hampton public school reading and language arts curriculum guide

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Hampton Public School District

Reading and Language Arts Curriculum Guide

Grades K-8

__________________________________ __________________________________

Curriculum

For adoption by all regular education as specified and for adoption or adaptation by all Special Education Programs in accordance with Board of Education Policy #2200.

Adopted September 24, 2013

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ACKNOWLEGEMENTS

Board of Education

Cheryl Drezewoszewski, President

Gina Sharkey

Megan Bruton

Robert Shumski

Elizabeth Dilts

Chief School Administrator

Arthur DiBenedetto

Board Secretary/Business Administrator

Christine Werner

Curriculum Committee

Brynda Taylor-Flynn

Janet Legg

RuthAnn Dalrymple

Member Districts of the North Hunterdon/Voorhees Curriculum Consortium

Clinton Township School District

Clinton Public School

High Bridge School District

Tewksbury School District

Lebanon Township School District

Union Township School District

Califon Public School

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Table of Contents

Page Unit Grade

7 Affirmative Action Statement

7 Adaptations for Special Education Statement

8 College and Career Readiness Anchor Standards

Kindergarten

10 Foundations: Reading K

12 Foundations: Writing K

14 Building a Reading Community K

17 Reading Comprehension K

20 Writing Workshop K

22 Handwriting K

Grade One

23 Conventions of Standard English 1

25 Phonological Awareness 1

26 Phonics 1

27 Foundations: Speaking and Listening 1

29 Foundations: Fluency and Accuracy 1

30 Building a Reading Community 1

32 Reading: Comprehension 1

34 Reading: Fiction 1

36 Reading: Nonfiction 1

38 Word Study 1

39 Writing: Explanatory 1

41 Writing: Informational 1

43 Writing: Opinion 1

46 Writing: Realistic Fiction 1

49 Writing: Personal Narrative— 1

52 Reading/Writing: Poetry 1

Grade Two

54 Language: Grammar and Usage 2

56 Language: Mechanics 2

57 Word Study 2


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63 Reading: Foundations 2

65 Reading: Informational Text 2

67 Reading/Writing Poetry 2


71 Reading: Fiction 2


75 Writing: Personal Narrative—Small Moment 2

78 Writing Informational/Explanatory 2

81 Writing: Realistic Fiction 2

84 Vocabulary 2

Grade Three

86 Word Study 3

88 Language: Grammar, Usage, & Mechanics 3


93 Reading: Traditional Literature 3


99 Reading: Realistic Fiction 3

102 Writing: Informative/Explanatory 3

106 Writing: Personal Narrative 3



Grade 4


118 Building a Community of Readers 4


123 Reading: Historical Fiction 4

125 Reading: Informational Text 4


131 Writing: Informational/Explanatory 4

135 Writing: Narrative 4


Grade 5



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1147 Reading:: Fiction 5

151 Reading: Nonfiction 5

155 Reading/Writing Poetry 5

157 Independent Reading 5


162 Writing: Argument 5

166 Writing: Informational/Explanatory 5

171 Writing: Memoir 5

174 Writing: Fiction 5

Middle School

179 Reading Scope and Sequence

179 Writing Scope and Sequence

180 Grammar Scope and Sequence

Grade 6

182 Independent Reading 6

185 Form of Literature: Novel 6

190 Reading: Fantasy 6

195 Reading: Mythology 6

199 Reading: Informational Text : Biography 6

203 Reading Informational Text : Environment/Health 6

208 Reading/Writing: Poetry 6


216 Writing: Argument 6


227 Writing: Personal Narrative 6

230 Writing: Fiction—Vignette 6

Grade7

233 Form of Literature: Short Story 7

236 Reading: Science Fiction 7

240 Reading: Realistic Fiction 7

245 Reading: Informational Text—Historical Nonfiction 7

251 Reading : Informational Text—Social/Cultural 7


259 Writing: Narrative 7

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263 Writing: Argumentative 7

267 Language 7

Grade 8

270 Reading: Memoir 8

273 Reading: Shakespeare—Sonnets and Drama 8

278 Reading: Literature of Self Discovery 8

280 Reading: Historical/Multicultural Fiction 8

285 Language: Grammar, Usage, & Mechanics280 8

288 Writing: Explanatory/Informational 8

291 Writing: Argumentative 8

294 Writing: Memoir 8

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AFFIRMATIVE ACTION STATEMENT

It is the policy of the Hampton Public School Board of Education to provide employment and educational opportunities regardless of race, color, creed, religion, sex, ancestry, national origin, place of residence, social or economic condition, or non-applicable handicap.

Affirmative Action Office:

Alice Burtnick c/o Hampton Public School 32-41 South Street Hampton, NJ 08827

ADAPTATIONS FOR SPECIAL EDUCATION STATEMENT

Although this curriculum guide has been developed for general education delivery, the knowledge, skills, attitudes, and behaviors identified are appropriate for the special education students of Hampton Public School. Modifications necessary to accommodate the education needs of individual pupil’s handicaps will be described in the Individualized Education Program (IEP). These documents are on file at:

Office of Special Services c/o Hampton Public School 32-41 South Street Hampton, NJ 08827

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College and Career Readiness Anchor Standards for Reading

Key Ideas and Details

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Craft and Structure

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas

7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Range of Reading and Level of Text Complexity

10. Read and comprehend complex literary and informational texts independently and proficiently.

College and Career Readiness Anchor Standards for Writing

Text Types and Purposes

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Production and Distribution of Writing

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

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

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Research to Build and Present Knowledge

7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

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

Range of Writing

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

College and Career Readiness Anchor Standards for Language

Conventions of Standard English

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

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Knowledge of Language

3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression

College and Career Readiness Anchor Standards for Speaking and Listening (Grades 6-12)

Comprehension and Collaboration

1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Presentation of Knowledge and Ideas

4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

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KINDERGARTEN

Unit Foundations: Reading-K

Anchor Standard ASR10.

Read and comprehend complex literary and informational texts independently and proficiently.

Common Core Standards

RF.K.1 Demonstrate understanding of the organization and basic features of print.

a) Follow words from left to right, top to bottom, and page by page.

b) Recognize that spoken words are represented in written language by specific sequences of letters.

c) Understand that words are separated by spaces in print.

d) Recognize and name all upper- and lowercase letters of the alphabet

RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

a) Recognize and produce rhyming words.

b) Count, pronounce, blend, and segment syllables in spoken words.

c) Blend and segment onsets and rimes of single-syllable spoken words.

d) Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/)

e) Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

RF.K.3. Know and apply grade-level phonics and word analysis skills in decoding words.

a) Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.

b) Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

c) Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

d) Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

RF.K.4. Read emergent-reader texts with purpose and understanding.

Objective (with standard(s) numbers noted)

Students will be able to:

Follow words left to right in a book. (RF.K.1)

Show spaces between words in a book. (RF.K.1)

Show and name all letters of the alphabet in book. (RF.K.1)

Follow words top to bottom and know when to turn the page in a book. (RF.K.1)

Identify and compose oral rhymes. (RF.K.2)

Take words apart and blend them in new ways. (RF.K.2)

Add sounds to make new words. (RF.K.2)

Count sounds in a word. (RF.K.2)

Say the sounds in words (RF.K.3)

Say the long and short sounds for the five vowels(RF.K.3)

Read high-frequency words (RF.K.3)

Look at words and describe how they are the same or different (RF.K.3)

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Essential Question Proficient readers use the relationship between letters and sounds of speech and spelling patterns to problem solve, read fluently, and comprehend.

Proficient readers use print cues to solve unknown words while focusing on meaning and structure.

Proficient readers develop and use a variety of strategies to attend to information from different sources.

Readers use both text features and the features of written English to comprehend.

Enduring Understandings

Sounds and letters create words.

What do readers look for to help them read?

What do we think about we read?

How does what we think about help us comprehend.

Learning Activities Whole class lessons

Individual conferences

Word work

Spelling

Modeling

Guided reading/small groups

Morning message

Assessments DRA

IRLA

Dibels

DSA

Johnston Primary

San Diego

Running records

Teacher created materials

Word Assessment Writing Activity

Suggested Texts/ Resources

The Daily 5: book and website (http://www.the2sisters.com/the_daily_5.html)

A Curricular Plan for the Reading Workshop—Kindergarten—Lucy Calkins

http://www.the2sisters.com/the_daily_5.html

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Unit Foundations: Writing—Kindergarten

Anchor Standard ASL1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

ASL2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

ASR10.

Read and comprehend complex literary and informational texts independently and proficiently.

ASW5 Develop and strengthen as needed by planning, revising, editing, rewriting or trying a new approach.

ASW10.

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time

frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.


RF.K.1 Demonstrate understanding of the organization and basic features of print.

a) Follow words from left to right, top to bottom, and page by page.

b) Recognize that spoken words are represented in written language by specific sequences of letters.

c) Understand that words are separated by spaces in print.

d) Recognize and name all upper- and lowercase letters of the alphabet

L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a) Print many upper- and lowercase letters.

b) Use frequently occurring nouns and verbs.

c) Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs: wish, wishes).

d) Understand and use question words (interrogatives) e.g., who, what, where, when, why, how).

e) Use the most frequently occurring prepositions (e.g., to, from, in, out, on,off, for, of, by, with).

f) Produce and expand complete sentences in shared language activities.

L.K.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a) Capitalize the first word in a sentence and the pronoun I.

b) Recognize and name end punctuation.

c) Write a letter or letters for most consonant and short vowel sounds (phonemes).

d) Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

L.K.5. With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.

a) Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

b) Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).

c) Identify real-life connections between words and their use (e.g., note places at school that are

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colorful).

d) Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.

W.K.5. With guidance and support from adults respond to questions and suggestions from peers, and add details to strengthen writing as needed.



Begin a sentence with a capital letter (L.K.2)

End a sentence with appropriate punctuation (L.K.2)

Leave spaces between words when writing. (RF.K.1)

Revise writing to add details (L.K.5, W.K.5)

Revise writing to add emotions and feelings (L.K.5, W.K.5)

Essential Question Why is writing important?

What makes writing coherent, logical, and expressive?

How does a writer know when and how to revise?

How is revising a piece of writing as essential as the initial effort?


Writing is a powerful tool for communicating.

Effective writing is coherent, logical, and effective.

Writing is a process.

Writers know that although their initial ideas may be good, their work is improved by careful revision.

Revising is an ongoing process that involves thinking about (rethinking) language, organization, audience, and purpose.



Modeling

Writer’s Workshop

Writer’s journals

Assessments Writers’ Conferences

Running records




Units of Study for Primary Writing – Lucy Calkins

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Unit Building a Reading Community—Kindergarten

Anchor Standard ASR1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

ASR2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

ASR5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

ASR6. Assess how point of view or purpose shapes the content and style of a text.

ASSL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

ASSL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

ASSL3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

ASSL4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience

ASSL6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

ASL1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.


RF.K.4. Read emergent-reader texts with purpose and understanding.

SL.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).

b) Continue a conversation through multiple exchanges

SL.K.2. Confirm understanding to a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

SL.K.3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

SL.K.6. Speak audibly and express thoughts, feelings, and ideas clearly.

L.1.6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

RL.K.1. With prompting and support, ask and answer questions about key details in a text.

RL.K.2.

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With prompting and support retell familiar stories, including key details.

RL.K.5. Recognize common types of text (e.g. storybooks, poems)

RI.K.5. Identify the front cover, back cover, and title page of a book.


a) Use frequently occurring nouns and verbs.

b) Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs: wish, wishes).

c) Understand and use question words (interrogatives) e.g., who, what, where, when, why, how).

d) Use the most frequently occurring prepositions (e.g., to, from, in, out, on,off, for, of, by, with).

e) Produce and expand complete sentences in shared language activities.


Students will:

Select “Just-Right” books (RF.K.4, RL.K.5, RI.K5)

Care for reading materials

Record time spent reading.

Respond to reading through conversations with a partner. (SL,K.1, SL.K.3, SL.K.6, L.1.6)

Follow agreed upon rules for class discussions. (SL.K.1)

Describe people, places, and events with relevant detail. (SL.K.2, SL.K.3, RL.K.1, RL.K.2)

Build on others’ talk and conversations. (SL.K.1, RL.K.1)

Express ideas and feelings clearly. SL.K.3, SL.K.6)

Listen carefully. (SL.K.1)

Speak truthfully and add details when sharing stories with others. (L.1.6, RL.K.1, RL.K.2)

Produce complete sentences to share ideas when appropriate. (SL.K.6, L.K.1)

Use pictures to share ideas when appropriate. (SL.K.6)

Use tone and volume appropriate to the task and situation. (SL.K.1, SL.K.6)

Essential Question How do readers make informed decisions about their reading?

How can we work as a class, in a small group, and individually to become readers?

How does talking about books help us develop and revise our thinking?

Why do good readers read both fiction and nonfiction?

What do I think and feel about what I read? Why do I think and feel this way?


Readers demonstrate independence and are able to share about what they read.

Speakers and listeners are respectful and responsible when others are speaking.

Speakers and listeners are part of class discussions and ask questions when needed.

A strong reading community is built through sharing and respecting other’s ideas.


Independent reading

Picture Reading

Partner Reading

Modeling

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Morning message

Reading Responses

Assessments Reading Interviews

Reading Responses

Running Records

Stamina Chart

DRA

IRLA

Dibels

DSA

Johnston Primary

San Diego





Trade Books

Read Alouds

Audio books


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Unit Reading Comprehension--Kindergarten



ASR3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

ASR4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.


ASR7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

ASR9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

ASW8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

ASL6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.


RL.K.1. With prompting and support, ask and answer questions about key details in a text.

RL.K.2. With prompting and support retell familiar stories, including key details.

RL.K.3. With prompting and support, identify characters, settings, and major events in a story.

RL.K.4. Ask and answer questions about unknown words in a text.

RL.K.5. Recognize common types of text (e.g. storybooks, poems)

RL.K.6. With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

RL.K.7. With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g. what moment in a story an illustration depicts.

RL.K.8. (Not applicable to literature)

RL.K.9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

RL.K.10 Actively engage in group reading activities with purpose and understanding.

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RI.K.1. With prompting and support, ask and answer questions about key details in a text.

RI.K.2. With prompting and support, identify the main topic and retell key details of a text.

RI.K.3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

RI.K.4. With prompting and support, ask and answer questions about unknown words in a text.

RI.K.5. Identify the front cover, back cover, and title page of a book.

RI.K.6. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

RI.K.7. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g. what person, place, thing, or idea in the text an illustration depicts)

RI.K.8 With prompting and support, identify the reasons an author gives to support points in a text.

RI.K.9. With prompting and support identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

RI.K.10 Actively engage in group reading activities with purpose and understanding.

W.K.7.

Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

W.K.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

SL.K.2. Confirm understanding to a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

SL.K.3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

SL.K.6. Speak audibly and express thoughts, feelings, and ideas clearly.


Students will:

Identify parts of a book: front and back cover, title page, author, and illustrator (RI.K.5, RL.K.6)

Make predictions based on prior knowledge and preview of text. (SL.K.3, RL.K.10, RI.K.10)

Compare and contrast predictions: Support by answering “Why?” (RL.K.1, RI.K.8, RI.K.3)

Describe illustrations in a book. (RL.K.1)

Recall information. (RL.K.1, RL.K.2, SL.K.2)

Participate in an active discussion about a story. (RL.K.1, SL.K.2, SL.K.3, SL.K.6, RL.K.4)

Monitor for meaning when reading by using pictures. (RL.K.3, RL.K.7)

Identify who is telling a story. (RL.K.3)

Differentiate between fiction and non-fiction. (RL.K.5)

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Compare and contrast versions of the same story. (RL.K.2, RI.K.2, RI.K.9, RL.K.9)

Gather information from text to answer questions. (RL.K.1, RI.K.1, RI.K.3)

Identify important details. (RL.K.1, RI.K.2)

Make text to text and text to self connections. (Rl.K.9, RI.K.8, RL.K.8)

Use words and phrases to infer how a character is feeling. (RL.K.3, RI.K.8)

Essential Question What strategies do good readers use to understand text?

How can we tell if a story is real or make-believe?

How do the text features and characteristics of informational and literary text influence reader’s interpretation?

How does the organization of text aid understanding?

How do readers choose books to fulfill their informational and pleasure reading needs?


People choose books for enjoyment and information.

We get information from pictures and words.

Background knowledge supports understanding of text.

Informational and expository text is written differently than imaginative and literary text and makes different demands on the reader.

Stories have a beginning, middle, and end.

Authors and illustrators tell stories in a variety of ways.

Formative Assessments

Mini-lessons

Modeling

Guided practice

Small group work

Literature circles

Peer Conferencing

Partner reading

Read Alouds

Audio Books

Silent sustained reading

Reading responses

Summative Assessments

Reading logs

Reading responses

Running records


Leveled readers

Trade books

Audio Books




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Unit Writing Workshop--Kindergarten

Anchor Standard ASW1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

ASW2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

ASW3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.


ASW6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

ASW7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.


ASW9. Draw evidence from literary or informational texts to support analysis, reflection, and research

ASW10.

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time

frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.


W.K.1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is . . .).

W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

W.K.3. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

W.K.5. With guidance and support from adults respond to questions and suggestions from peers, and add details to strengthen writing as needed.

W.K.7.

Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

W.1.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Objective (with standard(s) numbers


Use pictures and/or words to tell a story.

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noted) Dictate a personal narrative

Illustrate a personal narrative

Use pictures and print to tell a story.

Match writing to pictures.

Use phonetic spelling

Share stories and writings with others

Contribute to a class letter.

Use pictures and print to teach someone how to do something.

Use pictures and print to write about a topic about which the student has personal knowledge

Essential Question Why do writers write?

How do writers communicate ideas?

How do writers choose topics?

How can writers express opinions or explain how to do something?

Why is it important to tell a story in order?


Everyone is a writer.

Thoughts can be expressed in pictures and words..

Writers write to communicate with one another and to express ideas.

Writers write for many different purposes.

Writers can use their writing to teach someone else how to do something they know how to do.

Writers can tell a lot about a small moment in their lives.

Writing can be revised to make it better.

Writers can learn from other writers.

Learning Activities Writers’ journal

Morning Message

Class letters

“How to” book

“All About” book

Reading responses

Personal narratives

Stories

Mini-lessons

Brainstorming

Modeling

Guided practice

Small group work

Independent writing

Author’s Chair

Peer Conferencing

Assessments Writing journals

Published work

Writer’s Conferences


Class letters

Reading responses


Units of Study in Opinion, Information, and Narrative Writing –Kindergarten—Lucy Calkins

Mentor texts

[22]

Unit Handwriting --Kindergarten





a) Print many upper- and lowercase letters.

L.K.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a) Capitalize the first word in a sentence and the pronoun I.

b) Recognize and name end punctuation.

c) Write a letter or letters for most consonant and short vowel sounds (phonemes).



Print upper-case letters

Print lower-case letters

Recognize a word as a unit of meaning.

Write their first and last names.

Label objects.

Copy high frequency

Essential Question How can I make my writing easy to understand?

How can holding a pencil properly facilitate legible handwriting?


In order to be understood, h andwriting must be legible.

Following the conventions of written English allows one’s ideas to be understood.

Learning Activities Writers’ journal

Mini-lessons

Brainstorming

Modeling

Guided practice

Independent writing

Assessments Published works



Handwriting without tears

[23]

GRADE 1

Unit Conventions of Standard English--1

Anchor Standard ASR10 Read and comprehend complex literary and informational texts independently and proficiently.

ASL1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

ASL2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.


RF.1.1 Demonstrate understanding of the organization and basic features of print.

a) Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a) Print all upper- and lowercase letters

b) Use common, proper, and possessive nouns

c) Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).

d) Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).

e) Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).

f) Use frequently occurring adjectives.

g) Use frequently occurring conjunctions (e.g., and, but, or, so, because).

h) Use determiners (e.g., articles, demonstratives).

i) Use frequently occurring prepositions (e.g., during, beyond, toward).

j) Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

L.1.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a) Capitalize dates and names of people.

b) Use end punctuation for sentences.

c) Use commas in dates and to separate single words in a series.

d) Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

e) Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.


Students will:

Print all upper- and lowercase letters.

Use common, proper, and possessive nouns.

Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).

Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone,

[24]

everything).

Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).

Use frequently occurring adjectives.

Use frequently occurring conjunctions (e.g., and, but, or, so, because).

Use determiners (e.g., articles, demonstratives).

Use frequently occurring prepositions (e.g., during, beyond, toward).

Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

Capitalize dates and names of people.

Use end punctuation for sentences.

Use commas in dates and to separate single words in a series.

Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

Essential Question How do I speak and write using nouns, pronouns, verbs, adjectives, conjunctions, determiners, and prepositions correctly?

How do I answer prompts using a variety of complete sentences?

How do I capitalize dates and names of people?

How do I use end punctuation in a sentence?

How do I use commas in dates and in words in a series?

How do I spell sight words and decodable words correctly?


When writing and speaking, it is necessary to follow the grade appropriate conventions of standard English grammar and usage.

When writing, it is necessary to follow the grade appropriate conventions of standard English capitalization, punctuation, and spelling.

Learning Activities Mini-lessons

Work Stations (independent writing and practice)

Writing journals

Writing conferences

Sharing and discussion

Author’s Chair

Shared mentor texts

Assessments Teacher/Student writing conferences

Anecdotal records

Teacher observation

Journal entries

Writing samples

Spelling tests


Mentor texts

First Grade Sight and Write Word List

Technology applications (iPad and computer websites)

Teacher created work stations

A curricular plan for the writing workshop--Grade 1 Lucy Calkins



[25]

Unit Phonological Awareness--1

Anchor Standard ASR10. Read and comprehend complex literary and informational texts independently and proficiently.


RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

f) Distinguish long from short vowel sounds in spoken single-syllable words.

g) Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

h) Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

i) Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

Content Long vowels

Short vowels

Phonemes

Consonant blend

Syllables

Initial, medial, final sounds

Onset and rimes


Students will:

Blend or segment the phonemes of most one-syllable words.

Blend/segment onset and rimes of single syllable words.

Listen and identify the number of syllables in a wor.

Merge spoken segments into a word.

Add, delete, or change sounds to change words (e.g., cow to how, cat to can)

Identify all consonant blend sounds in spoken words (such as bl, br; and digraphs such as th, wh)

Distinguish long and short vowels.

Isolate/produce initial, medial vowel, final sounds in one syllable words.

Essential Question What are the long and short vowel sounds?

How can I break a word into its sounds?

How can I put sounds together to make a word?


A word is made up of separate and discrete phonemes.

Phonemic awareness includes the ability to isolate and manipulate sounds (phonemes) in spoken words.

Assessments DRA

IRLA

Teacher observation

Running records


[26]

Unit Phonics--1



RF.1.3. Know and apply grade-level phonics and word analysis skills in decoding words.

a) Distinguish long and short vowels when reading regularly spelled one-syllable words.

b) Know spelling-sound correspondences for additional common vowel teams.

c) Decode regularly spelled two-syllable words with long vowels.

d) Decode words with common prefixes and suffixes.

e) Identify words with inconsistent but common spelling-sound correspondences.

f) Recognize and read grade-appropriate irregularly spelled words

Content Consonant digraphs

Final –e

Vowel teams

Inflectional endings

Syllables

Compound words

Irregularly spelled words


Students will:

Identify/read consonant digraphs (th, sh, ch, wh, ph, ng, gh, ck).

Identify/read combination qu

Read/reproduce regularly spelled one syllable words.

Identify/read final –e and common vowel teams. (final e –gate, eve, rude, hope, five; short vowels –head, hook,; long vowels—boat, sigh, weigh; vowel r combinations—car, sport, burn, first, her).

Use knowledge that every syllable must have a vowel sound (sublet, napkin, penny, empty)

Decode two syllable words by breaking the words into syllables (VC-CV-sublet, napkin; V-CV—eve, rabies; after the consonant—ever, rabid, decade; consonant blend usually stick together—spectrum, ether; compound words—henhouse; inflectional endings—ended).

Read words with inflectional endings (ed, ing, es, y, er, est)

Read grade appropriate irregularly spelled words.

Essential Question How can I read a word using its letter sounds (including digraphs and blends)?

How can I break a word into syllables to decode it?

How can I read words with endings?

What sight words do I need to know automatically?


Readers must know and apply phonics and word analysis skills to decode print with automacity.

Assessments DRA

IrlA


[27]

Unit Foundations: Speaking & Listening--1

Anchor Standard ASSL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.



ASSL4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

ASSL5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.



SL.1.1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

c) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).

d) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.

e) Ask questions to clear up any confusion about the topics and texts under discussion.

SL.1.2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

SL.1.3. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

SL.1.4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

SL.1.5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

SL.1.6. Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 on page 26 for specific expectations.)


Students will:

Follow agreed upon rules for class discussions.

Describe people, places, and events with relevant detail.

Build on others’ talk and conversations.

Express ideas and feelings clearly.

Listen carefully.

[28]

Speak truthfully and add details when sharing stories.

Produce complete sentences to share ideas when appropriate.

Use pictures to share ideas when appropriate.

Use tone and volume appropriate to the task and situation.

Essential Question How can I join in conversations and/or discussions with peers and adults appropriately?

Why is it important to be a good listener?

How do I ask and answer questions about what I’ve noticed?

How do I express myself clearly with words?

Can I use pictures to help express my ideas?

How can I speak in complete sentences?




Speakers tell stories with some detail about their feelings and ideas, using pictures and complete sentences when appropriate.

Assessments Teacher observation

Running records





[29]

Unit Foundations: Fluency & Accuracy--1



RF.1.1 With prompting and support, read informational texts appropriately complex for grade 1.

RF.1.4. Read with sufficient accuracy and fluency to support comprehension.

a) Read on-level text with purpose and understanding.

b) Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

c) Use context to confirm or self-correct word recognition and understanding, rereading as necessary.


Students will:

Demonstrate directionality.

Demonstrate one-to-one match

Recognize and read high-frequency words

Recall sentence patterns.

Reread to search for information.

Search for and use letter sound information (visual), meaning, and/or language (structure)

Cross check one source of information with another source.

Make predictions.

Remember information from the story.

Construct meaning as the story unfolds.

Scan page top to bottom searching text.

Self correct.

Integrate sources of information.

Read in fluent and expressive phrases.

Rea punctuation.

Scan pictures to get gist of story.

Be flexible in searching for information.

Reread to solve words or think about ideas and then resume good reading ate.

Increase fluency as story unfolds

Problem solve words flexibly, in a variety of ways.

Essential Question What strategies did I use as a reader today and how did they help me to be a better reader?

Which strategies do I need to get better at and use next time to improve my reading.


An effective reader must learn to decode print with automaticity, read texts fluently, and understand what has been read to gain meaning.

An effective reader uses strategies throughout the reading process to achieve these objectives.

Assessments DRA

IRLS

Running Records





[30]

Unit Building a Reading Community--1


ASR10. Read and comprehend complex literary and informational texts independently and proficiently.


ASSL1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

ASSL2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, as well as in words.

ASSL3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

ASSL4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

ASSL6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.


RL.1.1. Ask and answer questions about key details in a text.

RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.

SL.1.1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).

b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.

c) Ask questions to clear up any confusion about the topics and texts under discussion.

SL.1.2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

SL.1.3. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

SL.1.4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

SL.1.6.

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Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 on page 26 for specific expectations.)

L.1.6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).


Students will:

Select appropriate level texts.

Read independently.

Care for reading materials

Record time spent reading.

Respond to reading through conversations with a partner.

Follow agreed upon rules for class discussions.

Describe people, places, and events with relevant detail.

Build on others’ talk and conversations.

Express ideas and feelings clearly.

Listen carefully.

Speak truthfully and add details when sharing stories with others.

Produce complete sentences to share ideas when appropriate.

Use pictures to share ideas when appropriate

Use tone and volume appropriate to the task and situation..




Readers demonstrate independence and are able to share about what they read.





Modeling

Guided practice

Small group work

Literature circles

Peer Conferencing

Partner reading

Read Alouds

Audio Books


Reading responses

Assessments Reading logs

Reading responses

Running records


Leveled readers

Trade books

Audio books

A Curricular Plan for the Reading Workshop—Grade 1—Lucy Calkins



[32]

Unit Reading: Comprehension--1












RL.1.2. Retell stories, including key details, and demonstrate understanding of their central message or lesson.

RL.1.3. Describe characters, settings, and major events in a story, using key details.

RL.1.4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

RL.1.6. Identify who is telling the story at various points in a text

RL.1.7. Use illustrations and details in a story to describe its characters, setting, or events.

RL.1.9. Compare and contrast the adventures and experiences of characters in stories.

RI.1.1. Ask and answer questions about key details in a text.

RI.1.2. Identify the main topic and retell key details of a text.

RI.1.3. Describe the connection between two individuals, events, ideas, or pieces of information in a text.

RI.1.4. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

RI.1.6.

[33]

Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

RI.1.7. Use the illustrations and details in a text to describe its key ideas.

RI.1.9. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).


SL.1.6. Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 on page 26 for specific expectations.)


Students will:

Identify who is telling a story

Compare and contrast experiences of characters

Use words and phrases in text to predict and understand.

Gather information from text to answer questions

Identify important details

Make text to text and text to self connections

Explain the main topic and support the answer with details from the text.

Use words and phrases in stories and poems to infer how a character is feeling.

Predict and understand story events by noticing patterns in the text.

Essential Question How does what you know help you understand text?

How does thinking about the author’s purpose and message deepen understanding?

How do the text features and characteristics of informational and literary text influence reader interpretation?


Readers interpret text by reading thoroughly and with purpose to determine main ideas and the facts and details used to support them.

Readers continually monitor and check their interpretations of the author’s intent and meaning.

Background knowledge supports understanding of text.

Informational and expository text is written differently than imaginative and literary text and makes different demands on the reader.


Mini-lessons

Modeling

Guided practice

Small group work

Literature circles

Peer Conferencing

Partner reading

Read Alouds

Audio Books


Reading responses


Reading logs

Reading responses

Running records


Leveled readers

Trade books

Audio Books




[34]

Unit Reading: Fiction --1







RL.1.3. Describe characters, settings, and major events in a story, using key details.

RL.1.6. Identify who is telling the story at various points in a text

RL.1.7. Use illustrations and details in a story to describe its characters, setting, or events.

RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.


Students will:

Predict story events before reading by using blurbs, illustrations, cover, and title.

Identify the most important part of a story.

Identify major events and challenges in a story.

Engage in meaningful book-talk with peers. and series.

Track changes in a story.

Describe character traits.

Provide evidence from the story to support opinions.

Identify characters’ wants and needs.

Discuss characters’ changes and actions throughout a story.

Brainstorm reasons for characters’ actions.

Discuss how a character reacts to challenges.

Essential Question How might being able to recognize literary features help in appreciating literature?

How could a study of characters help us better understand a story?


Readers develop a deeper understanding through reflection of text.


Modeling

Guided practice

Small group work

Literature circles

Peer conferencing

[35]

Partner reading

Read Alouds

Audio books


Reading responses



Running records

Reading responses


Leveled readers

Trade books

Audio books




[36]

Unit Reading: NonFiction--1







1


ASR10. Read and comprehend complex literary and informational texts independently and proficiently


RI.1.1. Ask and answer questions about key details in a text.

RI.1.2. Identify the main topic and retell key details of a text.

RI.1.4. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

RI.1.5. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

RI.1.6. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

RI.1.7. Use the illustrations and details in a text to describe its key ideas.

RI.1.8 Identify the reasons an author gives to support points in a text.

RI.1.9. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.

a) Use sentence-level context as a clue to the meaning of a word or phrase.

b) Use frequently occurring affixes as a clue to the meaning of a word.

[37]

c) Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).


Students will:

Preview a book before reading to gain information about its content.

Self-monitor while reading in order to build schema on the topic.

Identify the main ideas.

State the facts learned in a book.

Ask and answer questions such as who, what, where, why, and how to demonstrate understanding.

Examine text features while reading.

Use text features to better understand the text.

Use text features to locate information in the text.

Determine the meaning of words within a text.

Compare and contrast information learned in different books on the same topic.

Identify the point of view of the author and provide examples.

Essential Question How does comprehension of informational text contribute to lifelong learning?

What are text features and how can we find them?


Good readers use text features in an informational text to locate key information and make meaning from their reading.

Comprehension of informational text is the vehicle for constructing knowledge, acquiring skills, and developing habits of mind.


Modeling

Guided practice

Small group work



Running records

Reading responses


Leveled non-fiction readers

Textbooks

Trade books

Age appropriate periodicals

Online encyclopedias and web sites




[38]

Unit Word Study--1

Anchor Standard ASL2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.


L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

d) Capitalize dates and names of people.

e) Use end punctuation for sentences.

f) Use commas in dates and to separate single words in a series.

g) Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

h) Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions


Student will:

Spell words using digraphs that spell vowel sounds (e.g., oo yoo)

Read, identify spelling patterns and write with long vowel sounds.

Spell words with final ck

Spell words with sh

Spell words with th

Spell words with long vowel patterns (e.g., v-C-e)

Read, identify spelling patterns and write words with long vowel sounds.

Spell words with initial consonant clusters

Spell words with consonant cluster st

Spell words by adding –s

Spell words by adding –ing

Spell words with shot vowel patterns (e.g cvc, cvccc)

Read, identify spelling patterns and write words with short vowel sounds.

Essential Question What strategies can I use to spell words correctly

Why is it important to use correct spelling


There is a relationship between letters and sounds.

Patterns in words can help you spell unfamiliar words.


Weekly spelling test.


[39]

Unit Writing: Explanatory—1

Anchor Standard ASW6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.



RW.1.6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

RW.1.7. Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).


Students will:

Identify explanatory writing.

Plan an explanatory piece of writing.

Name a topic.

Write an explanatory process.

Incorporate procedural writing language, such as first, next, last.

Identify informational writing.

Plan an informational piece of writing.

Name a topic.

Apply knowledge of informational text features in order to organize fact about a topic

Produce a “How-to” book.

Revise to elaborate with text features.

Edit “How to” books

Publish a final draft.

Essential Question How can I teach someone the steps to complete a task?

How can I write the steps so someone can follow them?

How can I share my knowledge of a topic through my writing?

How can I better understand a topic through research and incorporate what I learned in my writing?

How do I apply the writing process and publish a piece of writing?


Writers can write an explanatory piece of writing by naming a topic and describing a process.

Writers can convey information on a topic to others in an informative piece of writing by naming a topic, supplying some facts, and providing closure.

The writing process includes writing, revising, editing, and sometimes publication using a variety of digital tools.


Brainstorming

Modeling

Guided practice

Small group work

[40]

Shared writing

Independent writing

Author’s Chair

Peer conferencing

Assessments Writing samples

Teacher’s created rubrics

Writing conferences

Published work


Units of Study in Opinion, Information, and Narrative Writing: Grade 1 Lucy Calkins

Mentor texts

Age appropriate periodical articles.

[41]

Unit Writing: Informational —1

Anchor Standard ASW2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.


ASW8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism





W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

W.1.7.

Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).



b) Print all upper- and lowercase letters.

c) Use common, proper, and possessive nouns.

d) Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).

e) Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).

f) Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).

g) Use frequently occurring adjectives.

h) Use frequently occurring conjunctions (e.g., and, but, or, so, because).

i) Use determiners (e.g., articles, demonstratives).

j) Use frequently occurring prepositions (e.g., during, beyond, toward).

k) Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling

[42]

when writing.







Students will:

Record information learned from reading informational text.

Incorporate features of informational text to write information that is important to teach others.

Plan an informational piece of writing.

Apply knowledge of informational text features n order to organize facts about a topic.

Revise to elaborate with text features.

Edit and publish informational piece of writing.

Essential Question How can I better understand a topic through research and incorporate what I learned in my writing?

How can I teach someone the steps to complete a task

How can I share my knowledge about a topic through my writing?


Writers can convey information that they have learned from researching a topic.

Writers can convey information about a topic in an informative piece of writing by naming a topic, supplying some facts, and providing closure.


Brainstorming

Modeling

Guided practice

Small group work

Shared writing

Independent writing

Author’s Chair

Peer conferencing



Writing conferences

Published work


Mentor texts

Age-appropriate research materials, e.g., encyclopedia, web sites, periodicals, nonfiction books


[43]

Unit Writing: Opinion –1 Persuasive Letters


ASW4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.


ASW10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.



ASL3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.


W.1.1. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

W.1.5. With guidance and support from adults, focus a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.



a) Print all upper- and lowercase letters.

b) Use common, proper, and possessive nouns.


d) Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).







[44]







L.1.5. With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.

a) Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.

b) Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).

c) Identify real-life connections between words and their use (e.g., note places at home that are cozy).

d) Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.



Students will:

Write a friendly letter.

Identify opinion writing.

Plan an opinion piece of writing.

Name a topic.

Supply reasons for the opinion.

Revise for clarity.

Provide a sense of closure.

Edit letter.

Produce a persuasive letter.

Essential Question How can I write a friendly letter?

What is an opinion?

How do I write an opinion about a topic?

How do I name a topic, state my opinion, write some reasons for my opinion, and then write an ending?


Writers can write an opinion piece of writing by stating an opinion, supplying some reasons, and providing closure.

The more evidence we have for an opinion makes it more persuasive


Brainstorming

Modeling

Guided practice

[45]

Small group work

Shared writing

Independent writing

Author’s Chair

Peer Conferencing


Writing Samples

Teacher created rubrics

Writing conferences



Mentor Texts

[46]

Unit Writing: Realistic Fiction--1

Anchor Standard ASW3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.







W.1.3. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.















[47]






d) Use sentence-level context as a clue to the meaning of a word or phrase.

e) Use frequently occurring affixes as a clue to the meaning of a word.

f) Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).



Students will:

Write realistic fiction stories containing appropriate story elements, e.g., character, setting, problem, and solution

Reread their writing to monitor for meaning, clarity, and interest.

Elaborate problems and create imaginative solutions.

Incorporate such features of writers’ craft as dialogue, transition words, onomatopoeia, and adjectives.

Reread and revise in order to strengthen writing.

Analyze mentor texts.

Identify authors’ techniques.

Incorporate identified authors’ techniques into their own writing.

Essential Question How can I develop a piece of fictional writing that includes a strong beginning, middle, and end?

How do I add details to make my story interesting?

What words can I use to show the order of events?

How can I respond to questions and suggestions from peers and adults in order to make my writing better


Stories have a beginning, a middle, and an end.

Stories include characters, settings, problems, and solutions.

Good writers focus on a topic, add details, sequence events, and use suggestions from other writers to strengthen their writing.

Learning Activities Mini-Lessons

Brainstorming

Modeling

Guided practice

Small group work

Shared writing

Independent writing

Sharing mentor texts

Author’s chair

[48]

Peer conferencing



Writing conferences



Mentor texts

[49]

Unit Writing: Personal Narrative--1 Small Moments







ASL5. Demonstrate understanding of word relationships and nuances in word meanings.



W.1.3. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.











[50]

















Students will:

Share oral stories about personal experiences.

Use both pictures and words to tell a story.

Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

Understand the meaning of the term “small moment”

Discover small moments to write about.

Plan stories that span several pages.

Internalize story shapes

Write close-in story endings

Use end punctuation for sentences.

Capitalize dates and proper nouns.

Monitor for meaning and structure.

Use a word wall for sight words

Write using correct spacing.

Write using correct letter formation.

Essential Question How can I write a personal narrative focusing on one small moment?


Narratives often contain a detailed sequence of events.

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It is important to observe grade appropriate writing conventions.

Learning Activities Mini-Lessons

Brainstorming

Modeling

Guided Practice

Small group work

Shared writing

Independent writing


Author’s chair

Peer conferencing



Writing conferences



Mentor texts

[52]

Unit Reading/Writing: Poetry--1

Anchor Standard ASR4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

ASSL1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

ASSL5 Demonstrate understanding of word relationships and nuances in word meanings.


RL.1.4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.


















Students will:

Understand poetic elements

Listen to and recognize the rhyme and rhythm or lack thereof within poems.

Create a list of poems’ characteristics.

[53]

Identify the message of a poem and cite evidence by stanza that hints at meaning

Write poems based on personal experiences

Write poems using a variety of poetic forms.

Distinguish shades of meaning among verbs differing in manner.

Essential Question What is a poem?

Why do poems look different from other kinds of writing?

How can words create a picture in someone’s mind?


Poetry is different from prose in composition and style.

Poets share feelings, experiences, and thoughts through well-chosen words and poetic elements.


Modeling

Guided practice

Small group work

Peer conferencing

Read alouds


Reading responses


Teacher observation

Teacher created records

Reading Responses


Anthologies

Picture books

Mentor texts

Song lyrics and recordings





[54]

Grade 2

Unit Language: Grammar and Usage--2

Anchor Standard ASL1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

ASL3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.



L.2.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a) Use collective nouns (e.g., group).

b) Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).

c) Use reflexive pronouns (e.g., myself, ourselves).

d) Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).

e) Use adjectives and adverbs, and choose between them depending on what is to be modified.

f) Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).


Students will:

• Use collective nouns such as colony, herd, swarm and tribe appropriately in writing and speaking. (L.2.1)

• Speak and write irregular plural nouns such as feet, children, teeth, mice and fish. (L.2.1)

• Speak and write with appropriate reflexive pronouns (pronoun with self followed by it-e.g., myself). (L.2.1)

• Speak and write the past tense of irregular verbs such as sat, hid, told, and taught. (L.2.1)

• Use adjectives and adverbs appropriately (depending on what needs to be modified). (L.2.1)

• Produce, expand and rearrange complete simple and compound sentences. (L.2.1)

Essential Question How do the words we choose help us share our thinking and communicate?


The structure of the message that we communicate follows a set of rules.

A complete sentence makes sense and can stand alone.



Writer’s Workshop

Shared writing

Proofreading activities

Modeling

[55]

Morning message

Oral presentation


Teacher’s created materials

Teacher observation of oral conversation

Oral presentations






[56]

Unit Language: Mechanics--2

Anchor Standard ASL2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

ASL3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style and to comprehend more fully when reading or listening.



a) Capitalize holidays, product names, and geographic names.

b) Use commas in greetings and closings of letters.

c) Use an apostrophe to form contractions and frequently occurring possessives.

d) Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).

e) Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.


Students will:

Capitalize holidays, product names, and geographic names. (L.2.2)

Use commas in greetings and closings of letters. (L.2.2)

Use an apostrophe to form contractions and frequently occurring possessives. (L.2.2)

Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). (L.2.2)

Use reference materials effectively in order to check and correct spelling. (L.2.2)

Essential Question How do writers help their writing make sense?


The conventions of writing follow a set of rules.

Understanding spelling pattern rules helps us spell unknown words.

Reference materials can be used to check and correct spelling.



Writer’s Workshop

Shared writing

Proofreading activities

Modeling

Morning message

Word study

Word work

ABC activities

Word wall





Words their Way

Quick words

[57]

Unit Word Study--2


ASL4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials as appropriate.

ASL6 Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level: demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

ASR10 Read and comprehend complex literary and informational texts independently and proficiently.








f) f. Recognize and read grade-appropriate irregularly spelled words.













e) Consult reference materials, including beginning dictionaries, as needed to check and correct spelling.

L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies

[58]

a) Use sentence level context as a clue to the meaning of a word or phrase.

b) Determine the meaning of a new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).

c) Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).

d) Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).

e) Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases

L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy)


Students will:

• Read, identify spelling patterns, and write words with short vowel sounds.

• Use a dictionary to locate and write words with short vowel sounds.

• Match consonants and short vowel sounds to their spellings to write words.

• Use analogies and context clues to reinforce comprehension of words with short vowel sounds.

• Proofread a story that contains errors in words with short vowel sounds.

• Demonstrate spelling mastery of words spelled with short vowel sounds.

• Read, identify spelling patterns and write words with the /o/ vowel sound in ball

• Read, identify spelling patterns, and write words with consonant blends.

• Read, identify spelling patterns with the consonant blend –nk and the consonant digraph –ng

• Read, identify spelling patterns, and write words with short vowel sounds spelled with more than one letter.

• Read, identify spelling patterns, and write words with long a: a consonant w, ai, ay.

• Read, identify spelling patterns, and write words with long e spelled ee and ea.

• Read, identify spelling patterns, and write words with long I spelled i-consonant e and y.

• Read, identify spelling patterns, and write words with long o spelled o, oa, and ow.

• Read, identify spelling patterns, and write words with long vowel sounds spelled vowel-consonant-e

• Read, identify spelling patterns, and write words with /k/ spelled c, k, and ck

• Read, identify spelling patterns, and write words words with l or r consonant blends.

• Read, identify spelling patterns, and write words with the dipthong /oi/ spelled oi or oy.

• Read, identify spelling patterns, and write words with inflectional endings –s and –es.

• Read, identify spelling patterns, and write words with inflectional endings –e and –ing.

• Read, identify spelling patterns, and write words with the long and short oo digraph.

• Read, identify the root and prefix in words.

• Use knowledge of prefixes to decode words.

• Use knowledge of prefixes to identify word meaning.

• Identify and use action verbs.

• Identify and use verbs for being.

• Identify and use past tense irregular verbs.

• Read and write the past tense of words that are irregular verbs.

• Recognize and use nouns.

• Recognize and use irregular plural nouns.

• Recognize and use collective nouns.

[59]

• Recognize and use reflective pronouns: myself, ourselves, yourself, himself, itself, themselves.

Essential Question Why is it important to use correct spelling?

What is the benefit of using resources to improve your spelling?

What are the benefits of having different word choices to improve writing and communication?


There is a relationship between letters and sounds.

Patterns in words can help you to spell unfamiliar words.

Pronouns can take the place of proper nouns.

Certain words can take the place of another word in sentences to improve the quality of the writing and enhance communication.

Skills Whole class lessons


Word work

Spelling

Modeling


Morning message

Differentiate by teaching children chunking skills


DRA

IRLA

Dibels

DSA

Johnston Primary

San Diego

Running records



Site word lists






[60]


Anchor Standard ASR1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writi10ng or speaking to support conclusions drawn from the text.


ASL5 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.


ASSL2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, as well as in words.





RI.2.1 Ask and answer such questions as who, what where, when, why, and how to demonstrate understanding of key details in a text

RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

a) Follow agreed-upon rules for discussion (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion)

b) Build on others’ talk in conversations by linking their comments to the remarks of others.

c) Ask for clarification and further explanation as needed about the topics and texts under discussion

SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

SL.2.4

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Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

L.2.5 Demonstrate understanding of word relationships and nuances in word meanings.

a) Identify real-life connections between words and their use (e.g. describe foods that are spicy or juicy)

b) Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny)

21st

Century Standards

Develop, implement, and communicate new ideas to others effectively.

Articulate thoughts and ideas effectively using oral, written, and nonverbal communication skills in a variety of forms and contexts.


Students will:

Self-select books that are readable on a student’s independent level.

Read appropriate level texts that are a good fit.

Explains how bookmarks not only mark one’s place in reading but also serves as a reminder to recall previous reading before you continue on with the text.

Think about and discuss who they are as a reader.

Speak audibly and coherently.

Set reading goal and monitor reading stamina.

Reflect, discuss, and revise reading goals.

Use comprehension strategies while reading by self-monitoring thoughts about the story.

Evaluate interest b using the front cover, back cover, and blurb.

Make distinctions about the type of book or the strategies one needs to read a book while selecting.

Confirm and/or revise predictions about a story based on cover, illustrations, text while reading.

Rereading books to build fluency and comprehension.

Noticing parts of the story that don’t make sense and rereading to clarify (self-monitoring)

Create and sustain positive relationships with a reading partner.

Conference with a reading partner to clarify confusing parts of a story.

Demonstrate listening skills while conferencing with a partner.

Keeping notes or using reminder systems (e.g., post-its, bookmarks) for later conferencing.

Recommend books to a partner so they can share in deeper discussion about the book at a later time.

Brainstorm discussion points for conferencing with a partner.

Use strategies for decoding unknown words (e.g., use charts, bookmarks)

Use such strategies as context and chunking to decode unknown words.




Readers have organizing strategies, routines, and responsibilities in reading workshop.

Reading is meaningful, purposeful, and functional and takes many forms.

[62]



Modeling

Guided practice

Small group work

Literature circles

Peer conferencing

Partner reading

Read Alouds

Audio books


Reading responses


Reading logs

Reading responses


Leveled Readers

Trade Books

Audio Books





[63]

Unit Reading: Foundations--2

Anchor Standard ASL4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials as appropriate.









f) f. Recognize and read grade-appropriate irregularly spelled words.








Students will:

• Use chunking strategies to break down unknown words.

• Self-monitor while reading.

• Distinguish long and short vowels while reading.

• Apply word study work while reading

• Use knowledge of parts of speech to decode an unknown word.

• Use knowledge of endings to decode unknown words.

• Apply rules for syllabications while breaking down unknown two-syllable words.

• Study “Outlaw” words (words with inconsistent but common spelling-sound correspondences)

• Use context clues to decode words.

• Identify new vocabulary in text.

• Organize new vocabulary words in a personalized system.

• Use sentence-level context as a clue to the meaning of a word or phrase.

• Use knowledge of the meaning of individual words to predict the meaning of compound words.

• Choose amongst different strategies to uncover the meaning of new words.

• Use new vocabulary in retellings.

Essential Question How can we apply strategies to grow as a reader?

[64]


Learning to recognize and decode printed words develops the skills that are the foundation for independent reading.

Words are powerful. Interacting with words actively engages students in investigating and celebrating language.



Word work

Spelling

Modeling


Morning message

Differentiate by teaching children chunking skills


DRA

IRLA

Dibels

DSA

Johnston Primary

San Diego

Running records








[65]

Unit Reading: Informational Text—2







1




RI.2.1 Ask and answer such questions as who, what where, when, why, and how to demonstrate understanding of key details in a text.

RI.2.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within a text.

RI.2.4 Determine the meaning of words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

RI.2.8 Describe how reasons support specific points the author makes in a text.

RI.2.9 Compare and contrast the most important points presented by two texts on the same topic.

RI.2.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts in the grades 2-3 text complexity band proficiently, with scaffoldimg as needed at the high end of the range.



[66]

b) Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).



e) e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.


Students will:

Preview a book before reading to gain information about its content.

Self-monitor while reading in order to build schema on the topic.

Identify the main idea of a paragraph or paragraphs.

State the facts learned in a book.

Ask and answer questions such as who, what, where, why, and how to demonstrate understanding.

Examine text features while reading.

Use text features to better understand the text.

Use text features to locate information in the text.

Determine the meaning of words within a text.

Compare and contrast information learned in different books on the same topic.

Identify the point of view of the author and provide examples.

Essential Question How does comprehension of informational text contribute to lifelong learning?

What are text features and how can we find them?


Good readers use text features in an informational text to locate key information and make meaning from their reading.

Comprehension of informational text is the vehicle for constructing knowledge, acquiring skills, and developing habits of mind.


Modeling

Guided practice

Small group work

Peer conferencing

Partner reading

Read Alouds

Reading Response



Running records

Reading responses


Leveled non-fiction readers

Textbooks

Trade books

Age appropriate periodicals

Online encyclopedias and web sites





[67]

Unit Reading/Writing: Poetry--2

Anchor Standard ASRL4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone

ASSL5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

ASL5 Demonstrate understanding of word relationships and nuances in word meanings.


RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

R.F.2.4 Read with sufficient accuracy and fluency to support comprehension.

a) Read grade-level text with purpose and understanding.

b) Read grade-level text orally with accuracy, appropriate rate, and expression.


SL.2.5. Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.




Technology Standards 8.1.2.A.5 Demonstrate the ability to navigate in virtual environments that are developmentally appropriate.


Students will:

Understand poetic elements.

Listen to and recognize the rhyme and rhythm or lack thereof within poems

Create a list of poems’ characteristics.

Analyze and discuss text features.

Identify the of a poem and cite evidence by stanza that hints at meaning.

Create anthologies from favorite poems read in class.

Read poetry with fluency and expression.

Essential Question What is a poem?

Why do poems look different from other kinds of writing?

How do you read a poem?


Poets share feelings, experiences, or thoughts through well-chosen words and poetic elements.

Poetry can achieve a great deal in terms of feeling, emotion, and description id a concise way.

[68]


Modeling

Guided practice

Small group work

Peer conferencing

Partner reading

Read alouds

Shared mentor texts

Reading Response



Student created poetry collections

Writing samples

Reading responses


Anthologies

Picture books

Mentor texts

Song lyrics and recordings





[69]


Anchor Standard ASR2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.







RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

RL.2.5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

RL.2.6. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

RL.2.9. Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.





Students will:

Identify the emotions of a character

Acknowledge differences in the points of view of characters

Read with expression

Examine character's motives

Recount folktales and fables

Identify the moral of a story including folktales and fables

Identify character archetypes

[70]

Distinguish shades of meaning in closely related adjectives and adverbs

Compare and contrast two versions of the same story





Modeling

Guided practice

Small group work

Literature circles

Peer conferencing

Partner reading

Read Alouds

Audio books


Reading responses

Exploration of the following;

Role playing

Point of view

Character types/archetypes

Character traits

Moral

Shades of meaning

Compare and contrast

Adverbs

Adjectives



Running records

Reading responses


Various fables, folktales, and fairytales

Literary Anthologies

Mentor Texts




[71]

Unit Reading: Fiction --2






RL.2.1 Ask and answer such questions as who, what, where, when, and why, and how to demonstrate understanding of key details in a text.

RL.2.3 Describe how characters in a story respond to major events and challenges

RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understand of its characters, setting or plot.

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the ranges


Students will:

Predict story events before reading by using blurbs, illustrations, cover, and title.

Identify the problem and solution in a story.

Identify the most important part of a story.

Identify major events and challenges in a story.

Engage in meaningful book-talk with peers.

Retell chapters and whole books.

Compare and contrast different stories and series.

Track changes in a story.

Describe character traits.

Provide evidence from the story to support opinions.

Identify characters’ wants and needs.

Discuss characters’ changes and actions throughout a book and series.

Brainstorm reasons for characters’ actions.

Discuss how a character reacts to challenges.


How could a study of characters help us better understand a story?




Modeling

[72]

Guided practice

Small group work

Literature circles

Peer conferencing

Partner reading

Read Alouds

Audio books


Reading responses



Running records

Reading responses


Leveled readers

Trade books

Audio books





[73]

Unit Writing: Opinion—2 Persuasive Review, Letters, and Response to a Prompt

Anchor Standard ASW1 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.


ASW5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

ASW10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.


ASL2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing



W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g. because, and, also) to connect opinion and reasons and provide a concluding statement or section.

W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

W.2.8 Recall information from experiences or gather information from provided sources to answer a question.













e) Consult reference materials, including beginning dictionaries, as needed to check and correct

[74]

spelling.

L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

a) Compare formal and informal uses of English






Students will:

Plan a story before drafting (W.2.8)

Communicate likes and dislikes (W.2.1)

State an opinion (W.2.1)

Review different people, places and things (W.2.8)

Convince an audience (w.2.8)

Use phonetic spelling (L.2.2)

Reread a written piece and add missing details (W.2.5, L.2.3)

Describe by adding details such as senses, actions and character traits (W.2.1, W..5, L.2.6)

Use mentor texts (W.2.8)

Use post-its or notes to plan or enhance a story (W.2.5, W.2.8)

Provide specific examples and make comparisons (W.2.1, W.2.5, W.2.9, L.2.5, L.2.6)

Revise introductions and endings (W.2.5)

Choose pieces to revise and publish (

Take out parts of a story that don't support an argument (W.2.1, L.2.3)

Decide which strategies to use to make an argument more persuasive (W.2.1, L.2.3)

Edit a writing piece for capitalization, organization, publication and spelling (L.2.1, L.2.3)

Publish a selected piece

Essential Question Why do we express our opinions in writing?


The more evidence we have for an opinion makes it more persuasive


Brainstorming

Modeling

Guided practice

Small group work

Shared writing

Independent writing

Mentor texts

Author’s Chair

Peer conferencing



Writing conferences



[75]

Unit Writing: Personal Narrative—2

Personal Narrative/Small Moment



ASW10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences




ASL5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.



W.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order and provide a sense of closure.










L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling

[76]

when writing.













Students will:

Brainstorm ideas (W.2.8)

Think of stories that are tied to a strong emotion (e.g., embarrassed, angry, excited, hopeful, sad) (W.2.3, W.2.8, L.2.5, L.2.6)

Use a planning tool (e.g., post-its, lists, graphic organizers) (W.2.8)

Build stamina (ASW10)

Identify the most important part of the story and add details so it’s clear to the reader (that this is the most important part) (W.2.3, L.2.3, L.2.5, L.2.6)

Revise by showing, not telling where there was strong feelings (don’t say you were sad, show what sad looks like facial expressions, actions) (W.2.3, L.2.3, L.2.5, L.2.6)

Peer conferencing to check for details such as emotions conveyed in the story (W.2.5)

Build suspense by building up the character’s emotions across pages. (W.2.3, L.2.3, L.2.5, L.2.6)

Peer conferencing in order to help add missing details to a story (W.3.5)

Start with the problem and make it worse before it is solved. (W.3.5, W.2.8)

Reflect on what you were proud of in past pieces and try that in a new story. (W.2.3, W.2.8)

Revise endings by explaining a lesson learned or moral (W.2.3, W.2.5, L.2.6)

Reread to make sure the story is written in a logical sequence. (W.2.3, W.2.5)

Write stories with a beginning, middle and end (W.2.3)

Choose pieces to revise and publish

Edit a writing piece for capitalization, organization, publication and spelling (W.2.3)

Use illustrations to enhance a story (e.g., close ups)

Publish a selected piece

Essential Question Why might someone want to tell a story about themselves?


Even the smallest moment in time can be captured to tell a story.

Writers deliberately choose text structures to craft their personal narrative.

[77]

Writers use a variety of strategies to elaborate and enhance their work.


Brainstorming

Modeling

Guided practice

Small group work

Shared writing

Independent writing

Mentor texts

Author’s Chair

Peer conferencing



Writing conferences



[78]

Unit Writing: Informational/Explanatory--2 How To & All About


ASW7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

ASW8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism

ASL1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking


ASL3 Apply knowledge of language to understand how language function indifferent contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

ASL6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression


W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations)












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Students will:

Understand and recognize what informational text is (how-to writing, reports, research) and its unique features

Use mentor texts.

Determine a focus or idea for writing (e.g., what could you teach other people)

Identify non-fiction text features

Use a planning tool (e.g., post-its, graphic organizers, note cards, etc.

Write in a logical and sequential order (e.g., steps in order)

Develop a table of contents to organize writing.

Write in list form (e.g., use transitional words, bullets, and or numbered)

Use illustrations/diagrams to promote clarity.

Use periods, parenthesis, and colons correctly.

Revise to add missing steps or remove unnecessary steps.

Provide evidence of facts about topic.

Produce a section that introduces the topic.

Organize applicable facts to the appropriate text features.

Use key vocabulary about the topic.

Have a concluding section.

Use the dictionary to check for correct spelling.

Meet with peers/teacher to collaborate and enhance writing.

Edit for capitalization, organization, punctuation, and spelling.

Publish an “All About” story with a “How-To” section.

Essential Question How do authors share and teach information about their writings?


Research is an important part of the creation of informational texts.

Writers deliberately choose text s structures to organize writing to best share and teach information.

Writers use a variety of strategies to elaborate and enhance their work.


Brainstorming

Modeling

Guided practice

Small group work

Shared writing

[80]

Independent writing


Author’s Chair

Peer conferencing



Writing conferences



Mentor texts

[81]

Unit Writing Realistic Fiction--2



ASL1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking


ASL3 Apply knowledge of language to understand how language function indifferent contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

ASL6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression


W.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order and provide a sense of closure.















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Students will:

Discuss the genre (realistic fiction) and define what it is.

Brainstorm ideas.

Use a planning tool (e.g., post-its, lists, graphic organizers)

Reread and revise as you go-not just at the end.

Build stamina during writing.

Develop a central problem and the resolution in a believable way.

Create a setting

Create a strong beginning, middle, and end.

Create a mental movie in your reader’s mind by pretending you are the character and writing each step.

Incorporate time transitions in a story.

Incorporate dialogue.

Include temporal words in writing.

Incorporate newly acquired vocabulary.

Conference with a partner in order to check for confusion, the characters’ emotions, and to revise by adding and deleting details.

Revise by showing, not telling where there are strong feelings.

Use mentor texts to revise a story’s characters, problems, etc.

Start with the problem and make it worse before it is solved.

Revise a part by adding on or removing details.

Revise the most important part

Revise beginnings (look at mentor texts)

Capitalization of proper nouns.

Edit for capitalization, organization, punctuation, and spelling.

Use a third person voice.

Use “story language” (One day, suddenly, etc.)

Essential Question In what ways are characters and setting in realistic fiction based on real life

What sorts of problems do characters in realistic fiction face?

How do the characters solve those problems?


Ideas for our writing can come from our own lives.


Brainstorming

Modeling

Guided practice

[83]

Small group work

Shared writing

Independent writing


Author’s Chair

Peer conferencing



Writing conferences


Units of Study in Opinion, Information, and Narrative Writing: Grade 2 Lucy CalkinsCalkins

Mentor texts

[84]

Unit Vocabulary--2

Anchor Standard ASR4 Interpret words and phrases as they are used in a text, including determining technical connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.


ASL4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word arts, and consulting general and specialized reference materials, as appropriate.




RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

L.2.3 Use knowledge of language and its conventions when writing, speaking, reading or listening.









a) Identify real-life connections between words and their use (e.g., describe foods that are spicey or juicy)

b) Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).

L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).


Students will:

Use sentence-level context as a clue to the meaning of a word or phrase.

Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).

Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).

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Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).

Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

Describe personal events with descriptive words.

Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).

Use acquired vocabulary in speaking and writing.

Identify formal and informal use of language.

Essential Question How does your knowledge of words help you read and communicate?


There are a variety of strategies to help figure the meaning of unknown words.

Words can be used to vividly describe the world around us.

There are different ways to communicate your ideas depending on your audience.



Guided reading/small group work

Writer’s Workshop

Shared writing

Modeling

Morning message

Word study


Classroom discussions

Oral presentations

Reading responses

Dictionary work



Oral presentations

DRA

IRLA





Words their Way


[86]

GRADE 3

Unit Word Study--3



ASL4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.





RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.

a) Identify and know the meaning of the most common prefixes and derivational suffixes.

b) Decode words with common Latin suffixes.

c) Decode multisyllable words.

d) Read grade-appropriate irregularly spelled words.

RF.3.4 Read with sufficient accuracy and fluency to support comprehension.


b) Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.



a) Capitalize appropriate words in titles.

b) Use commas in addresses.

c) Use commas and quotation marks in dialogue.

d) Form and use possessives.

e) Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).

f) Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

g) Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.


a) Choose words and phrases for effect.

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b) Recognize and observe differences between the conventions of spoken and written standard English.

L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).



Identify and know the meaning of the most common prefixes and derivational suffixes. (RF.3.3.a)

Decode words with common Latin suffixes. (RF.3.3.b)

Decode multi-syllable words. (RF.3.3.c)

Read grade-appropriate irregularly spelled words. (RF.3.3.d)

Determine the meaning of a new word formed when a known affix is added to a known word. (L.3.4.b)

Use a known root word as a clue to help understand an unknown word with the same root. (L.3.4.c)

Use print and digital resources to determine or clarify the meaning of key words and phrases. (L.3.4.d)

Identify real-life connections between words and their use. (L.3.4.b)

Distinguish shades of meaning among related words and describe states of mind or degrees of certainty. (L.3.4.c)

Use words that signal spatial and temporal relationships (eg. After dinner that night we went looking for them) (L.3.6.)

Use analogies, context clues, and make inferences to reinforce comprehension of words.

Essential Question Why is it important to use correct spelling?

How can usage of spelling rules and patterns improve written communication?

What are the benefits of using resources to improve your spelling?


In the English spelling system there is a relationship between letters (graphemes) and sounds (phonemes)

Patterns in words can help you to spell unfamiliar words.

Assessments Weekly Pre-test

Assessment for Learning: Written Test

Dictate spelling words using pre-test sentences.

Weekly Post-test

Assessment of Learning: Written Test

Dictate spelling words using post-test sentences.

Grade Three Core Words

Assessment for Learning: Written Test

Pre-test Third Grade Core Words


Sight word lists





[88]

Unit Language: Grammar & Mechanics--3




ASL4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

ASL5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

ASL6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.



a) Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

b) Form and use regular and irregular plural nouns.

c) Use abstract nouns (e.g., childhood).

d) Form and use regular and irregular verbs.

e) Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.

f) Ensure subject-verb and pronoun-antecedent agreement.*

g) Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.

h) Use coordinating and subordinating conjunctions.

i) Produce simple, compound, and complex sentences.








g) Consult reference materials, including beginning dictionaries, as needed to check and correct

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spellings.


c) Choose words and phrases for effect.

d) Recognize and observe differences between the conventions of spoken and written standard English.

L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.


b) Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).

c) Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).

d) Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

L.3.5 Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

a) Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).

b) Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).

c) Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).




Explain the function of nouns, pronouns, verbs, adjectives and adverbs. (L.3.3.1.a)

Identify the function of nouns, pronouns, verbs, adjectives and adverbs in sentences. (L.3.3.1.a)

Form and use regular and irregular plural nouns. (L.3.3.1.b)

Use abstract nouns. (e.g. childhood) (L.3.3.1.c)

Form and use regular and irregular verbs. (L.3.3.1.d)

Form and use verb tense (e.g. I walked, I walk, I will walk). (L.3.3.1.e)

Use subject-verb agreement. (L.3.3.1.f)

Use pronoun-antecedent agreement. (L.3.3.1.f)

Form and use comparative and superlative adjectives and adverbs. (L.3.3.1.g)

Use coordinating and subordinating conjunctions. (L.3.3.1.h)

Produce simple, compound and complex sentences. (L.3.3.1.i)

Capitalize appropriate words in titles. (3.3.2.a)

Use commas in addresses. (3.3.2.b)

Use commas and quotation marks in dialogue. (3.3.2.c)

Form and use possessives. (3.3.2.d)

Essential Question Why is it important to use correct grammar when writing and speaking?

Why is it important to use correct capitalization, punctuation, and spelling when writing?

[90]


Proper grammar and mechanics promotes fluency of written and oral communication.

Conventions are rules that have been established to standardize written and oral communication.


Quizzes

Daily oral language activities

Student writing pieces

Skill sheets


Tests

Projects

Presentations


Grammar Texts

Daily Oral Language exercises

[91]

Unit Building a Reading Community—3







RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

a) Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

b) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

c) Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

d) Explain their own ideas and understanding in light of the discussion.

SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

SL3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.



• Participate in collaborative, effective discussions (one on one, in group, and teacher-lead) (SL.3.1.)

• Express own ideas clearly and build on others’ ideas (SL.3.1.)

• Paraphrase information presented orally and/or visually through media and text (SL.3.2.)

• Extract important details from a text to develop a summary (SL.3.2.)

• Use specific details to explain a speaker’s point of view (SL.3.3)

• Orally report on a topic in an organized manner (SL.3.4)

• Use descriptive details to support a main idea (SL 3.4)

Speak clearly at an understandable pace (SL.3.4)

[92]

Identify and model effective listening behaviors (e.g., making eye contact, nodding, thinking of questions to ask, responding) (RL.3.1, RI.3.1)

Identify, choose and read a variety of printed material for a variety of purposes (“just right” book: instructional, independent, frustration).

Establish reading goals (personal and community).

Identify and demonstrate effective reading behaviors/habits (e.g., reading environment: choosing a location, lighting; posture, volume, to maintaining focus, prior knowledge, to identify reading materials). (SL 3.1. a-d, SL 3.2, SL 3.6)

Develop a respect for individual differences in ability, preference, and style among readers. (SL 3.1.b)

Identify and demonstrate techniques and procedures for responding to text in a reading community (oral or non-verbal communication in whole group, small group settings). (SL.3.1 a-d, SL 3.3)








Graphic organizers

Conferences

Rubrics

Vocabulary Notebook

Running Record/miscue analysis

Illustrations of concepts/understanding

Oral and written response/summary

Exit tickets


DRA/Running Record/WADE/Diebels

Comprehension Tests

Constructive responses


Articles: Magazine, newspaper, websites

Content Area Textbooks

Teacher chosen resources

Trade books

Biographies



Units of Study in Opinion, Information, and Narrative Writing: Grade 3 Lucy CalkinsWebsites


[93]

Unit Reading: Traditional Literature (Fables, Folktales, Myths)--3






ASR7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words







RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

RL.3.3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events

Craft and Structure

RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters.

Integration of Knowledge and Ideas

RL.3.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story

[94]

(e.g., create mood, emphasize aspects of a character or setting)

RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.







a) Distinguish the literal and non-literal meanings of words and phrases in context (e.g., take steps).

b) Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).

c) Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).










Ask and answer questions to demonstrate understanding using evidence from the text. (RL.3.1)

Retell stories including fable, folktales and myths from diverse cultures. (RL.3.2)

Determine the theme, lesson or moral and demonstrate with text evidence.(RL.3.2)

Identify characters and their traits, feelings and motivations. (RL.3.3)

Indentify how the characters actions contribute to the sequence of events. (RL.3.3)

Use the meaning of words and phrases in the text and distinguish between literal from nonliteral language. (RL.3.4, L.3.4.a, L.3.5.a-c)

Distinguish their own point of view from that of the narrator or those of the characters. (RL.3.6)

Identify how specific text’s illustrations contribute to what is conveyed by the words in a story.

[95]

(RL.3.7)

Read and comprehend literature. (RL.3.10)

Participate actively and appropriately in discussions about Folktales, fables and myths. (SL.1.a – d, SL.3.2, SL.3.3)

Essential Question What are the origins of fables and folktales and how are they unique?

What can fables, folktales and myths teach us and how can it be applied to real life?


Folktales, Fables, and Myths from different cultures have common themes which reflect the shared needs and desires of people around the world.

Folktales reflect the oral traditions and cultures of the countries represented.

Myths are ways of explaining the unexplainable; that some are based on fantastic beings, but some are based on known people and events.

Fairytales contain magic, fantasy and royalty.


Graphic organizers (compare/contrast, venn diagram, story elements)

Book discussions

Readers Theatre

Group presentation




Comprehension tests



Examples of trade books:

Red Riding Hood,

Snow White and Seven Dwarfs,

Sleeping Beauty,

Bringing the Rain to Kapiti Plain,

Three Little Pigs,

The Little Red Hen,

The Ugly Duckling,

Hansel and Gretel,

Stone Soup…

Authors:

Grimm,

Anansi,

Aesop





[96]

Unit Reading: Comprehension—3












RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.


d) Read grade-level text with purpose and understanding.

e) Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.

f) Use context to confirm or self-correct word recognition and understanding, rereading as necessary.


a) Use sentence-level context as a clue to the meaning of a word or phrase. b) Determine the meaning of the new word formed when a known affix is added to a known word

(e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). c) Use a known root word as a clue to the meaning of an unknown word with the same root (e.g.,

[97]

company, companion). d) Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise

meaning of key words and phrases.


a) Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). b) Identify real-life connections between words and their use (e.g., describe people who are friendly

or helpful). c) Distinguish shades of meaning among related words that describe states of mind or degrees of

certainty (e.g., knew, believed, suspected, heard, wondered).

RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters.

RL.3.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series)




b) Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.











Ask and answer questions to demonstrate understanding using evidence from the text. (RL.3.1)

Relate prior knowledge and personal experiences to comprehend literature. (RL.3.1)

Use vocabulary development and an understanding of text elements and structures to comprehend fictional texts. (RL.3.4, L.3.4.a-d, L.3.5.a-c)

Read with fluency and accuracy to comprehend text. (RF.3.4.a and c)

Identify and relate to characters and their traits, feelings and motivations. (RL.3.3)

Indentify how the characters actions contribute to the sequence of events. (RL.3.3)

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Refer to parts of stories and describe how each successive part builds on earlier sections. (RL.3.5)

Distinguish their own point of view from that of the narrator or those of the characters. (RL.3.6)

Compare and contrast the themes, settings and plots of stories written by the same author about the same or similar characters. (RL.3.9)

Read and comprehend literature. (RL.3.10)

Fluently read prose and poetry with accuracy. (RF.3.4.b)

Participate actively and appropriately in discussions about fictional literature. (SL.1.a – d, SL.3.2, SL.3.3)

Essential Question How do readers apply reading strategies to improve comprehension?

How do readers apply word structure and vocabulary skills to comprehend literature selections?

How does reading accurately and fluently impact comprehension?


The use of a variety of comprehension strategies enhances the reader’s understanding of text.

Reading with sufficient accuracy and fluency supports comprehension.

Fictional literature has identifiable and common story elements (characters, setting, plot, problem/solution) to effectively tell a complete story.


Graphic organizers (compare/contrast, Venn diagram, story elements)

Book discussions

Readers Theatre

Group presentation


Individual reading conferences

Reading Response Notebook

Anecdotal notes



Comprehension tests

DRA


Guiding Readers and Writers, Grades 3-5, Teaching Comprehension, Genre and Content Literacy by I. Fountas and G. Pinnell

Strategies That Work by S. Harvey and A. Goudvis




Drama/Play

Poetry

Leveled Readers

Mentor texts


[99]

Unit Reading: Realistic Fiction--3









W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

a) Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

b) Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

c) Use temporal words and phrases to signal event order.

d) Provide a sense of closure.

W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

L3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

j) Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

k) Form and use regular and irregular plural nouns.

[100]

l) Use abstract nouns (e.g., childhood).

m) Form and use regular and irregular verbs.

n) Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.

o) Ensure subject-verb and pronoun-antecedent agreement.*

p) Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.

q) Use coordinating and subordinating conjunctions.

r) Produce simple, compound, and complex sentences.


h) Capitalize appropriate words in titles.

i) Use commas in addresses.

j) Use commas and quotation marks in dialogue.

k) Form and use possessives.

l) Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).

m) Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

n) Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.


SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.




Establish a situation and introduce a narrator and/or characters (W.3.3.a)

Organize events into a sequence (W.3.3.a)

Use transition words to show sequence of events (W.3.3.c)

Use dialogue and descriptions of actions, thoughts and feelings to develop experiences (W.3.3.b)

Show the response of characters to situations (W.3.3.b)

Provide a concluding statement or section (W.3.3.d)

Plan, revise and edit writing with guidance and support of peers and adults (W.3.4, W.3.5, W.3.10, L.3.1.i, L.3.2.a, b,e,g)

Share orally a personal narrative piece (SL.3.3, SL.3.4, SL. 3.6)

Essential Question How do fictional writers engage their audience in a real or imagined event?

How do writers use their own experiences to generate ideas for fiction?

How do writers develop a believable realistic fictions story using the writing process?


Writers can generate fiction ideas from their own lives or reading mentor texts.

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Realistic fiction writing includes story elements such as characters, setting, problem and solution.

Writers use specific strategies to plan, write and revise realistic stories.


Graphic oranizers

Drafts

Conferences

Self Editing

Peer Editing

Adult Editing

Rubrics


Realistic fiction

Sharing realistic fiction piece


Mentor Texts (Owl Moon, The Snowy Day, Alexander and the Horrible No Good Day, Ruby the Copy Cat, Enemy Pie)

www.storylineonline.net




6 + 1 Write Traits

http://www.storylineonline.net/


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Unit Writing: Informative/Explanatory--3

Anchor Standard ASW2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

ASW4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

ASW5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.




ASL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.


ASR1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

ASR2. Determine themes of a text and analyze their development; summarize the key supporting details and ideas.






W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

a) Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

b) Develop the topic with facts, definitions, and details.

c) Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

d) Provide a concluding statement or section.

W.3.4

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With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)


W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

W.3.7 Conduct short research projects that build knowledge about a topic.

W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.



RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.



RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.

RI.3.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.









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Introduce a topic and support with facts, definitions and details (W.3.2.a, W.3.2.b, RL.3.1, RL.3.2, RL.3.3, R.3.10, RI.3.1, RI.3.2, RI.3.10)

Use linking words and phrases (eg. also, another, and, more, but) to connect ideas within categories of information (W.3.2.c L.3.1.i,)


Plan, revise and edit writing with guidance and support of peers and adults (W.3.4, W.3.5, W.3.10, L.3.2 a, e, f, g, L.3.3.a)

Publish in a variety of formats (posters, oral presentation, power point, kid pix, word processor etc..) (W.3.6, W.3.7, W.3.8,)

Share orally an informative/explanatory piece (SL.3.3, SL.3.4, SL.3.6)

Essential Question How do you communicate information clearly and accurately to others?

What are the elements of descriptive writing?

Why is it important to summarize information?


Descriptive writing uses details to help the reader clearly imagine a certain person, place, thing or idea.

A summary states the main idea of a text by focusing on important details.

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A summary is written using the writer’s own words without including opinion.


Graphic organizers

Drafts

Revisions

Conferences

Self Editing

Peer Editing

Adult Editing


Descriptive paragraph

Text Summary


Mentor Texts

Write Source





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Unit Writing: Personal Narrative--3









W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

a) Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

b) Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

c) Use temporal words and phrases to signal event order. d) Provide a sense of closure.








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Establish a situation and introduce a narrator and/or characters (W.3.3.a)

Organize events into a sequence (W.3.3.a)

Use transition words to show sequence of events (W.3.3.c)

Use dialogue and descriptions of actions, thoughts and feelings to develop experiences (W.3.3.b)

Show the response of characters to situations (W.3.3.b)



Share orally a personal narrative piece (SL.3.3, SL.3.4, SL. 3.6)

Essential Question How do writers construct personal narratives based on real ideas, events or observations?

How do writers construct an effective personal narrative using the writing process?


A personal narrative is generated from the writer’s own life experiences.

A personal narrative is focused, detailed and chronological and engages the reader.

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Graphic organizers

Drafts

Revisions

Conferences

Self editing

Peer editing

Adult editing

Rubrics


Personal narrative

Sharing of Personal narrative


Mentor texts

6 + 1 Traits

www.thewritesource.com




http://www.thewritesource.com/


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Unit Writing: Opinion-3







ASSL4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.






W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.

a) Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

b) Provide reasons that support the opinion.

c) Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.



W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning,

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revising, and editing.








Introduce a topic stating your opinion (W.3.1.a,b,c,d, W.3.10 )

List reasons for an opinion in an organizational structure (W.3.1.a)

Provide reasons that support opinion (W.3.1.b,c, W.3.4, RL.3.1, RI.3.1)

Use linking words and phrases (eg. because, therefore, since, for example) to connect opinion and reasons (W.3.1.c, L.3.3.a)



Publish in a variety of formats (W.3.6)

Share orally a written opinion piece (SL.3.4, SL.3.6)

Essential Question How do you write to convey an opinion?

How do you organize information to persuade a reader to accept an opinion?


An opinion is what you think or believe about something.

An opinion can be stated in a variety of formats.

To communicate and persuade others of an opinion you must support with reasons.


Graphic organizers

Drafts

Conferences

Self editing

Peer editing

Adult editing

Peer discussions

Rubrics

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Final written piece (literature response and letter)

Sharing of opinion piece


Variety of fiction/non-fiction texts




Write Source


[112]

Unit Writing: Informative/Explanatory--3





ASW7. Conduct short research projects that build knowledge through investigation of different aspects of a topic.


ASW9. Draw evidence from literary or informational texts to support analysis, reflection, and research.





ASL6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.



ASR7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.



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c) Use a known root word as a clue to the meaning of an unknown word with the same root (e.g.,

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company, companion).



RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

RL.3.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting)

RL.3.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series)











W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

a) Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

b) Develop the topic with facts, definitions, and details.

c) Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.


W.3.4

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With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)


W.3.7 Conduct short research projects that build knowledge about a topic.

W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.



SL.3.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.




Introduce a topic and support with facts, definitions and details (W.3.2.a, W.3.2.b, RI.3.4)

Use illustrations when useful to aid comprehension of topic (W.3.2.a, RI.3.7)

Use linking words and phrases (eg. also, another, and, more, but) to connect ideas within categories of information (W.3.2.c L.3.1.i,)


Plan, revise and edit writing with guidance and support of peers and adults (W.3.4, W.3.5, W.3.10, L.3.2 a, e, f, g, L.3.3.a)

Conduct a research project that builds knowledge about a topic (W.3.7, L.3.4.d, RI.3.1, RI.3.10)

Recall information from experiences to support your topic (W.3.8)

Take notes on sources (W.3.8)

Compare and contrast details on the same topic found in a variety of texts. (RI.3.9)

Organize information gathered into categories (W.3.8, RI.3.5)

Record information from print and digital sources to support your topic (W.3.8, RI.3.5)

Publish in a variety of formats (posters, oral presentation, power point, kid pix, word processor etc.) (W.3.6, W.3.7, W.3.8,)

Share orally on research-based report (SL.3.3, SL.3.4, SL.3.6)

Essential Question Why do writers conduct research?

How do writers use a research process to find and share information?

Enduring Research writing is based on information gathered from sources other than the writer’s own imagination or

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Understandings everyday experiences.

Researchers use a variety of sources and strategies to gather and record information.

Researchers organize notes to allow them to categorize information.

Researchers present their reports to an appropriate audience.


Notes or notecards

Graphic oranizers

Drafts

Conferences

Self Editing

Peer Editing

Adult Editing

Rubrics


Researched-based report

Oral presentation


Variety of informational texts

Age-appropriate periodicals

Library databases

Websites




Write Source


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GRADE 4





RF.4.3 Know and apply grade-level phonics and word analysis skills in decoding words.

Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.


• Read on-level text with purpose and understanding.

• Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

• Use context to confirm or self-correct word recognition and understanding, rereading as necessary



Demonstrate increasing awareness and competence in phonics and word recognition

Demonstrate increasing awareness and competence in fluency

Essential Question How do phonics, word recognition and fluency support comprehension?


Phonics, word recognition and fluency are components necessary for everyday reading.


Spelling/Vocabulary Assessments

Everyday writing

Fluency performance assessments (examples: DRA, Running Record, etc.)


Spelling/Vocabulary Assessments

End of Year Fluency performance assessments (examples: DRA, Running Record, etc.)


DRA

Running Record (Marie Clay)

Word Study Resources (Harcourt Trophies, Word, Journeys, Scott Foresman Treasures, Grade Level High Frequency Words)

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ASL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.


ASL3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

ASL4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

ASL6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.


SL.4.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

Follow agreed-upon rules for discussions and carry out assigned roles.

Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally

SL.4.3. Identify the reasons and evidence a speaker provides to support particular points.

SL.4.4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

SL.4.5. Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

SL.4.6. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.



• Participate in collaborative, effective discussions (one on one, in group, and teacher-lead) (SL.4.1.)

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• Express own ideas clearly and build on others’ ideas (SL.4.1.)

• Paraphrase information presented orally and/or visually through media and text (SL.4.2.)

• Extract important details from a text to develop a summary (SL.4.2.)

• Use specific details to explain a speaker’s point of view (SL.4.3)

• Orally report on a topic in an organized manner (SL.4.4)

• Use descriptive details to support a main idea (SL 4.4)

• Speak clearly at an understandable pace (SL.4.4)

• Determine appropriate language for the task or situation (SL.4.6)

Identify and model effective listening behaviors (e.g., making eye contact, nodding, thinking of questions to ask, responding) ( RL.4.1, RI.4.1)

Identify, choose and read a variety of printed material for a variety of purposes (“just right” book: instructional, independent, frustration).

Establish reading goals (personal and community).

Identify and demonstrate effective reading behaviors/habits (e.g., reading environment: choosing a location, lighting; posture, volume, to maintaining focus, prior knowledge, to identify reading materials). (SL 4.1. a-d, SL 4.2, SL 4.6)

Develop a respect for individual differences in ability, preference, and style among readers. SL 4.1.b

• Identify and demonstrate techniques and procedures for responding to text in a reading community.( SL.3.1 a-d, SL 4.3)

Essential Question What strategies and tools do people use to understand and share information orally?

What tools can people use to enhance the understanding of presentations?

How do readers make informed decisions about their reading?






Being productive members of conversations requires students to contribute accurate, relevant information in various domains.


Graphic organizers

Conferences

Rubrics

Vocabulary Notebook

Running Record/miscue analysis

Illustrations of concepts/understanding


Exit tickets


DRA/Running Record/WADE/Diebels

Comprehension Tests



Articles: Magazine, newspaper, websites

Content Area Textbooks

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Trade books

Biographies





[121]

Unit Reading: Comprehension









ASR10. Read and comprehend complex literary independently and proficiently.


RL.4.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

RL.4.2. Determine a theme of a story, drama, or poem from details in the text; summarize the text.

RL.4.3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

RL.4.4. Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).

RL.4.5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

RL.4.6. Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

RL.4.7. Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

RL.4.9. Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

RL.4.10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.


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Read grade-level text with purpose and understanding.



Answer literal questions supported with evidence from the text (RL.4.1.)

Answer inferential questions supported with evidence for the text (RL.4.1.)

Determine the theme of a text (RL.4.2.)

Extract important details from a text to develop a summary (RL.4.2.)

Use specific details to describe in depth a character, setting, or event (RL.4.3)

Use context clues to determine meaning of words and phrases (RL.4.4)

Explain major differences between poems, drama and prose (RL.4.5)

Compare and contrast the point of view from which different stories are narrated (first and third person?) (RL4.6)

Discuss similarities and differences between a text and a multimedia version of the text (RL4.7)

Compare and contrast similar themes presented from multi-cultural stories (RL 4.9)

Read and comprehension literature across a 4-5 text complexity band (RL 4.10)

Essential Question How do you successfully read literature?

How do you successfully comprehend literature?

What are the elements of literature?

Why read?


Readers read for different purposes.

Literature has a unique set of identifiable characters

Literature can be classified into genres.


Comprehension quizzes

Journal Entries (Reading Response)

Small group/Class discussion

Role Plays/Reader’s Theater

Projects/Presentations

Conferences


Comprehension Tests

Projects

Book Report/Review (linked to Writing Unit)

Essay/Written Response


Short Stories

Novels

Poetry

Dramas/Plays

Anthology





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Unit Reading: Historical Fiction--4

Anchor Standard ASRL1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

ASRL2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

ASRL3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

ASRL4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

ASRL10. Read and comprehend complex literary independently and proficiently.


RI.4.3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

RI.4.4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

RI.4.5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

RL.4.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

RL.4.3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

RL.4.4. Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).




After reading a historical fiction text SWBAT:

Identify “historical elements” based on specific information from the text (RI.4.3, RL.4.3)

Identify and explain the meaning of time period vocabulary (RI.4.3, RI.4.4, RL.4.1, RL.4.3, RL.4.4)

Describe the cause and effect of historical events from the text (RI.4.3, RI.4.5, RL.4.1, RL.4.3)

Describe the historic setting or event using specific details from the text (written or illustrated) (RI.4.3, RI.4.5, RL.4.1)

Essential Question Why write/read historical fiction?


Authors write Historical Fiction to show what it was like to live in a certain time period.

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Readers can use Historical Fiction to learn about new settings.

People are influenced by and react to their setting so you need to consider the setting carefully.

Readers of Historical Fiction can use what they know about a setting to understand character actions, feelings, motivations, and traits.


Journal entries

Timeline

Role play

Quiz

Graphic organizers


Test

Projects


Mentor Texts (Pink and Say Patricia Pollaco; Baseball Saved Us Ken Mochizuki)

Website for Historical Fiction Texts - http://bookgirl3.tripod.com/europe1200.html




http://bookgirl3.tripod.com/europe1200.html


[125]

Unit Reading: Informational Text-4

Anchor Standard ASRI1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

ASRI2. Determine themes of a text and analyze their development; summarize the key supporting details and ideas.

ASRI3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

ASRI4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

ASRI5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

ASRI6. Assess how point of view or purpose shapes the content and style of a text.

ASRI7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

ASRI8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

ASRI9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

ASRI10. Read and comprehend complex informational texts independently and proficiently.


RI.4.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

RI.4.2. Determine the main idea of a text and explain how it is supported by key details; summarize the text.

RI.4.3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

RI.4.4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

RI.4.5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

RI.4.6. Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

RI.4.7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an

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understanding of the text in which it appears.

RI.4.8. Explain how an author uses reasons and evidence to support particular points in a text.

RI.4.9. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

RI.410. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.





Answer literal questions supported with evidence from the text (RI.4.1.)

Answer inferential questions supported with evidence for the text (RI.4.1.)

Determine the main idea of a text (RI.4.2.)

Extract important details from a text to develop a summary (RI.4.2.)

Use specific information to describe in events, procedures, ideas, or concepts (RI.4.3)

Use context clues to determine meaning of words and phrases (RI.4.4)

Explain major differences in structure in informational text (RI.4.5)

Compare and contrast a first-hand/second-hand account of an event (RI4.6)

Interpret information presented visually, orally, or quantitatively (RI4.7)

Explain how information presented visually, orally, or quantitatively helps the reader understand the text (RI4.7)

Explain how an author uses reasons and evidence to support particular points in a text (RI.4.8)

Integrate information from two texts on the same topic in order to write or speak (Ri 4.9)

Read and comprehension informational text across a 4-5 text complexity band (RL 4.10)

Essential Question How do you successfully read informational texts?

How do you successfully informational texts?

What are the elements of informational texts?

Why read?


Readers read for different purposes.

Informational texts has a unique set of identifiable text features.

Informational texts can be classified into genres.


Comprehension quizzes

Journal Entries (Reading Response)

Small group/Class discussion

Role Plays/Reader’s Theater

Projects/Presentations

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Conferences

Graphic Organizers/Timelines

Summaries


Comprehension Tests

Projects

Report

Essay/Written Response


Historical Biography

Articles

Magazines

Newspaper Article

Science/Social Studies Informational Resources

Guided Reading Books

Websites/Digital Sources (Multimedia)

Textbooks





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Unit Language: Grammar, Usage, & Mechanics--4








L1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).

Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.

Use modal auxiliaries (e.g., can, may, must) to convey various conditions.

Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

Form and use prepositional phrases.

Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.

Correctly use frequently confused words (e.g., to, too, two; there, their).*

L2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

• Use correct capitalization.

• Use commas and quotation marks to mark direct speech and quotations from a text.

• Use a comma before a coordinating conjunction in a compound sentence.

• Spell grade-appropriate words correctly, consulting references as needed.

L3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

• Choose words and phrases to convey ideas precisely.*

• Choose punctuation for effect.

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• Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).

L4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.

• Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.

• Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).

• Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

L5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

• Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.

• Recognize and explain the meaning of common idioms, adages, and proverbs.

• Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

L6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).



• Use relative pronouns (who, whose, whom; which, that) (L4.1a)

• Use relative adverbs correctly (where, when, why) (L4.1a)

• Form and use the progressive verb tenses when speaking or writing (L4.1b)

• Use modal auxiliaries (can, may, must) to show various conditions (L4.1c)

• Order adjectives in sentences (L4.1d)

• Form and use prepositional phrases correctly (L4.1e)

• Produce complete sentences (L4.1f)

• Correctly use confused homophones (to, two, too; there, their, they’re) (L4.1g)

• Use correct capitalization (L4.2a)

• Use quotations marks correctly (L4.2b)

• Use commas correctly (L4.2c)

• Spell grade-appropriate words correctly (L4.2d)

• Use dictionaries and other references when necessary to determine correct spelling (L4.2e)

Essential Question What strategies or tools can people use to demonstrate proper grammar when writing and speaking?

What strategies or tools can people use to demonstrate correct capitalization, punctuation and spelling when writing?

What strategies can people use to determine meaning of unknown words and phrases?

What strategies can people use to determine the meaning of figurative language?

Enduring Use knowledge of language and its conventions when writing, reading, speaking or listening.

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Understandings Use subject related words accurately


Quizzes

Student Writing Pieces


Tests

Projects

Presentations


Grammar Texts (Harcourt Trophies, Scott Foresman Treasures, Writer’s Express)

Spelling Texts ((Harcourt Trophies, Scott Foresman Treasures, Word Journey’s)

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Unit Writing: Informational/Explanatory--4















W.4.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

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

Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).

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

Provide a concluding statement or section related to the information or explanation presented.W.4.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

W.4.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

W.4.7. Conduct short research projects that build knowledge through investigation of different aspects of a topic.

W.4.8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

W.4.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

• Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text *e.g., a character’s thoughts, words, or actions+.”).

• Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).

W.4.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences


• Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).

• Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.

• Use modal auxiliaries (e.g., can, may, must) to convey various conditions.

• Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

• Form and use prepositional phrases.

• Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.

• Correctly use frequently confused words (e.g., to, too, two; there, their).


• Use correct capitalization.

• Use commas and quotation marks to mark direct speech and quotations from a text.

• Use a comma before a coordinating conjunction in a compound sentence.

• Spell grade-appropriate words correctly, consulting references as needed.

L.4.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

• Choose words and phrases to convey ideas precisely.*

• Choose punctuation for effect.*

• Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations

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where informal discourse is appropriate (e.g., small-group discussion).

L.4.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.

• Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

L.4.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

• Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

L.4.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).



• Write informative/explanatory texts (W4.2)

• Examine a topic and convey ideas and information clearly (W4.2)

• Use a prewriting graphic organizer to organize thoughts (W4.2)

• Introduce a topic clearly (W4.2)

• Group related information in paragraphs and/or sections (W4.2)

• Include formatting (e.g., headings) illustrations, and multimedia when useful to aiding comprehension (W4.2)

• Group related information in paragraphs and sections (W4.2)

• Develop the topic using facts, definitions, concrete details, quotations, or other information and examples related to the topic (W4.2)

• Link ideas with a logical progression within categories of information using words and phrases (e.g., another, for example, also, because) (W4.2)

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

• Craft a conclusion or section that is related to the information or explanation presented (W4.2)

• Produce clear and coherant writing (W4.4)

• Revise in order to strengthen writing with support from peers and adults (W4.5)

• Edit in order to strengthen writing with support from peers and adults (W4.5)

• Recall relevant information from experiences or gather relevant information from print and digital sources (W4.8)

• Draw evidence from literary or informational texts to support analysis, reflection, and research.(W4.9)

• Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. (W4.10)

• Use modal auxiliaries (e.g., can, may, must) to convey various conditions (L4.1)

• Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons (L4.1)

Correctly use frequently confused words (e.g., to, too, two; there, their) (L4.1)

Use correct capitalization (L4.2)

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Spell grade-appropriate words correctly, consulting references as needed (L4.2)

Use commas and quotation marks to mark and quotations from a text. (L4.2)

Use a comma before a coordinating conjunction in a compound sentence (L4.2)

Use correct punctuation, at times for effect (L4.2) (L4.3)

Choose words and phrases to convey ideas precisely (L4.3)

Use domain-specific words and phrases that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation) (W4.6)

Essential Question How does a writer convey information clearly and accurately to deepen the reader’s understanding of a topic?


Informational/explanatory writing conveys accurate information to increase the readers’ knowledge of a subject, to help readers better understand a procedure or process, or to provide readers with an enhanced comprehension of a concept.

Effective informational/explanatory writing uses a variety of techniques (naming, defining, describing, differentiating different types or parts, comparing/contrasting ideas or concepts, citing an anecdote or scenario) to communicate how things work and why things happen.


Graphic organizers/hand outs

Journal writing

Short responses

Peer editing

Conferences

Timed writing pieces


“How-To” writing

literature response

timed writing piece





owl.english.purdue.edu

Writing Reference (ex. Writer’s Express)


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Unit Writing: Narrative—4

Anchor Standard ASW3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.











W.4.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

Use dialogue and description to develop experiences and events or show the responses of characters to situations.

Use a variety of transitional words and phrases to manage the sequence of events.

Use concrete words and phrases and sensory details to convey experiences and events precisely.

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

W.4.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.


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W.4.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

SL.4.6. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.








Correctly use frequently confused words (e.g., to, too, two; there, their).


Use correct capitalization.

Use commas and quotation marks to mark direct speech and quotations from a text.

Use a comma before a coordinating conjunction in a compound sentence.

Spell grade-appropriate words correctly, consulting references as needed.


Choose words and phrases to convey ideas precisely.*

Choose punctuation for effect.*

Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).


Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.


Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).


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Understand that narrative writing shows real or imaginative experiences (W4.3)

Understand that narrative writing can be used to inform, instruct, persuade or entertain (W4.3)

Select a specific topic (W4.3)

Focus on a moment/part of a real or imagined experience/event (W4.3)

Use prewriting strategies (such as: brainstorming, using graphic organizers, oral storytelling, free-writing, notes and/or logs) (W4.3)

Grab/entice the reader by use of a hook or lead (such as: question, quote, description, dialogue, etc.) (W4.3)

Introduce the topic clearly (W4.3)

Organize events sequentially (using transitional words and phrases) (W4.3)

Introduce narrator and characters

Use dialogue (appropriately to show responses of character to situations) (W4.3)

Use description (concrete words and phrases, and sensory details) (W4.3)

Provide a conclusion that follows from the narrated experience (W4.3)

Produce clear and coherent writing (W4.4)

Revise in order to strengthen writing with support from peers and adults (W4.5)

Edit in order to strengthen writing with support from peers and adults (W4.5)

Recall relevant information from experiences or gather relevant information from print and digital sources (W4.8)

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. (W4.10)

Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). (L4.1)

Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. (L4.1)

Use modal auxiliaries (e.g., can, may, must) to convey various conditions. (L4.1)

Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). (L4.1)

Form and use prepositional phrases. (L4.1)

Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons (L4.1)

correctly use frequently confused words (e.g., to, too, two; there, their) (L4.1)

• use correct capitalization (L4.2)

• Use commas and quotation marks to mark direct speech and quotations from a text (L4.2)

• Use a comma before a coordinating conjunction in a compound sentence (L4.2)

• spell grade-appropriate words correctly, consulting references as needed (L4.2)

• use correct punctuation, at times for effect (L4.2) (L4.3)

• choose words and phrases to convey ideas precisely (L4.3)

Essential Question Why do people tell/write real or imagined stories?

How do writers craft engaging, vivid narratives?

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Narratives are carefully structured (real or imagined) depictions of diverse human experiences.

Time is the main organizational structure of narrative writing.

A narrative writer conveys meaning through deliberate use of literary elements and narrative techniques.



Journal writing

Short responses

Peer editing

Conferences



Autobiographical sketch

Timed writing piece








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Unit Writing: Opinion-4

Anchor Standard ASW1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.














W.4.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.

Provide reasons that are supported by facts and details.

Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).

Provide a concluding statement or section related to the opinion presented.

W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task,

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purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)


W.4.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

W.4.7. Conduct short research projects that build knowledge through investigation of different aspects of a topic.



Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions+.”).

Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).









Correctly use frequently confused words (e.g., to, too, two; there, their).


Use correct capitalization.

Use commas and quotation marks to mark direct speech and quotations from a text.

Use a comma before a coordinating conjunction in a compound sentence.

Spell grade-appropriate words correctly, consulting references as needed.


Choose words and phrases to convey ideas precisely.*

Choose punctuation for effect.*

Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).

L.4.4.

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Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.



Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).




Provide an opinion about a known topic (W4.1)

Provide reasons and information to support point of view (W4.1)

Use a prewriting graphic organizer to organize thoughts (W4.1)

Craft an introduction that hooks the reader (W4.1)

Develop paragraphs that use information, reasons, and details to support the writer’s opinion (W4.1)

Develop a logical progression of ideas through the use of transitional words and phrases (e.g., for instance, in order to, in addition) (W4.1)

Craft a thoughtful conclusion that restates the opinion (W4.1)

Produce clear and coherent writing (W4.4)

Utilize a multi-paragraph organizational structure based on topics (W4.4)

Revise in order to strengthen writing with support from peers and adults (W4.5)

Edit in order to strengthen writing with support from peers and adults (W4.5)

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. (W4.10)

Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons (L4.1)

Correctly use frequently confused words (e.g., to, too, two; there, their) (L4.1)

Use correct capitalization (L4.2)

Spell grade-appropriate words correctly, consulting references as needed (L4.2)

Use correct punctuation, at times for effect (L4.2) (L4.3)

Choose words and phrases to convey ideas precisely (L4.3)

Essential Question How do writers support an opinion using facts and details?

How does the organizational structure of an essay support the writer’s purpose?

How is revising a piece of writing as essential as the initial effort?


Writing is done for different purposes.

Writing is a powerful tool for communicating information, opinions, and instructions.

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Good writers understand their audience’s characteristics and needs.

Opinions must be supported with facts, details, or emotional appeals.

Effective writers understand that although their initial ideas may be good, their work will be vastly improved by careful revision.



Journal writing

Short responses

Peer editing

Conferences



Published personal essay

Review (book, movie or video)

Timed writing piece








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GRADE 5


Anchor Standards ASR1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.



ASR10. Read and comprehend complex literary and informational texts independently and proficiently.ASR.3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.






RL.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

RL.5.4. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

RL.5.10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.



SL.5.2. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.


a) Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.

b) Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word

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(e.g., photograph, photosynthesis).

c) Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.



Use previously learned reading strategies, including: making predictions, visualizing, questioning, making connections (RL.5.10)

Select ‘just right’ independent reading books across multiple genres (RL.5.10)

Determine meaning of unfamiliar words through use of context clues (RL.5.4, L.5.4a)

Determine meaning of unfamiliar words through use of common, grade appropriate Greek and Latin affixes and roots (RL.5.4, L.5.4b)

Determine meaning of unfamiliar words through use of reference materials, both print and digital (RL.5.4, L.5.4c)

Summarize texts read focusing on major details, both orally and in written reading response (W5.4, SL.5.2.)

Quote accurately from the text to support ideas and conclusions drawn in written responses to reading (RL.5.1, W.5.9)

Make and support inferences by quoting accurately from the text (RL.5.1, W.5.9)

Essential Question How do readers construct meaning from texts?

How do readers support their thinking about texts?

How do readers monitor their understanding of texts?


Students will learn that readers construct meaning from text using a variety of strategies.

Students will learn to support their thinking about texts quoting accurately from the texts.

Students will learn that readers monitor their meaning of texts using a variety of strategies, including: making inferencing, summarizing and vocabulary skills.

Students will learn that readers improve their skills by selecting a variety of ‘just


Reading Responses

Teacher Conferences/Peer Conferences

Whole Class Discussions


Grade Level Benchmark Assessment

Unit Test

Book Report/Project


Various picture books

Teacher selected novel

Dictionary, Thesaurus





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ASR10. Read and comprehend complex literary and informational texts independently and proficiently.ASR.3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.











SL.5.2. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.


Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.

Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).

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Essential Question How do readers construct meaning from texts?

How do readers support their thinking about texts?

How do readers monitor their understanding of texts?


Students will learn that readers construct meaning from text using a variety of strategies.

Students will learn to support their thinking about texts quoting accurately from the texts.

Students will learn that readers monitor their meaning of texts using a variety of strategies, including: using inference, summarizing, and vocabulary skills.

Students will learn that readers improve their skills by selecting a variety of ‘just right’ books across genres.


Reading Responses





Unit Test

Book Report/Project


Piecture books as mentor texts

Teacher selected novel

Dictionary, Thesaurus




Sadlier Oxford Vocabulary: Level Blue


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Unit Reading: Fiction—5









ASW1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

ASW.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.









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RL.5.2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

RL.5.3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).


RL.5.5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

RL.5.6. Describe how a narrator’s or speaker’s point of view influences how events are described.

RL.5.7. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).

RL.5.9. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.






Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.

Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

W.5.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)


Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact+”).

SL.5.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.



Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

SL.5.4.

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Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.


Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.




Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrase


Interpret figurative language, including similes and metaphors, in context.

Recognize and explain the meaning of common idioms, adages, and proverbs.

SL.5.2. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally



Read a variety of genres with accuracy and fluency throughout the year (RL.5.10, RF.5.4)

Apply knowledge of phonics during silent and oral reading (RF.5.3)

Identify and analyze the element of character in a narrative (RL.5.5. W.5.9).

Identify and analyze all aspects of plot (RL.5.5, W.5.9)

Identify and analyze the setting of a story (RL.5.5, W.5.9)

Describe the author’s point of view and how it influences the story (RL5.2, RL.5.1. W.5.9)

Recognize the theme of a story (RL.5.2, SL.5.4, W.5.9)

Summarize a passage or section of a text orally and in writing (RL.5.1, RL.5.2., SL5.2., W.5.4, W.5.3)

Create written responses to questions about the text (RL.5.1, W.5.9, L.5.3)

Compare and contrast various elements of literature using specific details form the text (RL.5.3., L.5.3.b)

Compare and contrast stories within the same genre through discussion and/or writing (RL.5.9, SL.5.1, W.5.4, W.5.5.)

Compare and contrast various accents, dialects and non-standard grammar within narratives (L.5.3.b)

Define unfamiliar words within text using context clues and other resources (RL.5.4.b, d)

Define unfamiliar words within text by applying knowledge of affixes and roots (RL.5.4.c)

Recognize and demonstrate understanding of figurative language (similes, metaphors, personification, idioms, symbolism, adage, proverbs) (L.5.5.a, b)

Determine how multimedia presentations enhance their understanding and appreciation of a text (RL.5.7)

Essential Question How do story elements shape a story?

What strategies do readers use to enhance their understanding of fictional narratives?

Fictional literature has identifiable and common story elements (setting, character, plot, theme, and point of

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view) to effectively tell a complete story.


Fictional literature has identifiable and common story elements (setting, character, plot, theme, and point of view) to effectively tell a complete story.

There are specific strategies that readers use to monitor their understanding of text and their ability to discuss/respond to text.


Reading responses

Teacher conferences

Small group discussion

Whole class discussions

Quizzes


Essays

Teacher generated benchmark tests


Various novels

Novel Study guides

Read, Write, Think

Videos

Dictionary/Thesaurus (on-line and hard copy)

Wordly Wise

Picture Books as mentor texts





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Unit Reading: Nonfiction--5

Anchor Standard ASRI1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

ASRI2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

ASRI3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

ASRI4. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

ASRI6. Assess how point of view or purpose shapes the content and style of a text.

ASRI7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

ASR8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

ASRI10. Read and comprehend complex literary and informational texts independently and proficiently

ASW1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence

ASW4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience




ASSL3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric




ASL4.

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Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.




RI.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

RI.5.3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text

RI.5.4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

RI.5.5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

RI.5.6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent

RI.5.8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

RI.5.10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.





Use context to confirm or self-correct word recognition and understanding, rereading as necessary



Apply Grade 5 Reading Standards to informational texts (e.g., “Explain how an author uses reasons

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and evidence to support particular points in a text, identifying which reasons and evidence support which point*s+”).





Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions




Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases

L.5.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).



Identify and analyze the relationship between the text features and the organizational structures with content (title, sub-titles, images, graphs, maps and diagrams) (RI.5.10)

Determine the authors’ purpose for writing non-fiction text (RI.5.8, W.5.9)

Compare and contrast authors’ points of view between non-fiction texts addressing similar topics (RI.5.1, RI.5.6, SL.5.1, L.5.6)

Compare and contrast the structure of non-fiction text, including chronology, cause/effect, problem/solution, description or list) (RI.5.5, W.5.4)

Identify main ideas and key details of non-fiction text (RI.5.2)

Explain the relationships and interactions between two or more individuals, events, ideas or concepts in non-fiction text (RI.5.3)

Understand the meaning of unfamiliar, content specific, vocabulary within non-fiction text (RI.5.4, L.5.4, L.5.6)

Essential Question How does an author organize non-fiction text to communicate non-fiction ideas and information?

Why do authors write non-fiction?


There are specific, identifiable methods for organizing non-fiction text that are different than fiction.

Authors write non-fiction text for several reasons including to tell a true story, to relay information, to explore a topic in depth, to argue a point, or to entertain the reader with interesting facts.


Reading responses

Teacher conferences


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Quizzes


Presentation/project


Articles from periodicals or databases

Dictionary/Thesaurus (on-line and hard copy)

Measuring Up Express

Non-fiction trade books





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Unit Reading/Writing Poetry -- 5





ASR5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.


Apply Grade 5 Reading Standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact+”).


Interpret figurative language, including similes and metaphors, in context.

Recognize and explain the meaning of common idioms, adages, and proverbs.

Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.








Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.

Use context to confirm or self-correct word recognition and understanding, rereading as necessary.


Apply Grade 5 Reading Standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact+”).

SL.5.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with

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diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.




Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

SL.5.3. Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.











Essential Question How do I make sense of and respond to a variety of poems?

How do writers use language to express individual perspectives drawn from their personal or related experiences?

How do I clearly and vividly communicate my ideas through poetry?


Poetry invites us to read and experience more than its authors have written.

Poets rely on spare, precise, vivid sensory and figurative language to express ideas and emotions.

Poetry challenges us to communicate our own ideas while leaving space for our readers’ ideas.


Reading Responses





Unit Test

Project


Assorted mentor texts—picture books and poetry anthologies

Reading anthologies





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Unit Independent Reading--5

Anchor Standards ASR.1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

ASR.3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

ASR.10. Read and comprehend complex literary and informational texts independently and proficiently

ASW.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

ASW.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

ASW.6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

ASW.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

ASW.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

ASL.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

ASL.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

ASL.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

ASSL.1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

ASSL. 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

ASSL.6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.



a. Read on-level text with purpose and understanding.

b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

RL.5.1

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Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

RL.5.6 Describe how a narrator’s or speaker’s point of view influences how events are described.

RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.


W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.





b) Follow agreed-upon rules for discussions and carry out assigned roles.

c) Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

d) Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

SL.5.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

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L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).



Self-select independent reading at appropriate reading level. (RL.5.1, RL.5.10)

Read consistently and independently throughout the year, including over the summer. (RL.5.1, RL.5.10)

Reflect on reading. (RL.5.1, RL.5.3, RL.5.10)

Make connections (text-self, text-text, text-world) during and after reading. (RL.5.1, RL.5.10)

Prepare and present information about self-selected texts to peers. (L.5.1, SL.5.1, SL.5.4, SL.5.6)

Listen, discuss and record information presented by peers. (W.5.10, SL.5.1)

Essential Questions How does personal response to literature and non-fiction text contribute to my understanding?

How does in-person and online discussion of texts contribute to our growth as independent readers?

How does the purpose of a text influence the format and style of my writing?


Reading expands our understanding of the world, its people and ourselves.

Self-selection, reflection and connections contribute to my growth as a proficient, independent reader.

Sharing and discussing what we have read with peers can expose them to new and varied reading choices and deepen the understanding of all participants.

Effective communication relies on the usage of an accepted format and style.


Reading responses

Teacher conferences



Reading records


Book Presentations

Book Reviews

Completion of Summer Reading requirements


Mentor Texts of Book Reviews

Novels of varied text complexity





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Unit Language: Grammar, Usage, & Mechanics -- 5

Anchor Standards ASL.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

ASL.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

ASL.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

ASL.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

ASL.5. Demonstrate understanding of word relationships and nuances in word meanings.

ASL.6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.



a) Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.

b) Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.

c) Use verb tense to convey various times, sequences, states, and conditions.

d) Recognize and correct inappropriate shifts in verb tense.

e) Use correlative conjunctions (e.g., either/or, neither/nor).


a) Use punctuation to separate items in a series.

b) Use a comma to separate an introductory element from the rest of the sentence.

c) Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).

d) Use underlining, quotation marks, or italics to indicate titles of works.

e) Spell grade-appropriate words correctly, consulting references as needed.


a) Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

b) Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.

L.5.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5

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reading and content, choosing flexibly from a range of strategies.


b) Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).


L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a) Interpret figurative language, including similes and metaphors, in context.

b) Recognize and explain the meaning of common idioms, adages, and proverbs.

c) Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).


Students will:

Demonstrate command of the conventions of standard English grammar and usage when writing and speaking (L.5.1)

Use correct subject-verb agreement and verb tense. (L.3.1f, L.5.1)

Correctly use conjunctions, prepositions, and interjections to craft complex sentences and add interest to their writing (L.5.1)

Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. (L.5.2)

Use underlining, quotation marks, or italics to indicate titles of works. (L.5.2.d)

Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).

Use commas to separate introductory elements in a sentence (L.5.2.b)

Use correct punctuation for items in a series. (L.5.2.a)

Use punctuation for effect. (L.4.3.b)

Spell correctly, including frequently confused words. (L.4.1g, L.5.2.e)

Use knowledge of language and its conventions when writing, speaking, reading, or listening. (L.5.3)

Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. (L.5.3.a)

Compare and contrast the varieties of English (e.g. dialects, registers) used in stories, dramas, or poems (L.5.3.b)

Use words and phrases for effect and to convey ideas. (L.3.3.a, L.4.3a)

Determine or clarify the meaning of unknown and multiple-meaning words and phrases. (L.5.4)

Use context clues and Greek or Latin affixes to determine meaning of unknown words. (L.5.4a,b)

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Consult reference materials to find pronunciation, precise meaning, part of speech and/or to verify inferred meaning. (L.5.4.c)

Demonstrate understanding of figurative language, word relationships, and nuances in word meaning. (L.5.5)

Interpret and effectively use figures of speech. (L.5.5.a)

Recognize and explain the meaning of common idioms, adages and proverbs (L.5.5.b)

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. (L.5.6)

Essential Questions How does spoken and written language differ?

Why is the study of grammar an integral part of English education?

How does an individual’s command of the English language influence others’ perceptions of him or her?


Recognizing, understanding and applying the conventions of standard English can improve communication skills.

Good writers determine which conventions of language most clearly and effectively communicate their thoughts and ideas to the reader.

Developing a broad vocabulary deepens comprehension and allows for more precise communication.


Revising/editing conferences on rough drafts

Worksheets, daily oral language type activities, journal writing etc.

Games


Final writing pieces

Quizzes

Tests


Purdue OWL site

Lessons That Change Writers, Nancie Atwell

Commas by Randy Larson

Hot Fudge Monday by Randy Larson

Easy Grammar series

Sadler-Oxford Vocabulary series

6 + 1 Traits of Writing: The Complete Guide to Writing, Thinking, and Learning by Ruth Culham and Beverly Ann Chin

Write Source 2000: A Guide to Writing, Thinking , and Learning by Patrick Sebranek, Verne Meyer, and Dave Kemper


Great Source Writer's Express: Student Handbook Grades 4 - 5 (Write Source 2000 Revision) by Dave Kemper, Ruth Nathan, Patrick Sebranek




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Unit Writing: Argument--5


ASR4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone



1



ASW1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence



ASW6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others






RI.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

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RI.5.5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

RI.5.6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.


W.5.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

a) Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.

b) Provide logically ordered reasons that are supported by facts and details.

c) Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).

d) Provide a concluding statement or section related to the opinion presented


W.5.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.


a) Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point*s+”).



a) Recognize and correct inappropriate shifts in verb tense.*

b) Use correlative conjunctions (e.g., either/or, neither/nor).


a) Use punctuation to separate items in a series.*


c) Spell grade-appropriate words correctly, consulting references as needed


a) Expand, combine, and reduce sentences for meaning, reader/listener interest, and style

L.5.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition

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Identify characteristics of effective opinion/persuasive writing by reading published and student mentor texts/models (RI.5.5,8)

Determine an author’s point of view in an opinion/persuasive text (RI.5.6)

Identify main ideas and various types of supporting details in opinion/persuasive writing (RI.5.1,2,8)

Take a stand on a debatable issue and recognize different points of view on the topic (RI.5.6)

Write a detailed, organized multi-paragraph opinion/persuasive essay/letter with an introduction, thesis, topic sentences, supporting details, conclusion (W.5.1, 4,5, 9, 10)

Utilize a graphic organizer to plan and organize their opinion/persuasive letter/essay (W.5.1.a,b)

Provide a logical sequence in a multi-paragraph work and develop transitions between ideas. Use words, phrases, and clauses to clarify the relationships among claims and reasons (W. 5.1.c)

Establish and maintain a formal style and awareness of audience (W.5.4)

Use a scoring rubric/checklist as a guide to revising writing (W.5.5)

Receive feedback on their writing from their peers and provided specific feedback to other students (W.5.5)

Revise their writing based on peer conferences and teacher feedback (W.5.5)

Use standard English conventions (L.5.1,2,3,6)

Review and edit work for spelling, usage, and clarity (W.5.5)

Essential Question How are logical opinions/persuasive techniques used in writing to change the reader’s point of view, to bring about some action on the reader’s part, or to ask the reader to accept the writer’s opinion?

How does knowledge of an audience shape the writer’s decisions in presenting an opinion?


The purpose of persuasive writing is to convince a reader to take a certain action or adopt a point of view by presenting valid reasoning and appealing to the emotions and self-interest of the reader.

Opinion/persuasive writing includes a writer’s thesis supported by an organized structure.


Provide feedback on graphic organizers

Comments on drafts

Peer revising/editing conferences

Teacher/Student conferences


Grade essay based on holistic rubric


Mentor texts (magazines, newspapers, student samples

Perdue OWL site


6 + 1 Traits of Writing: The Complete Guide to Writing, Thinking, and Learning by Ruth Culham and Beverly Ann Chin

Write Source 2000: A Guide to Writing, Thinking , and Learning by Patrick Sebranek, Verne Meyer, and Dave Kemper






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Unit Informative Writing--5









ASR2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas


AS5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.


ASR7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words




Explain the function of conjunctions, prepositions, and interjections in general and their function in

[167]

particular sentences.

Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.

Use verb tense to convey various times, sequences, states, and conditions.

Recognize and correct inappropriate shifts in verb tense.*

Use correlative conjunctions (e.g., either/or, neither/nor).


Use punctuation to separate items in a series.*

Use a comma to separate an introductory element from the rest of the sentence.

Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).

Use underlining, quotation marks, or italics to indicate titles of works.

Spell grade-appropriate words correctly, consulting references as needed


W.5.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

a) Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

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

c) Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).

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

e) Provide a concluding statement or section related to the information or explanation presented



W.5.6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

W.5.7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic

W.5.8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources


a) Apply Grade 5 Reading Standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact+”).

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b) Apply Grade 5 Reading Standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point*s+”).


RI.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text

RI.5.4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

RI.5.5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts

RI.5.6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent

RI.5.7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.


RI.5.9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably

RI.5.10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently





d) Recognize and correct inappropriate shifts in verb tense.*







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e) Spell grade-appropriate words correctly, consulting references as needed










Students will:

Research information on an assigned topic (W.5.7)

Collect information that adheres to a pre-determined set of guidelines provided by the teacher (W.5.2., W.5.7)

Utilize provided credible resources to research their topics (R.I.5.7, .9, .10. W.5.7, .8, .9.b, )

Distinguish between major and minor details (RI.5.2, .3,.6, .9, W.5.8)

Provide a list of sources utilized (W.5.8)

Use collected information to write a detailed, organized, multi-paragraph report (W.5.2., .4, .10)

Establish and maintain a formal style and awareness of audience (W.5.2,.4)

Use a scoring rubric (W.5.5)

Use standard English conventions (L.5.1, .2., .3)

Review and edit work for spelling, usage and clarity (W.5.5, L.5.1, .2)

Use technology to produce and publish writing (5.6)




Effective informational/explanatory writing uses a variety of techniques (naming, defining, describing, differentiating different types or parts, comparing/contrasting ideas or concepts, citing an anecdote or scenario? To communicate how things work and why things happen.

Conducting research and gathering evidence follows a generally accepted format and process


Student notes, note cards, and all other prewriting documentation

Student/teacher writing conference

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Peer editing checklist

Journals and/or reading responses to texts


Analysis of cause-effect relationships from text

Compare/contrast essay

Research report


Purdue OWL (owl.english.purdue.edu)

Writers Express by Patrick Sebranek, Ruth Nathan, and Dave Kemper





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Unit Writing: Memoir--5














ASL3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening

ASL5. Demonstrate understanding of word relationships and nuances in word meanings



a) Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

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b) Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.

c) Use a variety of transitional words, phrases, and clauses to manage the sequence of events.

d) Use concrete words and phrases and sensory details to convey experiences and events precisely.

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





RI.5.3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

RI.5.6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.





d) Recognize and correct inappropriate shifts in verb tense.*











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a) Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.



Students will:

Identify characteristics of a memoir narrative by listening to or reading a variety of mentor texts. (RI.5.3; RI.5.6)

Brainstorm potential topics and narrow focus for a memoir with a clear, significant reflection of the experience. (W.5.3)

Use an outline or graphic organizer to plan and organize ideas about writing. (W.5.5)

Create a detailed memoir in a clear and logical sequence. (W.5.3)

Craft a thoughtful introduction that hooks the reader. (W.5.3)

Break memoir into paragraphs and use effective transitions based on changes in action, dialogue, time and place. (W.5.3.C, D; L.5.6)

Elaborate main events of the memoir experience and ideas by adding thoughts and feelings, dialogue, and description. (W.5.3.B,D; W.5.4)

Write a compelling lead and satisfying closing, trying a variety of strategies. (W.5.3.A, E)

Use vivid verbs and sensory details. (W.5.3.D; L.5.1.C, D)

Attempt compositional risks within the memoir. (W.5.3)

Receive and incorporate feedback on their writing from their peers and teacher. (W.5.5)

Review, revise, and edit their work for sentence construction, spelling, capitalization, punctuation, usage, and clarity. (W.5.5; L.5.1; L.5.2; L.5.3; L.5.4.C)

Essential Question Can moments of a writer’s life become compelling stories?

Can writers learn lessons from their own lives?

How do writers use reflection to make sense of a prior experience?


Students will learn that memoir is a writer’s effort to say something big and important about himself or herself.

Students will learn to use writing as a tool for reflection.

Students will learn that reflection leads to an idea, and that writers collect vignettes around the idea.

Students will learn that in the memoir genre, the purpose of a narrative is to reveal something enduring about the writer.


Provide feedback on outline or organizer

Comments on memoir drafts



Grade final draft of memoir based on holistic rubric

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Mentor texts:

What You Know First, by Patricia MacLachlan

“The Writer,” from New and Collected Poems, by Richard Wilbur

Journey, by Patricia MacLachlan

“Laughter,” from The House on Mango Street, by Sanra Cisneros

Mama Sewing, by Eloise Greenfield

A Girl From Yam Hill, by Beverly Cleary

When I Was Young in the Mountains, by Cynthia Rylant

Perdue OWL site

Memoir: The Art of Writing Well by Lucy Calkins from Units of Study for Teaching Writing, Grades 3-5

Lessons that Change Writers, Nancie Atwell

6+ 1 Traits of Writing: The Complete Guide to Writing, Thinking, and Learning by Ruth Culham and Beverly Ann Chin

The Writers Express, by Patrick Sebranek, Ruth Nathan, and Dave Kemper





[175]

Unit Writing: Fiction--5














ASL3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening

ASL5. Demonstrate understanding of word relationships and nuances in word meanings



a) Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

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b) Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.

c) Use a variety of transitional words, phrases, and clauses to manage the sequence of events.

d) Use concrete words and phrases and sensory details to convey experiences and events precisely.

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






RL.5.3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

RL.5.5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

RL.5.6. Describe how a narrator’s or speaker’s point of view influences how events are described.

RL.5.9. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.





d) Recognize and correct inappropriate shifts in verb tense.



a) Use punctuation to separate items in a series.



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a) Interpret figurative language, including similes and metaphors, in context.

b) Recognize and explain the meaning of common idioms, adages, and proverbs.

c) Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.




Identify characteristics of a fictional narrative (creative story) by listening to or reading a variety of mentor texts. (RL.5.2; RL.5.3; RL.5.4; RL5.6)

Brainstorm potential topics and narrow focus for their fictional narrative (creative story). (W.5.3)

Use an outline or graphic organizer to plan and organize ideas about writing. (W.5.5)

Write a fictional narrative establishing a plot or conflict, setting, characters, using a consistent point of view. (W.5.3)

Follow a plot structure with clear exposition, rising action, climax, falling action, and resolution. (W.5.3)

Break the narrative into paragraphs and use effective transitions based on changes in action, dialogue, time and place. (W.5.3.C, D; L.5.6)

Elaborate main events of the memoire experience and ideas by adding thoughts and feelings, dialogue, and description. (W.5.3.B,D; W.5.4)

Write a compelling lead and satisfying closing, trying a variety of strategies. (W.5.3.A, E)

Use vivid verbs and sensory details. (W.5.3.D; L.5.1.C, D)

Attempt compositional risks within the narrative. (W.5.3)

Receive and incorporate feedback on their writing from their peers and teacher. (W.5.5)

Review, revise, and edit their work for sentence construction, spelling, capitalization, punctuation, usage, and clarity. (W.5.5; L.5.1; L.5.2; L.5.3; L.5.4.C)

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Essential Question Why do people tell and write imagined stories?



Narratives are carefully structured depictions of diverse human experiences.





Comments on fictional narrative drafts


Teacher/Student editing conferences


Grade final draft of fictional narrative based on holistic rubric


Mentor texts

Perdue OWL site

Lessons that Change Writers, Nancie Atwell

6+ 1 Traits of Writing: The Complete Guide to Writing, Thinking, and Learning by Ruth Culham and Beverly Ann Chin

The Writers Express, by Patrick Sebranek, Ruth Nathan, and Dave Kemper





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GRADES 6 – 7 – 8 READING SCOPE AND SEQUENCE

Genre Gr. 6 Gr 7 Gr 8

Literature Extended text (novel)

Forms of literature: Novel

Fantasy

Realistic fiction

Poetry

Mythology

Extended text (novel)

Forms of lit: Short Story

Historical Fiction

Science Fiction

Realistic Fiction

Poetry

Extended text (novel)

Extended text (Shakespeare) Sonnets/Drama

Forms of Lit: Allegory

Historical Fiction

Poetry

Informational text

Extended Text:

Biography

Environmental Science / Health

Memoir

Essay

Magazine / Newspaper articles

Speech

Holocaust/Genocide-- Introduce

Extended Text:

Social/Cultural

History

Biography

Interviews

Magazine/ Newspaper article

Scientific Articles

Holocaust/Genocide—Develop

Extended Text:

Memoir

Literature of Self Discovery

Holocaust/Genocide

Primary sources (S.S.)

Interviews

Speech

Autobiography

Biography

Scientific articles

Magazine / Newspaper Articles

GRADES 6 – 7 – 8 WRITING SCOPE AND SEQUENCE

Genre Grade 6 Grade 7 Grade 8

Narrative Poetry (free verse)

Personal narrative

Short story

Poetry (lyrical)

Realistic fiction (Point of View Focus)

Memoirs

Poetry (Sonnets)

Argumentative Literary analysis

Letter/essay

Response Essay (Evaluation or interpretation of quote, excerpt, article, etc.)

Literary analysis

Business letter/email

Letter essay


Literary analysis


Letter essay

Informative/

Explanatory

Compare/Contrast essay

Procedural writing (how-to)

Research paper

Research Paper

Summary

Reaction Essay (explanation with evidence)

Procedural Writing to Inform & Explain (tone)

Research Paper

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GRADES 6 – 7 – 8 GRAMMAR SCOPE AND SEQUENCE

CONVENTIONS OF STANDARD ENGLISH Grade 6 Grade 7 Grade 8

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

Subject and verb agreement * * *

Complete sentences

-Fragments

-Run-ons

* * *

Frequently confused words (homophones et al) * * *

Verb tense * * *

Pronoun cases

-Subjective

-Objective

-Possessive

*

Intensive pronouns (myself or ourselves) *

Pronoun and antecedent agreement * * *

Clear pronoun references * * *

Phrases versus clauses

-Placement

-Dangling modifiers

* *

Sentence structure to convey appropriate relationships

-Simple

-Compound

-Complex

-Compound-complex

*

Verbals

-Gerunds

-Participles

-Infinitives

*

Verb voice (active and passive) *

Verbs mood

-Indicative

-Imperative

-interrogative

-Conditional

-Subjunctive

*

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

Punctuation for items in a series * * *

Punctuation to set off nonrestrictive/parenthetical elements

-Commas

-Parentheses

-Dashes

* * *

Punctuation to separate coordinate adjectives *

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-Comma

Punctuation to indicate pauses or breaks

-Comma

-Ellipsis

-Dash

*

Elipsis to indicate omission *

Conventional spelling * * *

KNOWLEDGE OF LANGUAGE

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

Words/phrases for effect * * *

Words/phrases to precisely convey ideas *

Punctuation for effect * * *

Varied sentence patterns * * *

Style and tone consistency * * *

Language to precisely and concisely express ideas and eliminate redundancy * *

Verbs for effect

-Active/passive voice

-Conditional/subjunctive mood

*

VOCABULARY ACQUISITION AND USE

Determine or clarify the meaning of unknown and multiple-meaning words and phrases

Context clues * * *

Greek/Latin affixes and roots to determine word meaning * * *

Use of reference materials

-For pronunciation

-To determine/clarify meaning or part of speech

-To verify inferred meaning

* * *

Demonstrate understanding of figurative language, word relationships, and nuances in word meaning.

Interpretation of figures of speech in context * * *

Word relationships to enhance understanding * * *

Connotations and denotations * * *

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.

* * *

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GRADE 6

Unit Independent Reading--6











AS.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.





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

RL.6.3. 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.

RL.6.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades

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6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

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

RI.6.2. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments

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

W.6.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.6.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

W.6.6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.





a) Spell correctly.


a) Vary sentence patterns for meaning, reader/listener interest, and style.

b) Maintain consistency in style and tone.

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.

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

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

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

SL.6.4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to

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accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

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

Technology Standards

8.1.8.A.3 Create a multimedia presentation including sound and images.

8.1.8.A.5 Select and use appropriate tools and digital resources to accomplish a variety of tasks and to solve problems.

8.1.8.D.1 Model appropriate online behaviors related to cyber safety, cyber-bullying, cyber security, and cyber ethics.

21st

Century Life and Careers Standards

9.1.8.D.3 Use effective communication skills in face-to-face and online interactions with peers and adults from home and from diverse cultures.



Self-select independent reading at appropriate reading level. (RL.6.1, RL.6.10, RI.1, RI.6.10)

Read consistently and independently throughout the year, including over the summer. (RL.6.1, RL.6.10, RI.6.1, RI.6.10)

Reflect on reading. (RL.6.1, RL.6.3, RL.6.10, RI.6.1, RI.6.3, RI.6 10)

Make connections (text-self, text-text, text-world) during and after reading. (RL.6.1, RL.6.10, RI.6.1, RI.6.10)

Prepare and present information about self-selected texts to peers. (L.6.1, SL.6.1,SL.6.4, SL.6.6)

Listen, discuss and record information presented by peers. (W.6.10, SL.6.1)

Essential Questions How does personal response to literature and non-fiction text contribute to my understanding?

How does in-person and online discussion of texts contribute to our growth as independent readers?

How does the purpose of a text influence the format and style of my writing?


Reading expands our understanding of the world, its people and ourselves.

Self-selection, reflection and connections contribute to my growth as a proficient, independent reader.

Sharing and discussing what we have read with peers can expose them to new and varied reading choices and deepen the understanding of all participants.

Effective communication relies on the usage of an accepted format and style.


Reading responses

Teacher conferences



Reading records


Book Presentations

Book Reviews

Completion of Summer Reading requirements


Mentor Texts of Book Reviews

Novels of varied text complexity

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Unit Form of Literature: Novel--6


















ASL3.

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Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.





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


RL.6.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

RL.6.5. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

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

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

W.6.1. Write arguments to support claims with clear reasons and relevant evidence.

Introduce claim(s) and organize the reasons and evidence clearly.

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

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

Establish and maintain a formal style.

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

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


W.6.9.

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



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

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

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

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

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

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.


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

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

Recognize and correct inappropriate shifts in pronoun number and person.

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

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


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

Spell correctly.


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

Maintain consistency in style and tone.


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.

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

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

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).


Interpret figures of speech (e.g., personification) in context.

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

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

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.



Understand major elements of a novel include plot, character, setting, point of view and theme [RL.6.1, RL.6.2,RL.6.3]

Recognize that an author's choice of setting details contribute to a reader's understanding of the novel's theme [RL.6.2,RL.6.5]

Recognize that figurative language (metaphor, simile, irony, hyperbole, flashback) contributes to creating a character and moves a plot forward [RL.6.4, L.6.5 (a-c)]

Understand that authors often provide foreshadowing of a novel's ensuing events [RL.6.5]

Understand and recognize the use of different types of view from which a novel is told (first person and third person omniscient) [RL.6.6]

Determine the author’s purpose for choosing a specific point of view for a novel *RL.6.6+

Recognize that the events of a novel's plot are driven by the narrator's point of view. [RL.6.6]

Set a purpose for reading [RL.6.2,RL.6.3,RL.6.6]

Make predictions to enhance comprehension of text [RL.6.1,RL.6.2]

Independently self-monitor for understanding and apply strategies to clarify confusion (i.e. re-read, uncover word meanings, make text-text/self/world connections, ask questions while reading) [RL.6.1,RL.6.2,RL.6.3,RL.6.4,RL.6.5, L.6.4 (a-d), L.6.6]

Describe and use textual evidence to analyze how the plot of the novel unfolds in a series of episodes and how the characters respond and change as the plot moves toward a resolution [RL.6.1,RL.6.5]

Use textual evidence and well thought out inferences to contribute meaningfully to class and small-group discussions [RL.6.1, RL.6.10, SL.6.1 (a-d), SL.6.3, SL.6.4, L.6.1 (a-c), L.6.3(a-b)]

Analyze and cite textual evidence and formulate well thought out inferences to write a well structured, well supported response and/or essay related to the novel and elements of fiction [RL.6.1, RL.6.2, RL.6.3, W.6.1 (a-c), W.6.4, W.6.5, W.6.9 (a-b), W.6.10, L.6.1 (a-e), L.6.2 (a-b), L.6.3 (a-b)]

Essential Questions How do the elements of fiction contribute to my comprehension the novel's plot?

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How do the elements of fiction contribute to my understanding of the novel's theme?


The elements of a novel (plot, character, setting, style & point of view) contribute to a reader's understanding of the theme.

An author's choices influence the reader's experience of plot events and themes.


Comprehension Quizzes

Short Written Responses/Reflections

Small group and/or Class Discussions



Extended Written Response/Essay


Walk Two Moons by Sharon Creech

Tuck Everlasting by Natalie Babbit

The Egypt Game by Zilpha Keatley Snyder

Freak the Mighty by Rodman Philbrick

The Lightning Thief by Rick Riordan

Short texts (magazine/newspaper/online articles, short stories)

Author Websites

Chapter summaries

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Unit Reading: Fantasy—6

General characteristics of Fantasy Fiction:

Plots often involve one or more of the following:

A quest or journey (sometimes internal, frequently external)

Magic has consistent rules and limitations (or there would be no conflict)

Main Characters

Possess some magical ability or are aided by a supernatural being

Are limited in whatever power they have

Often have the role of warrior or champion thrust upon them

Frequently seem to be powerless or weak before discovering their special abilities

Are often outsiders or outcasts in their own society but recognized as special by those of another society

Animal fantasies may feature animals with a human personality and thought processes

Other Characters

Characters of non-human races are often involved - elves, dwarves, fairies, etc.

Mythical creatures may also be present (unicorns, centaurs, etc.)

Settings

Frequently have medieval elements or are set in medieval times

Can be set in the real world with a portal to another world

Can be set in a fantasy world which bears some resemblance to the real world

Often include magical items (rings, stones, wands, scrolls)

Themes

Frequently involve a battle of good vs. evil

Coming of age is a common theme - the hero/heroine grows and changes as a result of struggle







ASR9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.


ASW1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and

[191]

relevant and sufficient evidence.















RL.6.2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.


RL.6.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative

[192]

meanings; analyze the impact of a specific word choice on meaning and tone.



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



a) Introduce claim(s) and organize the reasons and evidence clearly.

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

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

d) Establish and maintain a formal style.

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






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

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

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

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


SL.6.4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to

[193]

accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.


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

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

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

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

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


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

b) Spell correctly.





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

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

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

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




• Identify the characteristics of fantasy fiction in the novel. [RL.6.2, RL.6.3]

• Understand major elements of a novel include plot, character, setting, point of view and theme [RL.6.1, RL.6.2, RL.6.3]

• Recognize that an author's choice of setting details contribute to a reader's understanding of the novel's theme [RL.6.2, RL.6.5]

• Recognize that the events of a novel's plot are driven by the narrator's point of view. [RL.6.6]

• Compare and contrast fantasy fiction to another literary genre [RL.6.1, RL.6.5, RL.6.9, W.6.1 (a-c), W.6.4, W.6.5, W.6.9 (a-b), W.6.10, L.6.1 (a-e),L.6. 2 (a-b), L.6.3 (a-b)]

• Set a purpose for reading [RL.6.2, RL.6.3,RL.6.6]

• Make predictions to enhance comprehension of text [RL.6.1, RL.6.2]

• Independently self-monitor for understanding and apply strategies to clarify confusion (i.e. re-read, uncover word meanings, make text-text/self/world connections, ask questions while reading) [RL.6.1,

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RL.6.2, RL.6.3, RL.6.4, RL.6.5, L.6.4 (a-d), L.6.6]]

• Describe and use textual evidence to analyze how the plot of the novel unfolds in a series of episodes and how the characters respond and change as the plot moves toward a resolution [RL.6.1, RL.6.5]

• Use textual evidence and well thought out inferences to contribute meaningfully to class and small-group discussions [RL.6.1, RL.6.10, SL.6.1 (a-d), SL.6.3, SL.6.4, L.6.1 (a-c), L.6.3 (a-b)]

• Analyze and cite textual evidence and formulate well thought out inferences to write a well structured, well supported response and/or essay related to the novel and elements of fiction [RL.6.1, RL.6.2, RL.6.3, W.6.1 (a-c), W.6.4, W.6.5, W.6.9 (a-b), W.10, L.6.1 (a-e), L.6.2 (a-b), L.6.3 (a-b)]

• Find connections with their own lives [RL.6.5]

Essential Question What are the distinctive elements of fantasy fiction?

What can a novel that is not realistic teach us about human existence?


Literature is classified into genres and sub-genres. Works are defined as belonging to a genre based on structure and content.

While fantasy fiction has a unique set of identifiable characteristics, it contains the essential elements of all fiction (plot, setting, character, theme, point of view, style).



Short Written Response/Reflections




Extended Written Response/Essay


Everlost

Fairest

The Hunger Games

Ella Enchanted

The Miraculous Journey of Edward Toulane

Mrs. Frisby and the Rats of Nimh

The Phantom Tollbooth

Tale of Emily Windsap

The Ugly Princess and the Wise Fool

The Sisters Grimm

The Tale of Despereaux

The Wish Giver

Peter and the Star Catchers

Larklight

Telling Pool

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Unit Reading: Mythology--6











ASW2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

ASW.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.




ASW 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.


[196]





RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.



RL.6.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.









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

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

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

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

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

e) Establish and maintain a formal style.

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

W.6.6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate

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with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

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

W.6.8. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusion







W.6.1. Write arguments focused on discipline-specific content.

a) Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

b) Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

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


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


W.6.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

W.6.7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

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




8.1.8.B.1 Synthesize and publish information about a local or global issue or event on a web based, shared, hosted

[198]

service.

8.1.8.D.1 Summarize the application of fair use and creative commons.

8.1.8.D.1 Model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics.


Students will:

Understand mythology as a coherent ancient world view, not simply a collection of stories (RL.6.4)

Understand mythology as an oral tradition that developed over time (RL.6.1, RL.6.6)

Recognize the universal themes and their connections to modern culture, other literature, and students' lives (RL.6.2, RL.6.2, RL.6.5, RL.6.7, W.6.1, RL.6.6, RL.6.7, W.6.1, W.6. 4)

Understand that the myths share common characteristics (e.g., archetypes, numeric occurrences) that reflect Greek beliefs and values (RL.6.1, RL.6.2, RL.6.3)

Analyze the literary elements of a myth (RL.6.1, RL.6.2, RL.6.3, RL.6.4, RL.6.5, RL.6.10, W.6.2)

Build a foundational knowledge of the major Greek gods and goddesses (W.6.8, W.6.9)

Identify the main Greek pantheon (major gods and goddesses) and their spheres of responsibility (RL.6.9, W.6.7, W.6.8, W.6.9)

Identify the impact of Greek words and roots on the English language (L.6.4)

Essential Questions What do (the Greek) myths have to teach us? Why do we continue to study ancient myths today?

How does our knowledge of Greek mythology aid us as readers constructing meaning from everyday text such as signs, articles, literature, and advertising?


Mythology reflects the coherent world view of an ancient civilization; that conception includes both moral values and explanations of natural phenomenon.

Myths ask and try to answer universal human questions and concerns. Because their themes address issues that remain central to human efforts to understand the world, they are as relevant to modern peoples as they were to the ancients.

Allusions to Greek mythology are infused into many aspects of our culture and language including literature, television, movies, advertisements, and art.


Representation of figures in Greek mythology (i.e. chart, family tree, Who’s Who list, Wanted poster, etc.)

Comprehension Questions


Short and/or extended written response (i.e. essay)

Creative project (i.e. skit, newspaper, modern day myth, epic poem, wiki page, etc.)


D'Aulaires' Book of Greek Myths

Oh My Gods!: A Look-it-Up Guide to the Gods of Mythology (Mythlopedia)

She's All That!: A Look-it-Up Guide to the Goddesses of Mythology (Mythlopedia)

What a Beast!: A Look-it-Up Guide to the Monsters and Mutants of Mythology (Mythlopedia)

All in the Family: A Look-it-Up Guide to the In-laws, Outlaws, and Offspring of Mythology (Mythlopedia)

Usbourne Greek Myths for Young Children

Usborne Illustrated Guide to Greek Myths and Legends

Retold Classic Myths, Volume 1, 2 & 3 edited by Kathleen Myers (Perfection Learning Publishing)

The Odyssey (Kingfisher Epics)

The Iliad (Kingfisher Epics)

Tales from the Odyssey, Part 1 & 2 by Mary Pope Osborne

http://www.amazon.com/s/ref=ntt_athr_dp_sr_1?_encoding=UTF8&sort=relevancerank&search-alias=books&ie=UTF8&field-author=Kathleen%20Myers

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Unit Reading: Informational Text: Biography-6







ASR8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.











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RI.6.2. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

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

RI.6.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

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

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

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

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









W.6.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by

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planning, revising, editing, rewriting, or trying a new approach.








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



b) Spell correctly.













8.1.8.B.1 Synthesize and publish information about a local or global issue or event on a web based, shared, hosted service.


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21st


9.1.8.C.1 Determine an individual’s responsibility for personal actions and contributions to group activities.

9.1.8.D.5 Justify the need for greater cross-cultural understanding due to globalization.



Set a purpose for reading [RI.6.2,RI.63]

Identify the chronological events of the subject’s life (timeline) *RI.6.3, RI.6.5]

Understand the consequential events of the subject’s life *RI.6.5,RI.6.6, RI.6.8]

Differentiate between verifiable facts and opinions in a biography [RI.6.1, RI.6.4,RI.6.5]

Understand and identify the writer’s bias *RI.1,5, RI.6.6]

Determine the author’s purpose/central idea of the biography supported with evidence from the text [RI.6.6]

Make personal connections between self and subject [RI.6.9]

Develop and apply criteria to determine the legacy of the subject [RI.6.2, RI.6.3]

Analyze and cite textual evidence and formulate well thought out inferences to write a well structured, well supported response and/or essay related to the biography [RI.6.1,RI.6.8, W.6.1 (a-c), W.6.4, W.6.5, W.6.9 (a-b), W.6.10, L.6.1 (a-e), L.6.2 (a-b), L.6.3 (a-b)]

Independently self-monitor for understanding and apply strategies to clarify confusion (i.e. re-read, uncover word meanings, make text-text/self/world connections, ask questions while reading) [RI.6.1, RI.6.2, RI.6.3, RI.6.4, RI.6.5, L.6.4 (a-d), L.6.6]

Essential Questions How can one person make a difference?

How does the kind of life one leads impact others and history?


A person can make a positive or negative difference in the lives of others and in the course of history.

Personal characteristics and the action of an individual can lead to making a difference.


Short written responses/reflections


Timeline of chronological and/or consequential events

Presentation

Extended written response/essay


Extended texts (Biography)

Sadako and the Thousand Paper Cranes by Eleanor Coerr

Short texts (magazine/newspaper/online articles, etc.)

Carry On Mr. Bowditch by Jean Lee Latham

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Unit Reading: Informational Text: Environment/Health -- 6





ASR. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.










ASW9 Draw evidence from literary or informational texts to support analysis, reflection, and research.


ASL3. Apply knowledge of language to understand how language functions in different contexts, to make effective

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choices for meaning or style, and to comprehend more fully when reading or listening.







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



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

RI.6.7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

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

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



Introduce claim(s) and organize the reasons and evidence clearly.

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

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


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

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W.6.8. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.




Spell correctly.





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

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

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

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

SL.6.4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

SL.6.5. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information..


8.1.8.A.1 Create professional documents (e.g., newsletter, personalized learning plan, business letter or flyer) using advanced features of a word processing program.

8.1.8.A.3

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Create a multimedia presentation including sound and images.


8.1.8.D.3 Demonstrate how information may be biased on a controversial issue.

21st


9.1.8.A.1 Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and problem-solving skills.

9.1.8.A.3 Summarize strategies used by various organizations and agencies to solve problems that impact communities, and compare them with strategies used by similar organizations in another state or country.

9.1.8.A.4 Design and implement a project management plan using one or more problem-solving strategies.


9.1.8.E.2 Analyze the role of digital media in sales and marketing and in delivering cultural, political, and other societal messages.

9.1.8.E.3 Differentiate between explicit and implicit digital media messages, and discuss the impact on individuals, groups, and society as a whole

9.1.8.E.4 Determine the undesired consequences of unethical uses of media.

9.1.8.F.2 Explain how rules, laws, and safety practices protect individual rights in the global workplace.



Formulate valid research questions to investigate a scientific or health issue or topic (RI 6.1, RI.6.2, W 6.7, SL 6.1, L 6.2)

Recognize differences in structure and features in fiction and non-fiction text (RI 6.2, RI.6.10, RI.5.7)

Employ appropriate reading strategies to make sense of scientific text (RI 6.3, RI.6.4, RI.6.5)

Recognize facts versus opinions presented in scientific text (RI 6.6, RI.6.8, SL 6.1, RI.6.9, RI.6.10)

Identify bias in scientific text (RI 6.6, RI.6.9)

Determine relevant information and take notes on important ideas in scientific text (RI 6.1, RI.6.2, W 6.8, W.6.9, RI.6. 9)

Integrate information presented in different media or formats to develop a coherent understanding of a topic or issue (RI 6.7)

Identify and apply elements of a persuasive PSA/website (RI 6.7, W 6.1, W.6.4, W.6.6, SL 6.4, W.6.5, L 6.2,L.6.3, W.6.7.7)

Essential Questions What can one person do to help improve the earth’s environment and/or the health of its citizens?

How does one use reading strategies to make sense of scientific text?

How does one identify bias while reading scientific text?

How does one identify relevant main ideas and essential details for note taking while reading scientific text?

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Readers interpret text by reading thoroughly and with purpose to determine main ideas and the facts and details used to support them.

The textual and graphic features of nonfiction provide powerful tools when reading and writing.

Non-fiction texts are written by authors with specific points of view that can be identified and acknowledged

Creating positive change in the environment and/or public health requires effective reading, writing and researching skills


Accuracy & depth of research gathered


Public Service Announcement (script/storyboard/website [wiki]/advertisement)

Evidence of research (i.e. outline, graphic organizer etc.)

Extension/Enrichment: video or podcast or essay


Extended texts (magazine/newspaper/online articles, etc.)

Experts in the field

Environmental Science Lessons http://eelink.net/pages/Lesson+Plans+-+Grades+5-8

Environmental Issues Lesson Plan http://www.bcps.org/offices/lis/models/environeng6/index.htm

http://eelink.net/pages/Lesson+Plans+-+Grades+5-8

http://www.bcps.org/offices/lis/models/environeng6/index.htm

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Unit Reading/Writing: Poetry—6










ASW3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.



ASW6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.


ASSL6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate


ASL2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling

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when writing.








RL.6.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.



RL.6.7. Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.



W.6.3.d Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.



W.6.6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a

[210]

single sitting.


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






e) Recognize variations from Standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.



b) Spell correctly.










a) Interpret figures of speech (e.g., personification) in context.

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

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



Interpret and respond to a variety of free verse poems (RL 6.1, RL.6.10)

Identify and use common textual features (i.e., stanzas, line breaks) to comprehend poems (RL 6.5)

Analyze how the written structure contributes to the overall meaning of the poem (RL 6.1, RL.6.3,

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RL.6.5)

Identify and analyze literary elements in poetry (speaker, subject/plot, point of view, tone, theme or central idea) (RL 6.1, RL.6.2, RL.6.3, RL.6.4, RL.6.5, RL.6.6)

Identify and analyze literary techniques such as sensory and figurative language and imagery (RL 6.1, RL.6.4, L 6.4, L.6.5)

Compare and contrast poems on a similar topic or theme, with a similar style, etc. (RL 6.9)

Compare and contrast poems with other genres and art forms (RL 6.9)

Compare and contrast the experience of reading a poem to listening to or viewing an audio, video or live version of the text (RL 6.7)

Fluently read their own and others’ poetry, reflecting an understanding of the text and engaging the listener (SL 6.6)

Write a variety of free verse poems (W 6.3.d, W.6.4, W.6.10, L.6.1, L.6.2, L.6.3)

Develop and improve their vocabulary by focusing on word choice, shades of meaning and sound (RL 6.4, L 6.5, W 6.3.d,W.6.4)

Revise and edit drafts by rereading for content and organization, usage and spare, precise, vivid word choice (W 6.3.d, W.6.4,W.6.5)

Attempt compositional risks, including the use of figurative language and imagery in writing poetry (W 6.3.d, W.6.4, W.6.5, W.6.10)

Begin to develop a personal style and voice in their poetry (W 6.3.d, W.6.4, W.6.5)

Publish or share poetry with others (W 6.4, 6)

Essential Questions How do I make sense of and respond to a variety of poems?

How do writers use language to express individual perspectives drawn from their personal or related experiences?

How do I clearly and vividly communicate my ideas through poetry?


Poetry invites us to read and experience more than its authors have written.

Poets rely on spare, precise, vivid sensory and figurative language to express ideas and emotions.

Poetry challenges us to communicate our own ideas while leaving space for our readers’ ideas.



Drafting and revising poetry

Poetry Readings


Portfolio of Collected and Written Poems

Class Collection of Poetry (magazine/chapbook etc.)


Dickinson, Emily. “The Railway Train.”

Frost, Robert. “The Road Not Taken.”

Sandburg, Carl. “Chicago.”

Hughes, Langston. “I, Too, Sing America.”

Neruda, Pablo. “The Book of Questions.”

Soto, Gary. “Oranges.”

Giovanni, Nikki. “A Poem for My Librarian, Mrs. Long.”

The Best Poems Ever (Scholastic)

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Poetry Alive (Audio CDs)

A Fire in My Hands, Gary Soto, Scholastic, 1990

Americans’ Favorite Poems: The Favorite Poem Project Anthology, Robert Pinsky and Maggie Dietz, ed., W.W. Norton & Co., 2000

Poems to Read: A New Favorite Poem Anthology, Robert Pinsky and Maggie Dietz, ed., W.W. Norton & Co., 2002

Poetry 180: A Turning Back to Poetry, Billy Collins, ed., Random House, 2003

The Norton Anthology of Modern and Contemporary Poetry, Volume II Contemporary Poetry, Jahan Ramazani, Richard Ellmann, Robert O’Clair, ed., W.W. Norton & Co., 2003

The Selected Poems of Nikki Giovanni, Nikki Giovanni, William Morrow and Company, Inc., 1996

Teaching Resources The Language of Life: A Festival of Poets, Bill Moyers, Doubleday, 1994

A Poetry Handbook: A Prose Guide to Understanding and Writing Poetry, Mary Oliver, Harcourt Brace & Co., 1994

Risking Intensity: Reading and Writing Poetry with High School Students, Judith Rowe Michaels, NCTE, 1999

The Power of the Word with Bill Moyers, PBS video, David Grubin Productions, 1989

What is Found There: Notebooks on Poetry and Politics, Adrienne Rich, W.W. Norton, 1993

Lessons That Change Writers, Nancie Atwell, Heinemann, 2002 (with accompanying resource binders or copies of binder pages)

Reader’s Handbook (Student & Teacher Editions), Laura Robb, Ron Klemp, Wendell Schwartz, Great Source, 2002

The AP Vertical Teams Guide for English, The College Board, College Entrance Examination Board, 2002

Naming the World by Nancie Atwell

Dodge Poetry Festival - http://www.grdodge.org/poetry/mainold.htm

Poetry 180 - http://www.loc.gov/poetry/180/

The Writer’s Almanac - http://writersalmanac.publicradio.org/

http://www.grdodge.org/poetry/mainold.htm

http://www.loc.gov/poetry/180/

http://writersalmanac.publicradio.org/

[213]

Unit Language: Grammar, Usage, & Mechanics -- 6

Anchor Standards ASL1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.







L.3.1f Ensure subject-verb and pronoun-antecedent agreement.

L.3.3a Choose words and phrases for effect.

L.4.1f. Produce complete sentences, recognizing and correcting inappropriate fragments and run- ons.

L.4.1g. Correctly use frequently confused words (e.g., to/too/two; there/their).

L.4.3a. Choose words and phrases to convey ideas precisely.

L.4.3b. Choose punctuation for effect.

L.5.1d. Recognize and correct inappropriate shifts in verb tense.

L.5.2a. Use punctuation to separate items in a series.


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

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

Recognize and correct inappropriate shifts in pronoun number and person.

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

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

L.6.2.

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


Spell correctly.










Interpret figures of speech (e.g., personification) in context.

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

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



Students will:

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

Use pronouns correctly, recognizing and correcting errors in case, shifts in number and person and vague usage. (L.6.1a-d)

Use correct subject-verb agreement and verb tense. (L.3.1f, L.5.1d)

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

Use commas, parentheses and dashes to set off non-restrictive/parenthetical elements. (L.6.2a)

Use correct punctuation for items in a series. (L.5.2a)

Use punctuation for effect. (L.4.3b)

Spell correctly, including frequently confused words. (L.4.1g, L.6.2b)

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

Write a variety of complete sentences appropriate for meaning, speaker/listener interest, and style (L.4.1f, L.6.3a)

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Use words and phrases for effect and to convey ideas. (L.3.3a, L.4.3a)

Maintain consistent style and tone (L.6.3b)

Determine or clarify the meaning of unknown and multiple-meaning words and phrases. (L.6.4)

Use context clues and Greek or Latin affixes to determine meaning of unknown words. (L.6.4a,b)

Consult reference materials to find pronunciation, precise meaning, part of speech and/or to verify inferred meaning. (L.6.4c,d)

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

Interpret and effectively use figures of speech. (L.6.5a)

Use word relationship to enhance understanding (L.6.5b)

Distinguish between connotation and denotation of similar words (L.6.5c)

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. (L.6)

Essential Questions How do spoken and written language differ?






Developing a broad vocabulary deepens comprehension and allows for more precise communication.


Revising/editing conferences on rough drafts

Worksheets, daily oral language type activities, journal writing etc.

Games


Final writing pieces

Quizzes

Tests


Purdue OWL site


Write Source 2000: a Guide to Writing, Thinking, and Learning by Patrick Sebranek, Verne Meyer and Dave Kemper

Write Source 2000: Student Edition Grades 6-8 by Patrick Sebranek, Verne Meyer and Dave Kemper

Commas by Randy Larson

Hot Fudge Monday by Randy Larson

Easy Grammar series

Sadler-Oxford Vocabulary series

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Unit Argumentative Writing-6


ASRDetermine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.












ASSL6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate




ASSL2.

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Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.



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

RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

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

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

RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

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

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

W.6.1 Write arguments to support claims with clear reasons and relevant evidence.

W.6.1. A Introduce claim(s) and organize the reasons and evidence clearly.

W.6.1.B S Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

W.6.1.C Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.

W.6.1.D Establish and maintain a formal style.

W.6.1.E Provide a concluding statement or section that follows from the argument presented.

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

W.6.2.A Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

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

W.6.2.C

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

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

W.6.2.E Establish and maintain a formal style.

W.6.2.F Provide a concluding statement or section that follows from the information or explanation presented.

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

W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

W.6.6 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

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

W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

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

W.6.9.B Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.)



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

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

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

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

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


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

• Spell correctly.

L.6.3.

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

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

• Maintain consistency in style and tone.*

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



8.1.8.A.5 Select and use appropriate tools and digital resources to accomplish a variety of tasks and to solve problem.

8.1.8.B.1 Synthesize and publish information about a local or global issue or event on a web based, shared, hosted service.



21st



9.1.8.A.3 Summarize strategies used by various organizations and agencies to solve problems that impact communities, and compare them with strategies used by similar organizations in another state or country.

9.1.8.B.1 Use multiple points of view to create alternative solutions.

9.1.8.B.2 Assess data gathered to solve a problem for which there are varying perspectives (e.g., cross-cultural, gender-specific, generational), and determine how the data can best be used to design multiple solutions.

9.1.8.E.3 Differentiate between explicit and implicit digital media messages, and discuss the impact on individuals, groups, and society as a whole.


Students will:

• Identify characteristics of effective argumentative writing by reading & listening to published and student mentor texts/models (R.I.6.2, RI.6.3,RI.6.6, SL.2,3)

• Determine an author’s point of view in an argumentative text (R.I.6.6, SL.6.2, SL.6.33)

• Identify main ideas and various types of supporting details in argumentative writing (RI.6.1, RI.6.2, RI.6.3, RI.6.8)

• Take a stand on a debatable issue and recognize differing points of view on the topic (R.I.6.6)

• Write a detailed, organized 5-paragraph argumentative essay/letter with an introduction, thesis/claim, topic sentences, supporting details, transitions, conclusion, etc. (W.6.1, W.6.2, W.6.10)

• Outline a multi-paragraph argumentative essay. (W.6.1.A,B)

• Write a clear thesis statement stating an opinion. (W.6.1.A)

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• Write clear topic sentences stating main ideas. (W.6.1.A, B)

• Support claim with sound reasoning and relevant and sufficient evidence, including facts, statistics, examples, quotes, explanations, etc. (W.6.1.B, W.6.2, W.6.9)

• Provide a logical sequence in a multi-paragraph work and develop transitions between ideas. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.(W.6.1.C, W.6.2, W.6.4)

• Write a conclusion restating key ideas and asking for specific action. (W.1.6.E, W.6.2)

• Draw evidence from literary and informational text to support analyses, reflection and research (W.6.9.a,b, W.6.10)

• Use multiple sources to research information (R.I.6.7, W.6.7, W.6.8)

• Cite sources correctly (W.6.8)

• Evaluate the reliability of information found on the Internet (R.I.6.7,8, W.6.8)

• Establish and maintain a formal style and awareness of audience (W.6.1.D, L.6.3.B)

• Use a scoring rubric / checklist as a guide to revising writing (W.6.5)

• Receive feedback on their writing from their peers and provide specific feedback to other students. (W.6.5)

• Revise their writing based on peer conferences and teacher feedback. (W.6.5)

• Use standard English conventions (L.6.1, L.6.2, L.6.3)

• Review and edit work for spelling, usage, clarity. (W.6.5)

• Use technology to produce and publish writing (W.6.6)

Essential Questions How are logical arguments (and persuasive techniques) used in writing to change the reader’s point of view, to bring about some action on the reader’s part, or to ask the reader to accept the writer’s explanation of a concept, issue or problem?

How does knowledge of an audience shape the writer’s decisions in crafting an argument?


Argument is a process through which writers present several strong, well-researched, logical arguments to change the reader’s point of view, to bring about some action on the reader’s part, or to ask the reader to accept the writer’s explanation of a concept, issue or problem.

Persuasion is an approach through which writers try to convince a reader to take a certain action or adopt a point of view using techniques that establish the credibility of the writer and appeal to the emotions and self-interest of the reader.

Argumentative and persuasive writing have common, predictable elements and an organized structure, which support the writer’s claim/thesis.

Writers often use both logical argument and persuasive techniques in a single piece of writing.

Effective argumentative writing is dependent upon acknowledging and addressing a reader’s perspective.



Provide feedback on credibility and accuracy of students’ sources

Comments on drafts



Grade essay based on holistic rubric

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Internet

Mentor texts (magazines, newspapers, student samples)

Purdue OWL site


6 + 1 Traits of Writing: The Complete Guide, Grades 3 and Up by Ruth Culham and Beverly Ann Chin



http://www.amazon.com/Traits-Writing-Complete-Guide-Grades/dp/0439280389/ref=sr_1_2?s=books&ie=UTF8&qid=1329935915&sr=1-2

http://www.amazon.com/Ruth-Culham/e/B001H6S3NW/ref=sr_ntt_srch_lnk_2?qid=1329935915&sr=1-2

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Unit Informational/Explanatory Writing—6






ASR.10. Read and comprehend complex literary and informational texts independently and proficiently.

ASW2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.










ASL3.

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Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.









RI.6.7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.



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

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

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



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

W.6.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3

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above.)




W.6.8. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.


Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).

Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).




Spell correctly.








Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the

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inferred meaning in context or in a dictionary).


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




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9.1.8.E.3 Differentiate between explicit and implicit digital media messages, and discuss the impact on individuals, groups, and society as a whole.



Generate ideas and choose a research topic (W.6.7)

Develop questions for investigation (W.6..2, W.6.7)

Use multiple sources to research information and evaluate the credibility, reliability and relevancy of information found on the Internet/in print sources (RI..6.3, RI.6.4, RI.6.10, W.6.6, W.6.8, W.6.9, L.6.4, L.6.6, SL.6.2)

Summarize and organize information into subtopics by taking notes by paraphrasing without plagiarizing (RI.6.1, RI.6.2, RI.6.4, RI.6.7, RI.6.10, W.6.8, W.6.9, L.6.4, L.6.6, SL.6.2)

Distinguish between major and minor details (RI.6.5)

Synthesize information from multiple sources (RI.6.7)

Cite sources correctly (RI.6.1)

Write a detailed, organized multi-paragraph report with an introduction, thesis, clear topic sentences, supporting details, transitions, conclusion, etc. (W.6.2, W.6.4, W.6.10, L.6.6)

Support thesis with relevant and sufficient evidence, including facts, statistics, examples, quotes, explanations, etc. (W.6.2, W.6.4, L.6.6)

Include visuals such as pictures, charts, maps, or graphs to support a report (RI.6.7, W.6.6)

Establish and maintain a formal style and awareness of audience (RI.6.2, W.6.4)

Use a scoring rubric / checklist as a guide to revising writing (W.6.5)

Revise their writing based on teacher feedback (W.6.5)

Use standard English conventions (L.6.1, L.6.2, L.6.3)

Review and edit work for spelling, usage, clarity. (W.6.5, L.6.1, L.6.2)

Use technology to produce and publish writing (W.6.6)

Essential Questions How does a writer convey information clearly and accurately to deepen the reader’s understanding of a topic?



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Conducting research and gathering evidence follows a generally accepted format and process.


Teacher review of research collected


Compare/Contrast Essay

Procedural Writing

Research Paper








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Unit Personal Narrative--6

Anchor Standards ASR2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.














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

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

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

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

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








Spell correctly.






Identify characteristics of a personal narrative by listening to or reading a variety of mentor texts (RL.6.2, R.6.3, RL.6.10)

Brainstorm potential topics and narrow focus for a personal narrative with a clear, significant theme (a “so what?”) (W.6.3)

Use an outline or graphic organizer to elaborate and organize ideas about writing (W.6.3.A)

Write a narrative establishing a plot or conflict, setting, characters, theme, and point of view (W.6.3.A,B, W.6.4, W.6.10)

Follow a plot structure with clear exposition, rising action, climax, falling action and resolution (W.6.3, W.6.4)

Break narrative into paragraphs and use effective transitions based on changes in action, dialogue, time and place (W.6.3.C)

Elaborate on main events and ideas by adding thoughts and feelings, dialogue, and description (W.6.3.B,D, W.6.4)

Punctuate dialogue correctly (W.6.3.B, L.6.2)

Write an effective lead, trying a variety of strategies (W.6.3.A,B)

Use vivid verbs and sensory details (W.6.3.D)

Attempt compositional risks within the narrative (W.6.3)

Utilize a writing rubric to revise narrative (W.6.5)

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Receive and possibly incorporate feedback on their writing from their peers and teacher (W.6.5)

Review and edit their work for sentence construction, spelling, capitalization, punctuation, usage, and clarity (W.6.5, L.6.2, L.6.3)

Use technology to produce a final product (W.6.6)

Essential Questions Why do people tell/write real or imagined stories?








Comments on drafts



Grade narrative based on holistic rubric


Mentor texts

Purdue OWL site




Write Source 2000: Student Edition Grades 6-8 by Patrick Sebranek, Verne Meyer and Dave KemperWrite Beside Them by Penny Kittle

Mini-Anthology for Students, might include:

On Turning Ten by Billy Collins

Excerpt from Indian Education by Sherman Alexie

Eleven by Sandra Cisneros

Two Lies by Nancie Atwell

How Angel Peterson Got His Name: Introduction by Gary Paulsen

Totally Joe: Introduction & Chapter 1 by James Howe

Autobiography in Five Short Chapters by Portia Nelson

Where I’m From by George Ella Lyons

Michelle on Tape

The Lunch Box by Craig James

Wheels by Jim Daniels

Autobiographia by G. E. Patterson

“Cookie” from My Life in Dog Years by Gary Paulsen

“Orvis and the Circle of Death” from How Angel Peterson Got His Name by Gary Paulsen

Stephen’s essay about Jeffrey from Drums, Girls, and Dangerous Pie, by Jordan Sonnenblick (pages 4-12)

Various short essays from Chicken Soup for the Preteen Soul, vol. 1 and 2. (“A Little Coaching” and “I Flushed It” from the first volume are good choices.)

The Great Mouse Plot” from Boy by Roald Dahl.



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Unit Fictional Vignette--6

Anchor Standards ASR2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.














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

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

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


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

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task, purpose, and audience.







Identify the multi-dimensional qualities of characterization (physical appearance, actions, speech, behavior and interaction with others) by listening to or reading a variety of mentor texts (RL.6.2, RL.6.3, RL.6.10)

Brainstorm potential character traits to fit within a typical plot structure (W.6.3)

Use an outline or graphic organizer to elaborate and organize ideas about writing/character (W.6.3.A)

Write/create a fictional vignette establishing a character with elements of conflict, resolution and setting.(W.6.3.A,B, W.6.4, W.6.10)

Follow a typical plot structure with clear exposition, rising action, climax, falling action and resolution (W.6.3, W.6.4)

Elaborate on character by adding thoughts and feelings, dialogue, and description of physical appearance, actions, speech, behavior and interaction with others (W.6.3.B,D, W.6.4)

Use sensory details (W.6.3.D)

Attempt compositional risks within the vignette (W.6.3)

Utilize a rubric or checklist to revise vignette (W.6.5)

Receive and possibly incorporate feedback on their rough draft or outline (W.6.5)

Review and edit their work for sentence construction, spelling, capitalization, punctuation, usage, and clarity (W.6.5, L.6.2, L.6.3)

Essential Questions How do writers craft engaging, vivid characters?

How does a strongly developed character influence the course of a narrative?



Character can be a pivotal element in narrative writing.

Fictional genres often have typical elements of characterization, plot, setting and theme.

A narrative writer conveys meaning through the deliberate use of literary elements and narrative techniques.


Provide feedback on outline, organizer or rough draft


After determining a typical plot structure, students will create/write a vignette based on characterization and other literary elements including setting, conflict & resolution .

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Plot structure may be based on immigrant experience fiction, mythology, fantasy fiction, etc.


Mentor texts

Purdue OWL site

Lessons That Change Writers, Nancie Atwell (Mini-Lessons on The Main Character Questionnaire, Considerations in Creating a Character, Ways to Develop a Character)




A unit worth looking at for resources: http://wc2008.wikispaces.com/file/view/Character+Study.pdf



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GRADE 7

Unit Science Fiction—7








1




RL.8.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

RL.8.2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

RL.8.3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

RL.8.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

RL.8.5. Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

• RL.8.6. Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

RL.8.7. Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from

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the text or script, evaluating the choices made by the director or actors.

RL.8.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.



21st



9.1.8.C.2 Demonstrate the use of compromise, consensus, and community building strategies for carrying out different tasks, assignments, and projects.

9.1.8.C.3 Model leadership skills during classroom and extra-curricular activities.

9.1.8.D.2 Demonstrate the ability to understand inferences.


Students will:

Demonstrate comprehension, analysis, and evaluation of text and filmed versions of science fiction novels, short stories and plays. (RL 8.7, RL 8.10)

Understand how science fiction differs from other genres. (RL 8.5)

Recognize an author's purpose for writing a science fiction novel.

Recognize common science fiction patterns and themes. (RL 8.2, RL 8.5)

Identify and describe the elements of good science fiction, which include plot, character,setting, conflict, theme and technology. (RL 8.2, RL 8.6)

Utilize textual evidence to support arguments. (RL 8.1)

Make reasonable predictions about what will happen next based on past events in the text.

Draw inferences about the text.

Identify and summarize main ideas.

Analyze the fictional elements of a story and how they interact (e.g. drive the plot forward) (RL 8.3, RL 8.6)

Understand how science fiction authors infuse scientific and technological concepts and language into the text (RL 8.4)

Read, compare and contrast two or more science fiction works (RL 8.5)

Essential Questions How does science fact influence science fiction? Is there also an inverse relationship?

What are the elements of a science fiction piece


Quite often science fiction authors use the future setting to comment upon present society.


Group discussions

Graphic organizers

Reading journal responses

Exit Tickets

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Response to quizzes

Analytical paragraphs


Open-ended written assessment. May be an ASK style prompt or more formal 5 paragraph essay.


Short Stories

“The Sound of Thunder” by Ray Bradbury

“The Veldt”

“The Fun They Had” by Isaac Asimov

“Humans are Different” by Alan Bloch

“All Summer in a Day” by Ray Bradbury

“The Different Ones” by Rod Serling

“The Most Powerful Tailor” by Michael Crichton

“To Serve Man” by Damon Knight

Novels

The Hitchhikers Guide to the Galaxy series by Douglass Adams

The White Mountains Trilogy by John Christopher

Jurassic Park by Michael Crichton

Sphere by Michael Crichton

Interstellar Pig by William Sleator

Fahrenheit 451 by Ray Bradbury

Ender’s Game by Orson Scott Card

Ender's Shadow by Orson Scott Card

A Wrinkle in Time by Madeline L’Engle

The Dark Side of Nowhere by Neil Shusterman

The Giver by Lois Lowry

The Green Book by Jill Paton Walsh

The Hunger Games Series by Suzanne Collins

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Unit Historical Non-Fiction Unit—7










ASSL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively







ASL6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient

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for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.


RI.7.1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.7.2. Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

RI.7.3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

RI.7.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.

RI.7.5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

RI.7.6. Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

RI.7.8. Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

RI.7.9. Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.


SL.7.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence


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

Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.

Acknowledge new information expressed by others and, when warranted, modify their own views.


Technology ET 8.1.8.A.3

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Standards Create a multimedia presentation including sounds and images

ET 8.1.8.A.5 Select and use appropriate tools and digital resources to accomplish a variety of tasks and to solve problems

ET 8.1.8.B.1 Synthesize and publish information about a local or global issue or event on a web-based shared hosted service (wiki).

ET 8.1.8.D.3 Demonstrate how information may be biased on a controversial issue

21st


21st. 9.1.8.C.1. Determine an individual’s responsiblity for personal actions and contributions to group activities.

21st. 9.1.8.D.4. Compare and contrast nuances in verbal and nonverbal communication in different cultures that may result in misinterpretation and minsunderstanding.

21st. 9.1.8.D.5. Justify the need for greater cross-cultural understandng due to globalization.

21st. 9.1.8.E.1. Explain how technology has strengthened the role of digital media in the global society

21st. 9.1.8.E.2. Analyze the role of digital media in sales and marketing and in delivering the cultural, political, and other societal messages.

21st. 9.1.8.E.3. Differentiate between explicit and implicit digital media mesages, and discuss the impact on individuals, groups, and society as a whole.

21st. 9.1.8.E.4. Determine the undesired consequences of unethical uses of media.

21st. 9.1.8.E.5. Compare and contrast ways governments regulate media advertising to protect children and adults in the United States and in other countries.


Students will:

Utilize close, active reading strategies as presented through modeling to interact with an informational text. (RI 7.1, RI 7.2, RI 7.4, RI 7.6, RI 7.8, RI 7.10)

Simulate group work in parallel to unfolding historical events highlighting individual roles in group events (21st. 9.1.8.C.1.)

Recognize differences in structure and features in fiction and non-fiction text. (RI 7.5)

Describe and analyze the distinct elements of non-fiction text. (RI 7.5)

Detect bias on controversial issues.( ET 8.1.8.D.3)

Analyze and recognize role of digital media in delivering historical context and cultural messages, including impact on individuals, groups and society as a whole.(21st. 9.1.8.E.1,E2, E3.)

Explore unethical uses of media, and undesired consequences in highlighting historical events (21st. 9.1.8.E.4)

When relevant, compare government regulation of media advertising to protect children and adults in the U.S. and other cultures (21st. 9.1.8.E.5).

Compare and contrast two versions of historical events (RI 7.6, RI 7.8, RI 7.9, 21st. 9.1.8.D.4, D5, ET 8.1.8.A.5)

Create media presentation of historical events combining sounds and images (ET 8.1.8.A.3)

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Analyze the influences of an author’s perspective (RI 7.3, RI 7.6)

Recognize how and why a particular viewpoint of historical events may differ or change over time and be influenced by culture or historical perspective.(RI 7.3, 21st. 9.1.8.D.4, 21st. 9.1.8.E.3.)

Utilize formal speaking techniques in order to articulate discoveries (SL 7.1, SL 7.3, SL 7.6)

Participate in web based (wiki) publication of synthesis of historical research and analysis.(ET 8.1.8.B.1)

Essential Questions How does the perspective of a historical event differ based upon cultural differences? (cultural, religious, regional, racial, etc. differences)

Can “history” be skewed depending on the views of the author?


Cultural differences play a role in the perceptions of historical events.

Recorded history may differ from actual events depending on the author’s personal point of view.


Short, written responses


Compare/contrast essay (see 7th grade informational/explanatory writing unit)


Integrated w/Social Studies

Non-fiction articles, speeches, essays, primary sources, historical documents

Media as necessary

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Unit Realistic Fiction-7

Anchor Standards ASR1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

ASR2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

ASR3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

ASR4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.


ASR6 Assess how point of view or purpose shapes the content and style of a text.











ASL4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context

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clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.


ASL6 Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.


RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

RL.7.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.


Introduce a topic clearly, previewing what is to follow; 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.


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



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


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W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)


SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.







Explain the function of phrases and clauses in general and their function in specific sentences.

Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.

Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*


Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).

Spell correctly.


Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.*

L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.


Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).

Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses),

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both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.



Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.

Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.

Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).

L.7.6 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.

21st


21st. 9.1.8.A.1 Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and problem-solving skills.

21st. 9.1.8.D.2 Demonstrate the ability to understand inference

21st. 9.1.8.F.1 Demonstrate how productivity and accountability contribute to realizing individual or group work goals within or outside the classroom.


Students will:

Identify and define setting in the story in order to analyze how the setting affects the mood of the story and the reader's experience. (RL.7.3)

Define character and characterization while identifying and defining types of characters, including: protagonist, antagonist, round, flat, static, dynamic (RL.7.3)

Identify different types of point of view and analyze the effect of point of view on the reader. (RL.7.6)

Identify and define the parts of the plot line in order to create and analyze a plot line for a specific text (RL.7.3)

Identify and define a variety of conflict types, including: person v. person, person v. self, person v. society, person v. nature (including fate), internal/external conflicts. (RL.7.3)

Analyze how particular elements of a story interact. (e.g. how characters shape plot and conflict) (RL.7.3)

Identify, define and analyze the development of the theme over the course of the text. (RL.7.2, 21st. 9.1.8.D.2.)

Locate and utilize textual evidence to support the analysis of the literary elements. (RL.7.1, R.L. 7.1a)

Utilize close readings in order to better understand word choice, usage and writing style to aid in the thorough literary analysis of a text (RL.7.4, L.7.4, L.7.5)

Discuss the text in a variety of means, including: analytical paragraphing, journaling, pair discussions, small group discussions and large group discussions (W.7.2a-f, W.7.3, W.7.4, W.7.5, W.7.10, SL.7.1a-d, SL.7.6, L.7.1, L.7.2, L.7.3, 21st. 9.1.8.A.1, 21st. 9.1.8.F.1.)

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Analyze and compare theme, including recurring themes between pieces of realistic prose and poetry (RL 7.2)

Compare & contrast the characteristics of a realistic fiction & fantasy work (RL 7.5)

Draw on personal experiences to better empathize with and understand the inner motivations of the character (RL 7.6, 21st. 9.1.8.D.2.)

Identify significant moments in the plot that directly contribute to a character’s deepening complexity (RL 7.3)

Essential Questions How does realistic fiction speak to contemporary adolescent issues?

How does a deeper understanding of the protagonist allow the reader to empathize with others’ perspectives?


Realistic fiction is a creative expression of lifelike people encountering likelike problems.

The characterstics of realistic fiction must accurately reflect an individual’s engagement with society


Graphic organizers

Small and large group discussion


Short or “quick” quizzes

Reponse to quotations (see informational/explanatory writing unit)


Open-ended written assessment (possibly an ASK style prompt) (see informational/explanatory writing unit)

Cumulative project

Test


Novels

Tom Sawyer by Twain

Pigman by Zindel

Freak the Mighty by Philbrick

Petey by Ben Mikaelson

Schooled by Gordon Korman

Rules by Cynthia Lord

Five People You Meet in Heaven by Mitch Albom

Absolutely Normal Chaos by Sharon Creech

Crash by Spinelli

The Misfits

Surviving the Applewhites

Stargirl by Spinelli

Travel Team by Lupica

Touching Spirit Bear

Outsiders, That Was Then ..., Rumblefish by S.E. Hinton

Monster by Walter Dean Myers

Swallowing Stones

Something Wicked This Way Comes by Ray Bradbury

Soldier X by Don Wulffson

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Unit Short Story-7






ASR7 Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.









ASSL2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.


ASSL4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

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ASSL5 Demonstrate understanding of word relationships and nuances in word meanings.








RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

RL.7.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).

RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.


Introduce a topic clearly, previewing what is to follow; 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

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comprehension.







W.7.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”).

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.





SL.7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.





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Spell correctly.


Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.*

L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.


Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).

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



Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.




ET 8.1.8.A.5 Select and use appropriate tools and digital resources to accomplish a variety of tasks and to solve problems.

21st


21st. 9.1.8.D.2 Demonstrate the ability to understand inferences


Students will:

• Identify and define setting in the story in order to analyze how the setting affects the mood of the story and the reader's experience. (RL.7.3)

• Define character and characterization while identifying and defining types of characters, including: protagonist, antagonist, round, flat, static, dynamic (RL.7.3, 21st. 9.1.8.D.2.)

• Identify different types of point of view and analyze the effect of point of view on the reader. (RL.7.6)

• Identify and define the parts of the plot line (exposition, precipitating incident/inciting force, rising

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action, climax, falling action, denouement) in order to create and analyze a plot line for a specific text (RL.7.3)

• Identify and define a variety of conflict types, including: person v. person, person v. self, person v. society, person v. nature (including fate), internal/external conflicts. (RL.7.3)

• Analyze how particular elements of a story interact. (e.g. how characters shape plot and conflict) (RL.7.3)

• Identify, define and analyze the development of the theme over the course of the text. (RL.7.2, 21st. 9.1.8.D.2.)

• Locate and utilize textual evidence to support the analysis of the literary elements. (RL.7.1, R.L. 7.1a)

• Read and understand a variety of short stories at a variety of levels. (RL.7.10)

• Utilize close readings in order to better understand word choice, usage and writing style to aid in the thorough literary analysis of a text (RL.7.4, L.7.4, L.7.5)

• Compare and contrast a written short story to its filmed version (RL.7.7, W.7.9a, SL.7.2)

• Discuss the text in a variety of means, including: analytical paragraphing, journaling, pair discussions, small group discussions and large group discussions (W.7.2a-f, W.7.3, W.7.4, W.7.5, W.7.10, SL.7.1a-d, SL.7.6, L.7.1, L.7.2, L.7.3, ET 8.1.8.A.5)

Essential Questions How does a literary element, such as character, plot, theme, etc. affect the story?

How do particular elements of a story intereact?


A short story portrays an encapsulated moment in time and is meant to leave a lasting impression on the reader.

Short stories have common elements. Understanding these elements is useful in comprehending unfamiliar texts.


Graphic organizers in a variety of forms (charts, lists, etc.)

Small and large group discussion



End of unit assessment using a multiple choice and open-ended format. Students are required to apply skills to a new short story.


“The Party”

“Seventh Grade”

“The Tell Tale Heart”

“Thank You Ma’am”

“The Metamorphosis of Justin Jones”

“A Secret For Two”

“Charles”

“The Hypnotist"

“The Wish”

“The Dinner Party"

“The Mustache”

“The White Umbrella”

“No Speak English”

“Zebra”

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“Hum”

“The Stray”

“Starr”

“What Do Fish Have to Do with Anything?”

“The Third Wish”

“Misery”

“The Doll’s House”

“The Secret Life of Walter Mitty”

“The Night the Bed Fell”

“August Heat”

“The Lottery”

O. Henry - such as “Ransom of Red Chief,” “The Last Leaf,” “Gift of the Magi,” “The Cop and the Anthem,” and “After Twenty Years”

“A Day’s Wait”

“The Pedestrian”

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Unit Social/Cultural Non-Fiction Unit--7








1










ASL3. Apply knowledge of language to understand how language functions in different contexts, to make effective

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choices for meaning or style, and to comprehend more fully when reading or listening.





RI.7.1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.7.2. Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

RI.7.3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

RI.7.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.

RI.7.5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

RI.7.6. Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

RI.7.7. Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).

RI.7.8. Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

RI.7.9. Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.




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SL.7.2. Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.

SL.7.3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

SL.7.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

SL.7.5. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.


ET 8.1.8.B.1 Synthesize and publish information about a local or global issue or event on a web-based shared hosted service.

ET8.1.8.C.1 Participate in an online learning community with learners from other countries (or communities) to understand their perspectives on a global problem/ issue and propose possible solutions.

ET8.1.8.D.3 Demonstrate how information may be biased on a controversial issue.

21st


21st. 9.1.8.A.1. Develop Strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and problem-solving skills.

21st. 9.1.8.A.2. Implement problems-solving strategies to solve a problem in school or the community

21st. 9.1.8.A.3. Summarize strategies used by various organizations and agencies to solve problems that impact communities, and compare them with strategies used by similar organizations in another state or country.

21st. 9.1.8.A.4. Design or implement a project management plan using one or more problem-solving strategies.

21st. 9.1.8.B.2. Assess data gathered to solve a problem for which there are varying perspectives (eg., cross-cultural, gender-specific, generational), and determine how the data can best be used to design multiple solutions.

21st. 9.1.8.D.3. Use effective communication skills in face-to-face and online interactions with peers and adults from home and from diverse cultures.

21st. 9.1.8.D.5. Justify the need for greater cross-cultural understanding due to globalization.

21st.9.1.8.F.3.

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Relate the use of new technologies at home, in the workplace, and in other settings to incidences of ethical and/or unethical behavior.


Students will:

• Utilize close, active reading strategies as presented through modeling to interact with an informational text. (RI 7.1, RI 7.2, RI 7.4, RI 7.6, RI 7.8, RI 7.10, 21st. 9.1.8.A.1)

• Recognize differences in structure and features in fiction and non-fiction text. (RI 7.5)

• Describe and analyze the distinct elements of non-fiction text. (RI 7.5)

• Identify the strategies an author uses to create bias. (RI 7.6, RI 7.8, SL 7.3)

• Articulate their understanding of cultural stereotyping, and discuss solutions and implement problem solving strategies to to counteract stereotyping (RI 7.4, RI 7.6, SL 7.1, SL 7.4, 21st. 9.1.8.A.2, 21st. 9.1.8.B.2, 21st. 9.1.8.A.4 21st. 9.1.8.D.5 )

• Create web based shared and independent writings on findings during unit (ET 8.1.8.B.1, ET8.1.8.C.1)

• Explain the possible impacts of stereotyping and cultural ignorance and discuss solutions to counteract stereotyping. (RI 7.3, 21st. 9.1.8.B.2)

• Analyze several attempts by agencies or organizations to combat stereotyping in communities and compare. (21st. 9.1.8.A.3

• Participate in cross cultural dialogue through digital means. (21st. 9.1.8.D.3)

• Compare and contrast a print and media version of the same story. (RI 7.9, RI 7.7, SL 7.2)

• Utilize formal speaking techniques in order to articulate discoveries on their own cultural identity, and discuss the effects of technology on personal ethics and ethical behavior at home, in schools, or at work, effectively demonstrating how information on issues may be biased. (SL 7.4, SL 7.5, SL 7.6, 21st.9.1.8.F.3, ET8.1.8.D.3)

Essential Questions How does one’s culture contribute to individual identity?

How does cultural ignorance cause stereotyping?

How can information be manipulated to create bias?


One’s identity is an amalgam of personal and cultural experiences.

Stereotyping is the result of intentional cultural ignorance.

Bias is the purposeful manipulation of text to convince an audience of a particular point of view.


Short, written responses

Quizzes on relevant terms

Timed writing responses to an article


Cultural identity research paper

Cultural identity presentation

“Bias in Media Project” (scrapbook, collage, Power Point, wiki page, etc.)


Kelly Gallagher’s Article of the Week

Fake articles from “The Onion”

New York Times (L) v. Washington Times/Wall Street Journal (C) [lower level option] Star Ledger (L) v. New York Post (C)

extended texts (magazines, newspapers, book) TBD

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Unit Informative/Explanatory Writing--7

Anchor Standards ASW2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
















Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information,

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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.7.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

W.7.6. Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

W.7.7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

W.7.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.









Spell correctly.


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Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.

L.7.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies.

Use context as a clue to the meaning of a word or phrase.

Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word

Consult general and specialized reference materials both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.



Interpret figures of speech in context.





ET 8.1.8.A.1 Create professional (formal) documents using advanced features of a word processing program.

ET 8.1.8.A.5 Select and use appropriate tools and digital resources to accomplish a variety of tasks and to solve problems.

ET 8.1.8.B.1 Synthesize and publish information about a local or global issue or event on a web-based shared hosted service.


Students will:

Use advanced features of a word processing program (ET 8.1.8.A.1)

Craft a thoughtful introduction that hooks the reader, presents a general understanding of the topic and culminates in a succinct thesis (W7.2)

Explain a topic with a variety of valid, relevant and substantive evidence (W.7.2)

Utilize credible, self-selected research to develop and support a topic (W.7.2, W.7.8, W.7.9)

Develop a logical and cohesive written piece through the use of transition words/phrases and topic/concluding sentences(W.7.2)

Craft a thoughtful conclusion that restates the thesis and synthesizes/extends the topic presented (W.7.2)

Sustain a formal style throughout a work (W.7.2)

Shape the style and structure of a topic based upon their understanding of an audience (W7.4)

Brainstorm, draft and reflect on both their own writing and that of peers (W 7.5)

Effectively use technology to research and cite sources, collaborate with others and publish their work (W.7.6, ET 8.1.8.A.5, ET 8.1.8.B.1)

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Use non-fiction literature as a springboard for further inquiry into a topic (W 7.7)

Create a veritable plethora of informative and explanatory essays and short responses, as well as various writing projects including: brochures, newspaper articles, wiki/blog posts, creative informational text (W 7.10)

Develop a variety of syntax (including simple, compound, complex and compound-complex sentences) through correct use of punctuation and capitalization (L 7.1, L. 7.2)

Differentiate between independent and dependent clauses and articulate their functionalities (L 7.1)

Refine an extended vocabulary that is correctly spelled (L7.2)

Identify and revise instances of redundancy in writing (L 7.3)

Communicate a point through precise diction that considers literal and metaphorical meaning (L 7.4, 7.5, 7.6)

Essential Questions How does a writer convey information clearly and accurately to deepen the reader’s understanding of a topic?





Graphic organizers/handouts

Journal writing

Short response

Intro/exit “tickets”

Vocab exercises

Peer editing

Conferences

Timed writing piece


Literary interpretation paragraphs / essays (see Realistic Fiction Reading Unit, see Short Story Reading Unit)

Response essay (evaluation or interpretation of quote, excerpt, article, etc)

Timed writing piece

Various creative writing projects (may include: brochures, newspaper articles, wiki/blog posts, “how-to” pieces)

Research papers/projects (see Science Fiction Reading Unit, see Cultural Identity Reading Unit)


Kelly Gallagher’s “Article of the Week”

New York Times: Room for Debate

Kelly Gallagher - Write Like This: Teaching Real-World Writing Through Modeling and Mentor Texts

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Unit Narrative Writing – 7

Anchor Standards ASW3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.








W.7.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Engage and orient the reader by reflects on the narrated experiences or events.









Spell correctly.


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21st






9.1.8.D.3 Use effective communications skills in face-to-face and online interactions with peers and adults from home and from diverse cultures.9.1.8.D.5


Students will :

Create well-drawn, consistent characters with discernible traits and motivations (W.7.3.)

Devise a setting that both establishes mood and has a direct impact on the progression of the plot (W.7.3.)

Map a plot’s progression though the use of Freytag’s pyramid (exposition, precipitating incident/inciting force, rising action, climax, falling action, denouement) (W.7.3)

Compose correctly punctuated, meaningful dialogue that functions to move the plot forward, to characterize, or to illuminate theme (W.7.3., L.7.1, L.7.2)

Generate plot momentum via escalating conflict complications (W.7.3.)

Articulate the purpose of a story by conveying theme via character, dialogue, and plot moments (W.7.3.)

Frame a story around a consistent narrator’s point of view (W.7.3.)

Develop lyrical prose through the use of figurative and sensory language (W.7.3. L.7.1, L.7.2, L.7.3, L.7.5)

Compose lyrical poetry that demonstrates understanding of the form, style, and function of the literary form (W.7.3.)

Select vivid, accurate diction that reflects the writer’s growing vocabulary and understanding of connotation (W.7.3., L.7.1, L.7.2, L.7.3, L.7.5)

Use a variety of sentence types to create fluency in the prose (W.7.4., L.7.1, L.7.2,)

Revise, edit and publish a finished narrative product (W.7.5., L.7.1, L.7.2, ET 8.1.8.A.5)

Engage in discussions of works in progress to promote understanding of an authors decision making process, inferencing of characters, and to promote civilized sense of audience for work (21st 9.1.8.C.2, 9.1.8.D.2., 9.1.8.D.3.)

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Essential Questions Why do people tell/write real or imagined stories?







Writing conferences

Graphic organizers

Story board (ie. plot)

Character sketch

Dialogue exercise/assessment (w/ punctuation, dialogue tags, etc)


Short story (see Short Story Reading Unit)

Poetry


On Writing by Stephen King

Model texts - see 7th ELA Short Story Reading Unit (should be used as model text

Children’s books (Cloudy with a Chance of Meatballs, Chris Van Allsburg’s wordless picture books)

Famous paintings (Night Hawks, Starry Night on Rhone, Salvador Dali)

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Unit Argumentative (Writing)--7






ASW8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.











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Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.

Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

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


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



W.7.6. Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

W.7.7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.








L.7.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling

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when writing.


Spell correctly.



L.7.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies.

Use context as a clue to the meaning of a word or phrase.


Consult general and specialized reference materials both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.







SL 7.2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

SL.7.3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

SL.7.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

SL.7.5. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

Technology Standards ET 8.1.8.B.1 Synthesize and publish information about a local or global issue or event on a web-based shared hosted service i.e. wiki.

ET 8.1.8.D.2 Summarize the applications of fair use and creative commons.

ET 8.1.8.D.3 Demonstrate how information may be biased on a controversial issue.

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21st

Century Life and Career Standards

21st. 9.1.8.A.2. Implement problems-solving strategies to solve a problem in school or the community

9.1.8.A.3. Summarize strategies used by various organizations and agencies to solve problems that impact communities, and compare them with strategies used by similar organizations in another state or country.

9.1.8.B.2. Use multiple points of view to create alternative solutions

9.1.8.C.3. Model leadership skills during classroom and extra-curricular activities..

Objective (With standard(s) numbers noted

Students will:

Take a definitive stance on an issue (W.7.1)

Craft a thoughtful introduction that hooks the reader, presents a general understanding of the topic and culminates in a succinct thesis (W7.1)

Support a claim with a variety of valid, relevant and substantive evidence (W.7.1)

Acknowledge the viewpoint of the opposition (W.7.1)

Utilize credible, self-selected research to validate a point of view (W.7.1)

Develop a logical and cohesive argument through the use of transition words/phrases and topic/concluding sentences(W.7.1)

Craft a thoughtful conclusion that restates the thesis and synthesizes/extends the argument presented (W.7.1)

Sustain a formal style throughout a work (W.7.1)

Shape the style and structure of an argument based upon their understanding of an audience (W7.4)

Brainstorm, draft and reflect on both their own writing and that of peers (W 7.5)

Effectively use technology to research and cite sources, collaborate with others and publish their work (W.7.6,ET8.1.8.B.1)

Use non-fiction literature as a springboard for further inquiry into a topic (W 7.7)

Quote, paraphrase and cite relevant/credible research to avoid plagiarism (W 7.8, ET8.1.8.D.2)

Examine source materials to identify and isolate bias in preparation to support a claim (ET 8.1.8.D.3)

Effectively utilize textual evidence to support a claim or interpretation (W 7.9)

Create a veritable plethora of argumentative letters, essays, short responses, speeches and debate arguments (W 7.10, SL 7.4)

Identify and implement the standard format of full-block business letter (W 7.10)

Develop a variety of syntax (including simple, compound, complex and compound-complex sentences) through correct use of punctuation and capitalization (L 7.1, L. 7.2)

Differentiate between independent and dependent clauses and articulate their functionalities (L 7.1)

Refine an extended vocabulary that is correctly spelled (L7.2)

Identify and revise instances of redundancy in writing (L 7.3)

Communicate a point through precise diction that considers literal and metaphorical meaning (L 7.4, 7.5, 7.6)

Evaluate the soundness of a speaker’s argument and the presented information (SL 7.2, 7.3)

Use visual and multi-media displays to articulate an argument in front of an audience using ethos and logos (SL 7.4 and 7.5)

Present and argument as a solution to solve a local problem in the school or community (21st. 9.1.8.A.2.)

Compare local problem solving strategies to those of another entity in terms of argument and

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promote arguments that derive from proposed solutions (21st. 9.1.8.A.3, 9.1.8.B.2)

Promote civilized discourse on both sides of an issue, and model nonreactive analysis (21st. 9.1.8.C.3)

Essential Question How are logical arguments (and persuasive techniques) used in writing to change the reader’s point of view, to bring about some action on the reader’s part, or to ask the reader to accept the writer’s explanation of a concept, issue or problem?









Writing conferences

In-text citations and/or works cited page (MLA)

Peer Editing

Read-Around-Groups

Journal writing

Graphic organizers


Written argumentative essays

Business letter

Response essay


NoodleBib

readwritethink.org

Purdue OWL

Slideshare.org

Teaching Adolescent Writers and Write Like This (Gallagher)

Sample argumentative essays (magazines/newspapers/online)

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Unit Language—7











Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.


Use a comma to separate coordinate adjectives (e.g. It was a fascinating, enjoyable movie but not he wore an old [,] shirt

Spell correctly.



L.7.4. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.


Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).

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

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meaning or its part of speech.



Interpret figures of speech (e.g. literary, biblical, and mythological allusions) in context.



L.7.6 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.


Students identify and adjust to audience when writing and speaking (L.7.1, L.7.3)

Students will understand and appropriately apply phrases and clauses and use varied sentence structure to show differing relationships among ideas. (L.7.1)

Students will know when to use commas in their writing. (L.7.2)

Students will use correct spelling. (L.7.2)

Students will use the following strategies to determine or verify word meanings:

Context clues

Greek or Latin affixes or roots

Reference materials (dictionary, thesaurus, glossary) (L.7.4)

Students will recognize and interpret figures of speech such as literary and mythological allusions. (L.7.5)

Students will use word relationships to deepen comprehension of individual words (L.7.5)

Students will examine and distinguish the connotations of words with similar meanings. (L.7.5)

Students will build a working vocabulary of grade-appropriate and academic language. (L.7.6)

Essential Question How do spoken and written languages differ?







Writing conferences (teacher/student)

Peer conferences

Daily warm-up (DOL)


Published writing

Quizzes

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Sadlier-Oxford Vocabulary series

Purdue OWL website

Grammar Girl website grammar.quickanddirtytips.com

DOL sample sentences

Glencoe Language Arts Grammar and Language Grade 7 http://www.glencoe.com/sites/common_assets/workbooks/language_arts/grammar_gr7/la_0078205409_01.pdf

grammar bytes website www.chompchomp.com

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GRADE 8

Unit Reading Memoir—8






ASW1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.






RI.8.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain

RI.8.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide and objective summary of the text.

RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone including analogies or allusions to other texts

RI.8.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

RI.8.10 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently.

W.8.1.

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Write arguments to support claims with clear reasons and relevant evidence.

Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.


Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.





W.8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

W.8.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two)


8.8.A.5 Select and use appropriate tools and digital resources to accomplish a variety of tasks and to solve problems.

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Students will:

Identify narrative elements in a memoir (RI.8.2, RI.8.4)

Use non-fiction reading strategies to monitor comprehension (RI.8.1, RI.8.2, RI.8.10)

Determine importance of author's word choice and style on effectiveness of text (RI.8.4)

Determine how point of view and narrative structure support the author's message (RL.8.6)

Demonstrate understanding of why/how the shared experiences of a memoir are meaningful to the author and to the reader (via an oral or written project) (RI.8.10, W.8.1, W.8.4, W.8.5, W.8.6, W.8.10)

Read to understand and analyze events (RI.8.10)

Essential Question What makes a personal story worth telling?

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How does the genre of memoir promote a reader's understanding of an author's experience?

How do authors make real-life stories as captivating as fictional stories?


Memoirs help readers learn from someone else’s experiences, broaden a reader’s perspective, and develop increased empathy for others.

Memoirs go beyond simple storytelling to reflect on how the narrator has grown or changed as a result of his/her life experiences.


Short writing assignments

Class room discussion


Literary Analysis Paper (argumentative)


A central memoir text for whole class instruction (such as Night, or Narrative of the Life of Frederick Douglass) or a selection of memoirs of prominent, inspiring figures

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Unit Shakespeare: Sonnets and Drama--8







ASR7 Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.




ASSL2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.


ASSL5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.




ASL6 Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient

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for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.



RL.8.2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

RL.8.3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.


RL 8.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

RL.8.7. Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.

RL.8.9. Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.

RL.8.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.


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

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

Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.

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

Provide a conclusion that follows from and reflects on the narrated experiences or events.



SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own

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clearly.


Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.

Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

SL.8.2. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

SL.8.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

SL.8.5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.




Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).




Interpret figures of speech (e.g. verbal irony, puns) in context.

Use the relationship between particular words to better understand each of the words.

Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).




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Century Life and 9.1.8.C.1

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Careers Standards Determine an individual’s responsibility for personal actions and contributions to group activities.





Students will:

Understand the structural, rhythmic and rhyming conventions of the Shakespearean sonnet. (RL8.4-8.5, RL8.7, RL8.9-10, 8.1.8.A.5)

Analyze, translate, and comprehend Shakespearean text through the use of various reading and viewing strategies. (RL8.1-8.2)

Develop an understanding and appreciation for Shakespeare's plays on the page and on the stage. (ASSL.2, RL8.3, RL8.5, RL8.7, 8.1.8.A.5)

Collaborate in performances of Shakespeare (9.1.8.C.1-3)

Essential Questions

What key elements comprise Shakespearean literature?

How does acting out Shakespeare’s words contribute to a deeper understanding of his plays?

Why are we still reading Shakespeare's work today?


Shakespeare's dramas still speak to modern audiences through the exploration of the human condition and timeless themes.

Shakespeare's innovative use of language has had a profound and lasting impact on English language and literature.


Discussions (whole class/small groups/partners)

Paraphrasing exercises

Reading response journals

Practice oral readings of excerpts

Games (review/comprehension)

Acting activities

Visualization/illustration

Quizzes


Quizzes

Test

Projects

Webquests

Performances


Romeo and Juliet

A Midsummer Night's Dream

As You Like It

West Side Story

Shakespeare Set Free series (Folger Library)

Osborne World of Shakespeare

Film interpretations of plays (e.g. Zeffirelli's Romeo and Juliet)

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Folger Shakespeare Library website

Playingwithplays.com

Shakespeare Kids (University of Texas website)

Shakespeare navigator web site: http://www.shakespeare-navigators.com/

http://www.shakespeare-navigators.com/

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Unit Literature of Self-Discovery--8










RL.8.5. Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

RI.8.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

RI.8.2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

RI.8.3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

RI.8.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

RI.8.5. Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.

RI.8.9. Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

RI.8.10. By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text

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complexity band independently and proficiently.

SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

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

b) Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

c) Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.

d) Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

SL.8.2. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

SL.8.5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

SL.8.6 Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 on page 52 for specific expectations.)



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9.1.8.B.2 Assess data gathered to solve a problem for which there are varying perspectives (e.g., cross-cultural, gender-specific, generational), and determine how the data can best be used to design multiple solutions.





9.1.8.F.1 Explain the meaning of productivity and accountability, and describe situations in which productivity and accountability are important in the home, school, and community.

9.1.8.F.2 Establish and follow performance goals to guide progress in assigned areas of responsibility and accountability during classroom projects and extra-curricular activities.

Objective (with Students will understand that both self-reflection and the examination of literature can inform their

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standard(s) numbers noted)

decisions and lead to personal growth. (RL.1, RL.4, RL.5, RI.1-5, RI.9-10, SL.8.1-2, SL.8.5, 9.1.8.D.2)

Students will learn strategies to develop positive behaviors that allow them to achieve their goals. (SL.8.1-2, SL.8.5-6, 9.1.8.A.1, 9.1.8.B.2, 9.1.8.C.1-3, 9.1.8.F.1-2)

Students will complete a project (written or oral) demonstrating skills ranging from understanding through synthesis of the material read in an independently selected memoir.

Essential Questions What does it mean to “come of age”?

How do I find my place in the world of the 21st

century?

How are the struggles and triumphs of adolescence both personal and universal?


Literature and art can reflect and bring meaning to the process of self-discovery.

Coming of age means accepting ambiguity and that there are few clear-cut answers of character or of situation.

Personal growth is achieved through self-examination and considered choices.


Group discussions

Reading journal responses

Exit Tickets

Role playing


Illustrations/posters/projects

Memoir/poetry

Class mission statement/personal goals/personal philosophy


The 7 Habits of Highly Effective Teens

Various memoirs of teens (Soul Surfer, Stick Figure, Chicken Soup for the Teen Soul)

The Teen Brain

Coming of age fiction (Winter Girls, The Outsiders)

Articles about teens (eg., Cate Ronan, Angels to Africa) who made a difference in the world

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Unit HISTORICAL FICTION—MULTICULTURAL--8

Notes for selection of good quality historical fiction:

Historical fiction should have a reasonably authentic setting, with plausible details concerning political, social and religious history; clothing; language; and technology.

Historical fiction should feature characters who look and sound like people of a particular historical era.

Historical fiction should depict the values, virtues and prejudices of a historical era accurately, especially where these affect the plot

Historical fiction should avoid distorting history for the sake of political correctness or cultural sensitivity of the current time.

Historical fiction should adhere to established history but can also make reasonable changes for the sake of character and plot

from: http://www.ehow.com/facts_5262700_historical-fiction-genre-characteristics.html

Anchor Standards ASR1 Read closely to determine what the text says explicitly and to make logical inferences from it: cite specific textual evidence when writing or speaking to support conclusions drawn from the text

ASR2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas


ASR4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone



ASR7 Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words

ASR8 Delineate and evaluate the argument and specific claims in a text, including the validity of a reasoning as well as the relevance and sufficiency of the evidence.

ASR9

Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.



RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

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RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

RL.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings: analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other text.

RL.8.5 Compare the contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

RL.8.6 Analyze how the differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as a suspense or humor)

RI.8.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain

RI.8.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide and objective summary of the text.

RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories)

RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone including analogies or allusions to other texts

RI.8.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

RI.8.7 Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

RI.8.10 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently.

SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.


Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.

Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

SL.8.2. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively,

[283]

orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.




21st






9.1.8.D.4 Compare and contrast nuances in verbal and nonverbal communication in different cultures that may result in misinterpretation and misunderstanding.

9.1.8.D.5 Justify the need for greater cross-cultural understanding due to globalization.



Students will analyze how a work of literature is related to the themes and issues of its historical period. (RL.8.1-8.6, RI.8.1-8.4, RI.8.6, RI.8.10, SL.8.1, SL.8.2, SL.8.6, 9.1.8.D.4)

Students will work independently and collaboratively to interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. (8.1.8.A.5, 9.1.8.C.1-C.3, 9.1.8.F.2)

Students will develop an understanding of the human aspirations and struggles shared by people of all backgrounds. (9.1.8.D.5)

Essential Questions How can literature personalize historical events and facilitate understanding of people’s lives?

How can historical/multicultural literature promote empathy and facilitate the understanding of ourselves and others?

How does our cultural perspective inform/influence our ideas about the "truths" of history?


Assumptions can lead to stereotypes and unfair judgments about individuals and groups.

Stereotypes, biases, and societal norms have a profound impact on people’ behavior; questioning them can have positive/negative repercussions for the individual (or group)


Group Discussions

Reading journal response

Webquests

Exit tickets

Diagram/editorial illustration/chart/map

Student self-assessment

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Literary analysis essay

Projects

Webquests

Podcasts


To Kill a Mockingbird / Lee (Book/Film)

The Help (Film)

Music from a place called Half-Moon / Oughton

Chains / Anderson

The Watsons To to Birmingham 1963 / Curtis

Folk Protest Music – Dylan, Guthrie, Ochs, Baez, Holiday

Langston Hughes

Bury My Heart at Wounded Knee

Absolutely True Diary of a Part-time Indian /Alexie (* some sexual references)

Seedfolks / Fleischman

Jim Crow Laws: reflect on it

A Wreath for Emmett Till

New Kids / Hauser

Far North /Hobbs

Witness / Hesse

The Star Fisher / Laurence

The Sneetches / Seuss (Allegory/differences)

[285]

Unit Language: Language: Grammar, Usage, & Mechanics —8









Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.

Form and use verbs in the active and passive voice.

Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.

Recognize and correct inappropriate shifts in verb voice and mood.*


Use punctuation (comma, ellipsis, dash) to indicate a pause or break.

Use an ellipsis to indicate an omission.

Spell correctly.


Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).




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(e.g., precede, recede, secede).




Interpret figures of speech (e.g. verbal irony, puns) in context.

Use the relationship between particular words to better understand each of the words.

Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).



Students identify and adjust to audience when writing and speaking (L.8.1, L.8.3)

Students will understand and appropriately apply advanced verb concepts including verbals, verb voices, and verb moods (gerunds, participles, infinitives, active and passive voice, indicative, imperative, interrogative, conditional and subjunctive moods) (L.8.1, L.8.3)

Students will know when to use commas, ellipses, and dashes in their writing. (L.8.2)

Students will use correct spelling. (L.8.2)

Students will use the following strategies to determine or verify word meanings:

Context clues

Greek or Latin affixes or roots

Reference materials (dictionary, thesaurus, glossary) (L.8.4)

Students will recognize and interpret figures of speech such as verbal irony and puns. (L.8.5)

Students will use word relationships to deepen comprehension of individual words (L.8.5)

Students will examine and distinguish the connotations of words with similar meanings. (L.8.5)

Students will build a working vocabulary of grade-appropriate and academic language. (L.8.6)

Essential Question How do spoken and written languages differ?







Writing conferences (teacher/student)

Peer conferences

Daily warm-up (DOL)

[287]


Published writing

Quizzes


Sadlier-Oxford Vocabulary series

Purdue OWL website

Grammar Girl website grammar.quickanddirtytips.com

DOL sample sentences

Glencoe Language Arts Grammar and Language Grade 8 http://www.glencoe.com/sites/common_assets/workbooks/language_arts/grammar_gr8/la_0078205417_01.pdf

grammar bytes website www.chompchomp.com

[288]

Unit Informational/Explanatory (Writing)—8











Introduce a topic clearly, previewing what is to follow;

Organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

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

Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.





W.8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

W.8.6 Use technology, including the Internet, to produce and publish writing and present the relationships

[289]

between information and ideas efficiently as well as to interact and collaborate with others.


W.8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new”).

Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).

W.8.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two.

Technology Standards 8.1.8.A.5 Select and use appropriate tools and digital resources to accomplish a variety of tasks and to solve problems.

21st




Students will research, analyze data, and write texts that inform and/or explain. (W.8.2, W.8.4-W.8.8)

Students will be able to accurately convey information about a subject by developing a controlling idea and a coherent focus, and becoming skilled at selecting and incorporating relevant examples. (W.8.9, W.8.10)

Students will practice the following skills during the writing process. (W.8.2, 8.1.8.A.5)

Naming, Defining,

Differentiating, Comparing,

Contrasting, Citing evidence,

Analyzing data, Summarizing,

Instructing, Demonstrating,

And/or delineating/enumerating steps in a process.

Students will follow all steps of the writing process (planning, drafting, revising, publishing) to create informational and/or explanatory texts (9.1.8.F.2)




Effective informational/explanatory writing uses a variety of techniques (naming, defining, describing, differentiating different types or parts, comparing/contrasting ideas or concepts, citing an anecdote or

[290]

scenario) to communicate how things work and why things happen.


Writing conferences

Peer Editing

Read-Around-Groups


Written informational/explanatory texts


NoodleBib

readwritethink.org

Purdue OWL


Sample informational texts

[291]

Unit Argumentative (Writing)—8
















Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.


Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s),

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counterclaims, reasons, and evidence.





W.8.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.




W.8.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two.


8.1.8.D.3 Demonstrate how information on a controversial issue may be biased.

21st


9.1.8.B.1 Use multiple points of view to create alternative solutions.


Objective (With standard(s) numbers noted

Write argumentative essays using all the steps of the writing process –Reflect, Rethink, Revise [W.8.3, W.8.5, W.8.6, W.8.10, 9.1.8.F.2]

Students will gather evidence and write effective arguments to:

Analyze literature (All reading standards listed above)

Defend a position with a refutation of counter arguments [W8.1, W.8.4 – 8.10, 8.1.8.A.5, 8.1.8.D.3, 9.1.8.B.1]

Students will demonstrate the ability to:

Create an introduction that contains an effective lead, a preview of the evidence, and a focused thesis statement

Develop unified body paragraphs that use relevant textual evidence to support the argument

Use conventional structure and logical flow to create a fluent and cohesive argument [W8.4]

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Essential Question How are logical arguments (and persuasive techniques) used in writing to change the reader’s point of view, to bring about some action on the reader’s part, or to ask the reader to accept the writer’s explanation of a concept, issue or problem?









Writing conferences

In-text citations and/or works cited page (MLA)

Peer Editing

Read-Around-Groups


Written argumentative essays


NoodleBib

readwritethink.org

Purdue OWL

Slideshare.org


Sample argumentative essays (magazines/newspapers/online)

[294]

Unit Writing Memoir—8

Anchor Standards ASW3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.






ASR4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone




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

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

Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.

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

Provide a conclusion that follows from and reflects on the narrated experiences or events.



W.8.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

W.8.10.

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Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two)

RL.8.5 Compare the contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

RI.8.3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

RI.8.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.


21st




Write a memoir using all steps of the writing process--(reflect, rethink, revise) [W.8.3, W.8.5, W.8.6, W.8.10, 8.1.8.A.5, 9.1.8.F.2]

Use mentor texts, reading as writers, to help develop one's own craft in memoir writing [RL.8.5, RI.8.3, RI.8.4]

Students will write a memoir that incorporates:

Sharp focus

Details that add to the focus (no filler)

In-scene writing (showing not telling)

A time frame

Well-developed characters

A clear setting in time and place

Linked external and internal conflicts

A “So-What?” / larger resonance

[W.8.3-W.8.5]

Essential Question Why do people tell/write their stories?



Memoirs are carefully structured narratives that depict diverse human experiences of real people.


A narrative conveys meaning through deliberate use of literary elements and narrative techniques.

While any life may seem mundane, reflecting on important moments can bring insight into common human experiences.


Writing territories

Writer's notebook collage

“I Am From” poem (based on George Ella Lyons)

Quick-writes

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6 word memoirs

144 Character “Tweet” memoirs


Narrative Writing Assignment Students take a single moment/event from their own lives and transform it into memoir (500-100 words)


Instructional Resources

Nancy Atwell – Lessons for Writers

Kelly Gallagher – Write Like This, Teaching Adolescent Writers

Penny Kittle – Write Beside Them

Natalie Goldberg – Writing Down the Bones

Mentor Texts

“Monkey Garden” from House on Mango Street by Sandra Cisneros

“How to Eat A Guava,” Santiago

“The Road Not Taken,” Frost

Tuesdays with Morrie, Albom

“A Mistake that Should Last A Lifetime,” in Write Like This, Gallagher

The Color of Water by James McBride (pp. 66-69) describing his apartment .

“Tickits” by Paul Milenski (or any short character sketch piece).

Malcolm’s First Conk (pp. 50-55 in The Autobiography of Malcolm X)

“Girl” by Jamaica Kincaid - text rendering

“The Lesson” by Toni Cade Bamabara.

“Black Men in Public Spaces” by Brent Staples.

Kaffir Boy by Mark Mathabane—first day at school excerpt.

‘Tis by Frank McCourt (pp. 204-213)

Up the Down Staircase by Bel Kaufman excerpt (first chapter) describing the first day teaching.

"X-15’s" by Jack Gantos

"Ambush" from Tim O'Brien's The Things They Carried

“Wishing it Away”

Travels with Charlie or My War with the Ospreys – Steinbeck

Christmas Recipes with Memories Waxman and Simon

hampton public school reading and language arts curriculum guide

Documents