grade 6: reading - martinsville city public schools 6: reading . martinsville city ... refer to the...

Curriculum & Pacing Guide

Martinsville City Public Schools

Revised Summer 2012 Joe Carter &

Melanie Rorrer modified by PDH

Grade 6: Reading

Martinsville City Public Schools Curriculum & Pacing Guide Grade 6: English / Reading

Refer to the Curriculum Framework for actual lesson planning. Revised Summer 2012 PDH Page 1

Martinsville City Public Schools’ Instructional Plan of Action The Martinsville City Public Schools Curriculum Guide was developed using the Standards of Learning for Virginia Public Schools and the State Curriculum Framework. Also, an emphasis was placed on the integration of 21st Century Skills into all areas of K-12 education. Martinsville City Public Schools believes that to compete in a global community, all children must develop lifelong independent skills that demonstrate initiative, self direction, and the ability to problem-solve, innovate and create, and communicate by writing and speaking effectively. To provide an avenue for students to develop these important qualifications and provide a more rigorous learning environment, Martinsville City Public Schools encourages problem-based learning in all classrooms. The collaboration between students in this type of learning environment develops skills in leadership, accountability, social, and cross-cultural understanding as they communicate and think critically to problem-solve real world applications of the curriculum. Martinsville City Public Schools’ Core curriculum prepares students to achieve these 21st

Century skills through competent cross- curricular activities that apply knowledge of concepts learned in other areas of study and in the community.

Standard benchmark assessments along with project-based assessments and end of year SOL tests are administered to ensure mastery of the concepts. PALS assessments are used to ensure proficiency in Reading for grades Pre-K through Eight. To further ensure that all students learn to the best of their abilities, a Response to Intervention (RtI) system, using STAR Math, STAR Reading, and ARDT (Algebra Readiness Diagnostic test) is in place to guide classroom instruction, screen and progress monitor students so that intervention and enrichment activities are scheduled based on the students individual needs throughout the year.

The Martinsville City Public Schools’ Curriculum Guide is designed to provide a reference document for each subject and grade level that indicates The Curriculum’s Big Ideas, Instructional Strategies, Model lessons,& Assessment Instruments and suggested time frames to be used as a Guide for classroom instruction. In addition, Learning Targets at a Glance contains an overview of the curriculum taught for each grading period for each subject and grade level. 21

Curriculum Guide OVERVIEW

st

This symbol is used through to denote a 21

Century Internet Safety procedures are listed, and for Grades Three through Twelve, an SOL Testing Blueprint Target is included to give insight to the strands that will receive the most focus on the SOL Assessments. Two symbols will be used to denote the 21st Century Focus:

st

This symbol is used throughout to denote a 21

Century skill. st

Century Global Connection.



Curriculum Big Ideas

The organizing topics, big ideas, or strands under which student learning is organized and the Essential Understandings, Knowledge and Skills students must develop in order to master these concepts (typically from the standards found in the VDOE curriculum framework). Essential Understandings—what we want students to understand about this idea, topic, or concept Essential Knowledge—What students must know in order to develop this understanding Essential Skills

—What students must be able to do in order to demonstrate that understanding

Standards of Learning that meet the criteria for 21st Century Skills will be identified by this symbol

Standards of Learning that meet the criteria for 21st Century Learning of Global Connections will be identified this symbol

Instructional Strategies & Model Lessons

Resources, strategies, and models for delivery of the curriculum. Includes suggested teaching strategies, links to model lesson plans links to frequently referenced online sites, and suggested teacher resources and where to find them (online and hard copy, such as texts, primary source documents, etc.)

Assessment Items

Examples of formative and summative assessments for measuring student mastery of the curriculum. Includes essential questions, writing prompts, sample test items, benchmark test links, model performance-based assessments, and other assessment resources.



Learning Targets at a Glance –6th Grade Reading

Grade 6 English Test Blueprint Summary Table- 55 question test

Word Analysis/ Word Reference Materials 6.4 a-e

Comprehension of Fictional tests 6.5 a-d, f-k

Comprehension of Nonfiction tests 6.6a, c-k

Excluded from testing Refer to VDOE Blueprint for additional information

8 17 20 http://www.doe.virginia.gov/testing/sol/blueprints/english_blueprints/2010/2010_blueprint_gr6_reading.pdf

Learning Overview: The sixth-grade student will be an active participant in classroom discussions. The student will present personal opinions, understand differing viewpoints, distinguish between fact and opinion, and analyze the effectiveness of group communication. The student will continue in the study of the elements of media literacy as introduced in earlier grades. The student will begin the study of word origins and continue vocabulary development. The student will read independently a variety of fiction and nonfiction texts, including a significant number of classic works, for appreciation and comprehension. The student will also plan, draft, revise, and edit narratives, descriptions, and explanations, with attention to composition and style as well as sentence formation, usage, and mechanics. The student will also demonstrate correct use of language, spelling, and mechanics by applying grammatical conventions in writing and speaking. In addition, technology will be used as a tool to research, organize, and communicate information. As in earlier grades, the meaning and consequences of plagiarism will be stressed.

First Quarter 8/13-10/15

Second Quarter 10/16-12/21

Third Quarter 1/8-3/13

Fourth Quarter 3/14-5/22

6.1 a-d Participate in group activities 6.2 a, b, d, e Oral Communications 6.3 a,b c Elements of Media Literacy

6.4 a b, c, d, f Word Analysis 6.5 a- l Comprehension of Fictional texts, narrative non-fiction, & poetry 6.6 a, b, l Comprehension of nonfictional texts 6.7 a-j Writing: Descriptive / personal narrative focus 6.8 a-h Edit Writing

Ongoing Fluency Practice & Vocabulary Review: Reading at Independent Reading level & content area vocabulary review

6.1 a-d Participate in group activities 6.2 a- e Oral Communications 6.3 a,b c Elements of Media Literacy

6.4 a b, c, f Word Analysis 6.6 a- l Comprehension of nonfictional texts 6.7 a-j Writing: Expository focus 6.8 a-h Edit Writing Ongoing Fluency Practice & Vocabulary Review: Reading at Independent Reading level & content area vocabulary review

6.1 a-d Participate in group activities 6.2 a- e Oral Communications 6.3 a,b c Elements of Media Literacy

6.4 d,e f Word Analysis 6.5 a- l Comprehension of Fictional texts, narrative non-fiction, & poetry 6.6 a- l Comprehension of nonfictional texts 6.7 a-j Writing: Expository focus 6.8 a-h Edit Writing 6.9 a-e Research project Ongoing Fluency Practice & Vocabulary Review:

Review all S.O.L. taught as preparation for the Spring S.O.L. test.

Reading at Independent Reading level & content area vocabulary review

6.1 a-d Participate in group activities 6.2 a- e Oral Communications 6.3 a,- c Elements of Media Literacy

6.4 a- f Word Analysis 6.5 a- l Comprehension of Fictional texts, narrative non-fiction, & poetry 6.6 a- l Comprehension of nonfictional texts 6.7 a-j Writing: Persuasive focus 6.8 a-h Edit Writing Ongoing Fluency Practice & Vocabulary Review: Reading at Independent Reading level & content area vocabulary review

http://www.doe.virginia.gov/testing/sol/blueprints/english_blueprints/2010/2010_blueprint_gr6_reading.pdf�

http://www.doe.virginia.gov/testing/sol/blueprints/english_blueprints/2010/2010_blueprint_gr6_reading.pdf�



Suggested Time allocation for a 90 minute Reading Block

10

25

45

10

Reading Block

bell ringer 10 minutes

Whole group 25 minutes

Differentiatedinstruction 45 minutes

Checking for understanding 10 minutes



21st Century Internet Safety Procedures

1. Teachers should review all internet sites and links prior to using them in the classroom. During this review, teachers need to ensure the

appropriateness of the content on the site. Checking for broken links and paying attention to inappropriate pop-ups or solicitations of

information.

2. Teachers should circulate throughout the classroom while students are on the internet to make sure the students are on the appropriate site and are not minimizing other inappropriate sites.

3. Teachers should periodically check and update any web addresses that they have on their MCPS webpage.

4. Teachers should assure that the use of these websites correlate with the objectives of the lesson and provide students with the appropriate challenges.



Pacing / Time

Frame Fiction Unit

Instructional Strategies & Model Lessons Assessment items

Essential

Vocabulary Technology&

Print Resources Instructional

notes

1st

Quarter

9 weeks - ongoing

6.1 The student will participate in and contribute to small-group

activities. a) Communicate as leader and contributor. b) Evaluate own contributions to discussions. c) Summarize and evaluate group activities. d) Analyze the effectiveness of participant interactions.

To be successful with this standard, students are expected to

• ensure that all group members participate in the exchange of information.

• use strategies that contribute to the discussion.

• receive and understand feedback from the others.

• pose and respond to questions.

• relate and retell information.

• restate briefly and critically the main idea(s) or theme(s) discussed within a group.

• use active listening to focus on what is said and what is implied.

• summarize what is heard.

• retain and rethink ideas based on what is heard.

• infer and assimilate new ideas.

• use a checklist and/or rubric to evaluate the participation of self and others

Summarize Contributor Evaluate Interact Implied Restate

Enhanced Scope & Sequence Waxing Lyric pg 47-48, Becoming Narrative 49, CRA 121, Literature Circles 122-123, ZIZO pg 124-125, www.storyarts.org/ www.pacificsites.net/~kidsplay/free.htm

(Pre-assessments) Group Discussion STAR READING

PALS Division level Benchmark test

PROJECT- BASED ASSESSMENT- Story Book Creation-student choice of format ( Fairy tales, Fables, Folk tales, etc)

http://www.storyarts.org/�

http://www.pacificsites.net/~kidsplay/free.htm�





Pacing / Time

Frame Fiction Unit


Essential Vocabulary

Technology& Print

Resources

Instructional notes

1st

Quarter

and ongoing

6.2 The student will present, listen critically, and express opinions in oral presentations. a) Distinguish between fact and opinion. b) Compare and contrast viewpoints. d) Paraphrase and summarize what is heard.

e) Use language and vocabulary appropriate to audience, topic and purpose.

Paraphrase Summarize Facts Opinions Viewpoint Topic Purpose Audience

Compass Learning Odyssey http://www.brainpop.com/ Study Island Free Rice Edhelper VDOE http://sitesforteachers.com/index2.html http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/online_writing/lesson_plans/6-8_determining_purpose_and_audience.pdf

STAR READING



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Pacing / Time

Frame Fiction Unit



Technology& Print Resources

Instructional notes

1st

Quarter

And ongoing

6.3 The student will understand the elements of media literacy. a) Compare and contrast auditory, visual, and written media messages. b) Identify the characteristics and effectiveness of a variety of media messages. c) Craft and publish audience-specific media messages.

Intended audience Authorship Format Audience Content Purpose Auditory media Visual media Written media Public Service announcement (PSA) Media elements Layout Pictures Text features Camera angles Close up Long shot Medium shot

Computer Lab Smart Board Notes http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/lesson_plans/communication/6-8/3_6-8_communication_research_research_product_media_literacy.pdf http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/lesson_plans/communication/3-5/1_4-5_communication%20media%20literacy_media%20literacy_analyzed.pdf

http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/lesson_plans/communication/6-8/3_6-8_communication_research_research_product_media_literacy.pdf

STAR READING



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http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/lesson_plans/communication/3-5/1_4-5_communication%20media%20literacy_media%20literacy_analyzed.pdf�
























Pacing / Time

Frame Fiction Unit


Essential



notes

1st

Quarter

9 weeks

6.4 The student will read and learn the meanings of unfamiliar words and phrases within authentic texts.

a) Identify word origins and derivations. b) Use roots, cognates, affixes, synonyms, and antonyms to expand vocabulary. c) Use context and sentence structure to determine meanings and differentiate among multiple meanings of words. d) Identify and analyze figurative language.

f) Extend general and specialized vocabulary through speaking, listening, reading, and writing.

.

Word origin Root Affixes Synonyms Antonyms simile hyperbole metaphor cognates inflections

Study Island Compass Learning Brain Pop http://www.doe.virginia.gov/instruction/english/middle/wordsalive/index.shtml Enhanced Scope & Sequence Semantic Feature Analysis pg 60, Word Sort pg 61, 62, Words ALIVE map 63, Speech bubble 64, , Sticky Notes & Jot strategy 65, Click 7 Clunk 66, Self Collection strategy 67, Flip –A-Chip pg 68-69, 128-129; Root Trees 70,131-133; Homophone Cards 71, 130; Multiple meaning Cards 72, Word harvest 74, Words in context 127.

Elements of Narrative Skill-Identifying direct and indirect characterization Page 85 (Says, Does, Thinks: Character Traits Revealed Worksheet

Activities from Buckle Down or, Enhanced Scope & Sequence

Setting:

http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/lesson_plans/reading/vocabulary/6-8/7_6-8_readingvocabulary_understanding_and_using_suffixes_to_expand_vocabulary.pdf

Weekly Assessment STAR READING



http://www.doe.virginia.gov/instruction/english/middle/wordsalive/index.shtml�





http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/lesson_plans/reading/vocabulary/6-8/7_6-8_readingvocabulary_understanding_and_using_suffixes_to_expand_vocabulary.pdf�















Pacing / Time

Frame Fiction Unit




Instructional notes

1st

Quarter

& ongoing

6.5 The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and poetry.

a) Identify the elements of narrative structure, including setting, character, plot, conflict, and theme. b) Make, confirm, and revise predictions. c) Describe how word choice and imagery contribute to

the meaning of a text. d) Describe cause and effect relationships and their impact on plot.

e) Use prior and background knowledge as context for new learning. f) Use information in the text to draw conclusions and make inferences. g) Explain how character and plot development are used in a selection to support a central conflict or story line.

h) Identify the main idea. i) Identify and summarize supporting details. j) Identify and analyze the author’s use of figurative language.

k) Identify transitional words and phrases that signal an author’s organizational pattern.

l) Use reading strategies to monitor comprehension throughout the reading process.

Imagery Figurative language Author’s craft Central idea theme Internal conflicts External conflicts Resolution Simile Hyperbole Metaphor Haiku Limerick Ballad Free verse Rhyme Rhythm Repetition Alliteration Onomatopoeia

http://www.doe.virginia.gov/instruction/graduation/project_graduation/online_tutorials/english/materials/reading_middleschool.pdf Enhanced Scope & Sequence DRTA pg 85, DLTA 86, RPS pg 87, TRIP 88, QAR 90-91, ReQuest 92, Riciprocal Teaching 93, WC 94, Story Map95-99, QtA 101-102, Anticipation Guide 103, Three level Guide 104, pattern Guide 105-106, Signal Words 107-108, Open house 109, Summarizing 113,-115, Socratic Seminar , SQ3R 117

PG-pg 93 Elements of Narrative Skills- Understanding Theme

Theme:

PG- pg 57-59 Monitoring and Summarizing Skill Story:

Summarizing

“My Watch” by Mark Twain Activity Read, Rate, and Reread pg 60-64.

STAR READING



http://www.doe.virginia.gov/instruction/graduation/project_graduation/online_tutorials/english/materials/reading_middleschool.pdf�










Pacing / Time

Frame Fiction Unit




Instructional notes

1st

Quarter

9 weeks

6.6 The student will read and demonstrate comprehension of a

variety of nonfiction texts. a) Use text structures such as type, headings, and graphics to predict and categorize information in both print and digital texts. b) Use prior knowledge and build additional background knowledge as context for new learning.


Type structure Boldface Italics Headings Subheading Graphics Vocabulary Definitions Signal words Direct explanations Synonyms Antonyms Inferences

Enhanced Scope & Sequence Analogies pg 75-77, morpheme game 78, Reader’s Theater pg 83, http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/lesson_plans/reading/nonfiction/6-8/36_6-8_readingnonfiction_identifynonfictiontextstructures.pdf

(Pre-assessments, pre-requisite skills, Strategies, etc.)

STAR READING



http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/lesson_plans/reading/nonfiction/6-8/36_6-8_readingnonfiction_identifynonfictiontextstructures.pdf�













Pacing / Time

Frame Fiction Unit




Instructional notes

1st

Quarter

and ongoing

6.7 The student will write narration, description, and persuasion.

exposition,

a) Identify audience and purpose. b) Use a variety of prewriting strategies including graphic organizers to generate and organize ideas. c) Organize writing structure to fit mode or topic. d) Establish a central idea and organization. e) Compose a topic sentence or thesis statement if appropriate. f) Write multiparagraph compositions with elaboration and unity. g) Select vocabulary and information to enhance the central idea, tone, and voice.

h) Expand and embed ideas by using modifiers, standard coordination, and subordination in complete sentences. i) Revise sentences for clarity of content including specific vocabulary and information. j) Use computer technology to plan, draft, revise, edit, and publish writing.

Voice Tone Brainstorming Webbing Mapping Clustering Listing Organizing graphically Outlining Modifier Coordination Subordination Thesis Persuasive Expository Descriptive Narrative

http://www.quia.com http://teacher.scholastic.com/activities/adventure/grammar1.htm http://owl.english.purdue.edu/owl/resource/747/01/ http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/online_writing/lesson_plans/6-8_identifying_audience_purpose.pdf Enhanced Scope & Sequence Analogies pg 75-77, Figurative language 79, Imagery 80,

(Pre-assessments, pre-requisite skills, Strategies, etc.) STAR READING



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http://owl.english.purdue.edu/owl/resource/747/01/�




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Pacing / Time

Frame Fiction Unit


Essential



notes

1st Quarter and ongoing

6.8 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing.

a) Use a variety of graphic organizers, including sentence diagrams, to analyze and improve sentence formation and paragraph structure.

b) Use subject-verb agreement with intervening phrases and clauses. c) Use pronoun-antecedent agreement to include indefinite pronouns. d) Maintain consistent verb tense across paragraphs. e) Eliminate double negatives. f) Use quotation marks with dialogue. g) Choose adverbs to describe verbs, adjectives, and other adverbs. h) Use correct spelling for frequently used words.

Indefinite pronouns antecedent colloquial expressions Double negatives Phrase Clause dialogue

Computer Lab Search Engines http://owl.english.purdue.edu/owl/resource/747/01/ http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/online_writing/lesson_plans/6-8_creating_thesis_statement.pdf

Dictionary Thesaurus Encyclopedia Reader’s Guide Almanac

STAR READING







http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/online_writing/lesson_plans/6-8_creating_thesis_statement.pdf�











Pacing / Time

Frame Non- Fiction Unit


Essential



notes

2nd

Quarter

9 weeks - ongoing













• infer and assimilate new ideas. use a checklist and/or rubric to evaluate the participation of self and others


Enhanced Scope & Sequence CRA 121, Literature Circles 122-123, ZIZO pg 124-125,

Novel Study Division level Benchmark test

PROJECT- BASED ASSESSMENT- Historical Narrative based on History SOLs-students Write & Present



Pacing / Time



Essential


Print Resources

Instructional notes

2nd

Quarter

and ongoing

6.2 The student will present, listen critically, and express opinions in oral presentations. c) Paraphrase and summarize what is heard.


Compass Learning Odyssey Study Island Free Rice Edhelper VDOE Brain POP

Novel Study

Division level Benchmark test




Pacing / Time





Instructional notes

2nd

Quarter

And ongoing



Computer Lab Smart Board Notes http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/lesson_plans/communication/6-8/3_6-8_communication_research_research_product_media_literacy.pdf

Novel Study http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/lesson_plans/communication/6-8/3_6-8_communication_research_research_product_media_literacy.pdf



























Pacing / Time



Essential



notes

2nd

Quarter

9 weeks


e) Identify word origins and derivations. f) Use roots, cognates, affixes, synonyms, and antonyms to expand vocabulary. g) Use context and sentence structure to determine meanings and differentiate among multiple meanings of words. h) Identify and analyze figurative language.


.


Study Island Compass Learning Brain Pop Smart Board Notes http://www.doe.virginia.gov/instruction/english/middle/wordsalive/index.shtml Enhanced Scope & Sequence Semantic Feature Analysis pg 60, Word Sort pg 61, 62, Words ALIVE map 63, Speech buble 64, , Sticky Notes & Jot strategy 65, Click 7 Clunk 66, Self Collection strategy 67, Flip –A-Chip pg 68-69 Root Trees

Novel Study http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/lesson_plans/reading/vocabulary/6-8/7_6-8_readingvocabulary_understanding_and_using_suffixes_to_expand_vocabulary.pdf























Pacing / Time





Instructional notes

2nd

Quarter

& ongoing


b) Identify the elements of narrative structure, including setting, character, plot, conflict, and theme. b) Make, confirm, and revise predictions. c) Describe how word choice and imagery contribute to







http://www.doe.virginia.gov/instruction/graduation/project_graduation/online_tutorials/english/materials/reading_middleschool.pdf Enhanced Scope & Sequence DRTA pg 85, DLTA 86, RPS pg 87, TRIP 88, QAR 90-91, ReQuest 92, Riciprocal Teaching 93, WC 94, Story Map95-99, QtA 101-102, Anticipation Guide 103, Three level Guide 104, pattern Guide 105-106, Signal Words 107-108, Open house 109, Summarizing 113,-115, Socratic Seminar , SQ3R 117

Novel Study Enhanced Scope & Sequence Literature genre 137-138; Recognizing Imagery












Pacing / Time





Instructional notes

2nd

Quarter

9 weeks

6.6 The student will read and demonstrate comprehension of a variety of nonfiction texts.

a) Use text structures such as type, headings, and graphics to predict and categorize information in both print and digital texts. b) Use prior knowledge and build additional background knowledge as context for new learning. c) Identify questions to be answered. d) Make, confirm, or revise predictions. e) Draw conclusions and make inferences based on explicit and implied information. f) Differentiate between fact and opinion. g) Identify main idea. h) Summarize supporting details. i) Compare and contrast information about one topic, which may be contained in different selections. j) Identify the author’s organizational pattern. k) Identify cause and effect relationships. l) Use reading strategies to monitor comprehension throughout the reading process.


Computer Lab Search Engines http://teacher.scholastic.com/activities/adventure/grammar1.htm http://owl.english.purdue.edu/owl/resource/747/01/ http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/lesson_plans/reading/nonfiction/6-8/36_6-8_readingnonfiction_identifynonfictiontextstructures.pdf Enhanced Scope & Sequence Analogies pg 75-77, morpheme game 78,

Project Graduation for Writing Modules Student Writing Portfolios MLA Stylebook Novel Study
























Pacing / Time



Essential



notes

2nd

Quarter

and ongoing


exposition,




http://www.quia.com Enhanced Scope & Sequence Analogies pg 75-77, Figurative language 79, Imagery 80,

Novel Study Division level Benchmark test






Pacing / Time



Essential



notes

2nd

Quarter

and ongoing


a ) Use a variety of graphic organizers, including sentence diagrams, to analyze and improve sentence formation and paragraph structure. b) Use subject-verb agreement with intervening phrases and clauses. c) Use pronoun-antecedent agreement to include indefinite pronouns. d) Maintain consistent verb tense across paragraphs. e) Eliminate double negatives. f) Use quotation marks with dialogue. g) Choose adverbs to describe verbs, adjectives, and other adverbs.

h) Use correct spelling for frequently used words.



Dictionary Thesaurus Encyclopedia Reader’s Guide Almanac Novel Study


















Pacing / Time

Frame Research Unit


Essential



notes

3rd Quarter 9 weeks - ongoing















Enhanced Scope & Sequence CRA 121, Literature Circles 122-123, ZIZO pg 124-125,

Novel Study STAR READING


PROJECT- BASED ASSESSMENT- Research project- Student choice with Visuals & using Rubric



Pacing / Time

Frame Research Unit


Essential


Print Resources

Instructional notes

3rd Quarter and ongoing



Compass Learning Odyssey Study Island Free Rice Edhelper VDOE Brain POP http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/lesson_plans/communication/6-8/2_6-8_communication_media_literacy_in_presentations.pdf

Novel Study

STAR READING



http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/lesson_plans/communication/6-8/2_6-8_communication_media_literacy_in_presentations.pdf�














Pacing / Time

Frame Research Unit


Essential


Print Resources Instructional notes

3rd Quarter And ongoing





















Pacing / Time

Frame Research Unit




Instructional notes

3rd Quarter 9 weeks


i) Identify word origins and derivations. j) Use roots, cognates, affixes, synonyms, and antonyms to expand vocabulary. k) Use context and sentence structure to determine meanings and differentiate among multiple meanings of words. l) Identify and analyze figurative language.


.


Study Island Compass Learning Brain Pop Smart Board Notes http://www.doe.virginia.gov/instruction/english/middle/wordsalive/index.shtml Enhanced Scope & Sequence Semantic Feature Analysis pg 60, Word Sort pg 61, 62, Words ALIVE map 63, Speech buble 64, , Sticky Notes & Jot strategy 65, Click 7 Clunk 66, Self Collection strategy 67, Flip –A-Chip pg 68-69, Root Trees 70, Homophone Cards 71, Multiple meaning Cards 72

Novel Study http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/lesson_plans/reading/vocabulary/6-8/6_6-8_readingvocabulary_understanding%20and%20using%20roots%20to%20expand%20vocabularyJ.pdf

STAR READING








http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/lesson_plans/reading/vocabulary/6-8/6_6-8_readingvocabulary_understanding%20and%20using%20roots%20to%20expand%20vocabularyJ.pdf�
















Pacing / Time

Frame Research Unit


Essential



notes

3rd Quarter & ongoing


c) Identify the elements of narrative structure, including setting, character, plot, conflict, and theme. b) Make, confirm, and revise predictions. c) Describe how word choice and imagery contribute to







Enhanced Scope & Sequence DRTA pg 85, DLTA 86, RPS pg 87, TRIP 88, QAR 90-91, ReQuest 92, Riciprocal Teaching 93, WC 94, Story Map95-99, QtA 101-102, Anticipation Guide 103, Three level Guide 104, pattern Guide 105-106, Signal Words 107-108, Open house 109, Summarizing 113,-115, Socratic Seminar , SQ3R 117 http://sms.iwcs.k12.va.us/smssolreview.html http://kids.yahoo.

Novel Study

STAR READING



http://sms.iwcs.k12.va.us/smssolreview.html�



http://kids.yahoo/�



Pacing / Time

Frame Research Unit




Instructional notes

3rd Quarter 9 weeks




Computer Lab Search Engines http://teacher.scholastic.com/activities/adventure/grammar1.htm http://owl.english.purdue.edu/owl/resource/747/01/ http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/lesson_plans/reading/nonfiction/6-8/39_6-8_readingingnonfiction_distinguishing_fact_from_opinion.pdf Enhanced Scope & Sequence Analogies pg 75-77, morpheme game 78,

Novel Study

STAR READING











http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/lesson_plans/reading/nonfiction/6-8/39_6-8_readingingnonfiction_distinguishing_fact_from_opinion.pdf�













Pacing / Time

Frame Research Unit


Essential



notes



exposition,




http://www.quia.com Enhanced Scope & Sequence Analogies pg 75-77, Figurative language 79, Imagery 80, http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/lesson_plans/writing/6-8/52_6-8_writing_writing_process_persuasive_writing.pdf






http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/lesson_plans/writing/6-8/52_6-8_writing_writing_process_persuasive_writing.pdf�













Pacing / Time

Frame Research Unit


Essential



notes



h) Use a variety of graphic organizers, including sentence diagrams, to analyze and improve sentence formation and paragraph structure.

i) Use subject-verb agreement with intervening phrases and clauses. j) Use pronoun-antecedent agreement to include indefinite pronouns. k) Maintain consistent verb tense across paragraphs. l) Eliminate double negatives. m) Use quotation marks with dialogue. n) Choose adverbs to describe verbs, adjectives, and other adverbs. h) Use correct spelling for frequently used words.



(Pre-assessments, pre-requisite skills, Strategies, etc.) Library research activities Simulation SOL test STAR READING Division level Benchmark test

















Pacing / Time

Frame Research Unit


Essential



notes


6.9 The student will find, evaluate, and select appropriate resources for a research product.

a) Collect information from multiple sources including online, print, and media. b) Evaluate the validity and authenticity of texts. c) Use technology as a tool to research, organize, evaluate, and communicate information. d) Cite primary and secondary sources. e) Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information.

Primary source Secondary source evaluate Validity Authenticity bias Plagiarism Ethical legal

http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/lesson_plans/communication/6-8/3_6-8_communication_research_research_product_media_literacy.pdf http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/lesson_plans/research/6-8/64_6-8_research_information_on_the_internet.pdf

http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/lesson_plans/research/6-8/62_6-8_research_developing_topics_research_process.pdf

(Pre-assessments, pre-requisite skills, Strategies, etc.) Library research activities Simulation SOL test STAR READING Division level Benchmark test













http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/lesson_plans/research/6-8/64_6-8_research_information_on_the_internet.pdf�










http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/lesson_plans/research/6-8/62_6-8_research_developing_topics_research_process.pdf�













Pacing / Time

Frame Fiction/ Poetry/ Persuasive Writing Unit




Instructional notes

4th

Quarter

9 weeks - ongoing















Enhanced Scope & Sequence CRA 121, Literature Circles 122-123, ZIZO pg 124-125, http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/lesson_plans/communication/6-8/2_6-8_communication_media_literacy_in_presentations.pdf

Novel Study SOL Test STAR READING PALS PROJECT- BASED ASSESSMENT- Persuasive Essay/ or Debate Student choice with Visuals aides



Pacing / Time




Technology& Print

Resources

Instructional notes

4th

Quarter

and ongoing



Compass Learning Odyssey Study Island Free Rice Edhelper VDOE Brain POP http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/lesson_plans/communication/6-8/2_6-8_communication_media_literacy_in_presentations.pdf

Novel Study

SOL Test STAR READING PALS PROJECT- BASED ASSESSMENT- Persuasive Essay/ or Debate Student choice with Visuals aides















Pacing / Time



Essential


Print Resources Instructional notes

4th

Quarter

And ongoing




Novel Study SOL Test STAR READING PALS PROJECT- BASED ASSESSMENT- Persuasive Essay/ or Debate Student choice with Visuals aides















Pacing / Time





Instructional notes

4th

Quarter

9 weeks


m) Identify word origins and derivations. n) Use roots, cognates, affixes, synonyms, and antonyms to expand vocabulary. o) Use context and sentence structure to determine meanings and differentiate among multiple meanings of words. p) Identify and analyze figurative language.


.


Study Island Compass Learning Brain Pop Smart Board Notes http://www.doe.virginia.gov/instruction/english/middle/wordsalive/index.shtml Enhanced Scope & Sequence Semantic Feature Analysis pg 60, Word Sort pg 61, 62, Words ALIVE map 63, Speech buble 64, , Sticky Notes & Jot strategy 65, Click 7 Clunk 66, Self Collection strategy 67, Flip –A-Chip pg 68-69, Root Trees 70, Homophone Cards 71, Multiple meaning Cards 72

Novel Study http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/lesson_plans/reading/vocabulary/6-8/12_6-8_readingvocabulary_determining_meaning_of_words_by_taking_them_apart.pdf







http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/lesson_plans/reading/vocabulary/6-8/12_6-8_readingvocabulary_determining_meaning_of_words_by_taking_them_apart.pdf�
















Pacing / Time



Essential



notes

4th

Quarter

& ongoing


d) Identify the elements of narrative structure, including setting, character, plot, conflict, and theme. b) Make, confirm, and revise predictions. c) Describe how word choice and imagery contribute to







Enhanced Scope & Sequence DRTA pg 85, DLTA 86, RPS pg 87, TRIP 88, QAR 90-91, ReQuest 92, Riciprocal Teaching 93, WC 94, Story Map95-99, QtA 101-102, Anticipation Guide 103, Three level Guide 104, pattern Guide 105-106, Signal Words 107-108, Open house 109, Summarizing 113,-115, Socratic Seminar , SQ3R 117 http://sms.iwcs.k12.va.us/smssolreview.html http://kids.yahoo.

Novel Study





http://kids.yahoo/�



Pacing / Time





Instructional notes

4th

Quarter

9 weeks




http://teacher.scholastic.com/activities/adventure/grammar1.htm http://owl.english.purdue.edu/owl/resource/747/01/ http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/online_writing/lesson_plans/6-8_identifying_audience_purpose.pdf Enhanced Scope & Sequence Analogies pg 75-77, morpheme game 78, SLWM pg 120, CRA 121,

Novel Study http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/lesson_plans/reading/nonfiction/6-8/36_6-8_readingnonfiction_identifynonfictiontextstructures.pdf


































Pacing / Time





Instructional notes

4th

Quarter

and ongoing


exposition,




http://www.quia.com Enhanced Scope & Sequence Analogies pg 75-77, Figurative language 79, Imagery 80, http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/lesson_plans/writing/6-8/45_6-8_writing_elaborating_with_showing.pdf

Novel Study http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/lesson_plans/writing/6-8/50_6-8_writing_analyzing_and_planning_persuasive_writing.pdf




http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/lesson_plans/writing/6-8/45_6-8_writing_elaborating_with_showing.pdf�










http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/lesson_plans/writing/6-8/50_6-8_writing_analyzing_and_planning_persuasive_writing.pdf�













Pacing / Time



Essential



notes

4th

Quarter

and ongoing


o) Use a variety of graphic organizers, including sentence diagrams, to analyze and improve sentence formation and paragraph structure.

p) Use subject-verb agreement with intervening phrases and clauses. q) Use pronoun-antecedent agreement to include indefinite pronouns. r) Maintain consistent verb tense across paragraphs. s) Eliminate double negatives. t) Use quotation marks with dialogue. u) Choose adverbs to describe verbs, adjectives, and other adverbs. h) Use correct spelling for frequently used words.



















Pacing / Time





Instructional notes

4th

Quarter

and ongoing

6.9 The student will find, evaluate, and select appropriate resources for a research product.

a) Collect information from multiple sources including online, print, and media. b) Evaluate the validity and authenticity of texts. c) Use technology as a tool to research, organize, evaluate, and communicate information. d) Cite primary and secondary sources. e) Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information.

Primary source Secondary source evaluate Validity Authenticity bias Plagiarism Ethical legal

http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/lesson_plans/communication/6-8/3_6-8_communication_research_research_product_media_literacy.pdf http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/lesson_plans/research/6-8/64_6-8_research_information_on_the_internet.pdf


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