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ORANGE PUBLIC SCHOOLSOFFICE OF CURRICULUM AND INSTRUCTION
OFFICE OF ENGLISH LANGUAGE ARTS
Sixth Grade
PARCC-Aligned Curriculum GuideModule A
School Year 2016-2017
Module A 6th Grade ELA Curriculum FrameworkDistrict/School Formative Assessment Plan District/School Summative Assessment PlanMid-Module AssessmentEnd-of Module AssessmentAlso additional supplemental formative activities as deemed appropriate by individual instructors.
See performance tasks in Prentice Hall Literature. (pp. 370-371)
District/School Texts District/School Supplementary ResourcesSee District Modules Below See District Modules Below
District/School Writing TasksPrimary FocusRI.6.1, RI.6.2, RI.6.4, RI.6.5, RI.6.9
RL.6.1, RL.6.2, RL.6.3, RL.6.4, RL.6.6, RL.6.10
W.6.3
Secondary FocusW.6.1, W.6.2, W.6.4, W.6.5
Routine WritingW.6.10
21st Century SkillsCRP1. Act as a responsible and contributing Citizen and employee.CRTP4. Communicate clearly and effectively and with reason.CRTP7. Employ valid and reliable research strategies.CRP11. Use technology to enhance productivity.Interdisciplinary ConnectionsScienceSocial StudiesGeography
Big Question of the Unit: “ Is conflict always bad?”
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Table of Contents:
Module Focus 5
Standards: Anchor and Progress Indicators 6
Essential Questions and Enduring Understandings 9
Learning Targets by Standard 10
Assessments and Sample Schedule 12
Module#1: Units A Overview 13
Module #1 Unit B Overview 14
Unit A: Week #1 and 2 (9/8-9/16): Setting up Shop 15
Unit A: Week#3 (9/19-9/23):The Tail or Dragon, Dragon 16
Unit A: Week#4 (9/26-9/30): Zlateh the Goat or The Woman Who Lived With Wolves 17
Unit A: Week #5 (10/3-10/7): Becky and the Wheels and Brake Boys and SouthPaw 18
Unit B: Week #6 (10/10-10/14): The Circuit or The All American SlurpDistrict Mid Module Assessment
20
Unit B: Week #7 (10/17-10/21): The King of Mazy May or Aaron’s Gift 21
Unit B:Week #8 (10/24-10/28): The Fun They Had and Feathered Friend 22
Unit B:Week #9 10/31-11/4): Performance Tasks,District End of Module Assessment
24
Unit B:Week #10 (11/7-11/9: Portfolio Development and Presentations 24
Grade/Unit 6th grade Module 1: Short Story and Narrative
Big Question
“Is conflict always bad?”
Module Focus In English Language Arts, the Orange Public School District’s 2016-17 school year will focus on the philosophy that
reading and writing are intertwined. We will also focus on three key shifts in the reading program, directly related to Reading Complex Texts. These three shifts include the following:
● Building Vocabulary and Fluency● Citing Evidence grounded in Writing, Speaking and Listening● Building Content/Knowledge
Throughout Module A, students will read grade level complex short stories as well as a variety of other texts/media that are tiered to individual reading levels related to the Big Question.Students will consider the Big Question as they read both literary and informational texts with the following goals:
1. Strengthening reading level and acquiring vocabulary and fluency through whole class and independent reading2. Gaining knowledge/content through mentor text, related/paired texts, and other media3. Gaining a deeper understanding of literature
Using these texts, students will achieve the following outcomes:1. Learn the required fundamental skills aligned with New Jersey standards such as citing evidence, using
context clues, and make personal connections, allowing them to comprehend fiction as well as nonfiction texts.2. Furthermore, students will make inferences, draw conclusions, and identify elements of short stories while
reading these texts focusing on characters and conflict.3. Additionally, students will construct writing in the form of a personal narrative and essays, focusing on
prewriting and revising/editing appropriate for a specific purpose, genre, and audience.4. They will also engage in meaningful classroom discussions with their peers demonstrating ability to orally
present information and adapt speech to a variety of contexts.5. Lastly, at the end of the unit, students will create and present an authentic assessment drawing on skills learned
during unit readings and reflect on the Big Question, thus supporting the ELA department philosophy that reading and writing are intertwined.
Focus Standards: READING
NJ Anchor Standards Reflecting 3 Key Shifts in ELA Reading CurriculumText Complexity, Building Fluency, Building Knowledge/Content
NJSLSA.R1 Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.NJSLSA.R2 Determine central ideas/ themes of a text and analyze their development; summarize key supporting details/ideas.NJSLSA.R4. 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.NJSLSA.R7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.NJSLSA.R9 Analyze and reflect on how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.NJSLSA.R10: Read and comprehend complex literary and informational texts independently and proficiently with scaffolding as needed
Reading Literature
Key Ideas + Details:RL.6.1 Cite textual evidence and make relevant connections to support analysis of what the text says explicitly as well as inferences drawn from the textRL.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 judgements.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 + 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.6.6 Explain how an author develops the point of view of the narrator or speaker in a text.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 at grade level text complexity.
Reading Information
Key ideas + Details:RI.6.1Cite textual evidence and make relevant connections 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 analyze how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.Craft + Structure:RI.6.4 Determine the meanings of words and phrases as the 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, contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person)
Focus Standard: WRITING
NJ Anchor Standards Reflecting Shift in ELA Writing CurriculumReading and Writing are Intertwined (Complexity, Fluency, Knowledge/Content)
NJSLSA.W3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.NJSLSA.W5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.NJSLSA.W8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.NJSLSA.W9 Draw evidence from literary or informational texts to support analysis, reflection, and research
Writing
Text Types and Purposes:W.6.1. Write arguments to support claims with clear reasons and relevant evidence. (Performance Task, HW, CW)
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/academic style, approach, and form.E. Provide a concluding statement or section that follows from and supports the argument presented.
W.6.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (Performance Tasks, HW, CW)
A. Introduce a topic and organize ideas, concepts, and information, using text structures (e.g., definition, classification, comparison/contrast, cause/effect, etc.) and text features (e.g.,headings, graphics, and multimedia) when useful to aiding comprehension.
B. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and 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/ academic style, approach, and form.F. Provide a concluding statement or section that follows from the information or explanation 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. (Authentic Assessment)
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, voice 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.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 WritingW.6.10. Write routinely over extended time frames (time for research, reflection, metacognition/self correction, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline -specific tasks, purposes, and audiences.
Focus Standard: Language
NJ Anchor Standards: Building FluencyNJSLSA.L1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.NJSLSA.L2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.NJSLSA.L3. 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.NJSLSA.L4. 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.NJSLSA.L6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
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)..
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 (syntax), reader/listener interest, and style/voice.B. Maintain consistency in style and tone.*
Vocabulary Acquisition and UseL.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.
Standard Focus: Speaking and Listening
NJ Anchor Standards: Building Fluency and Knowledge/Content Through Speaking and Listening
NJSLSA.SL1. 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.NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually,quantitatively, and orally.NJSLSA.SL5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.NJSLSA.SL6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
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.
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 speaking behaviors (e.g., eye contact, adequate volume, and clearpronunciation).SL.6.5. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.SL.6.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English whenindicated or appropriate.
Pacing First Marking Period : September 8 – November 9, 2016 (10 weeks)● Start: September 8● Interim: October 7 (District Mid-Module Assessment)● End: November 9 (District Post-Module Assessment)
Essential Questions Enduring Understandings
● What do readers do when they do not understand everything in the text?● Why do readers need to pay attention to a writer’s choice of words?● How do writers develop a well-written product?● How do good writers express themselves?● How do we effectively use language to communicate in a manner that
is appropriate to purpose, audience, and task?● How can discussions increase our knowledge and understanding of an
idea or ideas?
Students will understand that...● Good readers employ strategies to help them understand text-
including multiple readings● Words powerfully affect meaning.● Good writers use a repertoire of strategies that enables them to
vary form and style, in order to write for different purposes, audiences, and contexts.
● Good writers develop and refine their ideas for thinking, learning, communicating, and aesthetic expression.
● Rules and conventions of language help readers understand what is being communicated.
● Oral discussions help to build connections to others and create opportunities for learning
Learning Targets
At the end of this unit, I can…READING
● Read closely using different lenses (*multiple readings) and find answers explicitly in the text (right there answers) and answers that require an inference (RL.6.1/RI.6.1)
● Make inferences and draw conclusions based on the the characters actions and dialogue (RL.6.1)● Determine the meaning of words and phrases in a text (RL.6.4)● Identify and compare/contrast character motives (RL.6.3)● Determine qualities of characters and analyze character point of view based on an author’s direct and indirect characterization
(RL.6.6)● Compare and contrast literary and informational themes to relate to Big Question and build knowledge (RL.6.9)
WRITING
● Write arguments (W.6.1) thato clearly introduce claims (W.6.1A)o support claims with clear reasons and evidence (W.6.1B)o are organized with transitions (W.6.1D)o provides a conclusion (W.6.1E)
● Write explanatory texts to examine a topic (W.6.2) thato are clearly introduced,o developed with facts/examples/definitions (W.6.2B)o organized with transitions (W.6.2C)o provides a conclusion (W.6.2F)
● Write narratives to develop real or imagined experiences (W.6.3) thato engage the reader by establishing context/point of view (W.6.3A)o use narrative techniques (W.6.3B)o Use a variety of transition words, descriptive details (W.6.3.C)o provides a conclusion (W.6.3.F)
● Write clearly and adhere to specific task, audience and purpose (W.6.4)● Engage in the writing process: Plan, revise, edit writing (W.6.5)● Conduct short research-based projects to answer a question, compare/contrast (W.6.7)
LANGUAGE● Demonstrate command of the English language in terms of grammar and usage ( verb parts) (L.6.1)● Use context clues to determine word/phrase meaning (L.6.4A)● Use grade-appropriate Latin affixes and roots as clues to the meaning of a word (L.6.4B)● Acquire and use grade-appropriate academic and domain specific vocabulary/phrases (L.6.6)
SPEAKING AND LISTENING● Effectively engage in a range of collaborative discussions (SL.6.1)● Present claims and findings with appropriate eye contact, voice, volume, pronunciation (SL.6.4)● Include multimedia components/visual displays in presentations to enhance salient points (SL.6.5)● Adapt speech to a variety of contexts and tasks (SL.6.6)
Assessments
Screening Formative Summative Authentic
● Reading Interest/Strategy Inventory
● On Demand Personal Narrative
● Teacher review of portfolio (5th grade)
● SRI score
Informal● anecdotal records, annotations, discussion
notes, double-entry journals, exit tickets, notes, writer’s notebook entries, reader response journals, sticky notes
Formal● District Mid-Module Assessment (Week of
October 7)
● District - End of Module Assessment (Week of November 1)
● Published personal narrative
● Performance Tasks (PH Lit pp. 370-371)
● Socratic Seminar
Block Schedule (90 Minutes)
Opening Core curriculum (review target learning outcome) 5
Work Time:PHLit
Core curriculum: *See: engageny.org ELA Appendix for full list of strategies/implementation 50
Small Groups
Each group session is 15 minutes. Two sessions per day.
Independent Read: Student ChoiceLEVELED LIBRARIES
Independent Read: Supplemental:Content/ Knowledge SEE APPENDIX
Teacher Led Small Group:Meets with 2 groups daily--5 minutes check-in on Interest Read-10 minute small group instruction with Content Complex text
Instructional Software:Reading Plus
30
Closing Core curriculum (exit ticket) 5
ELA Model Content Framework Chart - Grade 6Module A: UNIT 1 “Is conflict always bad?”
(Pacing: 5 Weeks: Sept. 8-Oct. 7)
Reading Complex Texts*(RL/RI.6.10)
Writing to Texts(W.6.1-6, 9-10, RL/RI.6.1-10)
ResearchProject(W.6.1, 2, 4-9,RL/RI.6.1-10)
Complex GradeLevel Text
Short Texts Routine Writing 4-6 Analyses: 1-2 Narratives
1 Short Research Project
Literature:
1. The Tail pp. 192-202 or Dragon Dragon p. 206-214.
2. Zlateh the Goat pp. 222-230 or The Old Woman Who Lived In the Woods pp. 233-238
Comparing Literary WorksBecky and the Wheels and Brake Boys pp. 252-259& The Southpaw pp. 260-262
Reading for Information1. The Seven Wonders of the World pg. 2452. Art, Architecture, and learning in Egypt pg. 247
Develop & convey understanding
Text-Dependent Question Responses (i.e., the PHLit Critical Thinking)
Reader’s/Writer’s Notebook Entries
Annotations
Responses to Literature
Explanatory
1. Reading for Information:Argument - Position Statement (Timed Writing, p. 249)2. Comparing Literary Works: Explanatory Text – Essay (Timed Writing, p.263)
Convey experiences,
events and/or procedures
Units of Study
Personal Narrative
Integrates knowledge from sources when
composing
Independent reading is an encouraged component of the MS ELA Curriculum. For this unit, texts that align to the Big Question include the following:
Fiction Nonfiction
Sherlock Holmes Mysteries by Sir Arthur Conan Doyle
Come Sing, Jimmy Jo by Katherine Paterson All Creatures Great and Small by James Herriot
An Island Like You: Stories of the Barrio by Judith Cofer
The Book of Questions by Pablo Neruda (Poetry) Cathedral: The Story of Its Construction by David Macaulay
My Side of the Mountain by Jean Craighead George
ELA Model Content Framework Chart - Grade 6Module A: UNIT 2 “Is conflict always bad?”
(Pacing: 5 Weeks: Sept. 8-Oct. 7)Reading Complex Texts*† Writing to Texts ResearchProject
(RL/RI.6.10)(W.6.1-6, 9-10, RL/RI.6.1-10)
(W.6.1, 2, 4-9,RL/RI.6.1-10)
Complex GradeLevel Text
Short Texts Routine Writing 4-6 Analyses: 1-2 Narratives
1 Short Research Project
Literature:
1. The Circuit pp. 275-282 or The All American Slurp pp. 286-296.
2. The King of Mazy May pp. 306-314 or Aaron’s Gift pg. 318-328.
Reading for Information“Race to the End of the Earth” and “Gold Rush: The Journey by Land” pp. 335-341
Comparing Literary Works“The Fun They Had”, pg. 343-347 & “Feathered Friend”, pp. 348-352
Develop & convey understanding
Text-Dependent Question Responses (i.e., the PHLit Critical Thinking)
Reader’s/Writer’s Notebook Entries
Annotations
Response to Literature
Explanatory
1. Reading for Information:Explanatory Text: Essay(Timed Writing, p. 341)2. Comparing Literary WorksExplanatory Text: Essay(Timed Writing, p. 353)
Convey experiences,
events and/or procedures
Units of Study
Personal Narrative
Integrates knowledge from sources when
composing
Independent reading is an encouraged component of the MS ELA Curriculum. For this unit, texts that align to the Big Question include the following:
Fiction Nonfiction
Sherlock Holmes Mysteries by Sir Arthur Conan Doyle
Come Sing, Jimmy Jo by Katherine Paterson All Creatures Great and Small by James Herriot
An Island Like You: Stories of the Barrio by Judith Cofer
The Book of Questions by Pablo Neruda (Poetry) Cathedral: The Story of Its Construction by David Macaulay
My Side of the Mountain by Jean Craighead George
ELA Unit Instructional Pacing Plan - Grade 6Module A: Unit 1
Short Story and Narrative Pacing Guide
Module A: Unit 1- Week 1 and 2
Curricular Resources/ Supplements Strategies Student Assessment/ Evidence
Reading:Engagement/Interest inventory
Independent reading book: classroom library, school library, town library, online sources
Set up accounts for:Google Classroom, Newsela.com, Proquestk12.com, Readworksdigital.org, Scholastic Reading Inventory, etc.
Set up e-portfolio (Google Sites)
Review last year’s portfolio and set goals
Introducing strategies for good readers
Review Plagiarism policy and examples
Writing:Notebooking (sharing our notebooks)Realistic fiction exemplars (Units of Study)
First 9 days activities
How to choose the perfect independent book
Student interest and engagement inventories
Reader’s notebook entries
Short, informal running records
Anecdotal Notes
SRI scores
On Demand Timed Writing
Module A: Unit 1 -Week 3
Reading
PhLit Complex Text Skill/Small Group Student Assessment/Evidence (CW/HW) Standards
The Tail pp. 192-202OR
Dragon Dragon pp. 206-214
Anchor Chart:● Making Inferences● Indirect and Direct
Characterization
Making inferences pg. 203 or pg. 215Indirect and Direct Characterization pg. 203 or pg. 215Reader’s Notebook:Response to LiteratureText-dependent questions pg. 202 OR pg. 214QUIZ: Making Inferences pg. .242(Week #3 or 4)
Exit Ticket
PH LIT:RL.6.1RL.6.2RL.6.3RL.6.4RL.6.5
Writing
PhLit Writing Activity (Responding to Lit.)
Skill/Small Group Student Assessment/Evidence (CW/HW) Standards
1.Explanatory Text pg. 2172.Modify Research and Technology activity: Compare and Contrast Chart pg. 217
Introduce, support, concludeCite research to answer a question
Help Wanted Ad W.6.4W.6.7
Units of Study-Narrative Skill/Small Group Student Assessment/Evidence (CW/HW) Standards
Bend I - Sessions 1-3 See Units of Study Writer’s Notebook Entries See Units of Study
Language
PhLit Word Study Skill/Small Group Student Assessment/Evidence (CW/HW) Standards
Vocabulary pg. 190 or pg. 204Verbs pg. 216Prefix (dis-) pg. 190 or pg. 204
Identify verb type and apply to sentenceAcquisition and use of vocabulary
L.6.1
Academic Vocabulary: English Academic Vocabulary: Spanish Standards
analyze, explicit, inference, textual evidence, conclude, author’s purpose analizar, explicito, inferencia, textuales, concluir, proposito del autor
RL6.1
Module A: Unit 1 -Week 4
Reading
PhLit Complex Text Skill/Small Group Student Assessment/Evidence (CW/HW) Standards
Zlateh the Goat pp. 222-230orThe Old Woman Who Lived With the Wolves pp. 234-238
Anchor Chart● Conflict and Resolution● Making Inferences
Reader’s Notebook:Inference chart pg. 231 or pg. 239Conflict Resolution pg. 231 or pg. 239Response to LiteratureText-dependent questions pg. 230 OR pg. 238QUIZ: Making Inferences pg. 242(Week #3 or 4)
PH LIT:RL.6.1RL.6.3
Writing
PhLit Writing Activity (Responding to Lit.)
Skill/Small Group Student Assessment/Evidence (CW/HW) Standards
Argument: Persuasive Speech pg. 241 Write arguments to support claims with clear reasoning.
Persuasive Speech W.6.1
Units of Study-Narrative Skill/Small Group Student Assessment/Evidence (CW/HW) Standards
Bends I, II -Sessions 4-6 See Units of Study Writer’s Notebook Entry See Units of Study
Language
PhLit Word Study Skill/Small Group Student Assessment/Evidence (CW/HW) Standards
1.Vocabulary pg. 220 or pg. 2322.Latin prefix (ex-) pg. 231 or Latin
Acquisition and use of vocabularyIdentifying verb tense
L.6.1
prefix -in- pg. 2393.Verb parts pg. 240
Academic Vocabulary: English Academic Vocabulary: Spanish Standards
analyze, explicit, inference, textual evidence, conclude, author’s purpose analizar, explicito, inferencia, textuales, concluir, proposito del autor
RL6.1
Module A: Unit 1 -Week 5
Reading
PhLit Complex Text Skill/Small Group Student Assessment/Evidence (CW/HW) Standards
Comparing Literary WorksBecky and the Wheels and Brake Boys pg. 252-259 & The Southpaw pp. 260-262Reading for Information“The Seven Wonders of the World and Art, Architecture, and learning in Egypt” pp. 244-249
Anchor Charts● Character motives
(internal and external)● Using Text Aids and
Features
Reader’s Notebook:Response to LiteratureText-dependent questions pg. 259 and pg. 262Character motive chart pg. 263Comparing motives pg. 263District Mid Module Assessment
PH LIT:RL.6.3RI.6.6RI.6.7
Writing
PhLit Writing Activity (Responding to Lit.)
Skill/Small Group Student Assessment/Evidence (CW/HW) Standards
Comparing Literary Works-Explanatory Essay pg. 263
Reading for Information-Position Statement pg. 249
5 Minute Planner, pg. 253Compare/contrastAnalyze/explain5 Minute Planner, pg. 249Character Chart, pg. 250
Explanatory Essay (On Demand Timed)
Position Statement (On Demand Timed Writing)
W.6.2
W.6.1
Units of Study-Narrative Skill/Small Group Student Assessment/Evidence (CW/HW) Standards
Bend II - Sessions 7-9 See Units of Study Narrative See Units of Study
Language
PhLit Word Study Skill/Small Group Student Assessment/Evidence (CW/HW) Standards
Vocabulary from 2 selections Acquisition and use of language
Academic Vocabulary: English Academic Vocabulary: Spanish Standards
describe, plot, episodes, character traits, resolution, dialogue, argument, claim, relevant evidence, persuade, conclusion
descibir, episodios, resolucion, dialago, argumentos, reclamacion, persaudir, conclusion
RL.6.3W.6.1W.6.2
Module A: Unit 2 -Week 6
Reading
PhLit Complex Text Skill/Small Group Student Assessment/Evidence (CW/HW) Standards
The Circuit pp. 275-282ORThe All American Slurp pp. 286-296
Anchor Charts● Drawing Conclusion● Theme
Reader’s Notebook:Response to LitDraw Conclusions Chart pg. 283 OR pg. 297Theme Map pg.271 pg. 283 or pg. 297Text-dependent questionsQUIZ: Draw Conclusions pg. 332-333(Week 6 or
7)
PH LIT:RL.6.2RL.6.3
Writing
PhLit Writing Activity (Responding to Lit.)
Skill/Small Group Student Assessment/Evidence (CW/HW) Standards
1.Explanatory Text: Description pp. 299 Prewriting, drawing conclusionsBrainstormingAnalyzing a character
Cluster Map, pg. 299Character Description
W.6.4
Units of Study-Narrative Skill/Small Group Student Assessment/Evidence (CW/HW) Standards
Bends II, III - Sessions 10-12 See Units of Study Personal Narrative-Draft See Units of Study
Language
PhLit Word Study Skill/Small Group Student Assessment/Evidence (CW/HW) Standards
1.Vocabulary pg. 272 OR pg. 2842.Latin prefix (com-) pg. 2723. Simple Verb Tenses pg. 298
Acquisition and use of languageIdentify and apply knowledge of verbs
L.6.1L.6.4
Academic Vocabulary: English Academic Vocabulary: Spanish Standards
Theme, central idea, convey, details, summarize, distinct, fact, opinion, judgement
Tema, idea central, detalles, resumir, distincto, opinion
RL6.2RL6.3
Module A: Unit 2 -Week 7
Reading
PhLit Complex Text Skill/Small Group Student Assessment/Evidence (CW/HW) Standards
The King of Mazy May pp. 304-315and/orAaron’s Gift pp. 318-328
Anchor Chart:● Drawing Conclusions● Setting
Reader’s Notebook:Response to LitDrawing Conclusions chart pg. 315 or pg. 329Theme pg. 315 or pg. 329Text-dependent questions pg. 314 or pg. 328QUIZ: Drawing Conclusions pp. 332-333 (Week#6 or 7)
PH LIT:RL.6.3RL.6.5
Writing
PhLit Writing Activity (Responding to Lit.)
Skill/Small Group Student Assessment/Evidence (CW/HW) Standards
Optional Writing Task: Personal Narrative, pg. 331
1.Prewrite, brainstorm, narrative writing using specific techniques
Personal Narrative W.6.3
Units of Study-Narrative Skill/Small Group Student Assessment/Evidence (CW/HW) Standards
Bend III - Sessions 13-15 See Units of Study Personal Narratives See Units of Study
Language
PhLit Word Study Skill/Small Group Student Assessment/Evidence (CW/HW) Standards
1.Vocabulary pg. 302 or pg. 3162.Latin root (-clin-) pg. 302 or pg. 3153. Perfect Tenses of Verbs pg. 330
Acquisition of languageIdentify and apply knowledge of verbs
L.6.1L.6.4
Academic Vocabulary: English Academic Vocabulary: Spanish Standards
Analyze, scene, stanza, text structure, theme, setting, plot Analizar, escena, estructura del teto, tema RL.6.3RL.6.5
Module A: Unit 2 -Week 8
Reading
PhLit Complex Text Skill/Small Group Student Assessment/Evidence (CW/HW) Standards
Reading for Information“Race to the End of the Earth” and “Gold Rush: The Journey by Land” pp. 334-341
Comparing Literary Works“The Fun They Had” pp. 343-347 & “Feathered Friend” pp. 348-352
Anchor Charts● Analyze Compare-and-
Contrast Organization● Comparing Setting and
Theme
Reader’s NotebookCompare and Contrast Organization, pg. 3345 Minute Planner, pg. 341
PHLITRI.6.3RI.6.5
Writing
PhLit Writing Activity (Responding to Lit.)
Skill/Small Group Student Assessment/Evidence (CW/HW) Standards
Reading for Information-Explanatory Essay, pg. 341Comparing Literary Works-Time Writing-Explanatory Essay pg. 353
Chart, pg. 342Think Aloud, pg. 342
Timed Writing-Explanatory Essay, pg. 341
Timed Writing-Explanatory Essay, pg 353
W.6.2
Units of Study-Narrative Skill/Small Group Student Assessment/Evidence (CW/HW) Standards
Bend III - Sessions 16-17 See Units of Study On Demand Personal Narrative W. 6.3
Language
PhLit Word Study Skill/Small Group Student Assessment/Evidence (CW/HW) Standards
Vocabulary from the 2 selections Acquisition of language L.6.1
Module A: Unit 2 -Week 9-10
Reading/Writing
PhLit Writing Activity (Responding to Lit.)
Skill/Small Group Student Assessment/Evidence (CW/HW) Standards
See: Performance Tasks
Celebrations
Elements of narrativeApplying narrative technique
End of Module District AssessmentPerformance Tasks pg. 370-371On-Demand Realistic Fiction NarrativePortfolio development/submission
RL.6.1RL.6.2RL.6.3W.6.3A-EW.6.9
Language
PhLit Word Study Skill/Small Group Student Assessment/Evidence (CW/HW) Standards
Incorporate Unit 1 and 2 vocabulary in writing
Acquire vocabulary See Performance Task/ On-demand L.6.1
Academic Vocabulary: English Academic Vocabulary: Spanish Standards
OrallyPresentationDigital Media
OralmentePresentacionLos medios digitales
SL6.2SL6.3
Speaking and Listening
Activity Skill Standards
Presentations Present for a specific audience and purpose SL.7.5SL.7.6
Resources
Teachers Students
PH Lit Resources (Interactive Digital Path, Unit 2 Resources, Graphic Organizers & Bell Ringers, Professional Development, All-in-One Workbook and Answer Key, Common Core Resources, Reader’s Notebooks, Reading Kit, Audio, Assessments, Editable Presentations, Editable Worksheets)Authentic Assessment Toolbox: Language Arts – Middle School http://jfmueller.faculty.noctrl.edu/toolbox/examples/tasks_middle_languagearts.htmGrades 6-8 ELA Curriculum: Appendix 1: Teaching Practices and Protocolshttp://www.engageny.org/resource/grades-6-8-ela-curriculum-appendix-1-teaching-practices-and-protocolsNJ Educator Resource Exchange http://njcore.org/The Reading & Writing Project Resources http://readingandwritingproject.com/resources.htmlTeaching that Makes Sense http://www.ttms.org/In Common: Effective Writing for All students http://www.achievethecore.org/page/507/in-common-effective-writing-for-all-students
PH Lit Resources· Pearson Success Net https://www.pearsonsuccessnet.com/snpapp/login/PsnLandingPage.jsp?showLandingPage=true (Home Page Orientation http://www.mypearsontraining.com/tutorials/snet_students_homepageorientation/player.html)· Reader’s Notebook· Common Core Companion Workbook *· All-in-One Workbook, audio recordings *· English Learner Reader’s Notebook *· Adapted Reader’s Notebook *· Spanish Reader’s Notebook ** Assigned by teacher in response to dataSolo 6Vocabulary Spelling City http://www.spellingcity.com/Reading Rewards www.readingrewards.comProQuest: http://www.proquest.com/libraries/schools/Tween Tribune: http://tweentribune.comNEWSELA: https://newsela.com
Management/Organizational Chart Week 1 of 2
Monday Tuesday Wednesday Thursday Friday Notes/Comments
Teacher led small group instruction
Teacher led small group instruction
Teacher led small group instruction
Teacher led small group instruction
Teacher led small group instruction
● Each group is 15 minutes
Group A
Group B
Group C
Group D
Group A
Group B
Group C
Group D
Group A
Group B
● Group members may be flexible; based on student need.
Student ChoiceLeveled Readers
Group B
Group A
Student ChoiceLeveled Readers
Group D
Group C
Student ChoiceLeveled Readers
Group B
Group A
Student ChoiceLeveled Readers
Group D
Group C
Student ChoiceLeveled Readers
Group B
Group A
Content ReadSee Appendix
Instructional SoftwareGroup C
Content ReadSee Appendix
Instructional SoftwareGroup A
Content ReadSee Appendix
Instructional SoftwareGroup C
Content ReadSee Appendix
Instructional SoftwareGroup A
Content ReadSee Appendix
Instructional SoftwareGroup C
Instructional Software
Content ReadSee Appendix
Group D
Instructional Software
Content ReadSee Appendix
Group B
Instructional Software
Content ReadSee Appendix
Group D
Instructional Software
Content ReadSee Appendix
Group B
Instructional Software
Content ReadSee Appendix
Group D
Management/Organizational Chart Week 2 of 2
Monday Tuesday Wednesday Thursday Friday Notes/Comments
Teacher led small group instruction
Group C
Teacher led small group instruction
Group A
Teacher led small group instruction
Group C
Teacher led small group instruction
Group A
Teacher led small group instruction
Group C
● Each group is 15 minutes
Group D Group B Group D Group B Group D
● Group members may be flexible; based on student need.
Student ChoiceLeveled Readers
Group D
Group C
Student ChoiceLeveled Readers
Group B
Group A
Student ChoiceLeveled Readers
Group D
Group C
Student ChoiceLeveled Readers
Group B
Group A
Student ChoiceLeveled Readers
Group D
Group C
Content ReadSee Appendix
Instructional SoftwareGroup A
Content ReadSee Appendix
Instructional SoftwareGroup C
Content ReadSee Appendix
Instructional SoftwareGroup A
Content ReadSee Appendix
Instructional SoftwareGroup C
Content ReadSee Appendix
Instructional SoftwareGroup A
Instructional Software
Content ReadSee Appendix
Group B
Instructional Software
Content ReadSee Appendix
Group D
Instructional Software
Content ReadSee Appendix
Group B
Instructional Software
Content ReadSee Appendix
Group D
Instructional Software
Content ReadSee Appendix
Group B
Authors Amended by: Monique Walker, 6th/7th Grade ELA Teacher
Contact Rosa Lazzizera, ELA Supervisor 6-8/Media Specialists K-7: lazzizro@orange.k12.nj.usMonique Walker, 6th/7th Grade ELA Teacher: walkermo@orange.k12.nj.us
Evaluations/Reflection Throughout the unit, you should analyze the results of the assessments to make instructional choices that will meet students’ individual needs. At the end of the unit, you should use the data and your analyses to respond to the following
questions:● What worked well?● What posed challenges to you? To the students?● What do you think could have been implemented more effectively in your
lessons?● What do you need to learn more about?● Which resources (provided in the appendix/ ones you provided) were helpful?
AppendixGrade 6 ELA Curriculum 2016-2017
Module #1 BIG QUESTION: Is conflict always bad?
The purpose of the below passages are to address the varied reading levels of our individual students to build text complexity relating to the Big Question and to build Knowledge/Content; thus, not all passages are at a 6th grade reading level. Some of the resources allow for modifications; others allow teachers to search for level-appropriate texts aligned to the big question.
Week #1: Setting up Shop: review/discuss plagiarism: Melania Trump vs. Michelle Obama speech video clip:https://www.youtube.com/watch?v=RcbiGsDMmCM
Newsela.comModify lexile up to 5 tiersShort quizWriting promptPrint or assign to entire class online
Title Grade/LexileType/ Topic Audio Spanish Standards
Palestinian-Israeli Conflict Spreads to World Soccer Association 4-9 720L-1220 sports x x
Anchor 1: What the text saysAnchor 2: Central Idea
Darwin, Evolution, and Faith 4-7 720L- 1070L science x x
Anchor 1: What the text SaysAnchor 4: Word Meaning and choice
Famous Speeches: Lincoln’s 2nd Inaugural Address
3-8580L- 1150L
War + peace x YES
Anchor 1: What the text saysAnchor 2: Central Idea
150 Years Later, Battle Lingers over how Textbooks Explain Civil War
3- 9570L-1220L kids x YES
Anchor 2: Central IdeaAnchor 6: Point of View + Purpose
ReadWorks.orgSearch by keyword, grade, lexileMultiple choice and short answer questions W/ answer keyMany have paired texts to build knowledgeMany have Step Reads (a modified version)Many have additional Vocabulary worksheets
Title
Grade/Lexile
Type/ Topic Vocab Images
Paired Text/ STEP ANCHOR Standards
Famous Scientists & Mathematicians: Sigmund Freud
5790L
Life Science
YES R.1, R.2, R.10L.4, L.6
The Dino Express 5890L
Earth and Space, Life Science
YES YES R.1, R.2, R.9, R.10L.4, L.6
Salt:The Rock We Eat 6950L
Science, Fitness, Health, and Safety
YES R.1, R.2, R.10L.4, L.6
The Ancient City of Petra: The Roman Empire Takes Charge
7 990L
History, Geography, and Societies
YES YES + STEP R.1, R.2, R.9, R.10L.4, L.6
Proquestk12.comUser: NJ2106Password: 07050Browse by subject, keywordBrowse by current events, pro/con leading issuesSort articles by lexile, relevance,dateSort articles by type: newspaper, magazine, image, referenceAudio and dictionaryTranslation to SpanishMLA-style citation providedSome articles contain graphics, critical thinking questions/activities
Title Source Grade/LexileImages / Questions ANCHOR Standards
The Mystery of the Snake EggStoryworksFeb/Mar 2014
730L3rd-4th Questions
R1, R2, R4, R9, R10
Athletes, Like Cars, Need Fuel to Succeed
Students Sports MagazineAug 2001
910L4th and 5th R1, R2, R4, R9, R10
Caught On Camera
SCHOLASTIC NEWSFebruary 2013
1000L5th-7th
Images + Questions R1, R2, R4, R7, R9, R10
And His Thinking WasCalliopeMay/June 2014
1120L7th-10th
Images R1, R2, R4, R7, R9, R10
Coping With AngerLISTENMarch 2008 Vol. 61 No.7
1030L6th-8th R1, R2, R4, R9, R10
Crazy Ants in Your ComputerWorldbookJun 2016 1140L8th-10th R1, R2, R4, R9, R10
“I Want to be a Boy Scout. There is Just One Hitch”
New York TimesNov 2015
1180L 8th-10th Questions R1, R2, R4, R9, R10