web viewbooks on tape or cd for to support auditory learners. ... grades pre k-8 behaviors to notice...

TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE

Curriculum Guide for: Grade 6

Course DescriptionModule Unit Name Approximate

Monthly Pacing

Schedule

Approximate number

of Instructional Days

1 Unlocking the Text

Model Curriculum: Reading Literature -

Writing Narrative

Sept.-Oct. 25

2 Text Analysis: Author’s Craft

Model Curriculum: Reading Information –

Writing Informative/Explanatory

Nov.-Jan. 25

3 Navigating Informational Texts

Model Curriculum: Reading Information –

Writing Argument

Jan-Feb 25

4 Digging Deeper

Model Curriculum: Reading Literature – Writing

Narrative

Mar-Apr 25

5 Bringing It All Together

Model Curriculum: Reading Literature &

Information – Writing Narrative & Argument

May-June 25

TBOE Board approved 8/26/2013


Unit 1 Navigating Fictional Text Duration 5 weeks

Reading Literature

Writing Narrative

Stage 1 Desired Results

Common Core State Standards

Reading Literature:Key Ideas and DetailsRL.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.6.2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal

opinions or judgments.

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

moves toward a resolution.

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

specific word choice on meaning and tone.

RL.6.5. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the

theme, setting, or plot.

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

Integration of Knowledge and Ideas

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

including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.

Writing: NarrativeText Types and PurposesW.6.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event

sequences.

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



naturally and logically.

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

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

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

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

Production and Distribution of Writing

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

specific expectations for writing types are defined in standards 1–3 above.)

W.6.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying

a new approach.

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

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

Research to Build and Present Knowledge

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

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

novels and fantasy stories] in terms of their approaches to similar themes and topics”

Range of Writing

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

a range of discipline-specific tasks, purposes, and audiences.

Speaking and Listening:Comprehension and Collaboration

SL.6.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts,

and issues, building on others’ ideas and expressing their own clearly.

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

issue under study.

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

Presentation of Knowledge and Ideas

SL.6.4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes;

use appropriate eye contact, adequate volume, and clear pronunciation.

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

Language:Conventions of Standard EnglishL.6.1. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

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

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

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

b. Spell correctly.



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

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

b. Maintain consistency in style and tone.

Vocabulary Acquisition and Use

L.6.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly

from a range of strategies.

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).

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.

Essential Questions Enduring UnderstandingsWhat should I focus on while reading?

Why should I share and discuss books?

Why must I respond to reading?

How do readers construct meaning from text?

What do readers do when they do not understand everything in a text?

How do I figure out a word I do not know?

How can discussion increase our knowledge and understanding of an

idea(s)?

Readers are always trying to make sense of print.

Readers should choose just‐right books most of the time.

Readers are always thinking about what they understand about print and about how they feel about what they understand.

We can do our best talking about reading when we share effectively with a partner or in small group.

Readers keep a list of books they’ve read so that they can evaluate the breadth of their reading.

Readers share their thinking about reading by writing in response to their reading (a letter in a reader’s notebook).



Good readers monitor and self‐correct their reading, solve words as they read, search for and use information, summarize, make predictions and connections, infer, synthesize, analyze, and critique their reading to make print relevant and useful.

Good readers employ strategies that help them understand text.

Strategic readers develop, select, and apply strategies to enhance their comprehension.

Good readers recognize that words are made of sounds.

Good readers use oral discussions to help build connections to others and to content.

What Key Knowledge and Skills will Students acquire as a result of this unit?

Content:Students will know how to:

Skills: Student Learning ObjectivesStudents will be able to:

Define a purpose for reading and use strategies appropriate to the genre

As students read literature they will use text evidence to support predictions, inferences, and generalizations

Use textual evidence to analyze how literary elements affect the characters and plot

Analyze the way characters change or interact with others over time and give supporting evidence from the text.

Identify how an author uses the characteristics of various genres (for example, poetry, fiction, nonfiction, short story, dramatic literature) to accomplish a purpose.

1. Cite textual evidence to support analysis of what the text says explicitly in grade 6 text(s).

2. Cite textual evidence to support analysis of inferences drawn from grade 6 text(s).

3. Determine the central idea of a text and explain how it is conveyed through details to provide a summary of a text distinct from personal opinions or judgments.

4. Describe how a particular story’s plot unfolds in a series of episodes in 6th grade text(s).

5. Describe how characters respond or change as the plot moves toward a resolution in 6th grade text(s).

6. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings (e.g., “organization” connotes a sense of neatness).

14. Explain how an author develops the point of view of the narrator or speaker in a text.



Use knowledge of genre Characteristics to analyze text

Story elements and their connection within the text structure

Determine and interpret the meaning of unfamiliar words by using contextual clues to support the overall understanding of the text

Analyze the authors use of figurative language and determine the overall impact on the text

Gather and organize ideas/information by using a variety of planning strategies

Use a variety of graphic organizers to organize their thinking

Create summaries

Use appropriate academic or domain-specific words when discussing or writing about literature.

16. Write narratives to develop real or imagined experiences or events using effective technique such as dialogue, pacing, and description to develop experiences, events, and/or characters.

17. Write narratives to develop real or imagined experiences or events using relevant descriptive details; use precise words and phrases, and sensory language to convey experiences and events.

18. Write narratives to develop real or imagined experiences or events using well-structured event sequences.

19. Write narratives to develop real or imagined experiences or events by organizing an event sequence that unfolds naturally and logically.

20. Write narratives to develop real or imagined experiences or events to engage and orient the reader by establishing a context.

21. Write narratives to develop real or imagined experiences or events by introducing a narrator and/or characters.

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

23. When writing narratives, provide a conclusion that follows from the narrated experiences or events.

35. Demonstrate a command of formal English and its conventions when writing, speaking, reading, or listening; vary sentence patterns for meaning.

36. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; ensure that pronouns are in the proper case (subjective, objective, possessive).

40. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies; 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.

41. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies; use common grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).



Stage 2Assessment Evidence

What evidence will show that students understand?Performance Task Options:Readers understand the importance of the first chapter of a novel, they read with wide-awake minds searching for the answers to key questions that will carry them through the rest of the text. (Who is narrating the text, who is the main character, what is his/her background, what does he/she want, what’s getting in the way, where and when is the story set and how important does it seem, what other characters are in the text and what is their relationship to the main character?) Readers write a summary of the first chapter of the text that is distinct from personal opinions or judgments.

SLO 2. Cite textual evidence to support analysis of inferences drawn from grade 6 text(s).

3. Determine the central idea of a text and explain how it is conveyed through details to provide a summary of a text distinct from personal



CCSS (RL.1, RL.4, RL.5, RL.6, RL.10, W.2.a-f, W.4, W.5, W.9, W.10, L.1, L.2, L.3, L.4. a-d, L.5. a-c, L.6)

Performance Task Option:Readers can demonstrate a deep understanding of character by assigning multiple character traits to the main character that either change or do not

change (static versus dynamic) across the novel.

Readers use and cite multiple pieces of evidence from the text to support their inferences around the character.

Readers can write in narrative form or choose a graphic organizer of their choice to demonstrate this understanding. (Web, Socio-gram, Tree Map, etc)

SLO 1. Cite textual evidence to support analysis of what the text says explicitly in grade 6 text(s).

2. Cite textual evidence to support analysis of inferences drawn from grade 6 text(s).

3. Determine the central idea of a text and explain how it is conveyed through details to provide a summary of a text distinct from personal



CCSS (RL.1, RL.3, RL.4, RL.5, RL.6, W.2 a-f, W.4, W.9, L.1, L.2, L.3, L.4. a-d, L.5. a-c, L.6)

Performance Task Option:Writers use collection strategies to generate ideas for a thesis statement.The writers craft a thesis statement and write about why they think it is a line of thinking worth pursuing.



SLO 16. Write narratives to develop real or imagined experiences or events using effective technique such as dialogue, pacing, and description to

develop experiences, events, and/or characters.

18. Write narratives to develop real or imagined experiences or events using well-structured event sequences.

CCCS (W.6.2, W.6.4, W.6.10, SL.6.3, L.6.1, L.6.2, L.6.6)

Performance Task Option:Writers engage in conversation with other writers and seek feedback to develop and strengthen (revise) their writing.Writers reflect on how talking with other writers enhances their writing process.

SLO 29. 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.

30. 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.

CCSS (W.6.5, SL.6.1, SL.6.2, SL.6.3, SL.6.6, L.6.1, L.6.3, L.6.4, L.6.5, L.6.6)

Key Criteria:Pre and Formative – Student notes and contribution to class discussion; response to open-ended questions; pre-writing/planning, first drafts, and revisions of writing; completion of graphic organizersSummative - Other assessment measures - Characterization Project; Text Features Project; Final draft of writing; teacher created vocabulary assessments; end of unit reading assessmentOther evidence:QuizzesAcademic promptsObservationsReaders/Writers NotebooksStudent ReflectionAnecdotal recordsConferringGraphic OrganizersPortfolioReading LogsEntrance/Exit Tickets

Stage 3 Learning Plan



Instructional Activities/Strategies to enable students to achieve desired results:

Your classroom library should include a selection of narrative/fictional texts: chapter books (fantasy, and historical fiction), drama/plays, and poetry that represent the culture and interests of your students.

The 80 Minute Reading Workshop Block Mini‐Lesson (10‐15 minutes) Guided Reading (50 minutes: two groups with 25 minutes dedicated to each group) Conferring (15 minutes: conference calls with three students) Sharing (if time permits)

The Essential Elements of Guided Reading:

The Teacher:• selects the text• previews the text• provides an introduction for the text selected• introduces the whole text or unified sections of the text with attention to the text complexity and demands of the text and the knowledge, experiences, and skills of the readers• discusses the text with students and encourages them to discuss the text with each other• invites students to ask questions about the text to expand their understanding• requires students to respond in writing (reader response) to focusing/organizing questions based on the text’s theme, ideas, characters, problem, solution, etc.• engages students in word work based on the text to increase word knowledge and automaticity in word solving

Mini‐lesson Application (the following mini lessons focus on literal understanding and details of text)

notice the characteristics of a book so students can identify its genre identify the genre of a book so students can know what to expect as they read retell the story using textual evidence notice the time and place (setting) and the importance to the story notice who are the most important characters (main characters) in a story think about the order of events in a story think about the problem in the story think about the important events in a story

The 80 Minute Writer’s Workshop Block



Mini-Lesson (5-15 minutes). A short lesson focused on a single topic that students need help with. Status of the Class (2-5 minutes). A quick way of finding out what each student is working on. Writing Time (20-45 minutes or more!). They write. You can write and/or conference with individual students or small groups. Sharing (5-15 minutes). Writers read what they have written and seek feedback from their audience. You can share your writing, too.

Additional Activities can include:

Book TalkReading Log ReviewPost‐it Note and/or Organize Your Thought Sheet ReviewLetter WritingBreaking down the taskProviding step-by-step promptsRepeated practiceDirected Questioning and ResponsesSequence Tasks from Easy to DifficultIndividual/Small-Group/Whole Class InstructionThink AloudPeer Editing/RevisingActive ParticipationWarm-Up ActivitiesMeaningful Real Life ConnectionsWhole class and/or small group discussionOpen-ended questionsIndependent and/or small group completion of vocabulary activitiesIndependent and/or small group completion of graphic organizersIndependent completion of projects related to texts and/or class activitiesCompletion of narrative process writingModeling - Teachers demonstrates, student uses models to problem solveTechnology

Non Negotiable Core Text choices: McDougall Littell“Boar Out There” by Cynthia Rylant – for teaching plot structure“The School Play” by Gary Soto – Reading with a purpose“All Summer in a Day” by Ray Bradbury – Analyzing plot, setting, conflict“Jeremiah’s Song” by Walter Dean Myers – Analyzing character through dialect



Professional Resources:In the Middle by Nancie Atwell108 Tools for Teaching Content Literacy by Janet AllenMore Tools for Teaching Content Literacy by Janet AllenWords, Words, Words by Janet AllenWhen Kids Can’t Read What Teachers Can Do by Kylene BeersSubjects Matter: Every Teacher’s Guide to Content-Area Reading by Harvey Daniels and Steven ZemelmanStrategies That Work by Stephanie Harvey and Anne GoudvisTeaching Reading in the Middle School: A Strategic Approach to Teaching Reading That Improves Comprehension and Thinking by Laura Robb”Reading Don’t Fix No Chevys”: Literacy in the Lives of Young Men by Michael Smith and Jeffrey D. WilhelmI Read It, But I Don’t Get It: Comprehension Strategies for Adolescent Readers by Cris TovaniBuilding Reading Comprehension Habits in Grades 6-12: A Toolkit of Classroom Activities by Jeff Zwiershttp://www.ttms.org/PDFs/05%20Writers%20Workshop%20v001%20(Full).pdfhttp://ttms.org/

Accommodations for ELL and Special Education Students: (Additional references available on the DOE website):http://www.nj.gov/education/modelcurriculum/ela/6u1.shtml

Works of literature are often available in different genres (i.e. diary, play, newspaper article, etc.). Different versions of the same “story” can be provided to meet the varying reading levels of students in a class.Books on tape or CD for to support auditory learners. For books not available on tape, teachers or student volunteers (i.e. gifted readers) can always read a nonfiction book or passage onto a tape for others to listen to as they read along.Repeated readings of nonfiction texts: read aloud, read along, listen to a tape, student tracks words with finger or pointer, student reads orally, student reads independentlyAssign a common topic, but differentiate books by reading level (i.e. all students read about sharks, but provide several different shark books at different reading levels to meet each student’s needs)Allow students to self-select books (topic and/or reading level), again, providing many different options in topic or reading levelVideos are available on many websites (see those listed above) to help build background knowledge; such videos can be used to support struggling students or to enhance or challenge gifted learners.Students can be provided graphic organizers to take notes while they read a nonfiction text. Doing so will help them to identify main ideas and key details and will help them to recall information. To differentiate for student strengths and needs, graphic organizers can be differentiated.CentersGoal SettingGraphic OrganizersMake Predictions


http://www.nj.gov/education/modelcurriculum/ela/6u1.shtml


Writing ExplanationsScaffolding

Unit Resources:

The Common Cores State Standards for English Language Arts and Literacy in History and Social Studies, Science and Technological SubjectsAssessing Writers by Carl AndersonMaking Content Comprehensible for English Learners: The SIOP Model, 4th Edition By Jana J. Echevarria, MaryEllen J. Vogt, Deborah J. ShortThe Continuum of Literacy Learning Grades Pre K-8 Behaviors to Notice, Teach and Support by Gay Su Pinnell and Irene C. Fountas. (2011)Don’t Forget to Share, The Crucial Last Step in the Writing Workshop by Leah Mermelstein. (2007)Everyday Editing: Inviting Students to Develop Skill and Craft in Writer’s Workshop by Jeff Anderson. (2007)Guiding Readers and Writers: Teaching Comprehension, Genre and Content Literacy by Gay Su Pinnell and Irene C. Fountas. (2001)Literary Essays: Writing About Reading by Lucy Calkins and Medea McEvoy. (2006)Making Revision Matter: Strategies for Guiding Students to Focus, Organize, and Strengthen Their Writing Independently by Janet Angelillo. (2005)Mechanically Inclined: Building Grammar, Usage, and Style into Writer’s Workshop by Jeff Anderson. (2005)The Revision Toolbox: Teaching Techniques that Work by Georgia Heard. (2002)Thinking Through Genre: Units of Study in Reading and Writing Workshops 4-12 by Heather Lattimer. (2003)Writing About Reading: From Book Talk to Literary Essay by Janet Angelillo. (2003)http://www.ttms.org/PDFs/05%20Writers%20Workshop%20v001%20(Full).pdfhttp://ttms.org/

Technology Integration

Various newspapers available on-line (i.e. www.nj.com, www.tweentribute.com)

Videos can be used to support and supplement the reading of a nonfiction text; information presented visually helps to support visual learners and can provide background information for struggling readers

Interviews or presentations are often available online (audio or video)

Websites

American Library Association Nonfiction Book List for Young Adults at

http://booklistonline.com/Default.aspx The ALA provides an updated list of nonfiction recommendations for young adult readers. Other links focus on award winners as well as books for

reluctant readers.

Teen Reads at http://www.teenreads.com/index.asp109

Many book lists are provided on this website specifically dedicated to young adult readers. While there is not a link specifically for nonfiction texts, they are distributed throughout the site.


http://ttms.org/

http://www.ttms.org/PDFs/05%20Writers%20Workshop%20v001%20(Full).pdf


Interactive Organizers by Read, Write Think at http://www.readwritethink.org/classroom-resources/student-interactives/

Students can select the graphic organizer that will help them to take notes and organize thoughts and can complete the organizer online. Final copies can be printed and submitted for assessment.

Graphic Organizers by Teacher Files at http://www.teacherfiles.com/resources_organizers.htm



# STUDENT LEARNING OBJECTIVES – UNIT 1CORRESPONDING

CCSS

1. Cite textual evidence to support analysis of what the text says explicitly in grade 6 text(s). RL.6.1

2. Cite textual evidence to support analysis of inferences drawn from grade 6 text(s). RL.6.1

3.Determine the central idea of a text and explain how it is conveyed through details to provide a summary of a text distinct from personal opinions or judgements.

RL.6.2

4. Describe how a particular story’s plot unfolds in a series of episodes in 6th grade text(s). RL.6.3

5. Describe how characters respond or change as the plot moves toward a resolution in 6th grade text(s). RL.6.3

6.Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings (e.g., “organization” connotes a sense of neatness).

RL.6.4

7.Determine the meaning of words and phrases as they are used in a text, including analyzing the impact of a specific word choice on tone.

RL.6.4

8. Analyze how a particular sentence fits into a text’s structure and contributes to theme development. RL.6.5

9. Analyze how a particular chapter fits into a text’s structure and contributes to theme development. RL.6.5

10. Analyze how a particular sentence fits into a text’s structure and contributes to setting development. RL.6.5

11. Analyze how a particular chapter fits into a text’s structure and contributes to setting development. RL.6.5

12. Analyze how a particular sentence fits into a text’s structure and contributes to plot development. RL.6.5

13. Analyze how a particular chapter fits into a text’s structure and contributes to plot development. RL.6.5

14. Explain how an author develops the point of view of the narrator or speaker in a text. RL.6.6

15.Compare and contrast the experience of reading a story to listening to or viewing an audio, video, or live version of the text including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.

RL.6.7

16.Write narratives to develop real or imagined experiences or events using effective technique such as dialogue,

pacing, and description to develop experiences, events, and/or characters.W.6.3b.

17. Write narratives to develop real or imagined experiences or events using relevant descriptive details; use W.6.3d.



precise words and phrases, and sensory language to convey experiences and events.

18. Write narratives to develop real or imagined experiences or events using well-structured event sequences. W.6.3a.

19.Write narratives to develop real or imagined experiences or events by organizing an event sequence that

unfolds naturally and logically.W.6.3a.

20.Write narratives to develop real or imagined experiences or events to engage and orient the reader by

establishing a context.W.6.3a.

21. Write narratives to develop real or imagined experiences or events by introducing a narrator and/or characters. W.6.3a.

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

W.6.3c

23. When writing narratives, provide a conclusion that follows from the narrated experiences or events. W.6.3e.

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

purpose, and audience.W.6.4

25.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.6.5

26.Use technology, including the Internet, to produce and publish narrative 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.6.6

27.Draw evidence from 6th grade literary texts to support analysis and reflection; 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”).

W.6.9a

28.Write narratives routinely over extended time frames (time for 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.W.6.10

29.Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse

partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.SL.6.1

30. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by

referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.SL.6.1a.



31.When taking part in collaborative discussions, follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

SL.6.1b.

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

SL.6.1c.

33.When participating in collaborative discussions, review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

SL.6.1d.

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

SL.6.2

35.Demonstrate a command of formal English and its conventions when writing, speaking, reading, or listening;

vary sentence patterns for meaning.SL.6.6; L.6.3a.

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

ensure that pronouns are in the proper case (subjective, objective, possessive).L.6.1a.

37.Use intensive pronouns (e.g., myself, ourselves) to demonstrate command of the conventions of standard

English grammar and usage when writing or speakingL.6.1b.

38.Demonstrate command of the conventions of standard English capitalization, punctuation, when writing; use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.

L.6.2a.

39. Demonstrate command of the conventions of standard English to spell correctly. L.6.2b.

40.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6

reading and content, choosing flexibly from a range of strategies; 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.

L.6.4a.

41.Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6

reading and content, choosing flexibly from a range of strategies; use common grade-appropriate Greek or

Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).

L.6.4b.

42. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6

reading and content, choosing flexibly from a range of strategies; Consult reference materials (e.g.,

L.6.4c.d.



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).

43.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.6.6

Code # Common Core State Standards

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

RL.6.2Determine 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.6.3Describe 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.6.4Determine 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.6.5Analyze 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.6.7Compare and contrast the experience of reading a story, drama, or poem to listen 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 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

a. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event



sequence that unfolds naturally and logically.b. Use narrative techniques, such as dialogue, pacing, and description to develop experiences, events, and/or characters.c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting

to another.d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.e. Provide a conclusion that follows from the narrated experiences or events.

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

W.6.5With 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.6.6Use 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.6.9a.

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

a. Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).

W.6.10Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or

two) for a range of discipline-specific tasks, purposes, and audiences.

SL.6.1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6


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

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

L.6.1

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

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

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

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

b. Spell correctly.

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

a. Vary sentence patterns for meaning, reader/listener interest, and style.b. Maintain consistency in style and tone.

L.6.4

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing

flexibly from a range of strategies.

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.




L.6.5

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

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).

L.6.6Acquire 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.

Unit 2 Text Analysis: Central Idea, Point of View Duration 5 weeks

Informational / Expository



Reading Informational Text:

Key Ideas and Details

RI.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RI.6.2. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. RI.6.3. Analyze in detail how a key individual, event, or idea is introduced,



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

Craft and Structure

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


RI.6.9. 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).

Text Types and Purposes

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

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”).

Range of Writing

W.6.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Speaking and Listening:Comprehension and Collaboration

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



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


SL.6.2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.SL.6.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Language:Conventions of Standard English



L.6.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.a. Ensure that pronouns are in the proper case (subjective, objective, possessive).


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.*

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


b. Spell correctly.

Knowledge of Language

L.6.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.a. Vary sentence patterns for meaning, reader/listener interest, and style.*

b. Maintain consistency in style and tone.*


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

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.


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.


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.

Essential Questions Enduring UnderstandingsWhat skills are required to read a nonfiction text? How do those skills differ from genre to genre?

How do the skills required to read nonfiction differ from those required to read fiction? Why are they different?

How does an extensive knowledge of a specific time period or specific scientific content help a reader to more fully understand the events that take place in a work of nonfiction?

How do we read nonfiction?

How is my understanding of a text deepened by my conversation with others?

How do responsible readers judge the accuracy of nonfiction text?

Each genre of nonfiction is organized differently, serves a different purpose and is intended for a specific audience.

Utilizing the organizational structure of a nonfiction text will help a reader to more fully understand the text and will provide opportunities for the reader to navigate the text more easily.

Reading nonfiction requires a different skill-set than reading fiction. True comprehension of nonfiction requires a reader to understand the text beyond factual recall. “True understanding happens when readers merge their thinking with the text, ask questions, draw inferences, think about what’s important, and summarize and synthesize” (Harvey and Goudvis, The Comprehension Toolkit).

It is often necessary to conduct research or read supplemental materials to fully understand a work of nonfiction. The more one reads about a subject, the more he/she will understand that subject. Nonfiction materials include, but are not limited to, magazines, newspapers or feature articles, posters, picture books, poetry, nonfiction trade books, reference materials, and reliable Internet sources.

In order for true understanding of a nonfiction text to occur, open dialogue must be supported in the classroom (i.e. whole group discussion, partner, turn-and talk, etc.).



Skills:Students will be able to:

Distinguish between fact and opinion when reading nonfiction text.

Nonfiction texts are organized in a specific way (i.e. chapters, sections,

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



etc.) and text features are provided (i.e. table of contents, headings, subheads, bold words, visuals, glossary, index) to help students understand the organizational structure.

To fully understand a nonfiction text, one must actively read and engage with the text (i.e. graphic organizers, SQ3R, FQR Chart).

Information available from different mediums (i.e. print, video, or multimedia) focusing on a particular topic may emphasize different aspects or events.

Information obtained through nonfiction reading can be applied to further reading and research (i.e. ancient Greece or Rome).

Specific textual evidence must be provided to substantiate a reader’s inferences or argument related to a text.

Discriminate between facts and opinions when reading a nonfiction text (i.e. editorial, letter to the editor, bias in an article, etc.)

Utilize the organization of a text as well as its text features to aid with comprehension and will complete graphic organizers and will respond to open-ended questions to demonstrate such understanding

Complete graphic organizers to promote active reading strategies and utilize those graphicorganizers to analyze and evaluate the text

Compare different mediums (i.e. print, video, or multimedia) focusing on the same topic anddiscuss similarities and differences in information provided and effectiveness ofcommunication

Apply the information obtained when reading a nonfiction text when reading additional texts(i.e. building background knowledge, aiding in research, etc.)

Specific textual evidence must be provided to substantiate a reader’s inferences or argument related to a text.

2. Determine the central idea of a text and how it is conveyed through particular details. RI.6.2

5. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. RI.6.4

6. Analyze how a particular sentence fits into the overall structure of a text and contributes to the development of ideas. RI.6.5

7. Analyze how a particular paragraph fits into the overall structure of a text and contributes to the development of ideas.

9. Write informative/explanatory texts to examine a topic and convey ideas, through the selection of relevant content. W.6.2

10. Write informative/explanatory texts to examine a topic and convey ideas through the organization of relevant content; introduce a topic; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. W.6.2a.

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

13. Use appropriate transitions to clarify the relationships among ideas and concepts. W.6.2c.

14. When writing informative/explanatory text, use precise language to inform about or explain the topic. W.6.2d.

15. Provide a concluding statement or section that follows from the information or explanation presented. W.6.2f.

16. Write informative/explanatory texts to examine a topic and convey ideas, through the analysis of relevant content; establish and maintain a formal style.

W.6.2e.

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




What evidence will show that students understand?Performance Task Options:Readers use a three column graphic organizer to record evidence from the text that they will want to use in discussion and in writing after reading a feature article. The columns are labeled: Quotes that give facts or information; Quotes that may be mor opinion than fact; Quotes that make me wonder or curious to know more about the topic.

SLO 1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.6. Analyze how a particular sentence fits into the overall structure of a text and contributes to the development of ideas.23. 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 clearly34. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.35. Demonstrate command of the conventions of standard English to spell correctly.36. Vary sentence patterns for meaning when writing, speaking, reading, or listening.37. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.

CCSS RI 6.1, RI 6.3, RI 6.5, SL 6.1, SL 6.4, L 6.2, L 6.4

Readers record a conversation they have about two feature articles they have read on a single topic with a partner. The reader discusses the point of view of the author as well as the central idea in each text. During the conversation the reader cites textual evidence in their analysis of the topic and uses appropriate content vocabulary. The reader compares and contrasts one author’s presentation of the facts with the other author’s work. The readers talk about how the article may or may not have influenced them.

SLO 1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.2. Determine the central idea of a text and how it is conveyed through particular details.3. When reading a 6th grade informational text, provide a summary of the text distinct from personal opinions or judgments.4. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.5. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.23. 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 clearly32. Ensure that pronouns are in the proper case (subjective, objective, possessive) when writing or speaking36. Vary sentence patterns for meaning when writing, speaking, reading, or listening.34. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.35. Demonstrate command of the conventions of standard English to spell correctly.



36. Vary sentence patterns for meaning when writing, speaking, reading, or listening.37. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.

CCSS RI 6.1, RI 6.2, RI 6.3, RI 6.4, SL 6.1, SL 6.4, L 6.1,L 6.3, L 6.4

Writers select a topic for a feature article and use multiple print and digital sources to gather relevant information. The writer will assess and defend the credibility of the sources.

SLO 9. Write informative/explanatory texts to examine a topic and convey ideas, through the selection of relevant content.10. Write informative/explanatory texts to examine a topic and convey ideas through the organization of relevant content; introduce a topic; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.11. Organize ideas, using strategies such as definition, classification, comparison/contrast, and cause/effect.12. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and example13. Use appropriate transitions to clarify the relationships among ideas and concepts.14. When writing informative/explanatory text, use precise language to inform about or explain the topic.15. Provide a concluding statement or section that follows from the information or explanation presented.16. Write informative/explanatory texts to examine a topic and convey ideas, through the analysis of relevant content; establish and maintain a formal style.32. Ensure that pronouns are in the proper case (subjective, objective, possessive) when writing or speaking.33. Use intensive pronouns (e.g., myself, ourselves) to demonstrate command of the conventions of standard English grammar and usage when writing or speaking34. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.35. Demonstrate command of the conventions of standard English to spell correctly.36. Vary sentence patterns for meaning when writing, speaking, reading, or listening.37. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.38. 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.39. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.40. Use common grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).41. 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).

CCCS W 6.2, W 6.4, W 6.6, W 6.9, W 6.10, L 6.1, L 6.2, L 6.3, L 6.4



Writers are given multiple topics to choose from. They choose three topics and write what text structures would be best for organizing a feature article on these three topics and why.

SLO 9. Write informative/explanatory texts to examine a topic and convey ideas, through the selection of relevant content.32. Ensure that pronouns are in the proper case (subjective, objective, possessive) when writing or speaking.33. Use intensive pronouns (e.g., myself, ourselves) to demonstrate command of the conventions of standard English grammar and usage when writing or speaking34. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.35. Demonstrate command of the conventions of standard English to spell correctly.36. Vary sentence patterns for meaning when writing, speaking, reading, or listening.42. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases.43. Gather vocabulary knowledge when considering a word or phrase important to comprehension or expression

CCSS W 6.2, W 6.3, L6.1,L6.3, L6.6

Key Criteria:Pre and Formative – Student notes and contribution to class discussion; response to open-ended questions; pre-writing/planning, first drafts, and revisions of writing; completion of graphic organizersSummative - Other assessment measures - Characterization Project; Text Features Project; Final draft of writing; teacher created vocabulary assessments; end of unit reading assessment

Other evidence:QuizzesAcademic promptsObservationsReaders/Writers NotebooksStudent ReflectionAnecdotal recordsConferringGraphic OrganizersPortfolioReading LogsEntrance/Exit Tickets






The 80 Minute Reading Workshop Block Mini‐Lesson (10‐15 minutes)

Guided Reading (50 minutes: two groups with 25 minutes dedicated to each group)

Conferring (15 minutes: conference calls with three students)

Sharing (if time permits)


The Teacher:• selects the text• previews the text• provides an introduction for the text selected• introduces the whole text or unified sections of the text with attention to the text complexity and demands of the text and the knowledge, experiences, and skills of the readers• discusses the text with students and encourages them to discuss the text with each other• invites students to ask questions about the text to expand their understanding• requires students to respond in writing (reader response) to focusing/organizing questions based on the text’s theme, ideas, characters, problem, solution, etc.• engages students in word work based on the text to increase word knowledge and automaticity in word solving


notice the characteristics of a book so students can identify its genre

identify the genre of a book so students can know what to expect as they read

retell the story using textual evidence



notice the time and place (setting) and the importance to the story

notice who are the most important characters (main characters) in a story

think about the order of events in a story

think about the problem in the story

think about the important events in a story

The 80 Minute Writer’s Workshop Block Mini-Lesson (5-15 minutes). A short lesson focused on a single topic that students need help with.

Status of the Class (2-5 minutes). A quick way of finding out what each student is working on.

Writing Time (20-45 minutes or more!). They write. You can write and/or conference with individual students or small groups.

Sharing (5-15 minutes). Writers read what they have written and seek feedback from their audience. You can share your writing, too.


Book TalkReading Log ReviewPost‐it Note and/or Organize Your Thought Sheet ReviewLetter WritingBreaking down the taskProviding step-by-step promptsRepeated practiceDirected Questioning and ResponsesSequence Tasks from Easy to DifficultIndividual/Small-Group/Whole Class InstructionThink AloudPeer Editing/RevisingActive ParticipationWarm-Up ActivitiesMeaningful Real Life ConnectionsWhole class and/or small group discussion



Open-ended questionsIndependent and/or small group completion of vocabulary activitiesIndependent and/or small group completion of graphic organizersIndependent completion of projects related to texts and/or class activitiesCompletion of narrative process writingModeling - Teachers demonstrates, student uses models to problem solveTechnology


Accommodations for ELL and Special Education Students or Gifted Learners : ( http://www.nj.gov/education/modelcurriculum/ela/6u2.shtml )

Works of literature are often available in different genres (i.e. diary, play, newspaper article, etc.). Different versions of the same “story” can be provided to meet the varying reading levels of students in a class.

Books on tape or CD for to support auditory learners. For books not available on tape, teachers or student volunteers (i.e. gifted readers) can always read a nonfiction book or passage onto a tape for others to listen to as they read along.

Repeated readings of nonfiction texts: read aloud, read along, listen to a tape, student tracks words with finger or pointer, student reads orally, student reads independently

Assign a common topic, but differentiate books by reading level (i.e. all students read about sharks, but provide several different shark books at different reading levels to meet each student’s needs)

Allow students to self-select books (topic and/or reading level), again, providing many different options in topic or reading level

Videos are available on many websites (see those listed above) to help build background knowledge; such videos can be used to support struggling students or to enhance or challenge gifted learners.

Students can be provided graphic organizers to take notes while they read a nonfiction text. Doing so will help them to identify main ideas and key details and will help them to recall information. To differentiate for student strengths and needs, graphic organizers can be differentiated.

Unit Resources:

Non Negotiable Core Text choices: McDougall Littell“The Jacket” by Gary Soto -“Matthew Henson at the Top of the World” by Jim Haskins



“My First Dive with Dolphins” by Don C. Reed“Under the Royal Palms: A Childhood in Cuba” by Alma Flor Ada – for exploring MemoirsOther nonfiction texts: Science textbook; Social Studies textbook; Newspaper articles; Magazine articles

Professional Resources:

In the Middle by Nancie Atwell108 Tools for Teaching Content Literacy by Janet AllenMore Tools for Teaching Content Literacy by Janet AllenWords, Words, Words by Janet AllenWhen Kids Can’t Read What Teachers Can Do by Kylene BeersSubjects Matter: Every Teacher’s Guide to Content-Area Reading by Harvey Daniels and Steven ZemelmanStrategies That Work by Stephanie Harvey and Anne GoudvisTeaching Reading in the Middle School: A Strategic Approach to TeachingReading That Improves Comprehension and Thinking by Laura Robb”Reading Don’t Fix No Chevys”: Literacy in the Lives of Young Men by Michael Smith and Jeffrey D. WilhelmI Read It, But I Don’t Get It: Comprehension Strategies for Adolescent Readers by Cris TovaniBuilding Reading Comprehension Habits in Grades 6-12: A Toolkit of Classroom Activities by Jeff Zwiershttp://www.ttms.org/PDFs/05%20Writers%20Workshop%20v001%20(Full).pdfhttp://ttms.org/




Various newspapers available on-line (i.e. www.nj.com, www.tweentribute.com)

Videos can be used to support and supplement the reading of a nonfiction text; information presented visually helps to support visual learners and can provide background information for struggling readers

Interviews or presentations are often available online (audio or video)

Websites


http://booklistonline.com/Default.aspx The ALA provides an updated list of nonfiction recommendations for young adult readers. Other links focus on award winners as well as books

for reluctant readers.






# STUDENT LEARNING OBJECTIVES – UNIT 2 CORRESPONDING CCSS

1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.6.1

2. Determine the central idea of a text and how it is conveyed through particular details. RI.6.2



3. When reading a 6th grade informational text, provide a summary of the text distinct from personal opinions or judgments. RI.6.2

4. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text. RI.6.3



7. Analyze how a particular paragraph fits into the overall structure of a text and contributes to the development of ideas. RI.6.5

8. 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). RI.6.9

9. Write informative/explanatory texts to examine a topic and convey ideas, through the selection of relevant content. W.6.2

10.Write informative/explanatory texts to examine a topic and convey ideas through the organization of relevant content; introduce a topic; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

W.6.2a.

11. Organize ideas, using strategies such as definition, classification, comparison/contrast, and cause/effect. W.6.2a.12. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and example W.6.2b.13. Use appropriate transitions to clarify the relationships among ideas and concepts. W.6.2c.14. When writing informative/explanatory text, use precise language to inform about or explain the topic. W.6.2d.15. Provide a concluding statement or section that follows from the information or explanation presented. W.6.2f.

16. Write informative/explanatory texts to examine a topic and convey ideas, through the analysis of relevant content; establish and maintain a formal style. W.6.2e.

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

W.6.4

18. 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.6.5

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

W.6.6

20. Demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. W.6.621. Draw evidence from informational texts to support analysis and reflection; apply grade 6 Reading standards to

literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing W.6.9b.



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

22. 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.

W.6.10

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

SL.6.1

24. Come to discussions prepared, having read or studied required material. SL.6.1a.

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

SL.6.1a.

26. When taking part in collaborative discussions, follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. SL.6.1b.

27. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. SL.6.1c.

28. When participating in collaborative discussions, review the key ideas expressed. SL.6.1d.

29. Demonstrate understanding of multiple perspectives through reflection and paraphrasing when participating in collaborative discussions. SL.6.1d.

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

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

32. Ensure that pronouns are in the proper case (subjective, objective, possessive) when writing or speaking. L.6.1a.

33. Use intensive pronouns (e.g., myself, ourselves) to demonstrate command of the conventions of standard English grammar and usage when writing or speaking

L.6.1b.

34. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. L.6.2a.35. Demonstrate command of the conventions of standard English to spell correctly. L.6.2b.36. Vary sentence patterns for meaning when writing, speaking, reading, or listening. L.6.3a.

37. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.

L.6.4

38. 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.

L.6.4a.

39. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.

L.6.4b.



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

L.6.4b.

41.

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).

L.6.4c.d.

42. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases. L.6.6

43. Gather vocabulary knowledge when considering a word or phrase important to comprehension or expression; L.6.6


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.

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 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.6.9 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.6.2 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.




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.6.9bDraw evidence from literary or informational texts to support analysis, reflection, and research.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”).

W.6.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

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.

e. 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.

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

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

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

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




L.6.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.f. Ensure that pronouns are in the proper case (subjective, objective, possessive).

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

h. Recognize and correct inappropriate shifts in pronoun number and person.

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

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

L.6.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.c. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.

d. Spell correctly.

L.6.3

Use knowledge of language and its conventions when writing, speaking, reading, or listening.c. Vary sentence patterns for meaning, reader/listener interest, and style.

d. Maintain consistency in style and tone.

L.6.4

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.

e. 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.

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

g. 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.

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

L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary



knowledge when considering a word or phrase important to comprehension or expression.

Unit 3 Navigating Informational Texts Duration 5 weeks



Reading: InformationalWriting: Argument





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

RI.6.2. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

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

Craft and Structure

RI.6.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

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

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


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.



Writing


W.6.1. Write arguments to support claims with clear reasons and relevant evidence.

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.



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.6.8. 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.


a. Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing



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

Range of Writing


Speaking and Listening:

Comprehension and Collaboration






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.






Language:

Conventions of Standard English

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

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




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.


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

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











Essential Questions Enduring UnderstandingsHow does organizational text features help me to understand text?

How can I draw evidence from literary and/or informational text to support my analysis, reflection, or research?

How can I present and support an argument in favor of my opinion?

How does each step in the writing process impact my writing?

How does writing become a tool for thinking and exploring a multitude of topics and genres?

Students will apply Grade 6 reading standards to literature and literary nonfiction in order to compare and contrast different forms or genres in terms of their approaches to similar themes and topics.

Reading nonfiction text helps me decide what I value and respect.

Writing is a multistage process.

Students will present an argument in a formal style that includes an introduction, supporting details found in credible sources, with transitions and a concluding statement/section that supports the argument.




Accurately reflect information from a text.

Reread to remember what has been written.

Include appropriate and important details when summarizing information from a text.


2. Determine a central idea of a text and how it is conveyed through particular details. RI.6.2



Maintain focus on the topic or subject being presented.

Suggest solutions to a problem and explains why or how a solution will work

Try to convince/inform/analyze

Provide relevant background information and history

Describe opposing arguments and critique them

Use statistics: hard evidence

Construct a powerful conclusion that resonates with the reader; leaves the reader with something to think about.

Use vocabulary words appropriately to reflect meaning

Revisit the text to check for details

Include important details from the content of an informational or fictional text

Relate important ideas in a text to each other or to other texts

Reflect awareness of author’s underlying message

Introduce information in categories, paragraphing

Write opinions about a text and back them up with specific information or reasons

Select examples of the writer’s use of language and write opinions about or responses to that language

Use specific language to write about texts: title, author, illustrator, cover, dedication, author’s note, character, main character, setting, problem, events, resolution, theme, fiction/nonfiction, poetry, table of contents, topics





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

13. Write arguments to introduce and support claims with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. W.6.1a.b.

15. When writing arguments, support claims with clear reasons and relevant evidence, use words, phrases, and clauses to clarify the relationships among claim(s) and reasons; establish and maintain a formal style. W.6.1c.d.

16. When writing arguments, support claims with clear reasons and relevant evidence, providing a concluding statement or section that follows from the argument presented. W.6.1e.

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

21. Draw evidence from informational texts to support analysis, reflection, and research; 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”). W.6.9b.




What evidence will show that students understand?Performance Task Options:

The reader can determine the structure of a text and create a graphic organizer to note-take while reading. The reader includes his or her own thinking as a part of response to the text in his or her note taking. The reader uses the notes to drive future reading and to prepare for conversations with other readers. The notes should also include any technical vocabulary pertinent to the topic.

SLO 1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.4. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.7. Analyze how a particular paragraph fits into the overall structure of a text and contributes to the development of ideas.28. 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.29. Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

CCSS RI.6.1, RI.6.3, RI.6.5, RI.6.10, W.6.2, W.6.4, W.6.7. W.6.8, W.6.9, W.6.10, L.6.1, L.6.2, L.6.3, L.6.4, L.6.5, L.6.6

The reader can determine the central/main idea in a text and how it is conveyed through particular details. The reader can take notes from a text in his or her own words and use those notes to write a summary of the text distinct from personal opinion. The summary should include any technical vocabulary pertinent to the topic.

SLO 1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.2. Determine a central idea of a text and how it is conveyed through particular details.7. Analyze how a particular paragraph fits into the overall structure of a text and contributes to the development of ideas.8. Analyze how a particular chapter fits into the overall structure of a text and contributes to the development of ideas.9. Analyze how a particular section fits into the overall structure of a text and contributes to the development of ideas.

CCSS RI.6.1, RI.6.2, RI.6.3, R.6.4, RI.6.5, RI.6.6, RI.6.8, RI.6.10, W.6.2, W.6.4. W.6.5, W.6.6, W.6.7, W.6.9, W.6.10, L.6.1, L.6.2, L.6.3, L.6.4, L.6.5, L.6.6



The reader can thoughtfully evaluate and critique a piece of nonfiction text. The reader includes reasoning and textual evidence for his or her opinions around either the strengths or weaknesses of the text. The reader includes critical thinking around the believability and reasonableness of the information, and an analysis of the author’s point of view and purpose in writing the text.

SLO

CCCS RI.6.1, RI.6.2, RI.6.3, RI.6.4, RI.6.5, RI.6.6, RI.6.9, RI.6.10, SL.6.1, SL.6.4, SL.6.6, L.6.1, L.6.2, L.6.3, L.6.4, L.6.5, L.6.6)

Writers develop their topic and plans for their writing. The writer uses research gathered and multiple texts to jot notes within the graphic organizer before drafting his or her piece. The notes also reflect a variety of persuasive writing devices.

SLO 14. Gather relevant information from multiple print and digital sources and assess the credibility of each source.15. When writing arguments, support claims with clear reasons and relevant evidence, use words, phrases, and clauses to clarify the relationships among claim(s) and reasons; establish and maintain a formal style.17. When writing arguments, produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CCSS W.6.1, W.6.4, W.6.5, W.6.7, W.6.10, SL.6.1, SL.6.3, SL.6.4, SL.6.5, SL.6.6, L.6.1, L.6.2, L.6.3, L.6.4, L.6.5, L.6.6

Writers engage in conversation with other writers and seek the feedback to develop and strengthen (revise) their writing. The writers reflects on how talking with other writers enhanced his or her writing process. This reflection can be with either oral and recorded or written.SLO 18. 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.23. 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.31. Ensure that pronouns are in the proper case (subjective, objective, possessive) when writing and speaking.32. Use intensive pronouns (e.g., myself, ourselves) to demonstrate command of the conventions of standard English grammar and usage when writing or speaking


Key Criteria:

New Jersey Holistic Scoring RubricOpen ended scoring rubric



Checklist of Student Learning ObjectivesProject specific rubricGenre specific rubric

Other evidence:

QuizzesAcademic promptsObservationsReaders/Writers Notebooks ResponsesStudent ReflectionConferringAnecdotal recordsGraphic OrganizersPortfolioReading LogsEntrance/Exit Tickets









The Teacher:• selects the text• previews the text



• provides an introduction for the text selected• introduces the whole text or unified sections of the text with attention to the text complexity and demands of the text and the knowledge, experiences, and skills of the readers• discusses the text with students and encourages them to discuss the text with each other• invites students to ask questions about the text to expand their understanding• requires students to respond in writing (reader response) to focusing/organizing questions based on the text’s theme, ideas, characters, problem, solution, etc.• engages students in word work based on the text to increase word knowledge and automaticity in word solving










The 80 Minute Writer’s Workshop Block Mini-Lesson (5-15 minutes). A short lesson focused on a single topic that students need help with. Status of the Class (2-5 minutes). A quick way of finding out what each student is working on. Writing Time (20-45 minutes or more!). They write. You can write and/or conference with individual students or small groups. Sharing (5-15 minutes). Writers read what they have written and seek feedback from their audience. You can share your writing, too.

Additional Activities can include:Book TalkReading Log ReviewPost‐it Note and/or Organize Your Thought Sheet ReviewLetter WritingBreaking down the task



Providing step-by-step promptsRepeated practiceDirected Questioning and ResponsesSequence Tasks from Easy to DifficultIndividual/Small-Group/Whole Class InstructionThink AloudPeer Editing/RevisingActive ParticipationWarm-Up ActivitiesMeaningful Real Life ConnectionsWhole class and/or small group discussionOpen-ended questionsIndependent and/or small group completion of vocabulary activitiesIndependent and/or small group completion of graphic organizersIndependent completion of projects related to texts and/or class activitiesCompletion of narrative process writingModeling - Teachers demonstrates, student uses models to problem solveTechnology

Non Negotiable Core Text choices: McDougall LittellVarious articles throughout the core text are acceptable for teaching text features, point of view, analyzing key details. Outside sources can be found using the following resources:

CSI Expert Forensic Science for Kids by Karen SchulzCar Science by Richard HammondThe Cartoon Guide to Physics by Larry GoncThe Crime Scene: How Forensic Science Works by W. Mark DaleCool Stuff and How it Works by Chris WoodfordExploring the Way Life Works; The Science of Biology By Mahlon HoaganForensics for Dummies by Douglas P. LyleForensic Science Discovery Kids Publishing by Chris CooperGame Art for Teens by Les PardewGame Design for Teens by Les PardewHow Things Work Encyclopedia Discovery Kids PublishingIn and Out of Your Mind: Teen Science: Human Bite by Dale CarlsonIPhone Game Development for Teens by Clayton E CrooksA Nation of Farmers: Defeating the Food Crisis on American Soil by Sharon AstykTime For Kids: Exploring Nonfiction Teacher Created MaterialsThe Way Life Works: The Science Lover’s Guide to How Life Grows, Develops, Reproduces and Gets Along by Mahlon Hogland and Bert Dodson



The Way Science Works Discovery Kids Publishing by Robin Kerrod

Accommodations for ELL and Special Education Students: ( http://www.nj.gov/education/modelcurriculum/ela/6u3.shtml )

Works of literature are often available in different genres (i.e. diary, play, newspaper article, etc.). Different versions of the same “story” can be provided to meet the varying reading levels of students in a class.Books on tape or CD for to support auditory learners. For books not available on tape, teachers or student volunteers (i.e. gifted readers) can always read a nonfiction book or passage onto a tape for others to listen to as they read along.






Unit Resources:





Various newspapers available on-line (i.e. www.nj.com, www.tweentribute.com)Videos can be used to support and supplement the reading of a nonfiction text; information presented visually helps to support visual learners and can provide background information for struggling readersInterviews or presentations are often available online (audio or video)Websites

American Library Association Nonfiction Book List for Young Adults at http://booklistonline.com/Default.aspx

The ALA provides an updated list of nonfiction recommendations for young adult readers. Other links focus on award winners as well as books for reluctant readers.

Teen Reads at http://www.teenreads.com/index.asp 109








1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.6.1

2. Determine a central idea of a text and how it is conveyed through particular details. RI.6.2






8. Analyze how a particular chapter fits into the overall structure of a text and contributes to the development of ideas. RI.6.5

9. Analyze how a particular section fits into the overall structure of a text and contributes to the RI.6.5



development of ideas.10. Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text. RI.6.6

11. 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.6.7

12. 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.6.8

13. Write arguments to introduce and support claims with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. W.6.1a.b.

14. Gather relevant information from multiple print and digital sources and assess the credibility of each source. W.6.8

15.When writing arguments, support claims with clear reasons and relevant evidence, use words, phrases, and clauses to clarify the relationships among claim(s) and reasons; establish and maintain a formal style.

W.6.1c.d.

16. When writing arguments, support claims with clear reasons and relevant evidence, providing a concluding statement or section that follows from the argument presented. W.6.1e.

17. When writing arguments, produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.6.4

18. 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.6.5

19.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.6.6

20. Provide basic bibliographic information for sources when writing arguments. W.6.8

21.Draw evidence from informational texts to support analysis, reflection, and research; 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”).

W.6.9b.

22. 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.

W.6.10

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

SL.6.1

24. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. SL.6.1a.

25. When taking part in collaborative discussions, follow rules for collegial discussions, set specific goals SL.6.1b.



and deadlines, and define individual roles as needed.

26. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. SL.6.1c.

27. When participating in collaborative discussions, review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. SL.6.1d.

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

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

30. Demonstrate a command of formal English and its conventions when writing, speaking, reading, or listening.

SL.6.6

31. Ensure that pronouns are in the proper case (subjective, objective, possessive) when writing and speaking. L.6.1a.

32. Use intensive pronouns (e.g., myself, ourselves) to demonstrate command of the conventions of standard English grammar and usage when writing or speaking

L.6.1b.

33. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. L.6.2a.34. Demonstrate command of the conventions of standard English to spell correctly. L.6.2b.35. Vary sentence patterns for meaning when writing and speaking. L.6.3a.36. Maintain consistency in style and tone when writing and speaking. L.6.3b.

37.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies; 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.

L.6.4a.

38.Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies; use common grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).

L.6.4b.

39.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies; 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).

L.6.4c.d.

40. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; L.6.6



gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.






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 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.6.7 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.

W.6.1

Write arguments to support claims with clear reasons and relevant evidence.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.


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.6.8Gather 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.6.9b.Draw evidence from literary or informational texts to support analysis, reflection, and research.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”).


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.

i. 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.

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

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

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

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

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

SL.6.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

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

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

m. Recognize and correct inappropriate shifts in pronoun number and person.

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



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

L.6.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.e. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.

f. Spell correctly.

L.6.3

Use knowledge of language and its conventions when writing, speaking, reading, or listening.e. Vary sentence patterns for meaning, reader/listener interest, and style.

f. Maintain consistency in style and tone.

L.6.4


i. 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.

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

k. 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).

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.



Unit 4: Digging Deeper

Duration 5 weeks

Reading: Literature Writing: Narrative




Reading Literature:


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

RL.6.2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

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

Craft and Structure

RL.6.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

RL.6.5. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

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


RL.6.7. Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.

RL.6.8. Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

Range of Reading and Level of Text Complexity

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

Writing


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

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


Essential Questions Enduring Understandings

Why must fiction be approached differently than nonfiction reading?

What makes each different?

Must all fictional pieces follow the same exact format (i.e. the plot pyramid)?How can a writer manipulate information (i.e. the presence or absence of a literary element at any given time in a story) to create emotion or tension in a story?

How does a shift in point of view change a story?

How do literary devices and figurative language in storytelling change the way the story is read and received?

Works of literature can be categorized into genres and subgenres.

All works of fiction include character, setting, conflict, resolution, and theme.

While short stories and novels include common elements, a short story is more focused and may be read in only one sitting.

A story told from first person point of view has built-in bias because only the subject’s perception is considered; a story from third person point of view lacks the emotional insight available through a first-person story.

Literary device and figurative language are intentionally used by a writer to allow a reader to more clearly visualize or become emotionally attached to a story. A story or novel written using such language reads very differently than one without such writing.



Skills:Students will be able to:1. Cite textual evidence to support analysis of what Grade 6 text says explicitly. RL.6.1

2. Cite textual evidence to support analysis of inferences drawn from grade 6 text(s). RL.6.1

3. 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.6.2


6. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings (e.g., “organization” connotes a sense of neatness). RL.6.4



8. 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.6.5

13. When writing narratives, develop real or imagined experiences or events using effective technique such as dialogue, pacing, and description to develop experiences, events, and/or characters. W.6.3b.

14. When writing narratives, develop real or imagined experiences or events using relevant descriptive details; use precise words and phrases, and sensory language to convey experiences and events. W.6.3d.

15. When writing narratives, 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. W.6.3a.

16. When writing narratives, use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another when writing narratives. W.6.3c.

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

Stage 2Assessment EvidenceWhat evidence will show that students understand?Performance Task Options:

Readers gather and track the key events across a novel as well as scene change to describe the unfolding of the plot. Readers choose a graphic organizer of their choice to demonstrate this skill. (Flow Chart, Story Arc, etc)

SLO

CCSS RL .3, RL.4, RL.6, W.4, W.9, W.10, L.1, L.2, L.3, L.4. a-d, L.5. a-c, L.6



Readers identify multiple themes in the text as a result of reflecting back on their read. Readers prepare for writing a literary essay by gathering key quotes from the text that supports their theories around theme. They use a graphic organizer of their choice to record the key quotes and then jot their thinking as to why that particular quote supports their theory.

SLO

CCSS RL.1, RL.2, RL.5, W.5, W.9, W.10, L.1, L.2, L.3, L.4. a-d, L.5. a-c, L.6

Writers develop an understanding of the characteristics of literary essays by reading several essays and analyzing them for content and structure. Writers develop their topic and plan for their writing by choosing a text structure that best suits their topic, purpose, and audience and outlining their piece using a graphic organizer. The writer uses research gathered and multiple texts to jot notes within the graphic organizer before drafting his or her piece.

SLO

CCCS RI.7.5, RI.7.10, W.7.2, W.7.4, W.7.5, W.7.10, SL.7.1, SL.7.4, SL.7.5, SL.7.6, L.7.1, L.7.2. L.7.3, L.7.5, L.7.6

SLO

CCSS

Key Criteria:New Jersey Holistic Scoring RubricOpen ended scoring rubricChecklist of Student Learning ObjectivesProject specific rubricGenre specific rubric

Other evidence:Quizzes



Academic promptsObservationsReaders/Writers Notebooks ResponsesStudent ReflectionConferringAnecdotal recordsGraphic OrganizersPortfolioReading LogsEntrance/Exit Tickets









The Teacher:• selects the text• previews the text• provides an introduction for the text selected• introduces the whole text or unified sections of the text with attention to the text complexity and demands of the text and the knowledge, experiences, and skills of the readers• discusses the text with students and encourages them to discuss the text with each other• invites students to ask questions about the text to expand their understanding• requires students to respond in writing (reader response) to focusing/organizing questions based on the text’s theme, ideas, characters, problem, solution, etc.



• engages students in word work based on the text to increase word knowledge and automaticity in word solving










The 80 Minute Writer’s Workshop Block Mini-Lesson (5-15 minutes). A short lesson focused on a single topic that students need help with. Status of the Class (2-5 minutes). A quick way of finding out what each student is working on. Writing Time (20-45 minutes or more!). They write. You can write and/or conference with individual students or small groups. Sharing (5-15 minutes). Writers read what they have written and seek feedback from their audience. You can share your writing, too.


Book TalkReading Log ReviewPost‐it Note and/or Organize Your Thought Sheet ReviewLetter WritingBreaking down the taskProviding step-by-step promptsRepeated practiceDirected Questioning and ResponsesSequence Tasks from Easy to DifficultIndividual/Small-Group/Whole Class InstructionThink AloudPeer Editing/Revising



Active ParticipationWarm-Up ActivitiesMeaningful Real Life ConnectionsWhole class and/or small group discussionOpen-ended questionsIndependent and/or small group completion of vocabulary activitiesIndependent and/or small group completion of graphic organizersIndependent completion of projects related to texts and/or class activitiesCompletion of narrative process writingModeling - Teachers demonstrates, student uses models to problem solveTechnology



Accommodations for ELL and Special Education Students: ( http://www.nj.gov/education/modelcurriculum/ela/6u4.shtml )

Works of literature are often available in different genres (i.e. diary, play, newspaper article, etc.).Different versions of the same “story” can be provided to meet the varying reading levels of students in a class.



Books on tape or CD for to support auditory learners. For books not available on tape, teachers or student volunteers (i.e. gifted readers) can always read a nonfiction book or passage onto a tape for others to listen to as they read along.





Students can be provided graphic organizers to take notes while they read a nonfiction text. Doing so will help them to identify main ideas and key details and will help them to recall information. To differentiate for student strengths and needs, graphic organizers can be differentiated.Unit Resources:



Various newspapers available on-line (i.e. www.nj.com, www.tweentribute.com)Videos can be used to support and supplement the reading of a nonfiction text; information presented visually helps to support visual learners and can provide background information for struggling readers



Interviews or presentations are often available online (audio or video)Websites


http://booklistonline.com/Default.aspx The ALA provides an updated list of nonfiction recommendations for young adult readers. Other links focus on award winners as well as

books for reluctant readers.









1. Cite textual evidence to support analysis of what Grade 6 text says explicitly. RL.6.12. Cite textual evidence to support analysis of inferences drawn from grade 6 text(s). RL.6.1

3.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.6.2

4. Describe how a particular drama’s plot unfolds in a series of episodes in 6th grade text(s). RL.6.35. Describe how characters respond or change as the plot moves toward a resolution in 6th grade text(s). RL.6.3


RL.6.4


RL.6.4

8.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.6.5

9. Explain how an author develops the point of view of the narrator or speaker in a text. RL.6.6

10.Compare and contrast the experience of reading a drama to listening to or viewing an audio, video, or live version of the text including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.

RL.6.7

11.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.

RL.6.8

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

13.When writing narratives, develop real or imagined experiences or events using effective technique such as dialogue, pacing, and description to develop experiences, events, and/or characters.

W.6.3b.

14.When writing narratives, develop real or imagined experiences or events using relevant descriptive details; use precise words and phrases, and sensory language to convey experiences and events.

W.6.3d.

15.When writing narratives, 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.

W.6.3a.

16.When writing narratives, use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another when writing narratives.

W.6.3c

17. When writing narratives, provide a conclusion that follows from the narrated experiences or events. W.6.3e.18. Produce clear and coherent writing in which the development, organization, and style are appropriate to W.6.4



task, purpose, and audience.

19.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.6.5

20.Use technology, including the Internet, to produce and publish narrative 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.6.6

21.

Draw evidence from 6th grade literary texts to support analysis, reflection, and research; 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”).

W.6.9a

22.Write narratives 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.

W.6.10


SL.6.1

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

SL.6.1a.


SL.6.1b.


SL.6.1c.


SL.6.1d.


SL.6.2

29.

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.6.4

30. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations SL.6.5



to clarify information.

31.Demonstrate a command of formal English and its conventions when writing, speaking, reading, or listening; vary sentence patterns for meaning.

SL.6.6; L.6.3a.

32.Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; ensure that pronouns are in the proper case (subjective, objective, possessive).

L.6.1a.

33.Use intensive pronouns (e.g., myself, ourselves) to demonstrate command of the conventions of standard English grammar and usage when writing or speaking

L.6.1b.

34. When writing or speaking, recognize and correct inappropriate shifts in pronoun number and person. L.6.1c.

35.When writing or speaking, recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).

L.6.1d.

36.Demonstrate command of the conventions of standard English capitalization, punctuation, when writing; use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.

L.6.2a.

37. Demonstrate command of the conventions of standard English to spell correctly. L.6.2b.

38.


L.6.4a.

39.Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies; use common grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).

L.6.4b.

40.


L.6.4c.d.

41. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.6.5

42. Interpret figures of speech (e.g., personification) in context. L.6.5a.

43. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better L.6.5a.



understand each of the words.

44.Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty). L.6.5a.


L.6.6


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





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

RL.6.7Compare and contrast the experience of reading a story, drama, or poem to listen to or viewing an audio, video, or live version of the text including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.

RL.6.8Compare 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.

RL.6.10By 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.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.



f. 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.

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

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

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

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


W.6.5With 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.6.6Use 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.6.9a.

Draw evidence from literary or informational texts to support analysis, reflection, and research.b. 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”).

W.6.10Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

SL.6.1 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.

m. 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.



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

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

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

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

SL.6.4Present 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.


L.6.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.p. Ensure that pronouns are in the proper case (subjective, objective, possessive).

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

r. Recognize and correct inappropriate shifts in pronoun number and person.

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

t. Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.

L.6.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.g. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.

h. Spell correctly.

L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.g. Vary sentence patterns for meaning, reader/listener interest, and style.



h. Maintain consistency in style and tone.

L.6.4


l. 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.

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

n. 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.

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

L.6.5


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).




Unit 5: The Big Idea-Understanding Theme Duration 5 weeks

Reading: Literature / Narrative Writing: Informational / Argument



Reading Literature:



RL.6.2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

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

Craft and Structure



RL.6.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

RL.6.5. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.


RL.6.9. 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.


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.



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


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

Craft and Structure


RI.6.5. 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.6.8. 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).


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

Writing


W.6.1. Write arguments to support claims with clear reasons and relevant evidence.

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.

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

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




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





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.6.8. 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.


a. Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).

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”).

Range of Writing







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




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



SL.6.4. 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.


Language:


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



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




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







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).

L.6.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.



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


Essential Questions Enduring UnderstandingsHow can I learn more about things that interest me?

What do good researchers do?

Writing clearly: what makes a difference?

What makes a presentation “great”?

What’s worth fighting for?

What makes collaboration meaningful?

Making meaning from a variety of sources: What will help?

What makes a story a “great” story?

How does an extensive knowledge of a specific time period or specific scientific content help a reader to more fully understand the events that take place in a work of nonfiction?

To gain keener insight into the integration of knowledge and ideas, effective readers analyze and evaluate content, reasoning, and claims in diverse formats.

Effective research presents an answer to a question, demonstrates understanding of the inquiry, and properly cites information from multiple sources.

Producing clear ideas as a writer involves selecting appropriate style and structure for an audience and is strengthened through revision and technology.

Presentation of knowledge and ideas is enhanced through appropriate organization and style for an audience via the use of visual displays, technology, and the appropriate use of language.

Students will be able to identify a topic that causes or has caused a debate in society, choose a side of the argument, and identify logical reasons that support their choice.



Comprehension is enhanced through a collaborative process of sharing and evaluating ideas.

A “great” story develops real or imagined experiences or events using effective technique, relevant descriptive details, and well -structured event sequences.




Navigate textbook features (i.e. heading, subhead, bold words, visuals, glossary, index, table of contents, etc.) help a reader to understand a text.

Analyze the structure of news articles (i.e. inverted pyramid) and identify include factual, unbiased information. Opinion pieces (i.e. editorials, columns, and letters to the editor) present a biased point of view but are also considered nonfiction.

Biographies, autobiographies, and memoirs provide a personal or individual interpretation of historical events.

Nonfiction essays and works of history/science/economics are structured and factual works that support research and investigation.

Speeches provide a personal account or reflection of an historical or memorable event; speeches are intended to be read aloud.

1. Determine the central idea of a text and explain how it is conveyed through details to provide a summary of a text distinct from personal opinions or judgments. RL.6.2

2. Describe how a particular drama’s plot unfolds in a series of episodes in 6th grade text(s). RL.6.3


4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings (e.g., “organization” connotes a sense of neatness). RL.6.4

5. Determine the meaning of words and phrases as they are used in a text, including analyzing the impact of a specific word choice on tone. RL.6.4

6. 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.6.5

7. 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. RL.6.9

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





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

12. 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.6.8

13. 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). RI.6.9

14. By the end of the year, read and comprehend literary nonfiction in the grade 6 text complexity band proficiently, with scaffolding as needed at the high end of the range. RI.6.10

15. When writing narratives, develop real or imagined experiences or events using effective technique such as dialogue, pacing, and description to develop experiences, events, and/or characters.


What evidence will show that students understand?Performance Task Options:

The reader can thoughtfully evaluate and judge a persuasive speech by asking questions about the details in the speech, asking questions about things that are left unsaid, and evaluating the persuasive techniques the speechwriter used. The reader writes a critique of the speech citing specific examples from the speech.

SLO 9. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.10. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.11. Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of ideas.12. 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.13. 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).14. By the end of the year, read and comprehend literary nonfiction in the grade 6 text complexity band proficiently, with scaffolding



as needed at the high end of the range. RI.6.10CCSS RI.6.1m RI.6.2, RI.6.3, RI.6.4, RI.6.5, RI.6.6, RI.6.7, RI.6.8, RI.6.9, RI.6.10, W.6.1, W.6.4, W.6.9, W.6.10, SL.6.1, SL.6.2, SL.6.3,

SL.6.6, L.6.1, L.6.2, L.6.3, L.6.4, L.6.5, L.6.6, L.6

The reader can form his or her own opinion of the topic/issue of a persuasive speech. He or she can elaborate on what specific points he or she agrees or disagrees with in order to take a clear stand on the issue(s). The reader can read other sources as a researcher to fully develop his or her opinion and be able to defend their stance on the issue. While the preparation for this task will be written, the task itself can be oral or written.

SLO 9. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.10. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.11. Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of ideas.12. 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.13. 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).14. By the end of the year, read and comprehend literary nonfiction in the grade 6 text complexity band proficiently, with scaffolding as needed at the high end of the range.

CCSS RI.6.1m RI.6.2, RI.6.3, RI.6.4, RI.6.5, RI.6.6, RI.6.7, RI.6.8, RI.6.9, R.6.10, W.6.1, W.6.4, W.6.9, W.6.10, SL.6.1, SL.6.2, SL.6.3, SL.6.6, L.6.1, L.6.2, L.6.3, L.6.4, L.6.5, L.6.6, L.6

The reader can read/listen to inquire and discover the characteristics of persuasive speeches. The reader can name effective persuasive writing techniques and cite examples in actual speeches. This task can be done orally or in writing.

SLO 9. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.10. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.11. Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of ideas.12. 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.13. 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).14. By the end of the year, read and comprehend literary nonfiction in the grade 6 text complexity band proficiently, with scaffolding as



needed at the high end of the range.CCCS RI.6.1m RI.6.2, RI.6.3, RI.6.4, RI.6.5, RI.6.6, RI.6.7, RI.6.8, RI.6.9, RI.6.10, W.6.2, W.6.4, W.6.9, W.6.10, SL.6.1, SL.6.2, SL.6.3,

SL.6.6, L.6.1, L.6.2, L.6.3, L.6.4, L.6.5, L.6.6, L.6, RH.6-8.1, RH.6-8.2, RH.6-8.5, RH.6-8.6, RH.6-8.8, RH.6-8.9, RH.6-8.10)

Writers collect ideas for their writing by using a variety of strategies such as using their own life experiences, accessing current events, and rereading prior writing in their writer’s notebooks. The writer explores possible topics by doing some light research reading. The writer chooses a topic and defends his or her choice by writing or orally presenting the reasons behind his or her choice.

Writers present their published piece orally in front of an audience, teaching others about their topic, and speaking to persuade their audience. The writer uses visual aides to add to his or her presentation in multimedia forms.

SLO 20. Write arguments to support claims with clear reasons and relevant evidence.21. When writing arguments, introduce claim(s) and organize the reasons and evidence clearly.22. When writing arguments, support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.23. When writing arguments, use words, phrases, and clauses to clarify the relationships among claim(s) and reasons; establish and maintain a formal style.24. When writing arguments, provide a concluding statement or section that follows from the argument presented.31. 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.32. When taking part in collaborative discussions, follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.33. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.


SL.6.4, SL.6.5, SL.6.6)

Key Criteria:

New Jersey Holistic Scoring RubricOpen ended scoring rubricChecklist of Student Learning ObjectivesProject specific rubric



Genre specific rubric

Other evidence:

QuizzesAcademic promptsObservationsReaders/Writers Notebooks ResponsesStudent ReflectionConferringAnecdotal recordsGraphic OrganizersPortfolioReading LogsEntrance/Exit Tickets









The Teacher:• selects the text



• previews the text• provides an introduction for the text selected• introduces the whole text or unified sections of the text with attention to the text complexity and demands of the text and the knowledge, experiences, and skills of the readers• discusses the text with students and encourages them to discuss the text with each other• invites students to ask questions about the text to expand their understanding• requires students to respond in writing (reader response) to focusing/organizing questions based on the text’s theme, ideas, characters, problem, solution, etc.• engages students in word work based on the text to increase word knowledge and automaticity in word solving











Book TalkReading Log ReviewPost‐it Note and/or Organize Your Thought Sheet ReviewLetter WritingBreaking down the taskProviding step-by-step promptsRepeated practiceDirected Questioning and ResponsesSequence Tasks from Easy to DifficultIndividual/Small-Group/Whole Class Instruction



Think AloudPeer Editing/RevisingActive ParticipationWarm-Up ActivitiesMeaningful Real Life ConnectionsWhole class and/or small group discussionOpen-ended questionsIndependent and/or small group completion of vocabulary activitiesIndependent and/or small group completion of graphic organizersIndependent completion of projects related to texts and/or class activitiesCompletion of narrative process writingModeling - Teachers demonstrates, student uses models to problem solveTechnologyWhole class and/or small group discussionTeacher modeling/student practice of note-takingTeacher modeling/student practice of information gathering from multiple sources in various formatsTeacher modeling/student practice of proper citation of sourcesTeacher modeling/student practice of PowerPoint presentationsCompletion of informative process writingCompletion of PowerPoint presentationOral presentation of research findings

Non Negotiable Core Text choices: McDougall Littell“Hurricane Hunters” article by Renee Skelton (Analyzing the text)

“Super Croc” article by Peter Winkler (Text Features)

“Should Animals be Kept as Pets?” Persuasive Essay by the Associated Humane Society (Persuasive Techniques)

“What Video Games Can Teach Us” article by Emily Shon (Argument and Evaluating Supporting Details)

“The Violent Side of Video Games”

“Under the Royal Palms: A Childhood in Cuba” memoir by Alma Flor Ada (Evaluating a Personal Narrative)

Accommodations for ELL and Special Education Students: http://www.nj.gov/education/modelcurriculum/ela/6u5.shtml

Works of literature are often available in different genres (i.e. diary, play, newspaper article, etc.).Different versions of the same “story” can be provided to meet the varying reading levels of students in a class.

Books on tape or CD for to support auditory learners. For books not available on tape, teachers or student volunteers (i.e. gifted readers) can



always read a nonfiction book or passage onto a tape for others to listen to as they read along.






Unit Resources:

The Common Cores State Standards for English Language Arts and Literacy in History and Social Studies, Science and Technological SubjectsAssessing Writers by Carl AndersonMaking Content Comprehensible for English Learners: The SIOP Model, 4th Edition By Jana J. Echevarria, MaryEllen J. Vogt, Deborah J. ShortThe Continuum of Literacy Learning Grades Pre K-8 Behaviors to Notice, Teach and Support by Gay Su Pinnell and Irene C. Fountas. (2011)Don’t Forget to Share, The Crucial Last Step in the Writing Workshop by Leah Mermelstein. (2007)Everyday Editing: Inviting Students to Develop Skill and Craft in Writer’s Workshop by Jeff Anderson. (2007)Guiding Readers and Writers: Teaching Comprehension, Genre and Content Literacy by Gay Su Pinnell and Irene C. Fountas. (2001)Literary Essays: Writing About Reading by Lucy Calkins and Medea McEvoy. (2006)Making Revision Matter: Strategies for Guiding Students to Focus, Organize, and Strengthen Their Writing Independently by Janet Angelillo. (2005)Mechanically Inclined: Building Grammar, Usage, and Style into Writer’s Workshop by Jeff Anderson. (2005)The Revision Toolbox: Teaching Techniques that Work by Georgia Heard. (2002)Thinking Through Genre: Units of Study in Reading and Writing Workshops 4-12 by Heather Lattimer. (2003)Writing About Reading: From Book Talk to Literary Essay by Janet Angelillo. (2003)http://www.ttms.org/PDFs/05%20Writers%20Workshop%20v001%20(Full).pdfhttp://ttms.org/Technology Integration

Various newspapers available on-line (i.e. www.nj.com, www.tweentribute.com)Videos can be used to support and supplement the reading of a nonfiction text; information presented visually helps to support visual learners and can provide background information for struggling readersInterviews or presentations are often available online (audio or video)Websites



American Library Association Nonfiction Book List for Young Adults at http://booklistonline.com/Default.aspx

The ALA provides an updated list of nonfiction recommendations for young adult readers. Other links focus on award winners as well as books for reluctant readers.







1.Determine the central idea of a text and explain how it is conveyed through details to provide a summary of a text distinct from personal opinions or judgments.

RL.6.2

2.Describe how a particular drama’s plot unfolds in a series of episodes in 6th grade text(s).

RL.6.3

3.Describe how characters respond or change as the plot moves toward a resolution in 6th

grade text(s).RL.6.3


RL.6.4


RL.6.4

6. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall RL.6.5



structure of a text and contributes to the development of the theme, setting, or plot.

7.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.

RL.6.9

8.

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

RL.6.10

9.Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.6.1

10.Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.

RI.6.3

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

RI.6.5

12.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.6.8

13.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).

RI.6.9

14.By the end of the year, read and comprehend literary nonfiction in the grade 6 text complexity band proficiently, with scaffolding as needed at the high end of the range.

RI.6.10

15.When writing narratives, develop real or imagined experiences or events using effective technique such as dialogue, pacing, and description to develop experiences, events, and/or characters.

W.6.3b.

16.When writing narratives, develop real or imagined experiences or events using relevant descriptive details; use precise words and phrases, and sensory language to convey experiences and events.

W.6.3d.

17. When writing narratives, engage and orient the reader by establishing a context and W.6.3a.



introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

18.When writing narratives, use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another when writing narratives.

W.6.3c

19.When writing narratives, provide a conclusion that follows from the narrated experiences or events.

W.6.3e.

20. Write arguments to support claims with clear reasons and relevant evidence. W.6.1

21. When writing arguments, introduce claim(s) and organize the reasons and evidence clearly.

W.6.1a.

22. When writing arguments, support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

W.6.1b.

23. When writing arguments, use words, phrases, and clauses to clarify the relationships among claim(s) and reasons; establish and maintain a formal style.

W.6.1c.d.

24. When writing arguments, provide a concluding statement or section that follows from the argument presented.

W.6.1e.

25.When writing narratives and arguments, produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.6.4

26.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.6.5

27.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.6.6

28. Provide basic bibliographic information for sources when writing arguments. W.6.829. Draw evidence from literary and informational texts to support analysis, reflection, and

research; apply grade 6 Reading standards to literature; apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories

W.6.9a,b.



and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”), and 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”).


SL.6.1

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

SL.6.1a.


SL.6.1b.


SL.6.1c.


SL.6.1d.


SL.6.2

36.Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

SL.6.3

37.Demonstrate a command of formal English and its conventions when writing, speaking, reading, or listening.

SL.6.6

38.Ensure that pronouns are in the proper case (subjective, objective, possessive) when writing and speaking.

L.6.1a.



39.Use intensive pronouns (e.g., myself, ourselves) to demonstrate command of the conventions of standard English grammar and usage when writing or speaking

L.6.1b.

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

L.6.2a.

41. Demonstrate command of the conventions of standard English to spell correctly. L.6.2b.42. Vary sentence patterns for meaning when writing and speaking. L.6.3a.43. Maintain consistency in style and tone when writing and speaking. L.6.3b.

44.


L.6.4a.

45.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies; use common grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).

L.6.4b.

46.


L.6.4c.d.


L.6.6








RL.6.9Compare 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.

RL.6.10By 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.



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

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).

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.6.3

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

k. 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.

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

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

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

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

W.6.1

Write arguments to support claims with clear reasons and relevant evidence.f. Introduce claim(s) and organize the reasons and evidence clearly.g. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an

understanding of the topic or text.h. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.i. Establish and maintain a formal style.j. Provide a concluding statement or section that follows from the argument presented.

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

W.6.5With 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.6.6Use 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.6.7Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.


W.6.9a,b.

Draw evidence from literary or informational texts to support analysis, reflection, and research.c. 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”).

d. 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”).

W.6.10Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

SL.6.1 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.

q. 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.

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

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

t. Review the key ideas expressed and demonstrate understanding of multiple perspectives through



reflection and paraphrasing.

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

SL.6.4Present 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.6.5Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

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

L.6.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.u. Ensure that pronouns are in the proper case (subjective, objective, and possessive).

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

w. Recognize and correct inappropriate shifts in pronoun number and person.

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

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

L.6.2

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

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

j. Spell correctly.

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



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

j. Maintain consistency in style and tone.

L.6.4


p. 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.

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

r. 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.

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

L.6.5




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




Trenton School District


Course DescriptionModule Unit Name:1 Approximate

Monthly Pacing

Schedule

Approximate number of

Instructional Days


Model Curriculum: Reading Literature/Writing Narratives

Sept.-Oct. 25



2 Author’s Craft

Model Curriculum:

Reading Information/Writing Informative/Explanatory

Nov.-Jan. 25

3 Integration of Texts and Ideas

Model Curriculum: Reading Information/Writing Argument

Jan-Feb 25

4 Digging Deeper

Model Curriculum: Reading Literature/Writing

Mar-Apr 25


Model Curriculum: Reading Literature and

Information/Writing Narrative and Argument

May-June 25

Reading Standards for Literature –Grade 7


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.

Thinking Within the Text Continuously check with the evidence in a text to ensure that writing reflects

understanding

Thinking Beyond the Text Infer what the writer means but has not stated using evidence from the text Support thinking beyond the text with specific evidence based on personal

experience, or knowledge or evidence from the text Identify evidence that supports argument Make and support predictions with evidence from the text or from knowledge or genre

Thinking About the TextProvide specific examples and evidence to support statements about the quality, accuracy, or craft of the text RL7.2.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 7.2 Determine theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text

Thinking Within the Text Construct summaries that are concise and reflect the important and overarching ideas and information in texts

Thinking Beyond the Text Infer the big ideas or themes of a text (some texts with mature themes and issues) and discuss how they are applicable to people’s lives today

Thinking About the Text Notice how the writer reveals the underlying messages or the theme of a text (through a character, through plot and events) Derive and critique the moral lesson of a text

Evaluate how the writer has used illustrations and print to convey big ideas

RL7.3.Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot)

Thinking Within the Text Provide details that are important to understanding the relationship among plot, setting, and character traits


READING


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.


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


Common Core Anchor Standards


Thinking Beyond the Text Infer character’s or subject’s thinking processes and struggles at the key decision points in their lives in fiction or biography

Thinking About the Text

Note specific examples of the writer’s craft (leads, dialogue, definition of terms within the text. divisions of text, use of descriptive language, interesting verbs, ending)analyze a text or group of texts to reveal insights into the writer’s craft (the way the writer reveals characters, or uses symbolism, humor, irony, suspense

Analyze how language, illustrations, and layout work together as a unified whole to set mood and convey meaning


RL7.7 Compare and contrast a written story, drama, or poem to it 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)

Thinking Within the Text Search for and use information in a wide range of graphics and integrate with information from print (e.g. pictures, captions, diagrams,

illustrations with labels, maps, charts)Thinking Beyond the Text

Integrate existing content knowledge with new information from a text to consciously create new understandings Revise understandings and/or change opinions based on new information acquired through listening, reading, or discussion

Thinking About the Text Comment on how layout and the format of a text contribute to the meaning, effectiveness, and artistic quality of both fiction and nonfiction


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.

Text Complexity Grade Band 6-8 Lexile Ranges Aligned to CCR Expectations:955-1155



Craft and Structure

Notice how an author uses words in a connotative way (to imply something beyond the literal meaning

RL7.5.Analyze how a drama’s or poem’s form or structure (e.g. soliloquy, sonnet contributes to its meaning.

Thinking Beyond the Text Notice and discuss the information provided in section titles, heading, and subheadings, to predict information provided in a text

Thinking About the Text Recognize and discuss the artistic aspects of a text, including how illustrations and narrative form a cohesive whole Notice how the writer has organized an informational text (categories and subcategories, sequence, and others) and evaluate the coherence

of the organization Describe, analyze, and write critically about a text as a integrated whole, including how text, illustrations, and other features work together to convey meaning


RL7.4.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.

Thinking Within the Text Recognize subtle meaning for words used in context Keep flexible definitions of complex words in order to derive new meanings for them or understand figurative or connotative use Notice that words have multiple meanings and use this knowledge to understand a text Derive the meaning of words that reflect regional or historical dialects as well as words from languages other than English Understand a variety of words that represent big ideas and abstract ideas and concepts



Comment on how layout and the format of a text contribute to the meaning, effectiveness, and artistic quality of both fiction and nonfiction Understand when a writer has combined underlying organizational structures (description, compare and contrast, temporal sequence, problem and solution, causes and effect) Recognize differentiation of plot and structures for different purposes and audiences

Writing Standards Seventh Grade


RL7.6.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.

Gathering Information/Research

Recognize that information is framed by the source’s point of view and use this information to detect bias on websites

Thinking About the Text Recognize bias in fiction or nonfiction texts and hypothesize the writer’s point of view

Thinking Within the Text Build meaning across several texts (fiction and nonfiction)

Thinking Beyond the Text Make connections among informational texts and historical fiction and content area study, using information from one seeing to assist comprehending in the other Show evidence of connections to other texts (theme, plot, characters, structure, writing style Connect characters within and across texts and genres by circumstances, traits, or actions

Thinking About the Text Evaluate the quality or authenticity of the text, including the writer’s qualifications Analyze texts to determine the writer’s point of view or bias, identifying specific Engage in critical thinking across a writer’s body of work or across works on the same contentand discuss findings or produce literary essay


Text Types and PurposesW.7.1 Write arguments to support claims with clear reasons and relevant evidence

a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically

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

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

d. Establish and maintain a formal style

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

Writing (Essay)

Begin with a title or opening that tells the reader what is being argued or explained a clearly stated thesis Provide a series of clear arguments or reasons to support the argument Use opinions supported by fact sentences Write well crafted that express the writer’s convictions

Writing (Organization)

Bring the piece to closure , logical conclusion, through an ending or summary statement Support ideas with facts, details, examples, and explanations from multiple authorities

Writing (Voice)

Produce expository writing that is persuasive and well constructed, and reveals the stance of the writer toward the topic

Writing (Drafting/Revising)

Add transitional words and phrases to clarify meaning and make the writing smoother Add words, phrases, sentences, and paragraphs to clarify meaning

Oral, Visual, and Technological Communication (Ideas and Content)

Make persuasive presentations that present a clear logical argument Recognize and address opposing points of view on an issue or topic Support the argument with relevant evidence



W 7.2 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 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.

b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.d. Use precise language and domain-specific vocabulary to inform about or explain the topice. Establish and maintain a formal style.f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

Writing (Literary Nonfiction) Write an engaging lead and first section that orient the reader and provide an introduction to the topic Include features (for example: table of contents, boxex of facts set off from the text, diagrams, charts) and other tools (for example: glossary) to provide information to the

reader Use headings and subheadings to guide the reader

Writing (Expository Nonfiction)

Use quotes from experts (written text, speeches, or interviews) Use new vocabulary specific to the topic

Writing Essay

Provide details, examples, and images that develop and support the thesis Include illustrations, charts, or diagrams to inform or persuade the reader

Writing Organization

Bring the piece to closure, to a logical conclusion, through an ending or summary statement Present reports that are clearly organized with introduction, facts and details to illustrate the important ideas, logical conclusions, and common expository structure (compare

and contrast, temporal sequence, established sequence, cause and effect, problem, solution, description)


Maintain central theme or focus across paragraphs Add transitional word and phrases to clarify meaning and make the writing smoother

Oral ,Visual, and Technological Communication (Ideas and Content)

Demonstrate understanding through full development of a topic using facts, statistics, examples, anecdotes, and quotations



W 7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

a. 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.

b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or charactersc. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.e. Provide a conclusion that follows from and reflects on the narrated experiences or events.

Writing (Memoir-Personal Narrative/Autobiography) Understand a personal narrative as an important story from the writer’s life Use literary language (powerful nouns and verbs, figurative language)

Writing (Short Fiction) Understand fiction as a short story about an event in the life of a main character Compose a narrative with setting, dialogue, plot or conflict, main characters, specific details, and satisfying ending Take points of view by writing in first or third person

Writing (Language Use) Use concrete sensory details and descriptive language to develop plot (tension and problem resolution) and setting in memoir, biography and fiction Use descriptive language and dialogue to present characters, who appear and develop in memoir, biography and fiction Write in second person to talk directly to the reader or for literary effect Use dialogue and action to draw readers into the story

Writing (Word Choices) Select precise words to reflect what the writer is trying to say Use transitional words for time flow (meanwhile, next)

Writing (Drafting/Revising) Establish an initiating event in a narrative with a series of events flowing from it




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.)

Writing (Hybrid Texts-Mixed Genres)

Select different genres with a clear purpose in mind


Organize the text appropriately as a narrative or informational piece

Writing(Rehearsing/Planning)

Understand how the purpose of the writing influences the selection of genre Write for a specific purpose: to inform, entertain, persuade, reflect, instruct, retell, maintain relationships, plan Write with a specific reader or audience in mind Write for a broader, unknow audience Select from a variety of forms the kind of text that will fit the prupose (books with illustration and word; alphabet books, label books poetry books, illustration only books; letter;

newspaper accounts; broadcasts)


Identify vague parts and change the language or content to be more precise, to the point, or specific

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. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 7

Writing (Rehearsing/Planning)

Use sketches, webs, lists, diagrams, and freewriting to think about, plan for, and try out writing Plan for a story by living inside the story, gaining insight to the characters so that the story can be written as it happens Observe carefully events, people, settings, and other aspects of the world to gather information on a topic or to make a story and characters true to life Get ideas from other books and writers about how to approach a topic Take audience and purpose into account when choosing a topic or addressing a theme


http://www.corestandards.org/ELA-Literacy/W/7/5/




Understand the role of the writer, teacher or peer writer in a conference Understand revision as a means for making written messages stronger and clearer to readers Change writing in response to peer or teacher feedback Understand that a writer rereads and revises while drafting(recursive process) Reorganize paragraphs or sections for better sequence or logical progression of ideas Identify vague parts and change the language or content to be more precise, to the point, or specific Reshape writing to make the text into different genre (for example: personal narrative to poem)

Writing (Editing/Proofreading)

Understand that the writer shows respect for the reader by applying what is known about conventions Know how to use an editing and proofreading checklist Understand that a writer can ask another person to do a final edit (after using what is known)

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.

Writing ( Handwriting/Computer)

Use the computer to get ideas down, revise, edit, and publish Make wider use of computer skills, including PowerPoint, in presenting text components of a computer system

Oral, Visual, and Technological Communication (Gathering Information/Research)

Use technology tools for research across curriculum areas Understand that material downloaded from interactive media should credited and cited

Oral, Visual, and Technological Communication (Publishing)

Use a variety of technology tools ( dictionary, thesaurus; grammar checker etc. ) to maximize the accuracy of technology produced products Communicate knowledge through multimedia presentation, desktop published reports, and other electronic media





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.


Form questions and locate sources for information about topic Conduct research to gather information in planning a writing project (for example: live interviews, internet, artifact, articles, books) Search for appropriate information from multiple sources ( books and other print materials, websites, interviews)

Oral Visual and Technological Communication (Gathering information/Research)

Understand the importance of multiple sites and resources for research

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.


Accurately document reports and articles with reference, footnotes, and citations Include a bibliography of references, in appropriate style, to support a report or article Avoid bias and/or present perspectives and counter perspectives on a topic

Writing (Idea Development)

Provide details that are accurate, relevant, interesting, and vivid


Use notes to record and organize information Search for appropriate information from multiple sources (books and other print materials, websites, interviews) Understand the concept of plagiarism and avoid it (for example: using quotes and citing resources)





Evaluate sources for validity and point of view

. W.7.9 Draw evidence from literary or informational texts to support analysis, reflection, and research

a. Apply grade 7 Reading standards to literature (e.g. compare and contrast a fictional portrayal of a time, place, or character and historical account of the same period as a means of understanding how authors of fiction use or alter history)

b. Apply grade 7 Reading standards to literary nonfiction (e.g. trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and evidence is relevant and sufficient to support the claims)

Writing About Reading (Thinking Within the Text)

Continuously check with the evidence in a text to ensure that writing reflects understanding

Writing About Reading (Thinking Beyond the Text)

Describe connections between fiction and nonfiction texts, historical fiction and content area study, fantasy and realism

Writing (Essay)

Provide details, examples, and images that develop and support the thesis

Writing (Test Writing)

Respond to a text in a way that reflects analytic or aesthetic thinking State a point of view and provide evidence



Range of Writing



Analyze prompts to determine purpose, audience, and genre (story, erssay, persuasive, letter) Write a clear and focused response that will be easy for the evaluator to understand

Writing (Language Use)

Vary language and style as appropriate to audience and purpose

Writing (Voice)


Produce narratives that are engaging, honest, and reveal the person behind the writing


Use a writer’s notebook or booklet as a tool for collecting ideas, experimenting, planning, sketching, or drafting Gather a variety of entries (character map, timeline, sketches, observations, freewrites, drafts, lists) in a writer’s notebook


Understand revision as means for making written messages stronger and clearer to readers


Understand that the writer shows respects for the reader by applying what is known about conventions

Writing (Viewing Self as a Writer)

Write in a variety of genres across the year




View self as a writer Write with initiative, investment and independence Self evaluate own writing and talk about what is good about it and what techniques were used State what was learned from each piece of writing Be productive as a writer; write a specified quantity within a designated time period (for example: one piece each week)

Adapted from: Campbellsport School District , Wisconsin



Essential Questions Enduring Understandings How do readers construct meaning from text? Why must fiction be approached differently from non

fiction? How does an authors word choice impact an

audience? How does the writers craft shape a story?

Effective readers use a variety of strategies to make sense of key ideas and details presented in text.

Fictional stories share common elements. Literary device and figurative language are intentionally used by a writer

to allow a reader to more clearly visualize or become emotionally attached to a story.




Determine a purpose for reading and uses strategies appropriate to the genre

Use text evidence to support predictions, inferences, and generalizations




Use knowledge of genre characteristics to analyze text

1 Cite several pieces of textual evidence to support analysis of what the text

2 Cite several pieces of textual evidence to support analysis of inferences.

4 Analyze how particular elements of a story interact (e.g., how setting shapes the characters) in 7th grade text(s).

5.Analyze how particular elements of a story interact (e.g., how setting shapes the plot) in 7th grade text(s).

6 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.

12 Write narratives to develop real or imagined experiences or events using effective technique such as dialogue, pacing, and description to develop experiences, events, and/or characters

13 Write narratives to develop real or imagined experiences or events



story elements and their connection within the text structure



Gathers and organizes ideas/information by using a variety of planning strategies


Create summaries

Use appropriate academic or domain-specific words when discussing or writing about literature.

using relevant descriptive details; use precise words and phrases, and sensory language to capture the action and convey experiences and events.

14 Write narratives to develop real or imagined experiences or events using well-structured event sequences; 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.

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

34 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 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.

35 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


What evidence will show that students understand?Performance Task Options:Show the importance of the first chapter of a novel by identifying the main character, what is his/her background, what does he/she want and

what’s getting in their way, where and when is the story set and how important does it seem, what other characters are in the text and what is their

relationship to the main character. Readers write a summary of the first chapter of the text that is distinct from personal opinions or judgments.

SLO 1 Cite several pieces of textual evidence to support analysis of what the text2 Cite several pieces of textual evidence to support analysis of inferences3 Analyze how particular elements of a story interact (e.g., how setting shapes the characters) in 7 th grade text(s).4 Analyze how particular elements of a story interact (e.g., how setting shapes the plot) in 7 th grade text(s).



CCSS RL.7.1, RL7.3, W.7.4, W.7.9, L.7.2, L.7.3

Respond to the authors message in the text by agreeing or disagreeing and citing specific evidence to support their opinion. (essay)

SLO 1 Cite several pieces of textual evidence to support analysis of what the text2 Cite several pieces of textual evidence to support analysis of inferences

CCSS RL.7.1, RL.7.2, W.7.3a, W.7.4,L.7.2a-bL.7.6

Readers gather and track the key events across the novel as well as scene change to describe the unfolding plot. Readers choose a graphic

organizer of their choice to demonstrate this skill. (flow chart, story arc, etc.)

SLO 1 Cite several pieces of textual evidence to support analysis of what the text2 Cite several pieces of textual evidence to support analysis of inferences3 Analyze how particular elements of a story interact (e.g., how setting shapes the characters) in 7th grade text(s).4 Analyze how particular elements of a story interact (e.g., how setting shapes the plot) in 7 th grade text(s).

CCCS RL.1, RL7.3, W.7.4, W7.9, L.7.2a-b, L.7.3, L.7.4. a-d, L.7.5. a-c, L.7.6

Demonstrate a deep understanding of character by assigning multiple character traits to the main character that either change or do not change (static versus dynamic) across the novel. Readers use and cite multiple pieces of evidence from the text to support their inferences around the character. Readers can write in narrative form or choose a graphic organizer of their choice to demonstrate this understanding. ( web, socio-gram, tree map etc.)Readers identify multiple themes in the text s result of reflecting back on their reading. Readers prepare for writing a literary essay by gathering key quotes from the text that supports their theories around the theme. They use a graphic organizer of their choice to record the key quotes and then jot their thinking as to why that particular quote supports their theory.

SLO 1 Cite several pieces of textual evidence to support analysis of what the text2 Cite several pieces of textual evidence to support analysis of inferences3 Analyze how particular elements of a story interact (e.g., how setting shapes the characters) in 7th grade text(s).4 Analyze how particular elements of a story interact (e.g., how setting shapes the plot) in 7 th grade text(s).



CCSS RL.7.1, RL7.3, RL.7.4, L.7.1, L.7.6

Demonstrate understanding of theme. Students read the lyrics to a song and explain how the theme is developed using text evidence to support

their explanation. They will listen to the lyrics and explain whether or not the addition of the music altered the theme and how.

Students will compose a personal narrative through a self selected format that describes how a connected set of personal experiences has

influenced their identity.

SLO 12 Write narratives to develop real or imagined experiences or events using effective technique such as dialogue, pacing, and description to develop experiences, events, and/or characters13 Write narratives to develop real or imagined experiences or events using relevant descriptive details; use precise words and phrases, and sensory language to capture the action and convey experiences and events

CCSS RL7.1, RL7.2, RL7.7, RL7.3b, W.7.3, SL.7.2,L.7.6

Key Criteria:Pre and Formative-Student notes and contribution to class discussion; response to open-ended question; pre-writing/planning first drafts and revisions of writing; completion of graphic organizersSummative-Other assessment measures-projects; published writing; teacher created vocabulary assessments; end of unit reading assessment

Other evidence:QuizzesAcademic promptsObservationsReaders/Writers Notebook entriesStudent ReflectionAnecdotal recordsGraphic OrganizersPortfolioReading LogsEntrance/Exit Tickets





Vocabularygenre, context clues, setting, plot, conflict (internal, external), character, character traits, protagonist, antagonist, characterization, conflict, perspective, point of view, author’s craft literary elements, context clues, point of view, character motivation, imagery, style, literary elements, flashback, foreshadowing, imagery, style, elaboration, rising action, climax,exposition, figurative language

The 80 minute Readers Workshop BlockMini Lesson (10-15 min)/Whole GroupGuided Reading/Strategy Groups/Independent Work Stations 40 min: two groups with 20 minutes dedicated to each group)Conferring /Individual (15 minutes)Sharing/ Whole Group(10 minutes)Closing/Closing (10 minutes)

The 80 minute Writers Workshop BlockMini Lesson (10-15 min)/Whole GroupGuidedWriting/Strategy Groups/Independent Work Stations 40 min: two groups with 20 minutes dedicated to each group)Conferring /Individual (15 minutes)Sharing/ Whole Group(10 minutes)Closing/Closing (10 minutes) Engage students in accountable talk:

Teaching points/Accountable TalkIntegrate teaching points throughout lessons/units. The explicit nature of each teaching point is to help when planning mini-lessons, conferences or small group lessons.Tie theses standards to the speaking and listening standards outlined in the Common Core“students must have ample opportunities to take part in rich, structured, conversations as part of whole class, in small groups, and with a partner”. Provide opportunities to model talk during read alouds and scaffold talk during accountable talk.

The Essential Elements of Guided Reading:The Teacher:

Selects the text Previews the text Provides an introduction for the text selected Introduces the whole text or unified sections of the text with attention to the text complexity and demands of the text and the knowledge,

experiences, and skills of the readers Discussed the text with students and encourages them to discuss the text with each other Invites students to ask questions about the text to expand their understanding Requires students to respond in writing (reader response) to focusing/organizing questions based on the text’s theme, ideas, characters,

problem solution, etc. Engages students in word work based on the text to increase word knowledge and automaticity in word solving



Categories of Mini-Lessons Management Strategies/Skills Literary Analysis

Mini Lesson Focus on Narrative Texts: Reading Strategies

InferencesPredictionsVisualizeConnectClarifyEvaluate

Identifying and Analyzing elements of fiction Determining how the time and place(setting) are inportant to the story Identifying the problem in the story Determining the central message, lesson or moral of a story How the central message, lesson or moral is conveyed through key details in the text how the setting of the story shapes the characters

To assist in meeting these standards, teachers may : Use extended text(novels selected by students and or teacherShort texts(literary and informational)Use short informational pieces as mentor text(s) to support the development of students’ informational reading/writingUse multiple texts:Core: McDougal Littell Language of Literature Anthology Holt McDougal Literature (2012)

Seventh Grade (plot, exposition) RL 1, RL 3 Thank You M’am (plot, conflict) RL1, RL 3 Rikki-Tikki-Tavi (suspense, foreshadowing and predictions and elements of story predictions) RL 1, RL 3 The Last Dog (setting) RL1, RL 3

Extended Text/ Read Aloud Freak the Mighty by Rodman Philbrick“The story of "Freak the Mighty" begins with Max looking back on his friendship with Kevin, or as Max affectionately refers to him as, Freak. Max first encounters Freak when they are both in pre-school. He recalls Freak bursting into the nursery school like he owns the place. His head is normal sized but his body is small and twisted beneath him. Freak has shiny silver braces on his legs and proclaims loudly to everyone that he is a robot. Max has his own problems, he is unusually large and a little on the rough side, in fact, there are those, including his loving grandparents, who think he is downright violent—or fears he will be someday. Freak does not last long at the pre-school and Max does not see him again until the



third grade when he just catches a glimpse of him on the short bus.”

Cross Genre Connection or Across Text or non text sourcesSeventh Grade (short story) - Brown Girl, Blonde Okie by Gary Soto (poem)Poem: Kids Who Are Different by Digby Wolfe

Media Connection: Compare and Contrast : Freak the Mighty book /videohttp://www.readwritethink.org/classroom-resources/lesson-plans/cover-cover-comparing-books-1098.html

To assist in meeting these standards, students may: Engage in partner talk, small group and whole class discussion as well as note-taking and graphic organizers to clarify thinking about the development of the author’s theme over time within a text.Jot textual evidence and use to develop theories over timeUse graphic organizers such ad plot diagrams, timelines, venn diagrams, t-chartsProvide written justification using textual evidence to support ideas.Reflective Journals

Instructional Strategies:Gradual Release ModelRead Aloud/Think AloudAnticipation GuidesStrategy GroupsAnchor Charts: Sample anchor charts http://pinterest.com/source/working4theclassroom.blogspot.com/See Reading and Writing Units of Study: Nonfiction/Informational Month: January (Trenton School District Language Arts Curriculum Framework 2011)

Text structure Character Analysis Solving Unknown Vocabulary Words in Nonfiction Text Tips for Highlighting Important Ideas in Nonfiction Why Readers Read fiction Characteristics of a Strong Summary Ways Readers Talk to Each Other Narrative Text

Note Taking Marginal notes Column notes Sticky Notes VIP (Very Important Points)



Cornell Note taking StrategiesGraphic Organizers

Character Map Plot diagram KNQ (Know - New information I learned - Questions I have) Compare and Contrast Cause and effect T-Chart

Journaling double entry journal learning log dialectical journalFoldablesSummarizing

A+B+C (A-identify the text, B- Use strong Verbs, C- Add a finish) GIST

Cooperative Learning Jigsaw Numbered Heads Together Think Pair Share Write Around Round Table Tea Party

FishbowlGallery WalkAccountable TalkReaders CircleSocratic Seminar

Additional Unit Resources Leveled Readers Action 100 Leveled Library Use extended text(novels selected by students and or teacher) Short texts(literary and informational) Use short pieces as mentor text(s) to support the development of students’ reading/writing Novels Graphic Novels Internet Visual text (photographs, art, etc) Media McDougal Littell/Holt McDougal Teachers Edition

Resource Manager



Best Practices ToolkitInteractive ReaderTechnologywww.thinkcentral.com Video Trailer Power Notes Think Aloud Models WordSharp Interactive Writing and GrammarDVD: Teacher One Stop Student One Stop Power Notes Audio Anthology Grammar Notes Audio Tutor

Differentiated Instruction StrategiesResources:

Considerations when planning for instruction Provide several learning options, or different paths to learning, which help students take in information and make sense of concepts and

skills. Provide appropriate levels of challenge for all students, including those who lag behind, those who are advanced, and those right in the

middle.

Based on Content

Utilize pre-tests to assess where individual students need to begin study of a given topic or unit. Encourage thinking at various levels of Bloom's taxonomy. Use a variety of instructional delivery methods to address different learning styles. Break assignments into smaller, more manageable parts that include structured directions for each part. complexity.

Based on Process

Provide access to a variety of materials which target different learning preferences and reading abilities. Develop activities that target auditory, visual, and kinesthetic learners. Establish stations for inquiry-based, independent learning activities. Create activities that vary in level of complexity and degree of abstract thinking required. Use flexible grouping to group and regroup students based on factors including content, ability, and assessment results.


http://www.thinkcentral.com/


Based on Product

Use a variety of assessment strategies, including performance-based and open-ended assessment. Balance teacher-assigned and student-selected projects. Offer students a choice of projects that reflect a variety of learning styles and interests. Make assessment an ongoing, interactive process. Choose broad instructional concepts and skills that lend themselves to understanding at various levels of

Unit Resources

Professional Resources The Common Core State Standards for English Language Arts and Literacy in History and Social Studies, Science and Technological

Subjects Comprehension Through Conversation: The Power of Purposeful Talk in the Reading Workshop by Maria Nichols. (2006). Conferring with Readers: Supporting Each Student’s Growth and Independence by Jennifer Serravallo and Gravity Goldberg. (2007). The Continuum of Literacy Learning: Grades PreK-8: Behaviors and Understandings to Notice, Teach, and Support by Gay Su Pinnell and

Irene C. Fountas. (2011). Guiding Readers and Writers: Teaching Comprehension, Genre, and Content Literacy by Gay Su Pinnell and Irene C. Fountas. (2000). Notebook Connections: Strategies for the Reader’s Notebook by Aimee E. Buckner. (2009). The Reading Zone: How to Help Kids Become Skilled, Passionate, Habitual, Critica l Readers by Nancie Atwell. (2007). Shared Reading for Grades 3 and Beyond by Sue Brown. (2004). Thinking Through Genre; Units of Study in Reading and Writing Workshops Grades 6-12 by Heather Lattimer. (2003). You Gotta Be the Book, Teaching Engaged and Reflective Reading with Adolescents by Jeffry Wilhelm. (2008). Writing About Reading: From Book Talk to Literary Essays, Grades 3-8 by Janet Angelillo.(2003). You Gotta Be the Book, Teaching Engaged and Reflective Reading with Adolescents by Jeffry Wilhelm (2008) Summarizing, Paraphrasing and Retelling: Skills for Better Reading, Writing and Test Taking by Emily Kissner Where’s the Glitch? How to Use Running Records with Older Readers, Grades 5-8 by Mary Shea. (2006)

Technologyhttp://readwritethink.orghttp://readinglady.comwww.teachingchannel.orgwww.slideshare.netwww.readworks.orgwww.time4kids.orgwww.classzone.com


http://www.classzone.com/

http://www.time4kids.org/

http://www.readworks.org/

http://www.slideshare.net/

http://www.teachingchannel.org/

http://readinglady.com/

http://readwritethink.org/


www.discoveryeducation.com



Course Description

Module Unit Name:2 Approximate

Monthly

Pacing

Schedule


Instructional Days



Narratives

Sept.-Oct. 25

2 Author’s Craft

Model Curriculum:


Nov.-Jan. 25


Model Curriculum: Reading Information/Writing

Jan-Feb 25


http://www.discoveryeducation.com/


Argument

4 Digging Deeper


Mar-Apr 25


Model Curriculum: Reading Literature and

Information/Writing Narrative and Argument

May-June 25





READING





Craft and Structure





7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.1

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.




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

WRITING


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.



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.


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.

SPEAKING AND LISTENING


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.


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.

LANGUAGE


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.




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.


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 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 considering a word or phrase important to comprehension or expression.



Reading Information/Writing Informative/Explanatory THINKING WITHIN - BEYOND – ABOUT THE TEXT

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.

Thinking Within the Text Continuously check with the evidence in a text to ensure that writing reflects understanding

Thinking Beyond the Text Infer what the writer means but has not stated using evidence from the text Support thinking beyond the text with specific evidence based on personal experience, or knowledge or evidence from the text Identify evidence that supports argument Make and support predictions with evidence from the text or from knowledge or genre

Thinking About the Text Provide specific examples and evidence to support statements about the quality, accuracy, or craft of the text

RI7.2. 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.


Thinking Beyond the Text Recognize underlying messages in fiction and nonfiction texts State an interpretation of the writer’s underlying messages (themes) Infer the big ideas or themes of a text (some texts with mature themes and issues) and discuss how they are applicable to people’s lives today

Thinking About the Text Notice how the writer reveals the underlying messages or the theme of a text (through a character, through plot and events)


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).



Thinking Beyond the Text Reflect inferences about the main and supporting characters’ feelings, motivations,attitudes, and decisions based on information from the text (also for

subjects of biography)

In texts with multiple complex characters, infer traits, motivations and changes through examining how the writer describes them, what they do, what they say and think, and what other characters say about them

Infer character’s or subject’s thinking processes and struggles at key decision points in their lives in fiction or biography

Thinking About the Text Become critical of the subjects of biography (decisions, motivations, accomplishments)

Craft and Structure

RI7.4 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.

Thinking Within the Text Recognize subtle meaning for words used in context Keep flexible definitions of complex words in order to derive new meanings for them or understand figurative or connotative use Derive the meaning of words that reflect regional or historical dialects as well as words from languages other than English Understand a variety of words that represent big ideas and abstract ideas and

conceptsThinking Beyond the Text

Identify and understand new meanings of words when they are used as similes and metaphors and apply these understanding to analyzing the whole text in terms of deeper meanings

Demonstrate awareness of and sensitivity to words that impute stereotypes (race, gender, age) in general as well as to a particular audience Demonstrate awareness of words that have connotative meaning relative to social values

Thinking About the Text Notice and provide examples of the ways writers select words to convey precise meaning Comment on the author’s word choice and use of language to create subtle shades of meaning and to create the mood

RI7.5 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.


Recognize and discuss the artistic aspects of a text, including how illustrations and narrative form a cohesive whole Notice how the writer has organized an informational text (categories and

subcategories, sequence, and others) and evaluate the coherence of the organization Describe, analyze, and write critically about a text as a integrated whole, including how text, illustrations, and other features work together to convey meaning



Comment on how layout and the format of a text contribute to the meaning, effectiveness, and artistic quality of both fiction and nonfiction

Understand when a writer has combined underlying organizational structures (description, compare and contrast, temporal sequence, problem and solution, causes and effect)

Recognize differentiation of plot and structures for different purposes and audiences

RI7.6 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.

Gathering Information/Research Recognize that information is framed by the source’s point of view and use this information to detect bias on websites


Thinking Within the Text Derive and discuss the author’s purpose(even if not implicitly stated) and hypothesize reasons for it Recognize bias in fiction or non fiction texts and identify appropriate examples and rationales Respond to and critique the author’s moral lesson of a text Critique the biographer’s presentation of a subject, noticing bias

Analyze texts to determine the writer’s point of view or bias, identifying specific language that reveals bias or qualifies as propaganda


RI7.7Compare 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)

Thinking Within the Text Notice and respond to stress and tone of voice while listening and afterward

Thinking Beyond the Text Revise understandings and/or change opinions based on new information acquired through listening, reading, or discussion Make connections between the text and other texts that have been read, or heard (particularly texts with diverse settings) and demonstrate in

wtiting



Demonstrate knowledge of strategies used by media games, video, radio/TV, broadcasts, websites to entertain and influence people Recognize faulty reasoning and bias in presentations and media messages

Thinking about the Text Critque presentations for subtexts, significant inclusions or exclusions Critique presentations with regard to logic or presentation of evidence for arguments

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

Thinking Beyond the Text Infer and describe a writer’s attitude toward social issues as revealed in texts Differentiate between evidence and opinion Recognize and address opposing points of view on a issue or topic

Thinking About the Text Evaluate the quality or authenticity of the text, including the writer’s qualifications and background knowledge Provide specific examples and evidence to support statements about the quality, accuracy, or craft of the text Identify contradiction Discuss whether social issues and different cultural groups are accurately represented in a fiction or nonfiction text Critique texts in terms of the writer’s bias or the use of exaggeration and subtle misinformation (as in propaganda) Identify, analyze and critique persuasive techniques

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 interpretation of facts.


Thinking Beyond the Text Make connections among informational texts and historical fiction and content area study, using information from one seeing to assist comprehending in the other Show evidence of connections to other texts (theme, plot, characters, structure, writing style



Connect characters within and across texts and genres by circumstances, traits, or actions

Thinking About the Text Evaluate the quality or authenticity of the text, including the writer’s qualifications or background knowledge Analyze texts to determine the writer’s point of view or bias, identifying specific language that reveals bias or qualities as propaganda Engage in critical thinking across a writer’s body of work of or across works on the same content and discuss findings or produce a literary

essay


RI 7.10. 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. 10.

Text Complexity Grade Band 6-8

Lexile Ranges Aligned to CCR Expectations: 955-1155










Writing (Essay)




Writing (Voice)









g. 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.

h. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.i. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.j. Use precise language and domain-specific vocabulary to inform about or explain the topick. Establish and maintain a formal style.l. Provide a concluding statement or section that follows from and supports the information or explanation presented.





Writing Essay












f. 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.

g. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or charactersh. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.i. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.j. Provide a conclusion that follows from and reflects on the narrated experiences or events.





















Use notes to record and organize information Search for appropriate information from multiple sources (books and other print materials, websites, interviews) Understand the concept of plagiarism and avoid it (for example: using quotes and citing resources) Evaluate sources for validity and point of view





W.7.9 Draw evidence from literary or informational texts to support analysis, reflection, and research

c. Apply grade 7 Reading standards to literature (e.g. compare and contrast a fictional portrayal of a time, place, or character and historical account of the same period as a means of understanding how authors of fiction use or alter history)

d. Apply grade 7 Reading standards to literary nonfiction (e.g. trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and evidence is relevant and sufficient to support the claims)





Writing (Essay)




Range of Writing



Analyze prompts to determine purpose, audience, and genre (story, erssay, persuasive, letter)




Write a clear and focused response that will be easy for the evaluator to understand



Writing (Voice)










Write in a variety of genres across the year View self as a writer Write with initiative, investment and independence Self evaluate own writing and talk about what is good about it and what techniques were used State what was learned from each piece of writing Be productive as a writer; write a specified quantity within a designated time period (for example: one piece each week)




Essential Questions Enduring Understandings How do the features and structures of informational text impact

our comprehension? How is the central idea developed in a text? How do details interact in an informational text?

Ideas, opinions, and comprehension of a topic change based upon the format of which the text is written.

Analyzing texts for structure, purpose and viewpoint allows an effective reader to gain insight and strengthen understanding.


Student Learning ObjectivesStudents will be able to:

Analyze informational text selections and use text features to support their understanding of the text

Assess whether the information presented within a text is essential or non-essential.

Cite several pieces of textual evidence for support drawn from inferences.

Use technology, to interact and collaborate with others, including linking to and citing sources.

Gather relevant information from multiple print and digital sources, using search terms effectively and assess the credibility and accuracy of each source.

Use the internet and print sources to gather relevant information for a topic paying attention to citation to avoid plagiarism.

Set a purpose for reading Identify and analyze main ideas and supporting details Compose an explanatory writing with evidence from the text Write an objective summary of the text Determine and interpret the meaning of unfamiliar words by

using contextual clues to support the overall understanding of the text


Use a variety of graphic organizers to organize their thinking Use appropriate academic or domain-specific words when

discussing or writing about literature.

1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

3. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details.

7. Analyze how the author unfolds an analysis or series of ideas or events, including the connections that are drawn between them.

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

12. Analyze how an author uses rhetoric to advance that point of view or purpose.


16. When writing arguments, introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims.

17. When writing arguments, create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

18. When writing arguments, develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that that anticipates the audience’s knowledge level and concerns.

19. When writing arguments, use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between




Course Description


Monthly

Pacing

Schedule

Approximate number

of Instructional Days


Reading Literature/Writing Narratives

Sept.-Oct. 25

2 Author’s Craft


Nov.-Jan. 25


Reading Information/Writing Argument

Jan-Feb 25

4 Digging Deeper


Mar-Apr 25


Reading Literature and Information/Writing Narrative and

Argument

May-June 25





READING





Craft and Structure












WRITING













Range of Writing













LANGUAGE

























http://www.readingrockets.org/atoz/differentiated_instruction





Craft and Structure










subcategories, sequence, and others) and evaluate the coherence of the organization Describe, analyze, and write critically about a text as a integrated whole, including how text, illustrations, and other features work together to convey meaning Comment on how layout and the format of a text contribute to the meaning,

effectiveness, and artistic quality of both fiction and nonfiction Understand when a writer has combined underlying organizational structures

(description, compare and contrast, temporal sequence, problem and solution,



causes and effect) Recognize differentiation of plot and structures for different purposes and audiences










wtiting Demonstrate knowledge of strategies used by media games, video, radio/TV, broadcasts, websites to entertain and influence people Recognize faulty reasoning and bias in presentations and media messages

Thinking about the Text



Critque presentations for subtexts, significant inclusions or exclusions Critique presentations with regard to logic or presentation of evidence for arguments










Evaluate the quality or authenticity of the text, including the writer’s qualifications or background knowledge Analyze texts to determine the writer’s point of view or bias, identifying specific language that reveals bias or qualities as propaganda Engage in critical thinking across a writer’s body of work of or across works on the same content and discuss findings or produce a literary

essay















Writing (Essay)




Writing (Voice)







m. 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.



n. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.o. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.p. Use precise language and domain-specific vocabulary to inform about or explain the topicq. Establish and maintain a formal style.r. Provide a concluding statement or section that follows from and supports the information or explanation presented.





Writing Essay












k. 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.

l. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or charactersm. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.n. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.o. Provide a conclusion that follows from and reflects on the narrated experiences or events.






















W.7.9 Draw evidence from literary or informational texts to support analysis, reflection, and research

e. Apply grade 7 Reading standards to literature (e.g. compare and contrast a fictional portrayal of a time, place, or character and historical account of the same period as a means of understanding how authors of fiction use or alter history)




f. Apply grade 7 Reading standards to literary nonfiction (e.g. trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and evidence is relevant and sufficient to support the claims)





Writing (Essay)




Range of Writing









Writing (Voice)















Essential Questions Enduring UnderstandingsWhat skills are required to read a nonfiction text?How is the central idea developed in a text?How does having a deeper understanding of the details in an informational text aid comprehension?How do details interact in argumentative text?How do the features and structures of informational text impact our comprehension?How do writers organize argumentative writing?




Writing should be purposely focused, detailed, organized and sequenced in a way that clearly communicates the ideas to the reader.

Information obtained through nonfiction reading helps the reader to evaluate the authenticity of another text









Set a purpose for reading -Identify and analyze main ideas and supporting details -Compose an explanatory writing with evidence from

the text -Write in a variety of time frames (timed and process

pieces) Write an objective summary of the text




Use appropriate academic or domain-specific words

1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

3 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details.

4Analyze 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). SLO5Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

6Determine the meaning of words and phrases as they are used in a 7th grade text and analyze the impact of a specific word choice on me SLO7Analyze 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.

8 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.

9Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning of an argument is sound and the evidence is relevant and sufficient to support the claims.

10When writing arguments, introduce and support claim(s) with clear reasons and relevant evidence, acknowledge alternate or opposing claims.

11Organize reasons and evidence logically when writing








Monthly

Pacing

Schedule


Instructional Days

Unlocking the Text


Sept.-Oct. 25

2 Author’s Craft


Nov.-Jan. 25


Model Curriculum: Reading Information/Writing Argument

Jan-Feb 25

4 Digging Deeper


Mar-Apr 25


Model Curriculum: Reading Literature and Information/Writing

Narrative and Argument

May-June 25


READING





Craft and Structure












WRITING













Range of Writing













LANGUAGE











understanding



Thinking About the TextProvide specific examples and evidence to support statements about the quality, accuracy, or craft of the text


















Integrate existin content knowledge with new information from a text to consciously create new understandings Revise understandings and/or change opinions based on new information acquired through listening, reading, or discussion






http://www.internet4classrooms.com/

http://www.readingrockets.org/atoz/differentiated_instruction/

http://www.differentiatedinstruction.net/


Craft and Structure





of the organization Describe, analyze, and write critically about a text as a integrated whole, including how text, illustrations, and other features work together to convey meaning Comment on how layout and the format of a text contribute to the meaning, effectiveness, and artistic quality of both fiction and nonfiction Understand when a writer has combined underlying organizational structures (description, compare and contrast, temporal sequence, problem and solution, causes and effect)





http://www.engageny.org/











Writing (Essay)




Writing (Voice)









s. 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.

t. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.u. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.v. Use precise language and domain-specific vocabulary to inform about or explain the topicw. Establish and maintain a formal style.x. Provide a concluding statement or section that follows from and supports the information or explanation presented.





Writing Essay












p. 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.

q. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or charactersr. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.s. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.t. Provide a conclusion that follows from and reflects on the narrated experiences or events.





















Use notes to record and organize information Search for appropriate information from multiple sources (books and other print materials, websites, interviews) Understand the concept of plagiarism and avoid it (for example: using quotes and citing resources)







g. Apply grade 7 Reading standards to literature (e.g. compare and contrast a fictional portrayal of a time, place, or character and historical account of the same period as a means of understanding how authors of fiction use or alter history)

h. Apply grade 7 Reading standards to literary nonfiction (e.g. trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and evidence is relevant and sufficient to support the claims)





Writing (Essay)






Range of Writing






Writing (Voice)














View self as a writer Write with initiative, investment and independence Self evaluate own writing and talk about what is good about it and what techniques were used State what was learned from each piece of writing Be productive as a writer; write a specified quantity within a designated time period (for example: one piece each week)





Essential Questions Enduring Understandings How do readers construct meaning from text? How does an author create conflict and resolve it? How do sensory details enhance a story? Why does an author rely on description, dialogue and action as

a way to develop characters? How does an authors word choice impact an audience? How does the writers craft shape a story?


Readers need description, dialogue, and action to connect with characters

Fictional stories share common elements. Literary device and figurative language are intentionally

used by a writer to allow a reader to more clearly visualize or become emotionally attached to a story.

.



Determine a purpose for reading and uses strategies appropriate to the genre

Use text evidence to support predictions, inferences, and generalizations




Use knowledge of genre characteristics to analyze text story elements and their connection within the text structure





1.Cite several pieces of textual evidence to support analysis of

what the text says explicitly in grade 7 text(s).


inferences drawn from grade 7 text(s).

3.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.

6..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.

8.Analyze how an author develops and contrasts the points of view

of different characters or narrators in a text.

12.Write narratives to develop real or imagined experiences or

events using effective technique such as dialogue, pacing, and

description to develop experiences, events, and/or characters.

13. When writing narratives, develop real or imagined experiences

or events using relevant descriptive details; use precise words and

phrases, and sensory language to capture the action and convey

experiences and events.

14. When writing narratives, develop real or imagined experiences

or events using well-structured event sequences; engage and

orient the reader by establishing a context and point of view and

introducing a narrator and/or characters; organize an event

Instructional Strategies:Gradual Release ModelRead Aloud/Think AloudAnticipation GuidesStrategy GroupsAnchor Charts: Sample anchor charts http://pinterest.com/source/working4theclassroom.blogspot.com/See Reading and Writing Units of Study: Nonfiction/Informational Month: January (Trenton School District Language Arts Curriculum Framework 2011)Note Taking

Marginal notes Column notes Sticky Notes VIP (Very Important Points) Cornell Note taking Strategies

Graphic Organizers Character Map Plot diagram KNQ (Know - New information I learned - Questions I have) Compare and Contrast Cause and effect T-Chart

Journaling double entry journal learning log dialectical journalFoldablesSummarizing

A+B+C (A-identify the text, B- Use strong Verbs, C- Add a finish) GIST

Cooperative Learning Jigsaw Numbered Heads Together Think Pair Share Write Around Round Table Tea Party

FishbowlGallery WalkAccountable TalkReaders CircleSocratic SeminarVocabulary

Word Splash Frayer Model

Additional Unit Resources Leveled Readers Action 100 Leveled Library Use extended text(novels selected by students and or teacher) Short texts(literary and informational) Use short pieces as mentor text(s) to support the development of students’ reading/writing Novels Graphic Novels Internet Visual text (photographs, art, etc) Media




Course DescriptionModule Unit Name:4 Approximate

Monthly Pacing

Schedule


Instructional Days






Sept.-Oct. 25

2 Author’s Craft


Nov.-Jan. 25


Reading Information/Writing Argument

Jan-Feb 25

4 Digging Deeper

Reading Literature/Writing

Mar-Apr 25


Model Curriculum: Reading Literature and Information/Writing

Narrative and Argument

May-June 25



READING





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.









WRITING







http://www.readingrockets.org/content/pdfs/authortoolkit_rr.pd









Range of Writing








4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization,


http://www.readwritethink.org/classroom-resources/lesson-plans/cover-cover-comparing-books-1098.html


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



LANGUAGE
















understanding



Thinking About the TextProvide specific examples and evidence to support statements about the quality, accuracy, or craft of the text


















Integrate existin content knowledge with new information from a text to consciously create new understandings Revise understandings and/or change opinions based on new information acquired through listening, reading, or discussion







Craft and Structure










of the organization Describe, analyze, and write critically about a text as a integrated whole, including how text, illustrations, and other features work together to convey meaning Comment on how layout and the format of a text contribute to the meaning, effectiveness, and artistic quality of both fiction and nonfiction Understand when a writer has combined underlying organizational structures (description, compare and contrast, temporal sequence, problem and solution, causes and effect) Recognize differentiation of plot and structures for different purposes and audiences












Craft and Structure










subcategories, sequence, and others) and evaluate the coherence of the organization Describe, analyze, and write critically about a text as a integrated whole, including how text, illustrations, and other features work together to convey meaning Comment on how layout and the format of a text contribute to the meaning,

effectiveness, and artistic quality of both fiction and nonfiction Understand when a writer has combined underlying organizational structures

(description, compare and contrast, temporal sequence, problem and solution, causes and effect)













wtiting Demonstrate knowledge of strategies used by media games, video, radio/TV, broadcasts, websites to entertain and influence people Recognize faulty reasoning and bias in presentations and media messages

Thinking about the Text Critque presentations for subtexts, significant inclusions or exclusions Critique presentations with regard to logic or presentation of evidence for arguments









Thinking About the Text Evaluate the quality or authenticity of the text, including the writer’s qualifications or background knowledge Analyze texts to determine the writer’s point of view or bias, identifying specific language that reveals bias or qualities as propaganda



Engage in critical thinking across a writer’s body of work of or across works on the same content and discuss findings or produce a literary essay













Writing (Essay)






Writing (Voice)







y. 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.

z. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.aa. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.bb. Use precise language and domain-specific vocabulary to inform about or explain the topiccc. Establish and maintain a formal style.dd. Provide a concluding statement or section that follows from and supports the information or explanation presented.







Writing Essay










u. 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.

v. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or charactersw. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.x. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.y. Provide a conclusion that follows from and reflects on the narrated experiences or events.


Writing (Short Fiction)



Understand fiction as a short story about an event in the life of a main character Compose a narrative with setting, dialogue, plot or conflict, main characters, specific details, and satisfying ending Take points of view by writing in first or third person











Understand how the purpose of the writing influences the selection of genre Write for a specific purpose: to inform, entertain, persuade, reflect, instruct, retell, maintain relationships, plan Write with a specific reader or audience in mind




Write for a broader, unknow audience Select from a variety of forms the kind of text that will fit the prupose (books with illustration and word; alphabet books, label books poetry books, illustration only books; letter;























i. Apply grade 7 Reading standards to literature (e.g. compare and contrast a fictional portrayal of a time, place, or character and historical account of the same period as a means of understanding how authors of fiction use or alter history)

j. Apply grade 7 Reading standards to literary nonfiction (e.g. trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and evidence is relevant and sufficient to support the claims)








Writing (Essay)




Range of Writing






Writing (Voice)






Essential Questions Enduring Understandings What skills are required to read a nonfiction text? How do we share our stories How does an extensive knowledge of specific time

period or specific scientific content help a reader to more fully understand the events that take place in a work of nonfiction?

How is the central idea developed in a text? How does having a deeper understanding of the details

in an informational text aid comprehension? How do details interact in an informational text? How do the features and structures of informational text

impact our comprehension? How do writers organize informational writing?

Reading nonfiction requires a different set of skills than nonfiction




Writing should be purposely focused, detailed, organized and sequenced in a way that clearly communicates the ideas to the reader.

Information obtained through nonfiction reading helps the reader to evaluate the authenticity of another text









Set a purpose for reading -Identify and analyze main ideas and supporting details -Compose an explanatory writing with evidence from

the text -Write in a variety of time frames (timed and process

pieces) Write an objective summary of the text




Create summaries Use appropriate academic or domain-specific words


inferences drawn from grade 7 text(s).

8.Analyze how an author develops and contrasts the points of view of

different characters or narrators in a text.

11.By the end of the year, read and comprehend literature, including

stories, dramas, and poems, in the grade 7 text complexity band

proficiently, with scaffolding as needed at the high end of the range.

12.Write narratives to develop real or imagined experiences or events

using effective technique such as dialogue, pacing, and description to

develop experiences, events, and/or characters.

13. When writing narratives, develop real or imagined experiences or

events using relevant descriptive details; use precise words and

phrases, and sensory language to capture the action and convey

experiences and events.

14. When writing narratives, develop real or imagined experiences or

events using well-structured event sequences; 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.

15. When writing narratives, use a variety of transition words, phrases,

and clauses to convey sequence and signal shifts from one time frame

or setting to another when writing narratives



Course Description

In grade 8 English language arts, focus on informational texts shifts from narrative to exposition. Students learn to cite textual

evidence from complex nonfiction texts supporting their analysis or critique of a text. Students focus on organizing ideas,

concepts, and information into broad categories, identify relevant facts, and use varied transitions to clarify or show the

relationships among elements in their multi-paragraph persuasive, explanatory, and narrative essays while applying

accumulated reviewing strategies. By the end of middle school, students are adept at reading closely and uncovering evidence to

use in their own writing. Individual written pieces provide opportunities to develop personal style and voice, as well as to

provide a platform for peer evaluation. Literary analysis of mood, complex themes important to preadolescents, and characters

evolving throughout experiencing the progression of the plot raise the level of thinking skills to those of evaluation. The

curriculum builds on research-based strategies for speaking, reading, and writing. Students are prepared for the NJ ASK8, as well

as the PARCC assessment and for the next course in the English language arts sequence, which will be at the high school level.

Benchmark assessments are employed to track individual student progress.



Module Unit Name Approximate Monthly Pacing Schedule

Approximate number of Instructional Days

1 Understanding RelationshipsReading: LiteratureWriting: Narrative

Sept.-Oct.25

2 American VoicesReading: InformationWriting: Informative/Explanatory

Nov.-Jan.25

3 Moments that MatterReading: InformationWriting: Argument

Jan-Feb25

4 Dramatically SpeakingReading: LiteratureWriting: Narrative

Mar-Apr25

5 What Road will you Choose to TravelReading: Literature/InformationWriting: Narrative/Argument

May-June25

Unit 1: Understanding Relationships



Reading Literature

Writing Narrative



Reading Literature:



Thinking Within the Text

Provide evidence of understanding complex plot with multiple events and characters in responses to reading or in-text summariesThinking Beyond the Text

Infer what the writer means but has not stated using evidence from the text

Support thinking beyond the text with specific evidence based on personal experience, or knowledge or evidence from the text

Make and support predictions before, during, and after reading with evidence from the text or from knowledge of genreThinking About the Text

Provide specific examples and evidence to support statements about the quality, accuracy, or craft of 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


Exercise selectively in summarizing the information in a text ( most importantly information or ideas and facts focused by the reader’s



purpose) Construct summaries that are concise and reflect the important and overarching ideas and information in texts

Thinking Beyond the Text

State an interpretation of the writer’s underlying messages (themes) Infer themes and ideas from illustrations in graphic text Think deeply about social issues as revealed in realistic and historical fiction and discuss ideas with others Recognize underlying political messages in fiction and nonfiction texts Infer the big ideas or themes of a text (some texts with mature themes and issues and assess how they are applicable to people’s lives

todayThinking About the Text

Notice how the writer reveals the underlying messages or the theme of a text (through a character, through plot and events) Derive and critique the moral lesson of a 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.


Follow complex plots, tracking multiple events and gathering information about many characters and their traits and relationships Identify and discuss the problem, the events of the story and the resolution Keep flexible definitions of complex words in order to derive new meanings for them or understand the figurative or connotative use Understand words used in a symbolic or satirical way


Make predictions on an ongoing basis (progression of the plot, characteristics of the setting, actions of characters)

Draw conclusions from dialogue, including language with double-meaning (satire)

Notice and interpret dialogue and the meanings that are implied by it

In texts with multiple complex characters, infer traits, motivations and changes through examining how the writer describes them, what

they do, what they say and think and what other characters say about them



In fiction or biography, infer characters of subject’s’ thinking processes and struggles at key decisions points in their lives

Identify significant events and tell how they are related to the problem of the story of the solution


Note aspects of the writer’s craft, including word selection, choice of narrator (first, second or third person), use of symbolism, leads

dialogue, definition of terms within the text and use of description

Notice and provide examples of the ways writers select words to convey precise meaning

Appreciate poetic and literary texts of language, sentence or phrase constructions and organization of the text

Craft and Structure

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 a specific word choice on meaning and tone, including analogies or allusions to other texts.


Understand words used in a symbolic or satirical way Keep flexible definitions of complex words in order to derive new meanings for them or understand figurative or connotative use

Thinking Beyond the Text Understand the deeper meaning of poetry and prose texts (symbolism, allusion, irony)


Notice and provide examples of the ways writers select words to convey precise meaning Appreciate poetic and literary texts of language, sentence or phrase construction and organization of the text Look closely at the written language to discover relationships among words and writing techniques Comment on the author’s word choice and use of language to create subtle shades of meaning and to create the mood Recognize and comment on the writer’s use of language in a satirical way or to convey irony Recognize and comment on how a writer uses language to evoke sensory images Recognize and comment on how a writer uses language to create symbolic meaning



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.


Show evidence of connections to other texts (theme, plot, character’s, structure writing style) Describe connections between fiction and nonfiction texts, historical fiction and content area study, fantasy and realism Connect and compare all aspects of texts within and across genres


Notice and understand when the writer uses describe, temporal sequence, comparison and contrast, cause and effect and problem and solution

Recognize the differentiation of plot structures for different purposes and audiences Recognize and comment on aspects of narrative structure (beginning, series of events, high point of the story, ending) Analyze the structure of complex plots in fiction and organization of the text in nonfiction Identify similarities across texts (concepts, theme, style, organization, perspective)

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.


Recognize and compare multiple points of view

Identify the sources of conflict in fiction texts and draw implications for the issues of today

Infer and describe a writer’s attitudes toward social issues as revealed in texts

In texts with multiple complex characters, inner traits, motivations and changes through examining how the writer describes them,

what they do, what they say and think and what other character’s say about them

In fiction or biography infer character’s or subjects thinking processes and struggles as key decisions points in their lives


Recognize the narrator and discuss how the choice of first or third person point of view contributes to the reader’s enjoyment and





understanding

Critique realistic fiction texts in terms of authenticity of characters, accurate portrayal of current or historical issues, and appropriate

voice and tone

Analyze a text or a group of texts to reveal insights into the writer’s craft (the way the writer reveals characters or uses symbolism,

humor, irony, suspense)


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.


Make connections between plays, scripts, and narratives

Revise understandings and/or change opinions based on new information acquired through listening, reading or discussion


Comment on how layout and the form of a text contribute to the meaning, effectiveness and artistic quality of both fiction and

nonfiction

Critique presentations for subtexts-significant inclusions or exclusions

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.


Build meaning across several texts (fiction and nonfiction)


Show evidence of connections to other texts (theme, plot, characters, structure, writing style)

Make connections between the text and other texts that have been read or heard (particularly texts with diverse settings) and


http://www.differentiatedinstruction.net/


demonstrate in writing

Connect characters within and across texts and genres by circumstances, traits or actions

Specify the nature of connections (topic, content, type of story, writer)


Engage in critical thinking across a writer’s body of work or across works on the same content and discuss findings or produce a

literary essay

Notice and discuss the meaning of symbolism when used by a writer to create texts, including complex fantasy where the writer is

representing good and evil

.


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

Text Complexity Grade 8 and 6-8


Benchmark Assessment Instructional Level Aligned to CCR Expectations Level Z (end of 8th grade)

Writing: Narrative


8.6.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-

structured event sequences.

f. 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.

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







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

another.

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

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

Writing (Memoir – Personal Narrative/Autobiography)

Understand a personal narrative as an important story from the writer’s life

Use literary language (powerful nouns and verbs, figurative language)

Understand memoir as a brief, often intense, memory of an event or a person with reflection


Understand fiction as a short story about an event in the life of a main character

Take points of view by writing in first or third person

Compose a narrative with setting, dialogue, plot or conflict, main characters, specific details, and a satisfying ending


Use well-crafted transitions to support the pace and flow of the writing


Use concrete sensory details and descriptive language to develop plot (tension and problem resolution) and setting in memoir,

biography and fiction

Use descriptive language and dialogue to present characters who appear and develop in memoir, biography

Write in second person to talk directly to the reader or for literary effect

Use dialogue and action to draw readers into the story

Writing (Word Choices)

Select precise words to reflect what the writer is trying to say



Use transitional words for time flow (next, meanwhile)

Writing (Voice)

Engage in self-reflection to reveal the writer’s unique perspective


Establish an initiating event in a narrative with a series of events flowing from it


W.8.4. 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.)

Writing (Hybrid Texts-Mized Genres)



Organization the text appropriately as a narrative or informational piece


Understand how the purpose of the writing influences the selection of genre

Write for a specific purpose: to inform, entertain, persuade, reflect, instruct, retell, maintain relationships, plan

Write with a specific reader or audience in mind

Write for a broader, unknown audience

Select from a variety of forms the kind of text that will fit the purpose (books with illustration and word; alphabet books, label books

poetry books, question and answer books, illustration-only books)





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.


Use sketches, webs, lists, diagrams and freewriting to think about, plan for and try out writing

Plan for a story by living inside the story, gaining insight to the characters so that the story can be written as it happens

Take audience and purpose into account when choosing a topic or addressing a theme

Observe carefully events, people, settings, and other aspects of the world to gather information on a topic or to make a story and

characters true to life

Get ideas from other books and writers about how to approach a topic


Understand the role of the writer, teacher or peer writer in a conference

Understand revision as a means for making written messages stronger and clearer to readers

Change writing in response to peer or teacher feedback

Understand that a writer rereads and revises while drafting (recursive process)

Reorganize paragraphs or sections for better sequence or logical progression of ideas


Reread writing to heck for clarity and purpose

Reshape writing to make the text into different genre (for example: personal narrative to poem)


Understand that the writer shows respect for the reader by applying what is known about conventions

Know how to use an editing and proofreading checklist

Understand that a writer can ask another person to do a final edit (after using what is known)




Use sketches, webs, lists, diagrams and free writing to think about, plan for and try out writing


Observe caregully events, people, setting and other aspects of the world to gather information on topic or to make a story and




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.

Writing (Handwriting/Word Processing)

Use word-processing with understanding of how to produce and vary text (layout, font, special techniques)

Use word-processor to get ideas down, revise, edit, and publish

Make wider use of computer skills, including PowerPoint, in presenting texts (tables, layouts, graphics, and multimedia)

Oral, Visual, and Technological Communication (General Communication)

Send and respond to email messages, adjusting style to audience

Participate in online learning groups

Understand the concept of networking and be able to identify various components of a computer system

Oral, Visual and Technological Communication (General Communication)

Send and respond to email messages






Communicate knowledge through multimedia presentations, desktop published reports, and other electronic media

Use a variety of technology tools (dictionary, thesaurus, grammar checker, calculator, spell checker) to maximize the accuracy of

technology-produced products


W.8.7 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.


Select own topics for informational writing and show through writing what is important about the topic

Form questions and locate sources for information about topic

Conduct research to gather information in planning a writing project (for example: live interviews, internet, artifacts, articles, books)

Search for appropriate information from multiple sources (books and other print materials, websites, interviews)

Oral, Visual and Technological Communication (Gathering Information/Research)


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.


Accurately document reports and articles with references, footnotes and citations

Include a bibliography of references, in appropriate style, to support a report or article

Avoid bias and/or present perspectives and counter perspectives on a topic




Provide details that are accurate, relevant, interesting and vivid


Use notes to record and organize information


Understand the concept of plagiarism and avoid it (for example: using quotes and citing resources)


Oral, Visual and Technological Communication (Publishing)

Draw information from both text (print) and nontext (photos, sound effects, animation, illustrations, variation in font and color)

elements

Locate and validate information on the internet (approved sites)

Recognize that the information is framed by the sources point of view and use this information to detect bias on websites

Read information published on internet critically and compare points of view

Cite and credit material downloaded from interactive media

Reading

Construct summaries that are concise and reflect the important and overarching ideas and information in texts


A. 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”

B. 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”.



Writing about Reading (Thinking Beyond the Text)

Make connections between historical and cultural knowledge and a text

Support thinking beyond the text with specific evidence from the text or personal knowledge



Writing about Reading (Thinking About the Text)

Critically analyze the quality of a poem or work of fiction or nonfiction offering rationales for points

Critique the author’s use of argument and persuasion

Analyze a text or group of texts to reveal insights in the writer’s craft (the way the writer reveals characters or uses symbolism, humor,

irony, suspense)

Show evidence of ability to analyze an author’s use of mood, imagery, plot, structure and personification

Writing (Essay)

Provide details, examples, and images that develop and support thesis


Respond to a text in a way that reflects analytic or aesthetic thinking

State a point of view and provide evidence

Range of Writing



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) for a range of discipline-specific tasks, purposes, and audiences.


Analyze prompts to determine purpose, audience and genre (story, essay, persuasive, letter)




Writing (Voice)

Produce expository writing that is persuasive and well-constructed and reveals the stance of the writer toward the topic

Produce narratives that are engaging, honest and reveal the person behind the writing


Use a writer’s notebook or booklet as a tool for collecting ideas, experimenting, planning, sketching, or drafting

Gather a variety of entries (character map, timeline, sketches, observations, freewrites, drafts, lists) in a writer’s notebook







View self as a writer

Write with initiative, investment and independence

Self-evaluate own writing and talk about what is good about it and what techniques were used



State what was learned from each piece of writing

Be productive as a writer; write a specified quantity within a designated time period (for example: one piece each week)



SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6


e. 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.

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

g. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence,

observations and ideas.

h. 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 behind its presentation.

Reading/Discussion (Thinking Beyond the Text)

Recognize underlying political messages in fiction and nonfiction texts

Reading/Discussion (Thinking About the Text)

Derive and discuss the author’s purpose (even if not explicitly stated)

Reading/Discussion (Thinking Within the Text)

Notice and make note of or summarize significant information from illustrations or graphics; include information from graphics in

writing summaries of texts

Write statements that reflect understanding of both the text body and graphics and the integration of the two



Oral, Visual, and Technological Communication (Speaking and Listening)

Critique presentations with regard to logic or presentation of evidence for arguments

Examine information regarding the credibility of the speaker (or media messages)

Recognize faulty reasoning and bias in presentations and media messages

Identify, analyze and critique persuasive techniques

Oral, Visual, and Technological Communication (Technology)


elements

Demonstrate knowledge of strategies used by media games, video, radio/TV broadcasts, websites to entertain and influence people

SL.8.3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the

eveidence and identifying when irrelevant evidence is introduced

Reading/Discussion

Identify contradiction

Oral, Visual, and Technological Communication(Listening and Speaking)





Oral, Visual, and Technological Communication (Presentation)



SL.8.4. 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.


Use expression, tone, and pitch, where appropriate to emphasize aspects of events or people

Speak directly to the audience, making eye contact with individuals

Demonstrate a well-organized presentation with a clear introduction, body and well-drawn conclusions

Demonstrate the ability to select important information for a concise presentation


Demonstrate understanding through a full development of a topic using facts, statistics, examples, anecdotes and quotations

Make expository presentations that report research or explore a topic thoroughly

Make persuasive presentations that present a clear and logical argument

SL. 8.5. Integrate multimedia and visual displays to presentations to clarify information, strengthen claims and evidence and add interest.

Oral, Visual and Technological Communication (Presentation)

Use technology (slides, video, etc) as an integral part of presentations

Use visual displays (diagrams, charts, illustrations, video, multimedia and all available technology) in ways that illustrate and extend

the major points of the presentation

Scan materials, such as photos, to incorporate into reports and nonlinear presentations

Select appropriate forms of graphics to represent particular types of data (for example, bar or line graphs)

Communicate knowledge through multimedia presentations, desktop published reports and other electronic media


Reading (Thinking Within the Text)

Read with accuracy, fluency and phrasing in unison with others and in solo parts

Reflect meaning with the voice through pause, stress, phrasing, and intonation



Use dramatic expression where appropriate to communicate additional meaning of a text

Reading (Thinking Beyond the Text)

Use voice quality and volume to reflect inferences as to characters’ attributes, feelings, and underlying motivations

Reading (Thinking About the Text)

Use the voice to reflect literary features such as exaggeration, imagery, or personification


Demonstrate interpretation and personal style when reading aloud

Demonstrate a personal style as a speaker

Deliver both formal and informal presentations in a dynamic way

Speak at an appropriate rate to be understood in a dynamic way

Demonstrate the use of specific language for different kinds of presentation (dramatic, narrative, reports, news programs)

Have an audience in mind before planning the presentation

Demonstrate as awareness of the knowledge base and interests of the audience

Select genre of oral presentation with audience in mind

Use language appropriate to oral presentation words (rather than slang or overall formal dense prose)

Deliver both formal and informal presentations and vary content, language, and style appropriately

Language:


L.8.1. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

f. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences

g. Form and use verbs in the active and passive voice

h. Form and use verbs in the indicative, imperative, interrogative, conditional and subjunctive mood.



i. Recognize and correct in appropriate shifts in verb voice and mood.

Writing (Conventions)

Make purposeful choices for punctuation to reveal the intended meaning

Writing (Grammar)

Use correct verb agreement (tense, plurality, verb to object)

Correctly use verbs that are often missued (lie, lay, rise, raise)


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

d. Spell correctly.

Writing (Punctuation)

Understand and use ellipses to show pause or anticipation, usually before something surprising

Writing (Spelling)

Spell a large number of high-frequency words, a wide range of plurals and base words with inflectional endings



a. 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)

Writing (Word Choice)

Use words that convey an intended mood or effect


L.8.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 8 reading and content, choosing




e. 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.

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

audible).

g. 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.

h. 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).

Phonics, Spelling, and Word Study (Word-Solving Actions)

Use the context of the sentence, paragraph, or whole text to help determine the precise meaning of a word

Use knowledge of Greek and Latin roots in deriving the meaning of words while reading texts

Distinguish between multiple meanings of words when reading texts

Recognize and use the different types of dictionaries, general, specialized (synonyms, abbreviations, theme or topic, foreign language,

thesaurus, electronic)

L8.5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

a. Interpret figures of speech (e.g, verbal irony, puns) in context

b. Use the relationship between particulat words to better understand each of the words

c. Distinguish among the connotations (associations) of words with similar denotations (definitions)

Phonics, Spelling and Word Study (Word Meaning)

Recognize and use words as metaphors and similes to make comparisons


Use figurative language to make a comparison



L.8.6. 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.


Notice new and useful words and intentionally record and remember them to expand oral and written vocabulary



Essential Questions Enduring Understandings How can the theme of a text be

determined? How does the setting of a story affect

the plot? How do you know if information is

given explicitly? How do writers construct an effective

narrative? What is the importance of developing

and maintaining positive relationships?

Students will understand that: Theme is determined by the lesson that they main character learned. Careful portrayal of setting can convey meaning through interaction with

characters and plot. Information that is given explicitly can be found directly in the text. An effective narrative contains: a plot, setting, characters, conflict, resolution




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

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.

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.

SLO 1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly in grade 8 text(s)SLO 2: Cite the textual evidence that most strongly supports an analysis of inferences drawn from grade 8 text(s).SLO 3: 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.SLO 4: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the setting.SLO 6: Determine a theme or central idea of a text and provide an objective summary of the text.SLO 11: 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. SLO 17: Write narratives to develop real or imagined experiences or events using effective technique such as dialogue, pacing, and description to develop experiences, events, and/or characters.



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

SLO 18: Write narratives to develop real or imagined experiences or events using relevant descriptive details; use precise words and phrases, and sensory language to capture the action and convey experiences and eventsSLO 19: Write narratives to develop real or imagined experiences or events using well-structured event sequences; 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 logicallySLO 20: 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.SLO 22: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.SLO 35: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking; explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.SLO 36: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking: form and use verbs in the active voice.SLO 39: Demonstrate command of the conventions of Standard English using capitalization, when writingSLO 40: Demonstrate command of the conventions of Standard English to spell correctly


What evidence will show that students understand?Performance Task Option:

As you read one of the novels and/or short stories from this unit, take notes in your journal or on a spreadsheet about the story characters, plot, theme, and setting. As you take notes about these categories, think about how the setting affects the story. Be sure to note page



numbers with relevant information that is explicitly stated or implied, so you can cite the text during class discussion.

Who are the major character(s)? What is the problem faced by the character(s)? How does he/she/they resolve the problem? What is the theme of the novel? (i.e., good vs. evil, overcoming challenges, etc.) What is the effect of the setting(s) on the characters? Is the effect of the setting stated or implied? What unique words and phrases does the author use to describe the setting(s)?

SLO 1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly in grade 8 text(s)2. Cite the textual evidence that most strongly supports an analysis of inferences drawn from grade 8 text(s).3. 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.4. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the setting.6. Determine a theme or central idea of a text and provide an objective summary of the text.

CCSS RL 8.1, RL 8.2

Performance Task Option:

Students analyze how the opening stanza of Robert Frost’s “The Road Not Taken” structures this rhythm and meter for the poem and how

the themes introduced by the speaker develop over the course of the text.

SLO 3. 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.

4. Determine a theme or central idea of a text and analyze its development over the course of the text, including its

relationship to the setting.

CCSS RL 8.2




Write a Father’s Day message from Terry to his father (Stop The Sun) that reflects Terry’s new understanding. Think of the story’s theme

as you prepare your message.

SLO 3. 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.

19. Write narratives to develop real or imagined experiences or events using well-structured event sequences; 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

CCCS W.8.3, RL.8.2,


While reading the short stories in this unit, explore your own style of writing. Compare and contrast the following aspects of the stories:

Which author orients the reader to a story in a manner that is similar to your own? What sensory details do authors use that you like to use

too? How does the author incorporate setting as an integral part of the story? Also, what new vocabulary words can you incorporate into

your story? How will your story end? Write your own short story about a real or imagined experience that effectively explores the effect of

an urban setting on characters and plot. (You may conduct brief research on a city of choice and incorporate facts about that city into your

story, if you wish.) Edit your writing for gerunds, participles, infinitives, commas, ellipses, and dashes. Publish your story as a podcast or

on a class blog and request feedback on your literary style from your classmates.

SLO 17. Write narratives to develop real or imagined experiences or events using effective technique such as dialogue, pacing, and description to develop experiences, events, and/or characters.18. Write narratives to develop real or imagined experiences or events using relevant descriptive details; use precise words and phrases, and sensory language to capture the action and convey experiences and events 19. Write narratives to develop real or imagined experiences or events using well-structured event sequences; 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



20. 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.

CCSS W.8.3, W.8.7, L.8.1a, L.8.2a


Other Evidence:QuizzesAcademic promptsObservationsReaders/Writers NotebooksStudent ReflectionAnecdotal recordsConferringGraphic OrganizersPortfolioReading LogsEntrance/Exit Tickets


Instructional Activities/Strategies to enable students to achieve desired results : Your classroom library should include a selection of narrative/fictional texts: chapter books (fantasy, and historical fiction), drama/plays, and poetry that represent the culture and interests of your students.The 80 Minute Reading Workshop Block

Mini‐Lesson (10‐15 minutes) Guided Reading (50 minutes: two groups with 25 minutes dedicated to each group) Conferring (15 minutes: conference calls with three students)





• selects the text• previews the text• provides an introduction for the text selected• introduces the whole text or unified sections of the text with attention to the text complexity and demands of the text and the knowledge, experiences, and skills of the readers• discusses the text with students and encourages them to discuss the text with each other• invites students to ask questions about the text to expand their understanding• requires students to respond in writing (reader response) to focusing/organizing questions based on the text’s theme, ideas, characters, problem, solution, etc.• engages students in word work based on the text to increase word knowledge and automaticity in word solving




Book TalkReading Log ReviewPost‐it Note and/or Organize Your Thought Sheet ReviewLetter WritingBreaking down the task



Providing step-by-step promptsRepeated practiceDirected Questioning and ResponsesSequence Tasks from Easy to DifficultIndividual/Small-Group/Whole Class InstructionThink AloudPeer Editing/RevisingActive ParticipationWarm-Up ActivitiesMeaningful Real Life ConnectionsWhole class and/or small group discussionOpen-ended questionsIndependent and/or small group completion of vocabulary activitiesIndependent and/or small group completion of graphic organizersIndependent completion of projects related to texts and/or class activitiesCompletion of narrative process writingModeling - Teachers demonstrates, student uses models to problem solveTechnology

To assist in attaining proficiency in the SLO’s, teachers may use multiple texts:Core Text: McDougal Littell Language of Literature (2006)Note: Other editions may be available

Non Negotiable Core Text choices: McDougall Littell

Academic Vocabulary for Unit 1:

genre, context clues, setting, plot, conflict, character, protagonist, antagonist, characterization, conflict, perspective, point of view, author’s

craft, literary elements, climax, falling action, main and minor characters, theme, resolution, short story, novel

Literature connecting SLO’s and theme (relationships):



“Raymond’s Run” by Toni Cade Bambara-literature focus: Plot“Stop the Sun” by Gary Paulsen- literature focus: Theme“A Mother in Mannville” by Marjorie Kinnan Rawlings- literature focus: Setting“The Treasure of Lemon Brown” by Walter Dean Myers – literature focus: Character and Setting development

Possible Read Aloud Text:13 Reasons Why by Jay AsherBook Summary: Clay Jensen returns home from school to find a mysterious box with his name on it lying on his porch. Inside he discovers several cassette tapes recorded by Hannah Baker--his classmate and crush--who committed suicide two weeks earlier. On tape, Hannah explains that there are thirteen reasons why she decided to end her life. Clay is one of them. If he listens, he'll find out how he made the list. Through Hannah and Clay's dual narratives, debut author Jay Asher weaves an intricate and heartrending story of confusion and desperation that will deeply affect teen readers.

Discussion guide and questions located at the following website:http://thirteenreasonswhy.com/book.php

Possible Read Aloud and Shared Texts for Unit 1:

John Steinbeck. Of Mice and Men Lorraine Hansberry. A Raisin in the SunWilliam Shakespeare. Romeo and Juliet Laurie Halse Anderson. SpeakS.E Hinton. The Outsiders

Professional ResourcesComprehension Through Conversation: The Power of Purposeful Talk in the Reading Workshop by Maria Nichols. (2006).Conferring with Readers: Supporting Each Student’s Growth and Independence by Jennifer Serravallo and Gravity Goldberg. (2007).The Continuum of Literacy Learning: Grades PreK-8: Behaviors and Understandings to Notice, Teach, and Support by Gay Su Pinnell and Irene C. Fountas. (2011).Guiding Readers and Writers: Teaching Comprehension, Genre, and Content Literacy by Gay Su Pinnell and Irene C. Fountas. (2000).


http://thirteenreasonswhy.com/book.php


Notebook Connections: Strategies for the Reader’s Notebook by Aimee E. Buckner. (2009).The Reading Zone: How to Help Kids Become Skilled, Passionate, Habitual, Critical Readers by Nancie Atwell. (2007).Shared Reading for Grades 3 and Beyond by Sue Brown. (2004).Teaching Reading in Middle School by Laura Robb. (2000).Thinking Through Genre; Units of Study in Reading and Writing Workshops Grades 6-12 by Heather Lattimer. (2003).You Gotta BE the Book, Teaching Engaged and Reflective Reading with Adolescents by Jeffry Wilhelm. (2008).Writing About Reading: From Book Talk to Literary Essays, Grades 3-8 by Janet Angelillo.(2003).The Author Study Handbook: Helping Students Build Powerful Connections to Literature by Laura Kotch and Leslie Zackman. (1995)You Gotta Be the Book, Teaching Engaged and Reflective Reading with Adolescents by Jeffry Wilhelm (2008)Summarizing, Paraphrasing and Retelling: Skills for Better Reading, Writing and Test Taking by Emily Kissner

Accommodations for ELL and Special Education Students: (Additional references available on the DOE website): http://www.nj.gov/education/modelcurriculum/ela/6u1.shtmlLearning Supports:Partner WorkWord WallVisualsNative Language TextsL1 supportAdapted TextStory MapCharacter WebSentence FramesManipulativesTriads or Small GroupsVideo Clips/FilmsDramatizationsDialogue linesGesturesKWL ChartT-chartOutlinesStory Board




Phrase captionsCloze sentencesBilingual DictionaryDiscussionGraphic OrganizerPictures/PhotographsUnit Resources:The Common Cores State Standards for English Language Arts and Literacy in History and Social Studies, Science and Technological SubjectsAssessing Writers by Carl AndersonMaking Content Comprehensible for English Learners: The SIOP Model, 4th Edition By Jana J. Echevarria, MaryEllen J. Vogt, Deborah J. ShortThe Continuum of Literacy Learning Grades Pre K-8 Behaviors to Notice, Teach and Support by Gay Su Pinnell and Irene C. Fountas. (2011)Don’t Forget to Share, The Crucial Last Step in the Writing Workshop by Leah Mermelstein. (2007)Everyday Editing: Inviting Students to Develop Skill and Craft in Writer’s Workshop by Jeff Anderson. (2007)Guiding Readers and Writers: Teaching Comprehension, Genre and Content Literacy by Gay Su Pinnell and Irene C. Fountas. (2001)Literary Essays: Writing About Reading by Lucy Calkins and Medea McEvoy. (2006)Making Revision Matter: Strategies for Guiding Students to Focus, Organize, and Strengthen Their Writing Independently by Janet Angelillo. (2005)Mechanically Inclined: Building Grammar, Usage, and Style into Writer’s Workshop by Jeff Anderson. (2005)The Revision Toolbox: Teaching Techniques that Work by Georgia Heard. (2002)Thinking Through Genre: Units of Study in Reading and Writing Workshops 4-12 by Heather Lattimer. (2003)Writing About Reading: From Book Talk to Literary Essay by Janet Angelillo. (2003)http://www.ttms.org/PDFs/05%20Writers%20Workshop%20v001%20(Full).pdfhttp://ttms.org/


http://readwritethink.orghttp://readinglady.comwww.teachingchannel.orgwww.slideshare.netwww.readworks.org







http://ttms.org/



www.time4kids.orgwww.classzone.comwww.discoveryeducation.comhttp://www.corestandards.org/http://www.nj.gov/education/modelcurriculum/ela/









Sept.-Oct.25


Nov.-Jan.25


Jan-Feb25


Mar-Apr25


May-June25



Unit 2: American Voices

Reading Information

Writing Informative/Explanatory



Reading Information:


RI.8.1. Cite textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.



Consistently make predictions before, during and after reading using evidence from the text to support thinking or from knowledge or genre

RI.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



Exercise selectively in summarizing the information in a text ( most importantly information or ideas and facts focused by the reader’s purpose)

Construct summaries that are concise and reflect the important and overarching ideas and information in textsThinking Beyond the Text

State an interpretation of the writer’s underlying messages (themes) Recognize underlying political messages in fiction and nonfiction texts Infer the big ideas or themes of a text (some texts with mature themes and issues and assess how they are applicable to people’s lives

today




Notice how the writer reveals the underlying messages or the theme of a text (through a character, through plot and events) Evaluate how the writer has used illustrations and print to convey big ideas

RI.8.3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e/g through comparisons,

analogies or categories)





Reflect inferences about the main and supporting characters feelings, motivations, attitudes and decisions based on information from the

text (also for subjects of biography)


Give close attention to an informational text to look for particular features (signal words, comparisons) and use the information gained

to produce readers’ theater scripts

Notice and compare the traits and development of characters within and across genres (well-developed characters vs. flat characters,

heroic, multidimensional, etc)

Become critical of the subjects of biography (decisions, motivations, accomplishments)

Craft and Structure

RI.8.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the





Learn new words and the meanings for known words from the context of the texts Notice interesting words and discuss origins or roots Explore and comment on complex definitions for new words including figurative and connotative uses Using word-solving strategies, background knowledge, graphics, text content and readers’ tools (glossaries, dictionaries) to solve words,

including content-specific and technical wordsThinking Beyond the Text

Show evidence of connections to other texts (theme, plot, characters, structure, writing style) Identify and understand new meanings of words when they are used as similes and metaphors and apply these understandings to

analyzing the whole text in terms of deeper meanings Demonstrate awareness of and sensitivity to words that impute stereotypes (race, gender, age) in general as well as to a particular

audience Demonstrate awareness of words that have connotative meaning relative to social values


Notice and provide examples of the ways writers select words to convey precise meaning Notice the writer’s choice of words that are not English and reflect on the reasons for these choices and how those words add to the

meaning of a text Look closely at the written language to discover relationships among words and writing techniques

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.


Notice how the writer has organized an informational text (categories and subcategories, sequence and others) and evaluate the coherence of the organization

Describe, analyze and write critically about a text as an integrated whole, including how text, illustrations and other features work together to convey meaning

Analyze the structure of complex plots in fiction and organization of the text in nonfictionRI.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.




Actively see diverse perspectives and search for understating of other cultures while listening, writing and discussing texts


Recognize bias in fiction or nonfiction texts and hypothesize the writer’s point of view

Derive and discuss the author’s purpose (even if not explicitly stated) and hypothesize reasons for it

Respond to and critique the author’s moral lesson of a text

Analyze the texts to determine the writer’s point of view or bias, identifying specific language that reveals bias or qualifies as

propaganda

Critique the biographer’s presentation of a subject, noticing bias

Derive the author’s purpose and beliefs even when not explicitly stated



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.



Work cooperatively with others to reach consensus on the meaning of a text and how to interpret it through performance

Make connections between the text and other texts that have been read, or heard(particularly texts with diverse settings)

Connect and compare all aspects of texts within and across genres

Demonstrate knowledge of strategies used by media games, video, radio/TV, broadcasts, websites to entertain and influence people





nonfiction

Recognize and discuss the artistic aspects of a text, including how illustrations and narrative form a cohesive whole

RI. 8.8 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



Infer and describe a writer’s attitude toward social issues as revealed in text

Differentiate between evidence and opinion

Recognize and address opposing points of view on an issue or topic



Evaluate the quality or authenticity of the text, including the writer’s qualifications and background knowledge

Think critically about informational text in terms of quality of writing, accuracy, and the logic of conclusions


Assess whether a text is authentic and consistent with life experience or prior knowledge, including how the text reflects the lives of

adolescents

Assess whether social issues and different cultural groups are accurately represented in a fiction or nonfiction text

Critique texts in terms of writer’s bias or the use of exaggeration and subtle misinformation (as in propaganda)

RI 8.9. Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagrees on

matters of fact or interpretation.






Make connections among informational texts and historical fiction and content area study, using information from one setting to assist

comprehending in the other


Recognize that information is framed by the source’s point of view and use this


Engage in critical thinking across a writer’s body of work or across works on the same content and discuss findings or produce a literary

essay

Critique informational texts in terms of the quality of writing, accuracy, the logic of conclusions and the coherence of the organization


.


RI 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





Writing: Informative/explanatory


W.8.2. 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 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

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

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

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



Writing (Literary Nonfiction)

Write an engaging lead and first section that orient the reader and provide an introduction to the topic

Include features (for example: table of contents, boxes of facts set off from the text, diagrams, charts) and other tools (for example:

glossary) provide information to the reader

Use headings and subheadings to guide the reader


Use quotes from experts (written text, speeches, or interviews)

Use new vocabulary specific to the topic

Writing (Essay)


Include illustrations, charts, or diagrams to inform or persuade the reader


Bring the piece to closure, to a logical conclusion, through an ending or summary statement


Maintain central theme or focus across paragraph

Add transitional words and phrases to clarify meaning and make the writing smoother




Demonstrate understanding through full development of a topic using facts, statistics,examples, anecdotes, and quotations






















Observe carefully events, people, setting and other aspects of the world to gather information on topic or to make a story and characters

true to life

































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.
















elements





Reading





new”
















irony, suspense)


Writing (Essay)





Range of Writing

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) for a range of discipline-specific tasks, purposes, and audiences.








Writing (Voice)























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.


c. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence,


d. Acknowledge new information expressed by others and when warranted qualify or justify their own views in light of the evidence

presented.



















elements



evidence and identifying when irrelevant evidence is introduced

Reading/Discussion


























Use visual displays (diagrams, charts, illustrations, video, multimedia and all available technology) in ways that illustrate and extend the

major points of the presentation


























Language:



j. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences

k. Form and use verbs in the active and passive voice

l. Form and use verbs in the indicative, imperative, interrogative, conditional and subjunctive mood.

m. Recognize and correct in appropriate shifts in verb voice and mood.



Writing (Grammar)






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

f. Spell correctly.



Writing (Spelling)











i. 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


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

audible).

k. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or




l. 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).








d. Interpret figures of speech (e.g, verbal irony, puns) in context

e. Use the relationship between particulat words to better understand each of the words

f. Distinguish among the connotations (associations) of words with similar denotations (definitions)












Why must nonfiction be approached differently than fiction reading? What makes each different?

How is nonfiction important to our lives?

What is the difference between explicit and inferred information?

How does learning history through literature differ from learning through informational text?

Students will understand that:

Nonfiction reading can be used to acquire facts and information while fiction reading is primarily for entertainment.

Nonfiction reading is important to our lives because it encompasses various topics that are relevant to everyone.

Explicit information is stated clearly in the text, while inferred information has to be found through meaningful text exploration.

Learning through literature presents a unique perspective on events that were significant throughout history.





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

Determine the central idea of a text

SLO 1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly in grade 8text(s).SLO 2: Cite the textual evidence that most strongly supports an analysis of inferences drawn from grade 8 text(s)SLO 3: 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.SLO 5: Analyze how a text makes connections among and distinctions between individuals.

SLO 6: Analyze how a text makes connections among and distinctions between individuals,

ideas, or events.

SLO 7: Determine the meaning of words and phrases as they are used in a 8th grade text,



Analyze the structure of a paragraph


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

including figurative, connotative, and technical meanings.

SLO 8: Analyze the impact of specific word choices on meaning and tone, including

analogies or allusions to other 8th grade texts.

SLO 9: 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.

SLO 10: Determine an author’s point of view or purpose in a text.

SLO 14: Write informative/explanatory texts to examine a topic and convey ideas, concepts,

and information through the selection of relevant content.

SLO 15: Develop the topic with relevant, well chosen facts, definitions, concrete details,

quotations or other information and examples.

SLO 16: Use appropriate and varied transitions to create cohesion and clarify the

relationships among ideas and concepts.

SLO 17: Write informative/explanatory texts to examine a topic and convey ideas, concepts

and information through organization of relevant content; introduce a topic clearly,

previewing what is to follow, organize ideas, concepts and information, into broader

categories.

SLO 19: Write informative/explanatory texts to examine a topic and convey ideas, concepts,

and information through the analysis of relevant content;

SLO 20: Establish and maintain a formal style when writing.

SLO 21: Use precise language and domain-specific vocabulary to inform about or explain the

topic when writing informative/explanatory text

SLO 22: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.





Students analyze in detail how the early years of Harriet Tubman (as related by author Ann Petry) contributed to her later becoming a conductor on the Underground Railroad, attending to how the author introduces, illustrates, and elaborates upon the events in Tubman’s life.

SLO 1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly in grade 8 text(s).2. Cite the textual evidence that most strongly supports an analysis of inferences drawn from grade 8 text(s).3. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas.8. Determine the meaning of words and phrases as they are used in a 8th grade text, including figurative, connotative, and technical meanings.9. Analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other 8th grade texts.14. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection of relevant content.

CCSS RI.8.1, RI.8.2, RI. 8.3


Students provide an objective summary of Frederick Douglass’s Narrative. They analyze how the central idea regarding the evils of slavery is conveyed through supporting ideas and developed over the course of the text.

http://www.corestandards.org/assets/Appendix_B.pdf

SLO 3. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas.4. Provide an objective summary of the text.

CCSS RI 8.2




Using one of the informational pieces that the students have read over this unit, students will chose one that they will convert into their own

feature article. They will choose to convert their article into one of six different articles: Human Interest, Profiles, How-To, Historical Features,

Seasonal Themes, and Behind the Scenes. The student will distinguish between facts and opinions before they construct their article. Once

those decisions are made, students will construct a four paragraph feature article that reflects information given in the mentor text. Feature

articles should give readers information in a pleasing, entertaining format that highlights an issue by describing the people, places, events and

ideas that shape it.

SLO 1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly in grade 8 text(s).2. Cite the textual evidence that most strongly supports an analysis of inferences drawn from grade 8 text(s).14. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection of relevant content.22. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.24. 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 audience has been addressed.

CCCS W 8.2, W 8.4, W 8.5, W 8.6, RI 8.1


Focusing on the connections among individuals, ideas, and events, choose an event from America’s past to research. In order to find multiple

perspectives on the event, draw on several sources, including a variety of literary, informational, primary, secondary, and multimedia texts.

Write an informative/explanatory essay and, as you draft your essay, work with classmates to strengthen its quality. Be sure to cite your sources

accurately using the standard bibliographic format preferred by your teacher. Prior to publishing, integrate multimedia and/or visual displays

into your report to clarify information and strengthen your claims with evidence. Edit your writing for form and use of verbs in the indicative,

imperative, interrogative, conditional, and subjunctive moods, as well as for spelling and punctuation when paraphrasing and including direct

quotations. Present your report to the class.

SLO 15. Analyze how differences in the points of view of the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor in an 8th grade text (literature)5. Analyze how a text makes connections among and distinctions between individuals.



6. Analyze how a text makes connections among and distinctions between ideas.7. Analyze how a text makes connections among and distinctions between individuals, ideas, or events.11. 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.14. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection of relevant content.

CCSS RL.8.6, RI.8.3, RI.8.6, RI.8.7, RI.8.8, W.8.2, W.8.7, W.8.5, W.8.6, L.8.3, SL.8.4, SL.8.5, L.8.1a,b,c; L.8.2, L.8.3

Key Criteria:

Pre and Formative – Student notes and contribution to class discussion; response to open-ended questions; pre-writing/planning, first drafts, and

revisions of writing; completion of graphic organizers

Summative - Other assessment measures - Characterization Project; Text Features Project; Final draft of writing; teacher created vocabulary assessments; end of unit reading assessmentOther evidence:QuizzesAcademic promptsObservationsReaders/Writers NotebooksStudent ReflectionAnecdotal recordsConferringGraphic OrganizersPortfolioReading LogsEntrance/Exit Tickets





Mini‐Lesson (10‐15 minutes) Guided Reading (50 minutes: two groups with 25 minutes dedicated to each group) Conferring (15 minutes: conference calls with three students) Sharing (if time permits)




notice the characteristics of a book so students can identify its genre identify the genre of a book so students can know what to expect as they read retell the story using textual evidence notice the time and place (setting) and the importance to the story notice who are the most important characters (main characters) in a story think about the order of events in a story think about the problem in the story





Academic Vocabulary for Unit 2:

Nonfiction, biography, autobiography, first-person point of view, essay, expository essay, personal essay, informative article, news story,

feature story, argumentative essay, preview, summarize, clarify, evaluate, text structure, text features, headings, main idea, fact, opinion, bias,

captions

Literature connecting SLO’s and theme (American Voices):“Harriet Tubman: Conductor on the Underground Railroad” by Ann Petry Online resource http://www.corestandards.org/assets/Appendix_B.pdf“Letter to Harriet Tubman” by Frederick Douglas“Lincoln: A Photobiography” by Russell Freedman“ from Grand Mothers” by Nikki Giovanni“One Million Volumes” by Rudolfo Anaya

Possible Read Aloud Text:Claudette Colvin: Twice Toward Justice

Book Summary: “When it comes to justice, there is no easy way to get it. You can’t sugarcoat it. You have to take a stand and say, ‘This is not right.’” – Claudette Colvin

On March 2, 1955, an impassioned teenager, fed up with the daily injustices of Jim Crow segregation, refused to give her seat to a white woman on a segregated bus in Montgomery, Alabama. Instead of being celebrated as Rosa Parks would be just nine months later, fifteen-year-old Claudette Colvin found herself shunned by her classmates and dismissed by community leaders. Undaunted, a year later she dared to challenge segregation again as a key plaintiff in Browder v. Gayle, the landmark case that struck down the segregation laws of Montgomery and swept away the legal underpinnings of the Jim Crow South.

Discussion guide and questions located at the following website:




http://media.us.macmillan.com/teachersguides/9780312661052TG.pdf

Possible Read Aloud and Shared Texts for Unit 2:Robert Ballard. Exploring the TitanicJames M. MacPherson. Into the West: From Reconstruction to the Final Days of the American Frontier)Kadir Nelson. Heart and Soul: The story of America and African AmericansKadir Nelson. We Are the Ship: The Story of Negro League Baseball.

Professional ResourcesComprehension Through Conversation: The Power of Purposeful Talk in the Reading Workshop by Maria Nichols. (2006).Conferring with Readers: Supporting Each Student’s Growth and Independence by Jennifer Serravallo and Gravity Goldberg. (2007).The Continuum of Literacy Learning: Grades PreK-8: Behaviors and Understandings to Notice, Teach, and Support by Gay Su Pinnell and Irene C. Fountas. (2011).Guiding Readers and Writers: Teaching Comprehension, Genre, and Content Literacy by Gay Su Pinnell and Irene C. Fountas. (2000).Notebook Connections: Strategies for the Reader’s Notebook by Aimee E. Buckner. (2009).The Reading Zone: How to Help Kids Become Skilled, Passionate, Habitual, Critical Readers by Nancie Atwell. (2007).Shared Reading for Grades 3 and Beyond by Sue Brown. (2004).Teaching Reading in Middle School by Laura Robb. (2000).Thinking Through Genre; Units of Study in Reading and Writing Workshops Grades 6-12 by Heather Lattimer. (2003).You Gotta BE the Book, Teaching Engaged and Reflective Reading with Adolescents by Jeffry Wilhelm. (2008).Writing About Reading: From Book Talk to Literary Essays, Grades 3-8 by Janet Angelillo.(2003).The Author Study Handbook: Helping Students Build Powerful Connections to Literature by Laura Kotch and Leslie Zackman. (1995)You Gotta Be the Book, Teaching Engaged and Reflective Reading with Adolescents by Jeffry Wilhelm (2008)Summarizing, Paraphrasing and Retelling: Skills for Better Reading, Writing and Test Taking by Emily Kissner

Accommodations for ELL and Special Education Students: (Additional references available on the DOE website): http://www.nj.gov/education/modelcurriculum/ela/6u1.shtmlLearning Supports:Partner WorkWord WallVisualsNative Language TextsL1 support



http://media.us.macmillan.com/teachersguides/9780312661052TG.pdf


Adapted TextStory MapCharacter WebSentence FramesManipulativesTriads or Small GroupsVideo Clips/FilmsDramatizationsDialogue linesGesturesKWL ChartT-chartOutlinesStory BoardPhrase captionsCloze sentencesBilingual DictionaryDiscussionGraphic OrganizerPictures/PhotographsUnit Resources:The Common Cores State Standards for English Language Arts and Literacy in History and Social Studies, Science and Technological SubjectsAssessing Writers by Carl AndersonMaking Content Comprehensible for English Learners: The SIOP Model, 4th Edition By Jana J. Echevarria, MaryEllen J. Vogt, Deborah J. ShortThe Continuum of Literacy Learning Grades Pre K-8 Behaviors to Notice, Teach and Support by Gay Su Pinnell and Irene C. Fountas. (2011)Don’t Forget to Share, The Crucial Last Step in the Writing Workshop by Leah Mermelstein. (2007)Everyday Editing: Inviting Students to Develop Skill and Craft in Writer’s Workshop by Jeff Anderson. (2007)Guiding Readers and Writers: Teaching Comprehension, Genre and Content Literacy by Gay Su Pinnell and Irene C. Fountas. (2001)Literary Essays: Writing About Reading by Lucy Calkins and Medea McEvoy. (2006)Making Revision Matter: Strategies for Guiding Students to Focus, Organize, and Strengthen Their Writing Independently by Janet Angelillo. (2005)Mechanically Inclined: Building Grammar, Usage, and Style into Writer’s Workshop by Jeff Anderson. (2005)



The Revision Toolbox: Teaching Techniques that Work by Georgia Heard. (2002)Thinking Through Genre: Units of Study in Reading and Writing Workshops 4-12 by Heather Lattimer. (2003)Writing About Reading: From Book Talk to Literary Essay by Janet Angelillo. (2003)http://www.ttms.org/PDFs/05%20Writers%20Workshop%20v001%20(Full).pdfhttp://ttms.org/

Technology Integration http://readwritethink.org http://readinglady.comwww.teachingchannel.orgwww.slideshare.netwww.readworks.orgwww.time4kids.orgwww.classzone.comwww.discoveryeducation.comhttp://www.corestandards.org/http://www.nj.gov/education/modelcurriculum/ela/










http://ttms.org/






Sept.-Oct.25


Nov.-Jan.25


Jan-Feb25


Mar-Apr25


May-June25



Unit 3: Moments that Matter
















Notice how the writer reveals the underlying messages or the theme of a text (through a character, through plot and events)



Evaluate how the writer has used illustrations and print to convey big ideasRI.8.3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e/g through comparisons,






Reflect inferences about the main and supporting characters feelings, motivations, attitudes and decisions based on information from

the text (also for subjects of biography)







Craft and Structure




Learn new words and the meanings for known words from the context of the texts Notice interesting words and discuss origins or roots Explore and comment on complex definitions for new words including figurative and connotative uses



Using word-solving strategies, background knowledge, graphics, text content and readers’ tools (glossaries, dictionaries) to solve words, including content-specific and technical words

Thinking Beyond the Text Show evidence of connections to other texts (theme, plot, characters, structure, writing style) Identify and understand new meanings of words when they are used as similes and metaphors and apply these understandings to







key concept.




Analyze the structure of complex plots in fiction and organization of the text in nonfictionRI.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.










propaganda















nonfiction

















adolescents
















literary essay



.







Writing: Argument


W.8.1. Write arguments to support claims with clear reasons and relevant evidences.

a. Introduce claims , acknowledge and distinguish the claims from alternate or opposing claims and organize the reasons and evidence

logically

b. Support claims with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of



the topic or text

c. Use words, phrases and clauses to create cohesion and clarify the relationships among claims, counterclaims, reasons and evidence


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

Writing (Essay)

Begin with a title or opening that tells the reader what is being argued or explained–a clearly stated thesis

Provide a series of clear arguments or reasons to support the argument

Use opinions supported by facts

Write well-crafted sentences that express the writer’s convictions



Support ideas with facts, details, examples, and explanations from multiple authorities

Writing (Voice)



Add words, phrases, sentences and paragraphs to clarify meaning


Oral, Visual, and Technological (Communication Word Choice)

Use specific vocabulary to argue, draw contrasts, indicate agreements and disagreement

Oral, Visual and Technological (Ideas and Content)

Make persuasive presentations that present a clear logical argument




Support the argument with relevant evidence












































Observe carefully events, people, setting and other aspects of the world to gather information on topic or to make a story and characters



true to life



































citation.
















elements





Reading





new”
















irony, suspense)


Writing (Essay)





Range of Writing










Writing (Voice)























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.




d. Acknowledge new information expressed by others and when warranted qualify or justify their own views in light of the evidence

presented.



















elements




Reading/Discussion


























Use visual displays (diagrams, charts, illustrations, video, multimedia and all available technology) in ways that illustrate and extend

the major points of the presentation


























Language:



n. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences

o. Form and use verbs in the active and passive voice

p. Form and use verbs in the indicative, imperative, interrogative, conditional and subjunctive mood.

q. Recognize and correct in appropriate shifts in verb voice and mood.



Writing (Grammar)


Correctly use verbs that are often misused (lie, lay, rise, raise)




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

h. Spell correctly.



Writing (Spelling)











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


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.




dictionary).









b. Use the relationship between particular words to better understand each of the words












Essential Questions Enduring Understandings How do you effectively argue your

viewpoint while acknowledging other perspectives?

How does individual power influence decisions made for the masses?

How does learning history through literature differ from learning through informational text?

Why is the structure of a text relevant to its content?

Students will understand that: One argues their viewpoint by presenting valid and credible evidence from

reliable sources while acknowledging others’ perspectives. Students will recognize that individual power must be maintained responsibly in

order to make appropriate decisions for the masses. Learning through literature presents a unique perspective on events that were

significant throughout history Recognizing common text structures can help students monitor their

comprehension.







Analyze the structure of a paragraph

SLO 1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly in grade 8 text(s)SLO 2: Cite the textual evidence that most strongly supports an analysis of inferences drawn from grade 8 text(s).SLO 3: 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.SLO 4: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the setting.SLO 6: Determine a theme or central idea of a text and provide an objective summary of the text.SLO 7: Determine the meaning of words and phrases as they are used in a 8th grade text, including figurative, connotative, and technical meanings.SLO 8: Analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other 8th grade texts.SLO 9: 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.SLO 10: Determine an author’s point of view or purpose in a text.SLO 11: Determine the meaning of words and phrases as they are used in a text,



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

including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone. SLO 17: Write narratives to develop real or imagined experiences or events using effective technique such as dialogue, pacing, and description to develop experiences, events, and/or characters.SLO 18: Write narratives to develop real or imagined experiences or events using relevant descriptive details; use precise words and phrases, and sensory language to capture the action and convey experiences and eventsSLO 19: Write narratives to develop real or imagined experiences or events using well-structured event sequences; 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 logicallySLO 20: 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.SLO 22: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.SLO 35: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking; explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.SLO 36: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking: form and use verbs in the active voice.SLO 39: Demonstrate command of the conventions of Standard English using capitalization, when writingSLO 40: Demonstrate command of the conventions of Standard English to spell correctly




What evidence will show that students understand?Performance Task Option:Students trace the line of argument in Winston Churchill’s “Blood, Toil, Tears and Sweat” address to Parliament and evaluate his specific claims and opinions in the text, distinguishing which claims are supported by facts, reasons, and evidence, and which are not.

I say to the House as I said to ministers who have joined this government, I have nothing to offer but blood, toil, tears, and sweat. We have before us an ordeal of the most grievous kind. We have before us many, many months of struggle and suffering. You ask, what is our policy? I say it is to wage war by land, sea, and air. War with all our might and with all the strength God has given us, and to wage war against a monstrous tyranny never surpassed in the dark and lamentable catalogue of human crime. That is our policy. You ask, what is our aim? I can answer in one word. It is victory. Victory at all costs - Victory in spite of all terrors - Victory, however long and hard the road may be, for without victory there is no survival. I take up my task in buoyancy and hope. I feel sure that our cause will not be suffered to fail among men. I feel entitled at this juncture, at this time, to claim the aid of all and to say, “Come then, let us go forward together with our united strength.”http://www.corestandards.org/assets/Appendix_B.pdfSLO 1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly in grade 8 text(s)

2. Cite the textual evidence that most strongly supports an analysis of inferences dr awn from grade 8 text(s).10. Determine an author’s point of view or purpose in a text.

CCSS RI 8.1, RI 8.2, RI 8.6. W. 8.1


Students will analyze information from multiple texts and video concerning the Holocaust. Students will write informational texts to

demonstrate their ability to determine the central idea of a text and analyze its development though the course of multiple texts. Students

will write an argument essay demonstrating their ability to cite evidence to support a position with the topic “What were the motivations of

the perpetrators?”

SLO 1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly in grade 8 text(s).

3. 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.

16. Write arguments to introduce and support claims with clear reasons and relevant evidence; acknowledge and distinguish




the claim(s) from alternate or opposing claims.

26. Gather relevant information from multiple print and digital sources and quote or paraphrase the data and conclusions of

others while avoiding plagiarism and following a standard format for citation.

CCSS RI8.2, RI 8.1, W. 8.1, W 8.8


What has been the most memorable portrayal of a “moment that maters” that you have read? What made it memorable to you? Did your

familiarity with the topic help or hinder the powerful effect of the piece you chose? Write a well-developed paper that includes an

engaging opening statement of your position, at least three clear reasons, and relevant evidence cited from the text. (If needed, you may

conduct brief research on your area choice and incorporate those facts into your argument.) Edit your writing for active and passive voice.

Publish your story and request feedback on the strength of your argument from your classmates and others outside your class.

SLO 16. Write arguments to introduce and support claims with clear reasons and relevant evidence; acknowledge and distinguish the claim(s) from alternate or opposing claims.22. 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 has been addressed.

CCCS W.8.1, W.8.7, W.8.5, W.8.6, L.8.1a,b, L.8.2a,b


Students analyze the governmental structure of the United States and support their analysis by citing specific textual evidence from primary sourcessuch as the Preamble and First Amendment of the U.S. Constitution as well as secondary sources such as Linda R. Monk’s Words We Live By: Your Annotated Guide to the Constitution.

Preamble:We the people of the United States, in order to form a more perfect union, establish justice, insure domestic tranquility, provide for the common defense, promote the general welfare, and secure the blessings of liberty to ourselves and our posterity, do ordain and establish this Constitution for the United States of America.



SLO 1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly in grade 8 text(s).2. Cite the textual evidence that most strongly supports an analysis of inferences drawn from grade 8 text(s).3. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas.8. Determine the meaning of words and phrases as they are used in a 8th grade text, including figurative, connotative, and technical meanings.9. Analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other 8th grade texts.14. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection of relevant content.

CCSS RI. 8.1




Instructional Activities/Strategies to enable students to achieve desired results :



Your classroom library should include a selection of narrative/fictional texts: chapter books (fantasy, and historical fiction), drama/plays, and poetry that represent the culture and interests of your students.The 80 Minute Reading Workshop Block











Academic Vocabulary for Unit 3:Argument, nonfiction, biography, autobiography, first-person point of view, essay, expository essay, personal essay, informative article, news story, feature story, argumentative essay, preview, summarize, clarify, evaluate, text structure, text features, headings, main idea, fact, opinion, bias, captions




Literature connecting SLO’s and theme (Moments that Matter):

“from The Last Seven Months of Anne Frank” by Willy Lindwer“A Diary from Another World” by Gerda Weissmann Klein“Who are the Ninety-Nine?” Internet Article found in text“Block Party” by Jewell Parker Rhodes“Flying” by Reeve Lindbergh“Diary Entry” by Anne Morrow Lindbergh

Possible Read Aloud Text:A Long Way Gone by Ishmael Beah, now twenty-six years old, tells a riveting story. At the age of twelve, he fled attacking rebels and wandered a land rendered unrecognizable by violence. By thirteen, he’d been picked up by the government army, and Beah, at heart a gentle boy, found that he was capable of truly terrible acts. Eventually released by the army and sent to a UNICEF rehabilitation center, he struggled to regain his humanity and to reenter the world of civilians, who viewed him with fear and suspicion. This is, at last, a story of redemption and hope.

Discussion guide and questions located at the following website:

http://www.alongwaygone.com/media/ALongWayGone_TeachersGuide.pdf

Possible Read Aloud and Shared Texts for Unit 3:Doreen Rappaport. Beyond Courage: The Untold Story of Jewish Resistance During the HolocaustElie Wiesel. NightChris Crowe. Getting Away with Murder: The True Story of the Emmett Till CaseMark Mathabane. Kaffir Boy: The True Story of a Black Youth's Coming of Age in Apartheid South AfricaSampson Davis. The Pact: Three Young Men Make a Promise and Fulfill a Dream

Professional ResourcesComprehension Through Conversation: The Power of Purposeful Talk in the Reading Workshop by Maria Nichols. (2006).Conferring with Readers: Supporting Each Student’s Growth and Independence by Jennifer Serravallo and Gravity Goldberg. (2007).The Continuum of Literacy Learning: Grades PreK-8: Behaviors and Understandings to Notice, Teach, and Support by Gay Su Pinnell and


http://www.alongwaygone.com/media/ALongWayGone_TeachersGuide.pdf


Irene C. Fountas. (2011).Guiding Readers and Writers: Teaching Comprehension, Genre, and Content Literacy by Gay Su Pinnell and Irene C. Fountas. (2000).Notebook Connections: Strategies for the Reader’s Notebook by Aimee E. Buckner. (2009).The Reading Zone: How to Help Kids Become Skilled, Passionate, Habitual, Critical Readers by Nancie Atwell. (2007).Shared Reading for Grades 3 and Beyond by Sue Brown. (2004).Teaching Reading in Middle School by Laura Robb. (2000).Thinking Through Genre; Units of Study in Reading and Writing Workshops Grades 6-12 by Heather Lattimer. (2003).You Gotta BE the Book, Teaching Engaged and Reflective Reading with Adolescents by Jeffry Wilhelm. (2008).Writing About Reading: From Book Talk to Literary Essays, Grades 3-8 by Janet Angelillo.(2003).The Author Study Handbook: Helping Students Build Powerful Connections to Literature by Laura Kotch and Leslie Zackman. (1995)You Gotta Be the Book, Teaching Engaged and Reflective Reading with Adolescents by Jeffry Wilhelm (2008)Summarizing, Paraphrasing and Retelling: Skills for Better Reading, Writing and Test Taking by Emily Kissner

Accommodations for ELL and Special Education Students: (Additional references available on the DOE website): http://www.nj.gov/education/modelcurriculum/ela/6u1.shtmlLearning Supports:Partner WorkWord WallVisualsNative Language TextsL1 supportAdapted TextStory MapCharacter WebSentence FramesManipulativesTriads or Small GroupsVideo Clips/FilmsDramatizationsDialogue linesGesturesKWL ChartT-chart




OutlinesStory BoardPhrase captionsCloze sentencesBilingual DictionaryDiscussionGraphic OrganizerPictures/PhotographsUnit Resources:The Common Cores State Standards for English Language Arts and Literacy in History and Social Studies, Science and Technological SubjectsAssessing Writers by Carl AndersonMaking Content Comprehensible for English Learners: The SIOP Model, 4th Edition By Jana J. Echevarria, MaryEllen J. Vogt, Deborah J. ShortThe Continuum of Literacy Learning Grades Pre K-8 Behaviors to Notice, Teach and Support by Gay Su Pinnell and Irene C. Fountas. (2011)Don’t Forget to Share, The Crucial Last Step in the Writing Workshop by Leah Mermelstein. (2007)Everyday Editing: Inviting Students to Develop Skill and Craft in Writer’s Workshop by Jeff Anderson. (2007)Guiding Readers and Writers: Teaching Comprehension, Genre and Content Literacy by Gay Su Pinnell and Irene C. Fountas. (2001)Literary Essays: Writing About Reading by Lucy Calkins and Medea McEvoy. (2006)Making Revision Matter: Strategies for Guiding Students to Focus, Organize, and Strengthen Their Writing Independently by Janet Angelillo. (2005)Mechanically Inclined: Building Grammar, Usage, and Style into Writer’s Workshop by Jeff Anderson. (2005)The Revision Toolbox: Teaching Techniques that Work by Georgia Heard. (2002)Thinking Through Genre: Units of Study in Reading and Writing Workshops 4-12 by Heather Lattimer. (2003)Writing About Reading: From Book Talk to Literary Essay by Janet Angelillo. (2003)http://www.ttms.org/PDFs/05%20Writers%20Workshop%20v001%20(Full).pdfhttp://ttms.org/


http://readwritethink.orghttp://readinglady.comwww.teachingchannel.org





http://ttms.org/



www.slideshare.netwww.readworks.orgwww.time4kids.orgwww.classzone.comwww.discoveryeducation.comhttp://www.corestandards.org/http://www.nj.gov/education/modelcurriculum/ela\











Sept.-Oct.25


Nov.-Jan.25


Jan-Feb25


Mar-Apr25


May-June25



Unit 4: Dramatically Speaking

Reading Literature

Writing Narrative



Reading Literature:
















State an interpretation of the writer’s underlying messages (themes) Infer themes and ideas from illustrations in graphic text Think deeply about social issues as revealed in realistic and historical fiction and discuss ideas with others Recognize underlying political messages in fiction and nonfiction texts Infer the big ideas or themes of a text (some texts with mature themes and issues and assess how they are applicable to people’s lives




decision.


















Craft and Structure







Notice and provide examples of the ways writers select words to convey precise meaning Appreciate poetic and literary texts of language, sentence or phrase construction and organization of the text Look closely at the written language to discover relationships among words and writing techniques Comment on the author’s word choice and use of language to create subtle shades of meaning and to create the mood Recognize and comment on the writer’s use of language in a satirical way or to convey irony



Recognize and comment on how a writer uses language to evoke sensory images Recognize and comment on how a writer uses language to create symbolic meaning


and style.












In texts with multiple complex characters, inner traits, motivations and changes through examining how the writer describes them, what

they do, what they say and think and what other character’s say about them






understanding


voice and tone




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.






nonfiction















Engage in critical thinking across a writer’s body of work or across works on the same content and discuss findings or produce a literary

essay



.







Writing: Narrative




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



that unfolds naturally and logically.


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

another.
























Writing (Voice)

























Observe caregully events, people, setting and other aspects of the world to gather information on topic or to make a story and characters

true to life

































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.
















elements





Reading





new”
















irony, suspense)


Writing (Essay)





Range of Writing

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) for a range of discipline-specific tasks, purposes, and audiences.






Writing (Voice)























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.




d. Acknowledge new information expressed by others and when warranted qualify or justify their own views in light of the

evidence presented.



















elements




Reading/Discussion


























Use visual displays (diagrams, charts, illustrations, video, multimedia and all available technology) in ways that illustrate and extend the

major points of the presentation


























Language:



a. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences

b. Form and use verbs in the active and passive voice

c. Form and use verbs in the indicative, imperative, interrogative, conditional and subjunctive mood.

d. Recognize and correct in appropriate shifts in verb voice and mood.





Writing (Grammar)





b. Spell correctly.



Writing (Spelling)











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




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



dictionary).









b. Use the relationship between particulat words to better understand each of the words










How does drama differ from other literary genres?

What are the key elements of a drama?

How can a reader see character development through dialogue?

How do writers vary their writing for different purposes and audiences?

What are the essential components of a narrative?

Students will understand that:

Drama t is performed by actors on a stage or in a film in front of an audience. The key elements of drama are the plot, theme, characters, dialogue, convention,

genre and audience. Dialogue allows the reader to understand the characters’ thoughts and motivations

while interacting with other characters. Writers use dialogue, vocabulary and tone to vary their writing for different purposes

and audiences. The essentials components of a narrative are: plot, setting, character, theme




Cite explicit and inferred textual evidence

Determine a theme and central idea

Provide an objective summary

Determine word meanings

Analyze different points of view within a common text

Write a narrative

SLO 1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly in grade 8text(s).SLO 2: Cite the textual evidence that most strongly supports an analysis of inferences drawn from grade 8 text(s)SLO 4: Determine a theme or central idea of a text and provide an objective summary of the

text

SLO 6: Analyze how particular lines of dialogue or incidents in a drama reveal aspects of a

character.

SLO 9: 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.



SLO 13: Analyze how differences in the points of view of the audience or reader (e.g.,

created through the use of dramatic irony) create such effects as suspense or humor in an 8th

grade text.

SLO 17: Write narratives to develop real or imagined experiences or events using effective

technique such as dialogue, pacing, and description to develop experiences, events, and/or

characters.

SLO 18: When writing narratives, use precise words and phrases, and sensory language to

capture the action and convey experiences and events.

SLO 19: When writing narratives, develop real or imagined experiences or events using well-

structured event sequences; 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

SLO 20: When writing narratives, 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.

SLO 21: When engaged in narrative writing, provide a conclusion that follows from and

reflects on the narrated experiences or events.

SLO 22: Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose, and audience.





Choose your favorite poem from the unit. Talk with a classmate about the meaning of the poem chosen. Practice reading it, changing the words emphasized and inflection used. Memorize and/or recite the poem for your class, choosing two different interpretations. Be sure you can articulate how the different interpretations change the tone and mood of the poem. Record yourself using a video camera, not only so you can evaluate your performance, but also so you can see the different interpretations for yourself. Use these experiences to help you articulate how different recitations may change the way listeners interpret the poem.SLO 3. 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.4. Determine a theme or central idea of a text and provide an objective summary of the text.5. Analyze how particular lines of dialogue or incidents in a drama propel the action.6. Analyze how particular lines of dialogue or incidents in a drama reveal aspects of a character.37. Demonstrate a command of formal English and its conventions when writing, speaking, reading, or listening; adapt speech to a variety of contexts using 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).

CCSS RL.8.2, RL.8.3, SL.8.6


Students analyze how the playwright Louise Fletcher uses particular elements of drama (e.g., setting and dialogue) to create dramatic tension in

her play Sorry, Wrong Number


Excerpt of play can be found at the above website

SLO 5. Analyze how particular lines of dialogue or incidents in a drama propel the action.6. Analyze how particular lines of dialogue or incidents in a drama reveal aspects of a character.7. Analyze how particular lines of dialogue or incidents in a drama provoke a decision.

CCSS RL.8.3


Students will work with a partner or in a small group. They will reread one of the stories from the unit and write a 1 act play using the story.




The students will be responsible for changing the narrative into a play format while keeping all of the components of the story the same.

Students must first get their chosen story and partner approved by the teacher.

Resource

http://www.saide.org.za/resources/ECD%20Fundamentals/Comm%20Learners/UNIT%203.pdf

http://www.centerstage.org/Portals/0/PDF/06PlaywrightsHandbook.pdf

SLO 18. When writing narratives, use precise words and phrases, and sensory language to capture the action and convey experiences and events.22. Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose, and audience.

CCCS W. 8.3. W. 8.4


Students compare and contrast the effect Henry Wadsworth Longfellow’s poem “Paul Revere’s Ride” has on them to the effect they experience

from a multimedia dramatization of the event presented in an interactive digital map (http://www.paulreverehouse.org/ride/), analyzing the

impact of different techniques employed that are unique to each medium.

SLO 14. Analyze the extent to which a filmed or live production of a drama or script stays faithful to or departs from the text, evaluating the choices made by the director or actors

CCSS RL. 8.7

Key Criteria:

Pre and Formative – Student notes and contribution to class discussion; response to open-ended questions; pre-writing/planning, first drafts, and

revisions of writing; completion of graphic organizers

Summative - Other assessment measures - Characterization Project; Text Features Project; Final draft of writing; teacher created vocabulary assessments; end of unit reading assessment


http://www.paulreverehouse.org/ride/

http://www.centerstage.org/Portals/0/PDF/06PlaywrightsHandbook.pdf

http://www.saide.org.za/resources/ECD%20Fundamentals/Comm%20Learners/UNIT%203.pdf


Other evidence:QuizzesAcademic promptsObservationsReaders/Writers NotebooksStudent ReflectionAnecdotal recordsConferringGraphic OrganizersPortfolioReading LogsEntrance/Exit Tickets





• selects the text• previews the text• provides an introduction for the text selected



• introduces the whole text or unified sections of the text with attention to the text complexity and demands of the text and the knowledge, experiences, and skills of the readers• discusses the text with students and encourages them to discuss the text with each other• invites students to ask questions about the text to expand their understanding• requires students to respond in writing (reader response) to focusing/organizing questions based on the text’s theme, ideas, characters, problem, solution, etc.• engages students in word work based on the text to increase word knowledge and automaticity in word solving




Book TalkReading Log ReviewPost‐it Note and/or Organize Your Thought Sheet ReviewLetter WritingBreaking down the taskProviding step-by-step promptsRepeated practiceDirected Questioning and ResponsesSequence Tasks from Easy to DifficultIndividual/Small-Group/Whole Class InstructionThink AloudPeer Editing/Revising



Active ParticipationWarm-Up ActivitiesMeaningful Real Life ConnectionsWhole class and/or small group discussionOpen-ended questionsIndependent and/or small group completion of vocabulary activitiesIndependent and/or small group completion of graphic organizersIndependent completion of projects related to texts and/or class activitiesCompletion of narrative process writingModeling - Teachers demonstrates, student uses models to problem solveTechnology


Academic Vocabulary for Unit 4:Dramatic irony, irony, scene, passage, characteristic, stage directions, articulate, antagonist, climax, comedy, exposition, genre, monologue, protagonist, rising action, tragedy, dialogue, conflict, setting, falling action, denouement,


Literature connecting SLO’s and theme (Dramatically Speaking):Drama “The Hitchhiker” by Lucille FletcherPoetry“Paul Revere’s Ride” by Henry Wordsworth Longfellow“Mother to Son” by Langston Hughes“Speech to the Young” and “Speech to the Progress”-Toward by Gwendolyn BrooksStories“Black Ships Before Troy: The Story of the Iliad” by Rosemary Sutcliffhttp://www.corestandards.org/assets/Appendix_B.pdf“Rules of the Game” by Amy Tan




Possible Read Aloud Text:Drums , Girls and Dangerous Pie by Jordan SonnenblickThirteen-year-old Steven has a totally normal life: he plays drums in the All-Star Jazz band, has a crush on the hottest girl in the school, and is constantly annoyed by his five-year-old brother, Jeffrey. But when Jeffrey is diagnosed with leukemia, Steven's world is turned upside down. He is forced to deal with his brother's illness and his parents' attempts to keep the family in one piece. Salted with humor and peppered with devastating realities, DRUMS, GIRLS, AND DANGEROUS PIE is a heartwarming journey through a year in the life of a family in crisis.

Online Jeopardy for Drums:https://jeopardylabs.com/play/drums-girls-dangerous-piehttp://sms8english.wikispaces.com/file/view/Drums+Girls+and+Pie+Chapter+Questions.pdf

Possible Read Aloud and Shared Texts for Unit 4:Mildred Taylor. Roll of Thunder, Hear my Cry.Mark Twain. The Adventures of Tom SawyerLouisa May Alcott. Little WomenEdgar Allan Poe. Tell Tale HeartWilliam Shakespeare. Romeo and Juliet

Professional ResourcesComprehension Through Conversation: The Power of Purposeful Talk in the Reading Workshop by Maria Nichols. (2006).Conferring with Readers: Supporting Each Student’s Growth and Independence by Jennifer Serravallo and Gravity Goldberg. (2007).The Continuum of Literacy Learning: Grades PreK-8: Behaviors and Understandings to Notice, Teach, and Support by Gay Su Pinnell and Irene C. Fountas. (2011).Guiding Readers and Writers: Teaching Comprehension, Genre, and Content Literacy by Gay Su Pinnell and Irene C. Fountas. (2000).Notebook Connections: Strategies for the Reader’s Notebook by Aimee E. Buckner. (2009).The Reading Zone: How to Help Kids Become Skilled, Passionate, Habitual, Critical Readers by Nancie Atwell. (2007).Shared Reading for Grades 3 and Beyond by Sue Brown. (2004).Teaching Reading in Middle School by Laura Robb. (2000).Thinking Through Genre; Units of Study in Reading and Writing Workshops Grades 6-12 by Heather Lattimer. (2003).You Gotta BE the Book, Teaching Engaged and Reflective Reading with Adolescents by Jeffry Wilhelm. (2008).Writing About Reading: From Book Talk to Literary Essays, Grades 3-8 by Janet Angelillo.(2003).


http://sms8english.wikispaces.com/file/view/Drums+Girls+and+Pie+Chapter+Questions.pdf

https://jeopardylabs.com/play/drums-girls-dangerous-pie


The Author Study Handbook: Helping Students Build Powerful Connections to Literature by Laura Kotch and Leslie Zackman. (1995)You Gotta Be the Book, Teaching Engaged and Reflective Reading with Adolescents by Jeffry Wilhelm (2008)Summarizing, Paraphrasing and Retelling: Skills for Better Reading, Writing and Test Taking by Emily Kissner

Accommodations for ELL and Special Education Students: (Additional references available on the DOE website): http://www.nj.gov/education/modelcurriculum/ela/6u1.shtmlLearning Supports:Partner WorkWord WallVisualsNative Language TextsL1 supportAdapted TextStory MapCharacter WebSentence FramesManipulativesTriads or Small GroupsVideo Clips/FilmsDramatizationsDialogue linesGesturesKWL ChartT-chartOutlinesStory BoardPhrase captionsCloze sentencesBilingual DictionaryDiscussionGraphic OrganizerPictures/PhotographsUnit Resources:





Technology Integration http://readwritethink.org http://readinglady.comwww.teachingchannel.orgwww.slideshare.netwww.readworks.orgwww.time4kids.orgwww.classzone.comwww.discoveryeducation.comhttp://www.corestandards.org/http://www.nj.gov/education/modelcurriculum/ela/










http://ttms.org/






Sept.-Oct.25


Nov.-Jan.25


Jan-Feb25


Mar-Apr25

5 Author Study: Mark Twain and Nikki GiovanniReading: Literature/InformationWriting: Narrative/Argument

May-June25

Unit 5: Author Study





Reading Literature:














State an interpretation of the writer’s underlying messages (themes)



Infer themes and ideas from illustrations in graphic text Think deeply about social issues as revealed in realistic and historical fiction and discuss ideas with others Recognize underlying political messages in fiction and nonfiction texts Infer the big ideas or themes of a text (some texts with mature themes and issues and assess how they are applicable to people’s lives




decision.


















Craft and Structure







Notice and provide examples of the ways writers select words to convey precise meaning Appreciate poetic and literary texts of language, sentence or phrase construction and organization of the text Look closely at the written language to discover relationships among words and writing techniques Comment on the author’s word choice and use of language to create subtle shades of meaning and to create the mood Recognize and comment on the writer’s use of language in a satirical way or to convey irony Recognize and comment on how a writer uses language to evoke sensory images Recognize and comment on how a writer uses language to create symbolic meaning


and style.














In texts with multiple complex characters, inner traits, motivations and changes through examining how the writer describes them,

what they do, what they say and think and what other character’s say about them




understanding


voice and tone






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.






nonfiction
















literary essay



.






















Notice how the writer reveals the underlying messages or the theme of a text (through a character, through plot and events) Evaluate how the writer has used illustrations and print to convey big ideas

RI.8.3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e/g through comparisons,






Reflect inferences about the main and supporting characters feelings, motivations, attitudes and decisions based on information from

the text (also for subjects of biography)









Craft and Structure




Learn new words and the meanings for known words from the context of the texts Notice interesting words and discuss origins or roots Explore and comment on complex definitions for new words including figurative and connotative uses Using word-solving strategies, background knowledge, graphics, text content and readers’ tools (glossaries, dictionaries) to solve

words, including content-specific and technical wordsThinking Beyond the Text

Show evidence of connections to other texts (theme, plot, characters, structure, writing style) Identify and understand new meanings of words when they are used as similes and metaphors and apply these understandings to







key concept.






Analyze the structure of complex plots in fiction and organization of the text in nonfictionRI.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.








propaganda

















nonfiction

















adolescents














literary essay



.









Writing: Narrative




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

that unfolds naturally and logically.


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

another.
























Writing (Voice)




Writing: Informative/Explanatory


W.8.2. 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 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

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



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

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



Writing (Literary Nonfiction)

Write an engaging lead and first section that orient the reader and provide an introduction to the topic

Include features (for example: table of contents, boxes of facts set off from the text, diagrams, charts) and other tools (for example:

glossary) provide information to the reader

Use headings and subheadings to guide the reader


Use quotes from experts (written text, speeches, or interviews)

Use new vocabulary specific to the topic

Writing (Essay)


Include illustrations, charts, or diagrams to inform or persuade the reader




Maintain central theme or focus across paragraph






Writing: Argument


W.8.1. Write arguments to support claims with clear reasons and relevant evidences.

a. Introduce claims , acknowledge and distinguish the claims from alternate or opposing claims and organize the reasons and evidence

logically

b. Support claims with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of

the topic or text

c. Use words, phrases and clauses to create cohesion and clarify the relationships among claims, counterclaims, reasons and evidence


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

Writing (Essay)

Begin with a title or opening that tells the reader what is being argued or explained–a clearly stated thesis

Provide a series of clear arguments or reasons to support the argument

Use opinions supported by facts

Write well-crafted sentences that express the writer’s convictions



Support ideas with facts, details, examples, and explanations from multiple authorities

Writing (Voice)





Add words, phrases, sentences and paragraphs to clarify meaning


Oral, Visual, and Technological (Communication Word Choice)

Use specific vocabulary to argue, draw contrasts, indicate agreements and disagreement

Oral, Visual and Technological (Ideas and Content)

Make persuasive presentations that present a clear logical argument


Support the argument with relevant evidence






















Observe caregully events, people, setting and other aspects of the world to gather information on topic or to make a story and




































citation.
















elements





Reading







new”














irony, suspense)


Writing (Essay)







Range of Writing








Writing (Voice)


















Be productive as a writer; write a specified quantity within a designated time period (for example: one piece each week



Essential Questions Enduring Understandings How do you effectively argue your

viewpoint while acknowledging other perspectives?

How does word choice impact the meaning of a text?

How do the parts of a piece of writing affect the entire body? I.e. how can a sentence affect a paragraph and how can a paragraph affect an entire piece?

Why must a reader be able to understand both sides of an argument?

Students will understand that: One argues their viewpoint by presenting valid and credible evidence from

reliable sources while acknowledging others’ perspectives. Word choice must be specific because many words have figurative and

connotative meanings. The meaning should be clear, in that, the text itself will be discernable.

All of the pieces of a narrative/argument work together to create one cohesive piece of literature.

A reader must be able to create an objective opinion on any topic. This allows them to think rationally as opposed to emotionally.







Analyze the structure of a paragraph.

SLO 12: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly in grade 8 text(s).SLO 13: Cite the textual evidence that most strongly supports an analysis of inferences drawn from grade 8 text(s).SLO 16: Determine the meaning of words and phrases as they are used in a 8th grade text, including figurative, connotative, and technical meanings.SLO 17: Analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other 8th grade texts.SLO 18: 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.SLO 21: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient.SLO 23: 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.SLO 30: Write arguments to introduce and support claims with clear reasons and relevant evidence; acknowledge and distinguish the claim(s) from alternate or opposing claims.



Analyze and compare two or more texts.

Write an argument.

Support claims within an argument with informational texts.

Evaluate arguments and claims in a text.

SLO 31: Organize the reasons and evidence logically when writing arguments.SLO 32: Write arguments to support claims with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.SLO 33: When writing arguments, use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.SLO 34: When writing arguments, establish and maintain a formal style and provide a concluding statement or section that follows from and supports the argument presented.SLO 35: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.SLO 40: Gather relevant information from multiple print and digital sources, using search terms effectively and assess the credibility and accuracy of each source.SLO 41: Gather relevant information from multiple print and digital sources and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.SLO 43: Draw evidence from informational texts to support analysis, reflection, and research; 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 evidence irrelevant and sufficient; recognize when irrelevant evidence is introduced”).


What evidence will show that students understand?Performance Task Option:The human spirit can be defined as a combination of the traits that all human beings have in common. Select three of these traits that you think are present in the characters from the novels and stories from this unit and discuss why you think these traits are essential to the human spirit. Why did you choose these traits? Justify your answer by citing specific information and examples from texts read, not only in this unit, but all year long. Edit your writing for the grammar conventions studied so far this year. Compare the traits you chose with those chosen by others.SLO 28. Write narratives routinely over extended time frames (time for 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.30. Write arguments to introduce and support claims with clear reasons and relevant evidence; acknowledge and distinguish the claim(s) from alternate or opposing claims.



35. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.44. Write narratives routinely over extended time frames (time for 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.

CCSS W. 8.1, W. 8.4, W. 8.10


Select a genre studied this year and write an informative/explanatory essay in response to the essential question: Is literature always a

reflection of life? Make sure to include elements that make it apparent to the reader which genre you chose, cite specific details from texts

you’ve read, and use as many words as possible learned in Word Study this year. After your teacher reviews your first draft, work with a

partner to edit and strengthen your writing before presenting it to the class. Edit your writing for the grammar conventions studied so far

this year. Publish a well-developed paper in written or multimedia format on the class web page.

SLO 11. By the end of the year read and comprehend literature, including stories, dramas, and poems, at the high end of grade 8

text complexity band independently and proficiently.

30. Write arguments to introduce and support claims with clear reasons and relevant evidence; acknowledge and distinguish

the claim(s) from alternate or opposing claims.

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

audience.

36. 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 has been addressed.

CCSS RL. 8.10, W. 8.1, W. 8.4, W. 8.5









• selects the text• previews the text• provides an introduction for the text selected• introduces the whole text or unified sections of the text with attention to the text complexity and demands of the text and the knowledge, experiences, and skills of the readers• discusses the text with students and encourages them to discuss the text with each other• invites students to ask questions about the text to expand their understanding



• requires students to respond in writing (reader response) to focusing/organizing questions based on the text’s theme, ideas, characters, problem, solution, etc.• engages students in word work based on the text to increase word knowledge and automaticity in word solving




Book TalkReading Log ReviewPost‐it Note and/or Organize Your Thought Sheet ReviewLetter WritingBreaking down the taskProviding step-by-step promptsRepeated practiceDirected Questioning and ResponsesSequence Tasks from Easy to DifficultIndividual/Small-Group/Whole Class InstructionThink AloudPeer Editing/RevisingActive ParticipationWarm-Up ActivitiesMeaningful Real Life ConnectionsWhole class and/or small group discussion



Open-ended questionsIndependent and/or small group completion of vocabulary activitiesIndependent and/or small group completion of graphic organizersIndependent completion of projects related to texts and/or class activitiesCompletion of narrative process writingModeling - Teachers demonstrates, student uses models to problem solveTechnology


Academic Vocabulary for Unit 5:Argument, nonfiction, biography, autobiography, first-person point of view, essay, expository essay, personal essay, informative article, news story, feature story, argumentative essay, preview, summarize, clarify, evaluate, text structure, text features, headings, main idea, fact, opinion, bias, captions


Literature connecting SLO’s and theme (Author Study/Argument):

For this unit the teacher can use the author studies that are in the anthology for Nikki Giovanni and Mark Twain. Provided within the author studies is background information for each author and several of their most integral works. One work that stands out is Mark Twain’s “A Fable”. This is written as a satire can be used as a companion to the read aloud text below. Students can make connections and compare the two pieces.

Possible Read Aloud Text:Animal Farm by George OrwellOld Major, the old boar on the Manor Farm, calls the animals on the farm for a meeting, where he compares the humans to parasites, 3 days later he dies. Two young pigs, Snowball and Napoleon, assume command and turn his dream into a reality. The Seven Commandments of Animalism are written on the wall of a barn. The most important one stating that all animals are equal. All the animals work, but the workhorse, Boxer, does more work than others. Napoleon takes the pups from the farm dogs and trains them privately. When Mr. Jones tries retaking the farm, the animals defeat him at what they call the "Battle of the Cowshed." Napoleon and Snowball struggle



for leadership. Napoleon has his dogs chase Snowball away. The animals work harder with the promise of easier lives with the windmill. After a violent storm, the animals find the windmill they constructed destroyed. "No animal shall drink alcohol" is changed to "No animal shall drink alcohol to excess" when the pigs discover the farmer's whisky. Mr. Frederick, one of the neighboring farmers, swindles Napoleon by buying old wood with forged money, and then attacks the farm, using blasting powder to blow up the restored windmill. Boxer continues working harder and harder, until he collapses while working on the windmill. Napoleon sends for a van to take Boxer to the veterinarian. Benjamin the donkey, who "could read as well as any pig", [4] notices that the van belongs to a Horse Slaughterer. Years pass, and the pigs learn to walk upright, carry whips, and wear clothes. The animals realize that the faces of the pigs look like the faces of humans and no one can tell the difference between them.

Discussion guide and questions located at the following website:http://www.us.penguingroup.com/static/pdf/teachersguides/animalfarm.pdf

Possible Read Aloud and Shared Texts for Unit 5:Melba Beals. Warriors Don’t Cry: Searing Memoir of the Battle to integrate Little RockArthur C. Clarke. 2001. A Space OdysseyRalph Helfer. Modoc: The True Story of the Greatest Elephant that Ever LivedWalter Dean Myers. Bad Boy

Professional ResourcesComprehension Through Conversation: The Power of Purposeful Talk in the Reading Workshop by Maria Nichols. (2006).Conferring with Readers: Supporting Each Student’s Growth and Independence by Jennifer Serravallo and Gravity Goldberg. (2007).The Continuum of Literacy Learning: Grades PreK-8: Behaviors and Understandings to Notice, Teach, and Support by Gay Su Pinnell and Irene C. Fountas. (2011).Guiding Readers and Writers: Teaching Comprehension, Genre, and Content Literacy by Gay Su Pinnell and Irene C. Fountas. (2000).Notebook Connections: Strategies for the Reader’s Notebook by Aimee E. Buckner. (2009).The Reading Zone: How to Help Kids Become Skilled, Passionate, Habitual, Critical Readers by Nancie Atwell. (2007).Shared Reading for Grades 3 and Beyond by Sue Brown. (2004).Teaching Reading in Middle School by Laura Robb. (2000).Thinking Through Genre; Units of Study in Reading and Writing Workshops Grades 6-12 by Heather Lattimer. (2003).You Gotta BE the Book, Teaching Engaged and Reflective Reading with Adolescents by Jeffry Wilhelm. (2008).Writing About Reading: From Book Talk to Literary Essays, Grades 3-8 by Janet Angelillo.(2003).The Author Study Handbook: Helping Students Build Powerful Connections to Literature by Laura Kotch and Leslie Zackman. (1995)


http://www.us.penguingroup.com/static/pdf/teachersguides/animalfarm.pdf


You Gotta Be the Book, Teaching Engaged and Reflective Reading with Adolescents by Jeffry Wilhelm (2008)Summarizing, Paraphrasing and Retelling: Skills for Better Reading, Writing and Test Taking by Emily Kissner

Accommodations for ELL and Special Education Students: (Additional references available on the DOE website): http://www.nj.gov/education/modelcurriculum/ela/6u1.shtmlLearning Supports:Partner WorkWord WallVisualsNative Language TextsL1 supportAdapted TextStory MapCharacter WebSentence FramesManipulativesTriads or Small GroupsVideo Clips/FilmsDramatizationsDialogue linesGesturesKWL ChartT-chartOutlinesStory BoardPhrase captionsCloze sentencesBilingual DictionaryDiscussionGraphic OrganizerPictures/PhotographsUnit Resources:The Common Cores State Standards for English Language Arts and Literacy in History and Social Studies, Science and Technological



SubjectsAssessing Writers by Carl AndersonMaking Content Comprehensible for English Learners: The SIOP Model, 4th Edition By Jana J. Echevarria, MaryEllen J. Vogt, Deborah J. ShortThe Continuum of Literacy Learning Grades Pre K-8 Behaviors to Notice, Teach and Support by Gay Su Pinnell and Irene C. Fountas. (2011)Don’t Forget to Share, The Crucial Last Step in the Writing Workshop by Leah Mermelstein. (2007)Everyday Editing: Inviting Students to Develop Skill and Craft in Writer’s Workshop by Jeff Anderson. (2007)Guiding Readers and Writers: Teaching Comprehension, Genre and Content Literacy by Gay Su Pinnell and Irene C. Fountas. (2001)Literary Essays: Writing About Reading by Lucy Calkins and Medea McEvoy. (2006)Making Revision Matter: Strategies for Guiding Students to Focus, Organize, and Strengthen Their Writing Independently by Janet Angelillo. (2005)Mechanically Inclined: Building Grammar, Usage, and Style into Writer’s Workshop by Jeff Anderson. (2005)The Revision Toolbox: Teaching Techniques that Work by Georgia Heard. (2002)Thinking Through Genre: Units of Study in Reading and Writing Workshops 4-12 by Heather Lattimer. (2003)Writing About Reading: From Book Talk to Literary Essay by Janet Angelillo. (2003)http://www.ttms.org/PDFs/05%20Writers%20Workshop%20v001%20(Full).pdfhttp://ttms.org/


http://readwritethink.orghttp://readinglady.comwww.teachingchannel.orgwww.slideshare.netwww.readworks.orgwww.time4kids.orgwww.classzone.comwww.discoveryeducation.comhttp://www.corestandards.org/http://www.nj.gov/education/modelcurriculum/ela\


web viewbooks on tape or cd for to support auditory learners. ... grades pre k-8 behaviors to notice...

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