TROTWOOD-MADISON CITY SCHOOLS CURRICULUM MAP Textbook: Houghton Mifflin Collections Series
ELA 6TH GRADE
TOPICS AND
STANDARDS
QUARTER 1
UNIT 1
Unit 1 Theme: FACING FEAR Main Genres: Fiction and Non-Fiction READING LITERATURE AND INFORMATIONAL TEXTS RI 1 Cite textual evidence; make inferences. RI 2 Determine a central idea; provide a summary. RI 3 Analyze text elements. RI 4 Determine the meaning of words and phrases. RI 5 Analyze structure. RI 6 Determine and author’s point of view and purpose. RI 7 Integrate information presented in different media or formats. RL 1 Cite textual evidence; make inferences. RL 2 Determine a theme or central idea; provide a summary. RL 3 Describe story elements. RL 4 Determine the meaning of words and phrases RL 5 Analyze structure. RL 6 Explain how an author develops the point of view of the speaker. WRITING W 2 Write informative/explanatory texts. W 4 Produce clear and coherent writing. W 9 Draw information from informational texts to support analysis. W 9a Draw evidence from literary texts. SPEAKING AND LISTENING SL 1 Engage effectively in a range of collaborative discussions. SL 1a Come to discussions prepared and draw on preparation to probe and reflect on ideas. SL 4 Present claims and findings logically to accentuate main ideas or themes; use appropriate eye contact, adequate volume and clear pronunciation. SL 6 Adapt speech to a variety of contexts and tasks. L 1a Ensure the pronouns are in the proper case. L 1e Recognize variations from standard English. L 3a Vary sentence patterns. L 4a Use context as a clue to the meaning of a word or a phrase. L 4c Consult reference materials. L 4d Verify preliminary determination of the meaning of a word. L 5 Demonstrate understanding of figurative language. L 5a Interpret figures of speech (e.g., personification) in context. L 6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases.
ENDURING UNDERSTANDING Students will understand that there are numerous causes of fear.
ESSENTIAL QUESTIONS
CONTENT BASED How does fear originate? How does one overcome fear? Is it ever possible to completely overcome fear? What are your personal fears? What are our cultural and societal fears?
SKILLS BASED What words signal the reader to go beyond what's written to what is implied in the text? How do readers infer the meaning of unknown words? How do readers determine the main idea when it is inferred? How does my understanding of literary elements increase my enjoyment of fiction, poetry and drama?
I CAN STATEMENTS I can identify the themes and main ideas in a text. I can describe characters based on speech, actions, and interactions with other characters. I can interpret and explain the meaning of a text by citing specific examples to support assessments of the text.
TIME FRAME CURRICULUM UNITS ASSESSMENT EVIDENCE
OPPORTUNITIES FOR DIFFERENTIATION
RESOURCES/CURRICULUM TEXTBOOK INSTRUCTIONAL PRACTICES
4-5 Weeks
UbD Framework
Formative/Summative
4-7 performance tasks that reach DOK level 4 or 3-5 FATPs / RAFTs At least 1 GRASP per quarter
At least 1 Common Short Cycle per quarter
Academic Vocabulary
Character Setting Inference Dialect Traits Motivations Development Factors Indicate
Below Grade Level:
Vocabulary contained
within texts
Skill focused small group
assignments
Audio assistance
Small group discussions
Graphic organizers to
demonstrate content
understanding
Basic comprehension
questions
At or Above Grade Level
Extended responses
Analytical assessments
of texts
Comparison and
contrast to
supplemental or
companion texts
Resources Houghton Mifflin Harcourt Collections Series
pgs. 1 – 71
Anchor Texts Short stories The Ravine by Graham Salisbury – pg. 3 Fine? by Margaret Peterson Haddix – pg. 17 Poem Life Doesn’t Frighten Me by Maya Angelou – pg. 37 Online Article Fear and Phobias – kidshealth.org Informational Texts In the Spotlight from Stuff That Scares Your Pants Off! By Glenn Murphy Close Reader (Short Stories) from The Jumping Tree – Rene Saldana Jr. – pg. 16 c
Performance Tasks
Write a Short Story – pg. 63
Write an Expository Essay – pg. 67
Additional Tasks:
Journal writing
Comparison and contrast writings
from graphic organizers or other
means of brainstorming
Identify themes and patterns in
reading using graphic organizers
Student-supported readings using
RATS; restate, answer, text
example (cited evidence),
summarize
Figurative language activities
Vocabulary; simile, metaphor,
personification, idiom, hyperbole
Event maps using the Retell Model
Academic Vocabulary
Repetition Character development Simile Summarize Point of view Exposition First-person point of view Third-person point of view Flashback Plot Rising action Suspense Third-person omniscient Sensory details Climax Prediction Falling action Resolution Tone Narration Purpose
Use of grade
appropriate vocabulary
Independent research
using an aspect of the
readings
Study of related
informational text
Discussions surrounding
themes and author’s
purpose
Socratic seminars
Journal writing or
reflective writing
Face Your Fear: Choking Under Pressure Is Every Athlete’s Worst Nightmare – Dana Hudepohl – pg. 50 c Face Your Fears and Phobias Out of Your Brain – Jason Koebler – pg. 58 c
TOPICS AND
STANDARDS
QUARTER 1
UNIT 2
Unit 2 Theme: ANIMAL INTELLIGENCE Main Genre: Fiction and Non-Fiction READING LITERATURE AND INFORMATIONAL TEXTS RL 1 Cite textual evidence; make inferences. RL 3 Describe story elements. RL 4 Determine the meaning of words and phrases. RL 5 Analyze structure. RL 6 Explain point of view. RL 10 Read and comprehend literature. RI 1 Cite textual evidence. RI 2 Determine a central idea; provide a summary. RI 4 Determine the meaning of words and phrases. RI 5 Analyze structure. RI 7 Integrate information. RI 8 Trace and evaluate the argument and specific claims in a text. RI 10 Read and comprehend literary nonfiction. WRITING W2 Write informative/explanatory texts. W 4 Produce clear and coherent writing. W 7 Conduct short research projects. W 9a Draw evidence from literary texts to support analysis and reflection when applying grade 6 Reading standards to literature. SPEAKING AND LISTENING SL1 Engage effectively in a range of collaborative discussions. SL 1a Come to discussions prepared and draw on preparation to probe and reflect on ideas. SL 4 Present claims and findings logically to accentuate main ideas or themes; use appropriate eye contact, adequate volume and clear pronunciation. SL 5 Include multimedia components and visual displays in presentations. L 1a Ensure the pronouns are in the proper case. L 1b Use intensive pronouns. L 1c Recognize and correct inappropriate shifts in pronoun number and person. L 4 Determine or clarify the meaning of words and phrases, choosing from a
range of strategies. L 4a Use context as a clue to the meaning of a word or a phrase. L 4a Use context as a clue to the meaning of a word or a phrase. L 4b Use Greek affixes as clues to the meaning of a word. L 5a Interpret figures of speech (e.g. personification) in context. L 6 Acquire and use accurately grade-appropriate general academic and domain specific words and phrases.
ENDURING UNDERSTANDING Animals think in different ways in different situations.
ESSENTIAL QUESTIONS
CONTENT BASED How smart are animals? What classifies an animal as smart? Can animals feel and think? SKILLS BASED How do readers use text clues to make inferences in an assessment passage? How can inferring and summarizing help readers identify main idea and relevant details? How do readers use prior knowledge to make and confirm predictions?
I CAN STATEMENTS
I can apply correct capitalization, punctuation, and spelling when writing I can use knowledge of language and its conventions when writing, reading, listening and speaking.
I can identify and define different types of figurative language (e.g., personification).
TIME FRAME CURRICULUM UNITS WITH ASSESSMENT EVIDENCE
OPPORTUNITIES FOR DIFFERENTIATION
RESOURCES/CURRICULUM TEXTBOOK INSTRUCTIONAL PRACTICES
4-5 Weeks
UbD Framework
Formative/Summative
4-7 performance tasks
that reach DOK level 4
or 3-5 FATPs / RAFTs
At least 1 GRASP per
quarter
Below Grade Level:
Vocabulary contained
within texts
Skill focused small group
assignments
Audio assistance
Small group discussions
Graphic organizers to
demonstrate content
understanding
Resources Houghton Mifflin Harcourt Collections Series
pgs. 71 - 136
Anchor Texts Short stories The Mixer by P.G. Wodehouse – pg. 73 Tribute to the Dog by George Graham Vest – pg. 93 How Smart Are Animals? By Dorothy Hinshaw Patent – pg. 105
Performance Tasks
Write a Literary Analysis – pg. 129
Write an Expository Essay – pg. 133
Additional Tasks:
Discussions
Journal writing
Media presentations
Summary writings
Independent research
At least 1 Common
Short Cycle per
quarter
Academic Vocabulary Character Plot Narrator First-person point of view Irony Unreliable narrator Speech Argument Claim Reasons Evidence Counterargument Evaluate Persuasive techniques Emotional appeal Figurative language Personification Imagery Paraphrase Summarize Central ideas Details Conclusion
Basic comprehension
questions
At or Above Grade Level
Extended responses
Analytical assessments
of texts
Comparison and
contrast to
supplemental or
companion texts
Use of grade
appropriate vocabulary
Independent research
using an aspect of the
readings
Study of related
informational text
Discussions surrounding
themes and author’s
purpose
Socratic seminars
Journal writing or
reflective writing
Poems Animal Wisdom by Nancy Wood – pg. 99 The Last Wolf by Mary TallMountain – pg. 102 Informational Texts Can Animals Feel and Think by DeShawn Jones – pg. 116 c from Animal Snoops: The Wondrous World of Wildlife Spies by Peter Christie – pg. 117 Close Reader (Short Stories) The Pod by Maureen Crane Wartski – pg. 92 c Bats by Mary Kay Carson – pg. 128 c
Writing extended responses
Comparing and contrasting using
graphic organizers
Vocabulary games
TOPICS AND
STANDARDS
QUARTER 2
UNIT 3
Unit 3 Theme: DEALING WITH DISASTER Main Genres: Fiction, Non-Fiction, and Informational Texts READING LITERATURE AND INFORMATIONAL TEXTS RI 1 Cite textual evidence. RI 3 Analyze text elements. RL 4 Determine the meanings of words and phrases. RI 5 Analyze structure. RI 7 Integrate information presented in different media. RI 10 Read and comprehend literary nonfiction. RL 2 Determine central idea; provide a summary. RL 3 Describe story elements. RL 4 Determine the meaning of words and phrases. RL 5 Analyze structure. RL 6 Explain point of view. RL 9 Compare and contrast texts in different forms. WRITING
W 3d Write narratives: Use precise words, relevant details, and sensory language. W 7 Conduct short research projects. W 8 Gather relevant information from multiple sources. SPEAKING AND LISTENING SL 1 Engage effectively in a range of collaborative discussions. SL 1a Come to discussions prepared. SL 1 b Follow rules for discussions. SL 1 c Pose and respond to questions. SL 1 d Review key ideas and demonstrate understanding. SL 2 Interpret information presented in diverse media. SL 5 Include multimedia components and visual displays in presentations. L1 c Recognize and correct inappropriate shifts in pronoun person. L 3b Maintain consistency in style and tone. L4 a Use context as a clue to the meaning of a word or phrase. L4 b Determine or clarify meaning using common Greek affixes. L6 Acquire and use grade-appropriate words and phrases.
ENDURING UNDERSTANDING Natural disasters will always be part of our lives and as members of a humane society it is our responsibility to provide whatever aid we can.
ESSENTIAL QUESTIONS
CONTENT BASED How are natural disasters dispersed? Is someone who donates to charity a better person than someone who doesn’t? Why or how do people support agencies such as World Vision? It is a moral obligation of the “haves” to help the “have not’s” of the world. SKILLS BASED How does a graphic organizer help me understand informational text? What skills help a reader make sense of informational text? How does verb tense aid in one’s understanding of texts?
I CAN STATEMENTS I can locate evidence that supports what the text says. I can recognize evidence that supports inferences drawn from the text. I can identify the central idea and supporting details of a text.
TIME FRAME CURRICULUM UNITS ASSESSMENT EVIDENCE
OPPORTUNITIES FOR DIFFERENTIATION
RESOURCES/CURRICULUM TEXTBOOK INSTRUCTIONAL PRACTICES
4-5 Weeks
UbD Framework
Below Grade Level:
Vocabulary contained
within texts
Resources Houghton Mifflin Harcourt Collections Series
pgs. 137 - 208
Performance Tasks
Task A Create a multi-media presentation –
pg. 201
Formative/Summative
4-7 performance tasks that reach DOK level 4 or 3-5 FATPs / RAFTs At least 1 GRASP per quarter
At least 1 Common Short Cycle per quarter
Academic Vocabulary
Diagram Integrate Simile Form Free verse Tone Repetition Rhythm Stanza Line Line break Alliteration Dialect Dialogue Imagery Metaphor Non-fiction Informational text Multi-media
Skill focused small group
assignments
Audio assistance
Small group discussions
Graphic organizers to
demonstrate content
understanding
Basic comprehension
questions
At or Above Grade Level
Extended responses
Analytical assessments
of texts
Comparison and
contrast to
supplemental or
companion texts
Use of grade
appropriate vocabulary
Independent research
using an aspect of the
readings
Study of related
informational text
Discussions surrounding
themes and author’s
purpose
Socratic seminars
Journal writing or
reflective writing
Anchor Texts Short stories The Banana Tree by James Berry – pg. 171 Poems from After the Hurricane by Rita Williams-Garcia – pg. 157 Watcher: After Katrina, 2005 by Natasha D. Threthewey – pg. 166 Newspaper Article On The Titanic, Defined by What They Wore by Guy Trebay – pg. 196 c Informational Texts Mammoth Shakes and Monster Waves, Destruction in 12 Countries by Brenda Z. Guiberson – pg. 139 Close Reader (Short Stories) There will Come Soft Rains by Ray Bradbury – pg. 184 c Moby Duck by David Holahan – pg. 156 c from A Night to Remember by Walter Lord – pg. 185 Documentary From Titanic at 100: Mystery Solved by James Cameron – pg. 197
Task B Write Narrative Non-Fiction – pg.
205
Additional Tasks:
Journal writing
Comparison and contrast writings
from graphic organizers or other
means of brainstorming
Identify themes and patterns in
reading using graphic organizers
Student-supported readings using
RATS; restate, answer, text
example (cited evidence),
summarize
Figurative language activities
Vocabulary; simile, metaphor,
personification, idiom, hyperbole
Event maps using the Retell Model
Academic Vocabulary
Read and discuss narratives
TOPICS AND
STANDARDS
Unit 4 Theme: MAKING YOUR VOICE HEARD Main Genre: Oral Presentations READING LITERATURE AND INFORMATIONAL TEXTS
QUARTER 2
UNIT 4
RL 1 Cite text evidence; make inferences. RL 2 Determine central idea; provide a summary. RL 3 Describe how characters respond or change. RL 4 Determine the meaning of words and phrases. RL 5 Analyze structure. RL 6 Explain point of view. RL 9 Compare and contrast texts. RI 1 Cite textual evidence. RI 2 Determine a central idea; provide a summary. RI 3 Analyze text elements. RI 4 Determine the meaning of words and phrases. RI 5 Analyze structure. RI 6 Determine author’s point of view. RI 8 Trace and evaluate the argument and specific claims in a text. RI 9 Compare and contrast arguments. WRITING W I Write arguments. W 3d Write narratives; use precise words and phrases. W 6 Use technology to produce and publish writing. W 7 Conduct short research projects. SPEAKING AND LISTENING SL 1 Engage effectively in a range of collaborative discussions. L 1e Recognize variations from standard English and identify and use strategies to improve expression. L 2 Demonstrate command of standard English punctuation. L 2b Spell correctly. L 4 a Use context as a clue to the meaning of a word or phrase. L 4d Verify preliminary determination of the meaning of a word. L 5a Interpret figures of speech (e.g., personification) in context. L 5b Use analogies to understand meaning. L6 Acquire and use grade-appropriate words and phrases.
ESSENTIAL QUESTIONS CONTENT BASED What can a speaker do to help an audience to grasp a message? What strategies can one use to organize information logically or strategically? What are some attention-grabbing techniques to capture an audience’s attention? SKILLS BASED What strategies can one use to distinguish between supported and unsupported claims? What do good speakers sound like? How can you make your words more effective?
I CAN STATEMENTS I can define the terms argument and claim. I can understand and have discussions about what I hear. I can actively take part in discussions on 6th grade topics. I can describe a speaker’s arguments and claims and I am able to distinguish between those claims that are based on reasons and evidence and those that are not.
TIME FRAME CURRICULUM UNITS WITH ASSESSMENT EVIDENCE
OPPORTUNITIES FOR DIFFERENTIATION
RESOURCES/CURRICULUM TEXTBOOK INSTRUCTIONAL PRACTICES
4-5 Weeks
UbD Framework
Below Grade Level: Resources Houghton Mifflin Harcourt Collections Series
pgs. 211 - 247
Performance Tasks
Present an Argument in a Speech – pg. 247
Formative/Summative
4-7 performance tasks
that reach DOK level 4
or 3-5 FATPs / RAFTs
At least 1 GRASP per
quarter
At least 1 Common
Short Cycle per
quarter
Academic Vocabulary Theme Symbols Conflict Internal conflict External conflict Figurative language Trace (argument) Counterargument Paraphrase Evaluate Authority Legal Support Claim Connotations Persuasive technique Loaded language Compare and contrast Dialogue Plot Traits Sensory details Simile Metaphor Inferences Theme
Vocabulary contained
within texts
Skill focused small group
assignments
Audio assistance
Small group discussions
Graphic organizers to
demonstrate content
understanding
Basic comprehension
questions
At or Above Grade Level
Extended responses
Analytical assessments
of texts
Comparison and
contrast to
supplemental or
companion texts
Use of grade
appropriate vocabulary
Independent research
using an aspect of the
readings
Study of related
informational text
Discussions surrounding
themes and author’s
purpose
Socratic seminars
Journal writing or
reflective writing
Anchor Texts
Short stories My Wonder Horse by Sabine U. Ulibarri – pg. 211 Eleven by Sandra Cisneros – pg. 233 Poems A Voice by Pat Mora – pg. 241 Words Like Freedom by Langston Hughes – pg. 244 Editorials Wild Animals Aren’t Pets (USA Today) – pg. 233 Commentary Let People Own Exotic Animals by Zuzana Kukol – pg. 227 Informational Texts found in the Close Reader (Short Stories) Views on Zoos – pg. 232 c Functions of a Zoo – pg. 232 c Sonia’s Blog: Who I Am, What I Do – Every Day – pg. 232 d Association of Zoos and Aquariums – pg. 232 e What Do Fish Have To Do With Anything? By Avi – pg. 240 c Innocent and Imprisoned by Robert M. Guinness – pg. 232 e
Additional Tasks:
Discussions
Journal writing
Media presentations
Summary writings
Independent research
Writing extended responses
Comparing and contrasting using
graphic organizers
Vocabulary games
Impromptu speaking (2 minutes)
Oral presentation strategies
TOPICS AND
STANDARDS
QUARTER 3
UNIT 5
Unit 5 Theme: DECISIONS THAT MATTER Main Genres: Fiction and Non-Fiction READING LITERATURE AND INFORMATIONAL TEXTS RI 1 Cite textual evidence; make inferences. RI 2 Determine a central idea; provide a summary. RI 3 Analyze text elements. RI 4 Determine the meaning of words and phrases. RI 5 Analyze structure. RI 6 Determine and author’s point of view and purpose. RI 7 Integrate information presented in different media or formats. RI 9 Compare and contrast a memoir and a biography. RL 1 Cite textual evidence; make inferences. RL 2 Determine a theme or central idea; provide a summary. RL 3 Describe story elements. RL 4 Determine the meaning of words and phrases. RL 5 Analyze structure. RL 10 Read and comprehend poems. WRITING W 2 Write informative/explanatory texts. W 2a Introduce a topic; organize ideas. W 2b Develop a topic. W 2c Use appropriate transitions. W 2d Use precise language. W 2e Establish and maintain a formal style. W 2f Provide a concluding statement. W 4 Produce clear and coherent writing. W 8 Gather relevant information from multiple print and digital sources. W 9 Draw information from informational texts to support analysis. W 9a Draw evidence from literary texts to support analysis and reflection when applying grade 6 Reading standards to literature. W 10 Write routinely. SPEAKING AND LISTENING SL 1 Engage effectively in a range of collaborative discussions. SL 1a Come to discussions prepared. SL 1b Follow rules for discussions, set goals and deadlines, and define individual roles. SL 1d Review key ideas and demonstrate understanding of multiple perspectives. SL 2 Interpret information presented in diverse media and formats. SL 4 Present claims and findings logically to accentuate main ideas or themes; use appropriate eye contact, adequate volume and clear pronunciation. SL 5 Include multimedia components and visual displays in presentations. SL 6 Adapt speech to a variety of contexts and tasks. L 3a Vary sentence patterns for meaning, interest, and style. L 4a Use context as a clue to the meaning of a word or a phrase. L 4c Consult reference materials. L 5b Use relationship between particular words to better understand each one. L 6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases.
ENDURING UNDERSTANDING Knowing all the facts can help us to make the best decisions.
ESSENTIAL QUESTIONS
CONTENT BASED How does research factor into decision-making? How does new information influence how I think and act? How does the consideration of different viewpoints influence how one thinks and acts? SKILLS BASED
How does a writing process help us more effectively communicate our ideas, describe our experiences, and inform our audience? Why is it important to determine a purpose and audience for self-selected and assigned writing tasks?
I CAN STATEMENTS
I can produce summaries that clearly state the main idea and includes only necessary details. I can write multi-paragraph essays that support an idea presented in a thesis statement. I can differentiate between facts and opinions through various modes of inquiry and classroom discussions.
TIME FRAME CURRICULUM UNITS ASSESSMENT EVIDENCE
OPPORTUNITIES FOR DIFFERENTIATION
RESOURCES/CURRICULUM TEXTBOOK INSTRUCTIONAL PRACTICES
4-5 Weeks
UbD Framework
Formative/Summative
4-7 performance tasks that reach DOK level 4 or 3-5 FATPs / RAFTs At least 1 GRASP per quarter
At least 1 Common Short Cycle per quarter
Academic Vocabulary
Memoir First-person point of view Biography Chronological order Sequence Primary sources Secondary sources Quotations Mood Inferences Flashback Meter
Below Grade Level:
Vocabulary contained
within texts
Skill focused small group
assignments
Audio assistance
Small group discussions
Graphic organizers to
demonstrate content
understanding
Basic comprehension
questions
At or Above Grade Level
Extended responses
Analytical assessments
of texts
Comparison and
contrast to
supplemental or
companion texts
Use of grade
appropriate vocabulary
Resources Houghton Mifflin Harcourt Collections Series
pgs. 251 - 310
Anchor Texts Short stories The First Day of School by R.V. Cassill – pg. 271 Poem The Road Not Taken by Robert Frost – pg. 281 Paul Revere’s Ride by Henry Wadsworth Longfellow – pg. 285 Paul Revere’s Ride (Audio version) narrated by C-David Cottrill – pg. 292 The Light – Ah! The Light (Marie Curie discovered the principles of radioactivity.) by Joyce Sidman – pg. 292 c News Article On Doomed Flight, Passengers Vowed to Perish Fighting by Jodi Wilgoren and Edward Wong – pg. 293 TV Newscast Memorial is Unveiled for Heroes of Flight 93 (CBS News) – pg. 300
Performance Tasks
Write a Personal Narrative – pg. 303
Write an Opinion Essay – pg. 307
Additional Tasks:
Journal writing
Comparison and contrast
writings from graphic organizers
or other means of brainstorming
Identify themes and patterns in
reading using graphic organizers
Student-supported readings
using RATS; restate, answer,
text example (cited evidence),
summarize
Figurative language activities
Vocabulary; simile, metaphor,
personification, idiom,
hyperbole
Event maps using the Retell
Model
Academic Vocabulary
Small group decision-making
activities
Symbol Theme Imagery Sensory language Climax Foreshadowing Narrative poetry 5Ws and H Evidence Cite evidence
Independent research
using an aspect of the
readings
Study of related
informational text
Discussions surrounding
themes and author’s
purpose
Socratic seminars
Journal writing or
reflective writing
Memoir from It Worked For Me: In Life and Leadership by Colin Powell – pg. 253 Biography from Colin Powell: Military Leader by Warren Brown – pg. 260 Close Reader (Short Stories) (Biography) Community Hero: Chief Wilma Mankiller by Susannah Abbey – pg. 270 c (Autobiography) from Every Day is a New Day by Wilma Mankiller – pg. 270 c
TOPICS AND
STANDARDS
QUARTER 3
UNIT 6
Unit 6 Theme: WHAT TALES TELL Main Genre: Fiction and Non-Fiction READING LITERATURE AND INFORMATIONAL TEXTS RL 1 Cite textual evidence; make inferences. RL 2 Determine a theme or central ideas. RL 3 Describe story elements. RL 4 Determine the meaning of words and phrases. RL 5 Analyze structure. RL 6 Explain point of view. RL 7 Compare and contrast the experience of reading a drama to listening to or viewing it. RL 9 Compare and contrast texts in different genres. RL 10 Read and comprehend literature. RI 1 Cite textual evidence. RI 2 Determine a central idea; provide a summary. RI 3 Analyze text elements. RI 5 Analyze structure. RI 7 Integrate information. WRITING W2 Write informative/explanatory texts. W 2a. Introduce a topic; organize ideas. W 2b Develop the topic. W 2c Use appropriate and varied transitions. W 2d Use precise language and domain-specific vocabulary. W 2e Establish and maintain a formal style. W 2f Provide a concluding statement. W 3 Write narratives. W 3a Engage and orient the reader. W 3b Use narrative techniques. W 3c Use transition words, descriptive details, and sensory language. W 3e Provide a conclusion. W 9a Draw evidence from literary texts to support analysis and reflection when applying grade 6 Reading standards to literature. W 10 Write routinely over extended time frames. SPEAKING AND LISTENING SL1 Engage effectively in a range of collaborative discussions. SL 1a Come to discussions prepared and draw on preparation to probe and reflect on ideas. SL 1b Follow rules for discussions, set goals, and define individual roles. SL 1 c Pose and respond to questions. SL 4 Present claims and findings logically to accentuate main ideas or themes; use appropriate eye contact, adequate volume and clear pronunciation.
SL 1d Review key ideas and demonstrate understanding of multiple perspectives. SL 6 Adapt speech to a variety of contexts and tasks. L 2a Use punctuation to set off nonrestrictive parenthetical elements. L 2b Spell correctly. L 4a Use context as a clue to the meaning of a word or a phrase. L 4b Use Greek affixes as clues to the meaning of a word. L 5a Interpret figures of speech (e.g. personification) in context. L 5b Use cause/effect analogies. L 6 Acquire and use accurately grade-appropriate general academic vocabulary.
ESSENTIAL QUESTIONS CONTENT BASED What is the purpose of retelling fables, folktales and myths? Why is it important to figure out the author’s message, lesson or moral? Why should we use words like chapter, scene and stanza when we are telling about what we’ve read? SKILLS BASED How do the supporting details help you figure out the main idea? What are the important elements of a story? Why is it important to use commas and quotation marks correctly to show dialogue in your writing? I CAN STATEMENTS I can recount stories (fables, folktales, and myths) from different cultures. I can write or speak about a text using the terms: chapter, scene, and stanza. I can comprehend grade level informational text proficiently and independently.
TIME FRAME CURRICULUM UNITS WITH ASSESSMENT EVIDENCE
OPPORTUNITIES FOR DIFFERENTIATION
RESOURCES/CURRICULUM TEXTBOOK INSTRUCTIONAL PRACTICES
4-5 Weeks
UbD Framework
Formative/Summative
4-7 performance tasks
that reach DOK level 4
or 3-5 FATPs / RAFTs
At least 1 GRASP per
quarter
At least 1 Common
Short Cycle per
quarter
Academic Vocabulary
Below Grade Level:
Vocabulary contained
within texts
Skill focused small group
assignments
Audio assistance
Small group discussions
Graphic organizers to
demonstrate content
understanding
Basic comprehension
questions
Resources Houghton Mifflin Harcourt Collections Series
pgs. 313 - 379
Anchor Texts Greek Myths from Black Ships Before Troy: The Story of the Illiad by Rosemary Sutcliff – pg. 313 Poems Medusa by Agha Shahid Ali – pg. 330i The Apple of Discord I by Kate Hovey – pg. 331
Performance Tasks
Write a Literary Analysis – pg. 373
Write a Play – pg. 377
Additional Tasks:
Discussions
Journal writing
Media presentations
Summary writings
Independent research
Writing extended responses
Myth Theme Summarize Archaic language Parody Symbol Folk tales Legends Fables Plot Conflict Foreshadowing Inferences Traits Motivations Resolution Climax Cast of characters Stage directions Drama Period (time) Essay Tradition Pattern of organization Central (main) idea Supporting details Paraphrasing Summary Cultures Morals
At or Above Grade Level
Extended responses
Analytical assessments
of texts
Comparison and
contrast to
supplemental or
companion texts
Use of grade
appropriate vocabulary
Independent research
using an aspect of the
readings
Study of related
informational text
Discussions surrounding
themes and author’s
purpose
Socratic seminars
Journal writing or
reflective writing
Chinese Folk Tale Yeh-Shen: A Cinderella Story from CVhina by Ai-Ling Louie – pg. 335 Drama from The Prince and the Pauper by Mark Twain – dramatized by Joellen Bland – pg. 345 Close Reader (Short Stories) from The Prince and the Pauper by Mark Twain– dramatized by Joellen Bland – pg. 362f Medusa’s Head retold by Olivia E. Coolidge – pg. 330d Novel from The Prince and the Pauper: Tom’s Meeting With the Prince by Mark Twain – pg. 362c Graphic Story from The Prince and the Pauper by Marvel Comics – pg362h Essay The Role of Myths in Ancient Gr eece from Greek Mythology by Simone Payment – pg. 363
Comparing and contrasting
using graphic organizers
Vocabulary games
Poetry reading/writing
Reader’s Theater
Examine legends, fables,
folktales, and myths
Diagram stage settings
TOPICS AND
STANDARDS
QUARTER 4
Focus: TESTING PREPARATION Exams: NWEA (MAP), AIR, CAP This quarter, teachers should place heavy focus on test preparation. 10 Things You Should Do:
Explore online resources that support testing strategies.
Review State of Ohio Testing Blueprints
Use test preparation sites to review sample questions with students.
Become familiar with testing rules and regulations.
In TBT groups, discuss testing needs, review rules, and devise test prep exam samples for students to obtain maximum practice with all types of test questions.
Refer to ODE’s website for testing updates.
Provide parents with testing resources and materials.
Review the year’s content to ensure students’ full understanding.
Help students to make cross-curricular connections.
Explore supplemental material that compliments genres and reinforces skills.
Begin to explore the next grade level’s content (vertical alignment). Test Preparation Resource Links:
Get to know NWEA https://www.nwea.org/
NWEA on Vimeo (videos) NWEA Warm Up Video
https://vimeo.com/nwea http://warmup.nwea.org/
MAP for Primary Grades Warm Up http://warmup.nwea.org/warmup_start_educators_mpg.html
AIR Practice Tests https://login1.cloud2.tds.airast.org/student/V178/Pages/LoginShell.aspx?c=Ohio_PT
ODE Test Practice http://education.ohio.gov/Topics/Testing/Ohios-State-Test-in-ELA-Math-Science-SocialStudies/Sample-test-items-and-practice-tests
About CAP http://www.shaker.org/Downloads/CAP%20Brochure%20Jan%202014.pdf
Testing Blueprints (Ohio) http://oh.portal.airast.org/ocba/resources/?section=5-general
6th GRADE WRITING RUBRIC
Ideas & Content (Ideas) Organization Style (Voice, Word Choice, Fluency) Language Conventions
6 E
xc
ee
ds
Sta
nd
ard
s
Stays on the topic (Does not ramble or repeat) Includes main idea(s) with 4 or more well developed supporting details Includes in depth information and exceptionally supporting details, that are fully developed Creates clear/vivid images for reader that go beyond the obvious or predictable Uses original ideas that reflect insight
Shows mastery of multiple paragraph form Has an engaging introduction and satisfying conclusion Has a clear sequence that enhances meaning with a beginning, middle, and end Uses effective, varied, and thoughtful transitions between sentences and paragraphs Use of pacing is well controlled
Includes dynamic, vivid or challenging words, enhancing meaning and clarifying understanding and adding energy and depth Uses original, unique, authoritative and/or interesting voice Uses purposeful and varied sentence beginnings which add variety and energy Has complete, complex sentences varying in length and structure Uses literary devices very effectively Has fluent writing with cadence
Few or no errors in capitalization
4
Few or no errors in punctuation
Few or no errors in subject and verb agreement
Few or no errors in the spelling of grade-level-appropriate words
5 E
xc
ee
ds
Sta
nd
ard
s
Stays on the topic (Does not ramble or repeat)
Shows understanding of multiple paragraph form Includes dynamic, vivid or challenging words, enhancing meaning and clarifying understanding
Few or no run-on sentences or sentence fragments
Includes main idea(s) with 4 or more developed supporting details
Has an inviting introduction and conclusion Uses original, unique, authoritative and/or interesting voice
Indention of paragraphs all of the time
In depth information and exceptional supporting fully developed details
Has a clear sequence with a beginning, middle, and end
Has a variety of complete, complex sentences
Creates clear/vivid images for reader Uses original ideas
Uses effective and varied transitions between sentences and paragraphs
Uses literary devices effectively Has fluent writing
4 M
ee
ts
Sta
nd
ard
s
Stays on the topic (Does not ramble or repeat)
Show understanding of multiple paragraph form
Includes some dynamic, vivid or challenging words Most capitalization is correct Indention of paragraphs all of the time
3
Includes main idea(s) with 3 or more developed supporting details
Has an effective introduction and conclusion Uses literary devices Uses original, unique, authoritative and/or interesting voice
Most sentences contain correct punctuation Most sentences use appropriate verb tense
Creates images for reader Has a clear sequence with a beginning, middle, and end
Uses complete, complex sentences Has fluent writing
Most sentences have correct subject and verb agreement
Uses effective transitions between sentences and paragraphs
Uses complete, complex sentences Has very fluent writing
Most grade-level words are spelled correctly Writing has few or none run-on sentences or sentence fragments
3 B
elo
w S
tan
dard
s.
Stays on the topic (Seldom rambles or repeats) Includes main idea(s) with 2 or more developed supporting details
Shows understanding of paragraph form Has an identifiable introduction and conclusion Has a logical progression of main ideas and supporting details--has a beginning, middle, and end Attempts transitions between sentences and paragraphs
Uses basic vocabulary appropriately Attempts to use literary devices Demonstrates an awareness of audience Uses simple effective sentence patterns
Some capitalization is correct Some sentences have correct punctuation Some sentences have correct subject and verb agreement Some grade-level-appropriate words spelled correctly Writing may have some run-on sentences or sentence fragments Indention of paragraphs most of the time
2
2 B
elo
w
Sta
nd
ard
s.
Stays mostly focused on the topic (Rambling and/or repeating information)
Shows some understanding of paragraphs forms Lacks introduction and/or conclusion Has limited sequence of events (May include only one of the elements: beginning, middle, or end) Attempts few transitions
Uses basic vocabulary appropriately most of the time
Includes some ideas with relevant details
Demonstrates little awareness of audience
1 B
elo
w
Sta
nd
ard
s
Stays minimally focused on topic (Has unrelated, fragmented, or unfinished details)
Does not attempt paragraph form Lacks introduction and/or conclusion Has limited sequence of events (May include only one of the elements: beginning, middle, or end) Attempts no transitions
Uses limited basic vocabulary, uses some words inappropriately Attempts simple sentence patterns but not understandable Demonstrates little or no awareness of audience
Many errors in capitalization Punctuation is missing or incorrect Many errors in subject and verb agreement Many errors in the spelling Writing has many run-on sentences or fragments Indention of paragraphs is non-existent
1
6th GRADE ELA MAP NOTES
1. The time frame of 4-5 weeks has been set to guide your pacing while allowing flexibility and autonomy for ELA teams to effectively engage students in the needed content.
2. The Collections Series is the ELA foundational text. Supplemental texts (novels) may be used, but must be approved by the District’s Curriculum Review Committee.
3. Academic vocabulary has been noted on the maps, but there are other critical vocabulary words found within both the Collections textbook and the Close Reader that should be explored.
4. In addition to the provided Essential Questions and I Can Statements, teachers of ELA either as determined by TBTs or individually must construct Enduring Understandings and Big Ideas for each unit.
5. Performance Task samples should be placed in students’ data folders and should be readily available for review by the School Principal, Curriculum Team, Team Leaders, Instructional Coaches, Parents, and all other stakeholders by request.
6. WRITING RUBRICS: 6TH GRADE COMMON CORE – ODE Sample Rubrics http://oh.portal.airast.org/ocba/wp-content/uploads/ELA_Rubric_Informational_G6-12.pdf - Informative and Explanatory Writing
http://oh.portal.airast.org/ocba/wp-content/uploads/ELA_Rubric_Argumentation_G6-12.pdf - Argumentation
7. Use 7th grade rubrics for advanced students. (There are many online.)