audience, Oral presentation, Informal Debate, News Story, Delivering an Oral Summary, Dramatic Readings



Activities Comprehension and Collaboration pg. 435- Invite

a coach to discuss baseball basics. Then, in a small group, prepare an instructional presentation for younger students.

Other Resources http://www.ohiorc.org/standards/commoncore/

ela/resources.aspx?id=6402&parent=5013 http://www.ohiorc.org/standards/commoncore/

ela/resources.aspx?id=6413&parent=5013 http://www.sharemylesson.com/

TaxonomySearchResults.aspx?area=resources&keywords=SL.6.6

Weeks 4-6Reading Selections La Lena Buena ( Lexile 1110; narrative essay) Reading for Information: Race to the End of the Earth (expository text) and Gold Rush: Journey by Land (annotated map) Comparing Literary Works: Becky and the Wheels-and-Brake Boys and The Southpaw (short story)

Big Question: What is important to Know? (Unit 3) and Is Conflict Always Bad? (Unit 2)


Informational and Literature

RI6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

RI6.3Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

RI6.4Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

Informational and Literature

Evidence Statements Provides a statement of the central idea(s) of a text. Provides a statement of how the central idea is

conveyed through particular details. Provides an objective summary of the text distinct

from personal opinions or judgments. RI6.2

Provides detailed analysis of how a key individual, event or idea is elaborated in a text (e.g., through examples and anecdotes). RI6.3

Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical). RI6.4

Provides an analysis of how a particular sentence,

Prentice Hall Literature – Reading Selections

Unit 3- Types of Nonfiction La Lena Buena (lexile 1110; narrative essay) (RI6.2,

RI6.4) Skill Focus: main idea and supporting details,

mood, author’s influences, forms of nonfiction, word choice, key ideas, types of support, figurative language, tone List of Tier 3 Domain Specific Words


Next Generation Glossary of Informational




http://www.sharemylesson.com/TaxonomySearchResults.aspx?area=resources&keywords=SL.6.6



http://www.ohiorc.org/standards/commoncore/ela/resources.aspx?id=6413&parent=5013





RI6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.

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

These standards are constant and should be taught throughout each quarter.Cite Evidence: RL1, RI1Analyze Content: RL/RI.6.2-9

paragraph, chapter or section fits into the overall structure of a text.

Provides an analysis of how a particular sentence, paragraph, chapter or section contributes to the development of the ideas. RI6.5

Provides a description of how a particular story’s or drama’s plot unfolds in a series of episodes towards a resolution.

Provides a description of how the characters respond or change as the plot moves towards a resolution. RL.6.3

and Literary termso See www.scsliteracy.weebly.com


Before You Read Critical Thinking – Text Dependent

Questions1. (Key ideas and details) – How does

Tio Abran earn his living in Mexico? What are the “treacheries” that the author mentions in this work? (Infer)Why do you think the revolutionaries take Tio Abran’s wood?

2. What role do trees play in Tio Abran’s decision to stay and then to leave Mexico?

After You Read

Analyze Compare-and-Contrast Organization Reading for Information: Race to the End of the

Earth (expository text) and Gold Rush: Journey by Land (annotated map) pg. 334 (RI6.3, RI6.5) Skill Focus: Compare and Contrast

organization After You Read

Text Dependent Questions1. (Craft and Structure) What different features do the article and the map

use to present comparisons about the events they cover?

2. On page 337,what information does the section titled “The Race Is On!” add to the central idea of a competition? Analyze one more detail from each of the texts and explain what it illustrates about the central idea.

Comparing Characters’ Motives Comparing Literary Works: Becky and the

Wheels-and-Brake Boys and The Southpaw (short story) pg. 252 (RL6.3) Skill Focus: character traits, plot, character

motives, internal and external factors, setting, conflict

Becky and the Wheels and Brake Boys



Text Dependent Questions (Key Ideas and Details) – Why don’t Becky’s

mother and grandmother want her to join the Wheels and Brake Boys? (Analyze) – What other reasons keep Becky from getting a bike?

The Southpaw – Text Dependent Questions What position does Janet want to play?

(Infer) What agreement do Janet and Richard reach? (Evaluate) – Does the agreement suit both of them? Explain.

After You Read

Other resources Selection audio “ Interactive Digital Path”

http://www.pearonsuccessnet.com Unit 3 Resources/Workbook

www.pearsononlinesuccess.net.o Reader’s Notebook “ La Lena Buena” selection

in an interactive format)o Common Core Companion ( additional

instruction and practice for each CCSSo Reading: Graphic Organizer B, pg. 102o Literary Analysis: Graphic Organizer B, p. 105

(Mood)o Skill Development/Extension: Literary Analysis:

Mood, pgs. 171, 189

“Becky and the Wheels-and-Brake Boys” Unit (text dependent questions and culminating writing prompthttp://achievethecore.org/search?q=becky+and+the+wheel+and+brake+boys

Reading Strategies and graphic organizers http://pacehighschool.net/Documents/GraphicOrganizersforReading.pdf“

(Thinking Strategies for teaching comprehension skills) www.oldham.k12.ky.us/files/intervention_resources/Reading/Comprehension.pdf

(Instructional strategies, powerpoints, and text dependent questions for the Skill Focus) www.ereadingworksheets.com (reading worksheets – skills)

WIDA Standard 2 - English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RL6.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or

http://www.ereadingworksheets.com/

http://www.oldham.k12.ky.us/files/intervention_resources/Reading/Comprehension.pdf




http://achievethecore.org/search?q=becky+and+the+wheel+and+brake+boys

http://achievethecore.org/search?q=becky+and+the+wheel+and+brake+boys


http://www.pearonsuccessnet.com/


anecdotes).Level 1: EnteringIdentify words in a text that support the theme or central idea of a text citing details to support the theme, using a visually supported text with a partner.

Level 2: EmergingIdentify words or phrases in a text that support the theme or central idea of a text citing details to support the theme, using a visually supported text with a partner.

Level 3: DevelopingIdentify details in a text that support the theme or central idea of a text citing details to support the theme, using a highlighted text with a partner.

Level 4: ExpandingDetermine the theme or central idea of a text citing details to support the theme, using a highlighted text.




These standards are constant and should be taught throughout each quarter.Study and apply vocabulary – L.6.4-6






Vocabulary

Tier 2 Academic Vocabulary – convey, examine, verify, develop, acquire List of Tier 2 Academic Vocabulary (referred to as

Tier 2 Academic Terms by Marzano)http://soltreemrls3.s3-website-us-west-2.amazonaws.com/marzanoresearch.com/media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and-Math.pdfo See pages 1-25 for Tier 2


La Lena Buena (narrative essay) Making Connections: Vocabulary pg. 490 Vocabulary Development pgs. 490, 492 After You Read: Vocabulary pg. 495

Reading for Information: Race to the End of the Earth (expository text) and Gold Rush: Journey by Land (annotated map) pg. 334

Academic Language: Compare and Contrast organization

Reading for Information: Content Area Vocabulary pg. 334

Vocabulary Development pg. 334, 336 After You Read: Content Area Vocabulary

pg. 341

Comparing Literary Works: Becky and the Wheels-and-Brake Boy s and The Southpaw (short story) pg. 252 Academic Language: character traits, plot,

character motives, internal and external factors, setting, conflict

Vocabulary Development pgs. 250, 254, 256 (Think Aloud –Using Context), 262





Other resources www.pearsonsuccessnet.com - Vocabulary central Word Benches pg. 57-61 (Greek and Latin affixes)


PHLit Online! www.PHLitOnline.com Vocabulary Central ( tools, activities, and songs for studying vocabulary)

Vocabulary Strategies and graphic organizershttp://learningtasks.weebly.com/vocabulary-strategies.htmlGraphic and Thinking Organizers

http://www.cobbk12.org/cheathamhill/LFS %20Update/Graphic%20Organizers.htm

ELA weebly www.scslitercy.weebly.com


Argumentative WritingW.6.1 Write arguments to support claims with clear reasons and relevant evidence.W6.1a Support claim(s) and organize the reasons and evidence clearly.W.6.1b Support Claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.W.6.1c Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. W.6.1e Provide a concluding statement or section that follows from the argument presented.

Informational/Explanatory WritingW 6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.W.6.2aIntroduce a topic; organize ideas, concepts, and

Writing

Evidence Statements: Development of Ideas








o The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and

Writing


Routine Writing (text dependent questions) Writing About the Big Question After You Read Journal entries Analytic Summaries Daily Language Practice Graphic Organizers Other Resources

Writing Workshop: Writing an argument pg. 264

Analysis ( Argumentation) Did gender play a role in the characters

achieving their dream? After reading Becky and the Wheels-and the Brake Boys and The Southpaw, write an essay that compares how gender hindered or did not hinder the characters achieving their dream. Be sure to support your position with evidence from the texts.

Analysis (focus on informing and explaining) (La Lena Buena pg. 509) Write a problem-and-

solution essay based on the selection you read.

http://www.scslitercy.weebly.com/









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.W. 6.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.W.6.2dUse precise language and domain-specific vocabulary to inform about or explain the topic.

W.6.2eEstablish and maintain a formal style.

transitional words, words to indicate tone, and/or domain-specific vocabulary.




Reviewed throughout the quarter:Writing Sentences, Essay organization and structureThesis statement, Topic sentences and supporting details, Writing paragraphs, Performance tasks

Your essay should help a newcomer adjust to either a new school or a new country.

(Reading for Information pg. 341) Write an essay that describes the journeys of two teams of explorers in “Race to the End of the Earth.” Compare the journey of the Norwegian team with the journey of the British team.

(Becky and the Wheels-and-Brake Boys and The Southpaw pg. 263) Compare and Contrast the traits and motives of Becky and Janet. In a brief essay, draw conclusions about how each girl’s character traits support her motivation to get what she wants.

ResourcesThe Argumentative Rubric http://tncore.org/sites/www/Uploads/TNCORE/






The Informational/Explanatory Rubrichttp://tncore.org/sites/www/Uploads/TNCORE/Rubrics/InfExpRubric-Gr6-8.pdf

The Argumentative Rubrichttp://tncore.org/sites/www/Uploads/TNCORE/Rubrics/OpArgRubric-Gr6-8.pdf

Writing Prompt Templates www.scsliteracy.weebly.com

Unit 3 Resources/Support for Writing p. 193www.pearsononlinesuccess.net.

power point on annotation and examplehttp://www.mycoachkatie.com/uploads/3/4/1/7/3417240/annotation_pp__fisher_.pptx

Strategy for teaching close reading and annotationhttp://www.teachingthecore.com/purposeful-annotation-close-reading/

Language Language Conventions

http://www.teachingthecore.com/purposeful-annotation-close-reading/

http://www.teachingthecore.com/purposeful-annotation-close-reading/

http://www.mycoachkatie.com/uploads/3/4/1/7/3417240/annotation_pp__fisher_.pptx

http://www.mycoachkatie.com/uploads/3/4/1/7/3417240/annotation_pp__fisher_.pptx














L 6.1e

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

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


Evidence Statements

Identify and correctly use adverbs (i.e., comparative) in context.

Locate and formulate prepositional phrases and nouns (objects) in the context of reading and writing.

Distinguish between coordinating and subordinating conjunctions and use them to vary sentence patterns.

Review of: Sentence parts- subject and predicate Writing sentences Verbs Nouns Adjectives Adverbs


La Lena Buena (narrative essay) Integrated Language Arts: Conjunctions

and Interjections pg. 508 Reading Application Writing Application Prentice Hall Writing Coach

Reading for Information: Race to the End of the Earth (expository text) and Gold Rush: Journey by Land (annotated map) pg. 334

Adverbs Conjunctions and Interjections

Comparing Literary Works: Becky and the Wheels-and-Brake Boys and The Southpaw (short story) pg. 252

Adverbs Conjunctions and Interjections

Elements of Language- Holt Publishing Conjunctions Adverbs

Other resources www.pearsononlinesuccess.net (online teacher’s

manual) http://scsliteracy.weebly.com/ (pacing guides and

curriculum documents) http://www.teach-nology.com/worksheets/

language_arts/speech/adverbs/ad6.pdf (Comparative adverb worksheet)

https://www.ego4u.com/en/cram-up/grammar/ adjectives-adverbs/adverbs/exercises (Comparative adverb worksheet)

http://a4esl.org/q/f/z/zz98bck.htm (Interactive preposition quiz)

http://iteslj.org/cw/1/vm-prep.htm (Online preposition crossword puzzle)

http://www.marks-english-school.com/games/ b_prepmed.html


SL. 6.1a Come to discussions prepared, having read or studied required material; explicitly draw on that


Evidence Statements Select the most appropriate behaviors for

participating productively in a team.


Prentice Hall Literature- Pearson Publishing Activities Comprehension and Collaboration pg. 509- In a

http://www.marks-english-school.com/games/b_prepmed.html

http://www.marks-english-school.com/games/b_prepmed.html

http://iteslj.org/cw/1/vm-prep.htm

http://a4esl.org/q/f/z/zz98bck.htm

https://www.ego4u.com/en/cram-up/grammar/adjectives-adverbs/adverbs/exercises

https://www.ego4u.com/en/cram-up/grammar/adjectives-adverbs/adverbs/exercises

http://www.teach-nology.com/worksheets/language_arts/speech/adverbs/ad6.pdf

http://www.teach-nology.com/worksheets/language_arts/speech/adverbs/ad6.pdf




preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.SL. 6.1b Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.SL. 6.1d Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.


Contribute appropriate and useful information and ideas.

Explain the purpose for working as a team. Demonstrate an understanding of the responsibilities

of various roles within the team. Identify the functions and responsibilities of

individual roles within an organized group (i.e., reporter, recorder, information gatherer, leader, and timekeeper).


small group hold an informal discussion based on the selection you read.

Other resources (cooperative learning teaching strategy guide

and assessment)serc.carelton.edu/introgeo/cooperative/whatis.html

(work-shop: cooperative and collaborative learning)http://www.thirteen.org/edonline/concept2class/coopcollab/index.html

(How to write dialogue in a story)http://www.writersdigest.com/uncatorized/writing-dialogue-the-5-best-ways-

(creative writing techniques for writing dialogue)http://www.creative-writing-now.com/how-to-write-dialogue-html

Weeks 7-9Reading Selections Leon’s Story by Walter Tillage (Lexile 960; autobiography; exemplar) Caged Bird by Alicia Keys (song) I Know Why the Caged Bird Sings by Maya Angelou (Lexile 1070; memoir)

Big Question: What is important to Know? (Unit 3)


Informational

RI 6.3Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).RI 6.4Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

RI 6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.

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

Informational

Evidence Statements Provides detailed analysis of how a key individual,

event or idea is introduced in a text (e.g., through examples and anecdotes).

Provides detailed analysis of how a key individual, event or idea is illustrated in a text (e.g., through examples and anecdotes).

Provides detailed analysis of how a key individual, event or idea is elaborated in a text (e.g., through examples and anecdotes).

Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical).

Provides an analysis of how a particular sentence, paragraph, chapter or section fits into the overall structure of a text.

Extended Text – Informational

Types, Elements, Determining Author’s Purpose and Point of View, and Analyzing the Development of Key Ideas in Nonfiction “Leon’s Story” (Lexile 960; autobiography;

exemplar) (RI6.3, RI6.4, RI6.5, RI6.6) Skills focus: author’s purpose, mood, tone,

autobiographical essay, main idea, key ideas, supporting details, word choice, author’s influences, forms of nonfiction, types of support, figurative language

List of Tier 3 Domain Specific Words http://soltreemrls3.s3-website-us-west-2.amazonaws.com/marzanoresearch.com/media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and-Math.pdfo See pages 26-71 for ELA Tier 3

Next Generation Glossary of Informational




http://www.creative-writing-now.com/how-to-write-dialogue-html

http://www.creative-writing-now.com/how-to-write-dialogue-html

http://www.writersdigest.com/uncatorized/writing-dialogue-the-5-best-ways-

http://www.writersdigest.com/uncatorized/writing-dialogue-the-5-best-ways-

http://www.thirteen.org/edonline/concept2class/coopcollab/index.html

http://www.thirteen.org/edonline/concept2class/coopcollab/index.html


These standards are constant and should be taught throughout each quarter.Cite Evidence: RL1, RI1Analyze Content: RL/RI.6.2-9

Provides an analysis of how a particular sentence, paragraph, chapter or section contributes to the development of the ideas.

Provides a statement of an author’s point of view in a text.

Provides a statement of an author’s purpose in a text.

Provides an explanation of how the author’s point of view or purpose is conveyed in the text.

and Literary termso See www.scsliteracy.weebly.com


See Leon’s Story Unit www.scsliteracy.weebly.com

http://www.tdschools.org/wp- content/uploads/2014/05/Leons-Story-assessment-pages.pdf (Literature and Vocabulary Test, Selection Review – Leon’s Story)http://readingolympicsqcsdelem.wikispaces.com/file/view/Leon%27s%20Story.pdf/180676493/Leon%27s%20Story.pdf (Leon’s Story graphic organizer)

http://www.warsaw.k12.in.us/ information/document-library/all-documents/guided-reading-lesson-plans-1/level-t-1/2332-leon-s-story-level-t-1/file(Guided Reading Lesson Plan for Leon’s Story)

Resource(s): www.achievethecore.org (There are units for the

selections found in the textbook.) www.pearsononlinesuccess.net . www.ereadingworksheets.com (Instructional

strategies, powerpoints, and text dependent questions for the Skill Focus) www.oldham.k12.ky.us/files/intervention_resources/Reading/Comprehension.pdf (Instructional strategies)

www.scslitercy.weebly.com Curriculum and pacing guide

WIDA Standard 2 - English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RL6.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).Level 1: EnteringIdentify words in a text that support the theme or central idea of a text citing details to

Level 2: EmergingIdentify words or phrases in a text that support the theme or central idea of a text citing

Level 3: DevelopingIdentify details in a text that support the theme or central idea of a text citing details to

Level 4: ExpandingDetermine the theme or central idea of a text citing details to support the theme, using a







http://www.achievethecore.org/

http://www.warsaw.k12.in.us/information/document-library/all-documents/guided-reading-lesson-plans-1/level-t-1/2332-leon-s-story-level-t-1/file



http://readingolympicsqcsdelem.wikispaces.com/file/view/Leon's%20Story.pdf/180676493/Leon's%20Story.pdf



http://www.tdschools.org/wp-content/uploads/2014/05/Leons-Story-assessment-pages.pdf





support the theme, using a visually supported text with a partner.

details to support the theme, using a visually supported text with a partner.

support the theme, using a highlighted text with a partner.

highlighted text.








Vocabulary

Extended Text- Types, Elements, Determining Author’s Purpose and Point of View, and Analyzing the Development of Key Ideas in Nonfiction

Leon’s Story (autobiography) See Unit

www.scsliteracy.weebly.com(found under 6th grade ELA Curriculum)

Tier 2 Academic Vocabulary – organize, establish, recognize, engage, adapt List of Tier 2 Academic Vocabulary (referred to as

Tier 2 Academic Terms by Marzano)http://soltreemrls3.s3-website-us-west-2.amazonaws.com/marzanoresearch.com/media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and-Math.pdfo See pages 1-25 for Tier 2

Resource(s): https://quizlet.com/31743418/leons-story-vocabulary-

flash-cards/ - Leon’s Story Vocabulary (audio speller test, online test, flashcard, scatter & space race game)

www.ereadingworksheets.com (Instructional strategies, powerpoints, and text dependent questions for the Skill Focus)

www.oldham.k12.ky.us/files/ intervention_resources/Reading/Comprehension.pdf (Instructional strategies)

www.scslitercy.weebly.com Curriculum documents


Argumentative WritingW.6.1 Write arguments to support claims with clear reasons and relevant evidence.W6.1a Support claim(s) and organize the reasons and evidence clearly.W.6.1b

Writing

Evidence Statements Development of Ideas


Writing See Unit www.scsliteracy.weebly.com(found under 6th grade ELA Curriculum)

Routine Writing (text-dependent): After You Read , Journal entries, Summaries Daily Language Practice, Graphic Organizers Other Resources

Argumentative Writing



http://www.oldham.k12.ky.us/files/intervention_resources/



https://quizlet.com/31743418/leons-story-vocabulary-flash-cards/

https://quizlet.com/31743418/leons-story-vocabulary-flash-cards/






Support Claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.W.6.1c Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. W.6.1e Provide a concluding statement or section that follows from the argument presented.

Informational/Explanatory RubricW 6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.W.6.2aIntroduce 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.W. 6.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.W.6.2dUse precise language and domain-specific vocabulary to inform about or explain the topic.W.6.2eEstablish and maintain a formal style.W 6.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.W 6.9Draw evidence from literary or informational texts to support analysis, reflection, and research.







o The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone, and/or domain-specific vocabulary.




Reviewed throughout the quarter:Writing Sentences, Essay organization and structureThesis statement, Topic sentences and supporting details, Writing paragraphs, Performance task

Write a response in which you assume the role of Leon, from “Leon’s Story” by Leon Tillage. The purpose of the speech is convincing the court to seek justice for his father. You must decide what you think he and his family was thinking and feeling during the time of his father’s death and then write a speech asking the court for justice for his father. You should argue your position and use specific references (details) from the text. You should have at least three references to the text.

The Argumentative Rubric http://tncore.org/sites/www/Uploads/TNCORE/






Informative and Explanatory Writing Resources: www.acheivethecore.org/page/504/common-core-

informative-explanatory-writing https://www.aea267.k12.ia.us/english-language-

arts/writing/text-types-and-purposes/informational-writing/ (Informative/Explanatory writing samples)

www.writingfix.com/genres/informative.htm (Model Expository/Informative Lessons and Interactive Writing prompts)

www.kn.att.com/wired/fil/pages/listwritingma5.html (Writing Resources, Mechanics and Online Interactive activities)

Analysis (focus on informing and explaining) Leon said that white people kept black people down

because they didn't educate black people. What does Leon mean? Do you agree with him? Support your answer with evidence from the text.

Leon is surprised when the National Guard arrests white men for abusing them. Why is he surprised? Explain your answer.

Throughout the book Leon's parents encourage Leon and the other kids to just leave things alone

http://www.kn.att.com/wired/fil/pages/listwritingma5.html

http://www.writingfix.com/genres/informative.htm

https://www.aea267.k12.ia.us/english-language-arts/writing/text-types-and-purposes/informational-writing/



http://www.acheivethecore.org/page/504/common-core-informative-explanatory-writing

http://www.acheivethecore.org/page/504/common-core-informative-explanatory-writing








and don't try to change things. They accepted the way they were treated and didn't think it would ever change. Why do you think they felt that way? Do you think they eventually changed their minds? Why or why not? Support your answer with evidence from the text.

Describe what it was like for Leon to buy clothes. Do you think that he was treated fairly? Support your answer with evidence from the text.

Why do you think Leon would want to buy a soda from a place that only sells to whites, when he could buy a soda anywhere else? Explain your answer.

Leon said that many of the blacks loved the Clarks. Why do you think they did? Support your answer with evidence from the text.

Language

L 6.3a Vary sentence patterns for meaning, reader/listener interest, and style.L6.2a Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.


Language Evidence Statements

Recognize sentence types (i.e., simple, compound, complex) and their role in varying sentence patterns.

Effectively and consistently use commas in compound sentences and introductory words/phrases.

Conventions See Unit www.scsliteracy.weebly.com

(found under 6th grade ELA Curriculum)

Elements of Language- Holt Publishing Adjectives and Articles Comparisons with Adjectives (comparative/

superlative) Adverbs Conjunctions and Interjections

Prentice Hall Literature- Pearson Publishing Prentice Hall Writing Coach

Other Resourceso www.pearsononlinesuccess.net (online teacher’s

manual)o http://scsliteracy.weebly.com/ (pacing guides and

curriculum documents)o https://www.time4writing.com/downloads/PDFs/

Printable-WritingSentences-SimpleComplexCompound-MS.pdf (Types of sentences worksheet)

o http://www.quia.com/rr/126726.html (Sentence structure game)

o http://musillindhs.weebly.com/uploads/ 2/2/9/5/22955482/combining_sentences.pdf (Types of sentences and combining sentences worksheets)

o https://jeopardylabs.com/play/simple-compound- complex-sentences (Sentence type Jeopardy game)

o http://www.sd113a.org/pages/uploaded_files/

http://www.sd113a.org/pages/uploaded_files/Commas.pdf

https://jeopardylabs.com/play/simple-compound-complex-sentences

https://jeopardylabs.com/play/simple-compound-complex-sentences

http://musillindhs.weebly.com/uploads/2/2/9/5/22955482/combining_sentences.pdf

http://musillindhs.weebly.com/uploads/2/2/9/5/22955482/combining_sentences.pdf

http://www.quia.com/rr/126726.html

https://www.time4writing.com/downloads/PDFs/Printable-WritingSentences-SimpleComplexCompound-MS.pdf







Commas.pdf (Several comma usage worksheets)o http://www.ramsey.k12.nj.us/cms/lib3/NJ01000326/

Centricity/Domain/286/Comma%20Practice%20Packet.pdf (Commas with compound sentences worksheets)

o http://www.quia.com/rr/641889.html ( A game for commas with introductory words/phrases)


SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.SL.6.5 Include multimedia components (e.g., graphics, images, music, and sound) and visual displays in presentations to clarify information.SL. 6.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.



Evidence Statements Determine the most effective methods for engaging

an audience during an oral presentation (e.g., making eye contact, adjusting speaking rate).

Organize ideas in the most effective order for an oral presentation.

Choose the statement that best summarizes/communicates the message presented by a medium.


Speaking and Listening See Unit

Activities pg. 543 Performance Task #5- Compare Presentations of

Events – Give an oral presentation of an essay in which you compare and contrast one author’s presentation of events with that of another.

Performance Task #6- Determine the Meaning of Connotative Language-Create and present a graphic that illustrates an example of connotative meaning in a work from this unit.

Research Project Research

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

Research

Evidence Statements Determine the most appropriate research source for

a given research topic. Discern irrelevant research material from written

text. Determine the most effective methods for engaging

an audience during an oral presentation (e.g., making eye contact, adjusting speaking rate).

Organize ideas in the most effective order for an oral presentation.

Research See Unit


Activities (Hard As Nails) Build and Present Knowledge pg.

417- In a small group, prepare a research project, such as a brochure, a poster, or a newspaper article.

Resource(s): www.pearsononlinesuccess.net . www.ereadingworksheets.com (Instructional

strategies, powerpoints, and text dependent questions for the Skill Focus) www.oldham.k12.ky.us/files/intervention_resources/




http://www.quia.com/rr/641889.html

http://www.ramsey.k12.nj.us/cms/lib3/NJ01000326/Centricity/Domain/286/Comma%20Practice%20Packet.pdf



http://www.sd113a.org/pages/uploaded_files/Commas.pdf


Reading/Comprehension.pdf (Instructional strategies)

www.scslitercy.weebly.com

