Post on 15-Jul-2018
MIDDLE TOWNSHIP PUBLIC SCHOOLS
CAPE MAY COURT HOUSE, NJ 08210
CURRICULUM GUIDE
DISCIPLINE: English Language Arts GRADE LEVEL/COURSE: Grade 6
Board approved: May 17, 2012 1
Grade Level
Standards UEQ/Essential Questions
Time
Frame
Activities and
Differentiation
Cross Curricular
Connections
Assessment/
Benchmark
UEQ: How do writers communicate their
thoughts and feelings to others?
First
Marking
Period
RL. 6.1
RL.6.2
RL.6.3
RL.6.4
RL.6.6
RL.6.9
RL.6.10
RI.6.1
RI.6.2
RI.6.5
RI.6.6
RI.6.7
RI.6.8
RI.6.10
L.6.1
L.6.1c
L.6.2
L.6.2b
L.6.4c
L.6.4b
L.6.5c
L.6.5.1d
L.6.3.1f
L.6.4.3.a
SL.6.1a
SL.6.1.c
SL.6.1.d
LEQ: What elements does an author
combine to create a work of fiction?
LEQ: What are the types of themes?
LEQ: How does a reader use plot events to
determine a story’s theme?
LEQ: Why does a reader make predictions?
LEQ: What criteria would you use to make
a valid prediction?
LEQ: How do you validate your
predictions?
LEQ: What is a fact? What is an opinion?
LEQ: How do readers determine what is
fact and what is opinion?
LEQ: What would the result be if you
mistook an opinion for fact?
LEQ: Can words be categorized?
LEQ: How would you recognize a/an (verb,
adjective, nouns, adverbs) if you saw one?
LEQ: Explain how words convey what is in
the mind of a writer?
LEQ: What are the elements of plot?
LEQ: Why would an author introduce
character, conflict, and setting in the
beginning of a story?
LEQ: Explain how a plot and a puzzle are
alike.
LEQ: How do you identify the narrator of a
Approx. 12
weeks
*Special Ed.
Modifications and
Enrichment- Utilize
Acceleration Program:
Incorporate the series’
supplemental material
to scaffold and assist
students who are at
risk, and students who
are in need of
enrichment.*
Grammar: Verbs,
adjectives, common,
proper singular, plural,
possessive nouns,
adverbs
See
pearsonsuccessnet.com
Introduce the Big
question.
Introduce elements of
fiction graphic
Social Studies: Scotland:
landscape, people,
tradition,
Chinese Map Study
Evolution of American
Culture, entertainment
and technology
African Folklore
Science:
Howler Monkeys
Habitats: Tropical
Rainforest
Prentice Hall
Unit 1
Fiction/Nonfi
ction
Benchmark
Assessments
Graphic
Organizers
Scoring
Rubric
Videos and
Visual Aids
Portfolio
Diagnostic
Test
MIDDLE TOWNSHIP PUBLIC SCHOOLS
CAPE MAY COURT HOUSE, NJ 08210
CURRICULUM GUIDE
DISCIPLINE: English Language Arts GRADE LEVEL/COURSE: Grade 6
Board approved: May 17, 2012 2
Grade Level
Standards UEQ/Essential Questions
Time
Frame
Activities and
Differentiation
Cross Curricular
Connections
Assessment/
Benchmark
story?
LEQ: What is a pronoun?
LEQ: How do specific pronouns help you
identify the point of view?
LEQ: What shapes the way you see the
world?
LEQ: How can recognizing an author’s
perspective help you evaluate a text?
LEQ: What factors contribute to the tone of
a story?
LEQ: What is a symbol?
LEQ: How can a reader infer the meaning
of symbols in a work of literature?
LEQ: How do I effectively answer open
ended questions?
organizer (plot,
character, conflict,
theme, setting),
nonfiction graphic
organizer (purpose,
forms of nonfiction),
and plot graphic
organizer.
“Greyling”- focus on
elements of fiction
“My Heart is in the
Highlands”- focus on
elements of nonfiction
“Stray/The
Homecoming”- focus
on making predictions
and plot
“The Drive-In Movies/
The Market Square
Dog”- focus on making
predictions, narrator
and point of view
Compare Literary
Works: Comparing
Fiction and Nonfiction
“Why Monkeys Live in
MIDDLE TOWNSHIP PUBLIC SCHOOLS
CAPE MAY COURT HOUSE, NJ 08210
CURRICULUM GUIDE
DISCIPLINE: English Language Arts GRADE LEVEL/COURSE: Grade 6
Board approved: May 17, 2012 3
Grade Level
Standards UEQ/Essential Questions
Time
Frame
Activities and
Differentiation
Cross Curricular
Connections
Assessment/
Benchmark
Trees”- Folk Tale
“The Case of the
Monkeys That Fell
From the Trees”-
scientific article
“My Papa, Mark
Twain/ Stage Fright”-
focus on fact and
opinion, and author’s
perspective
“Names/Nombres
/The Lady and the
Spider”-focus on fact
and opinion and tone
Differentiate stories
based on student skill
level
“Eleven”-focus on
symbolism
Writing: Open Ended
Questions, RASE
Checklist
UEQ: How do writers communicate their
thoughts and feelings effectively?
Unit 2
MIDDLE TOWNSHIP PUBLIC SCHOOLS
CAPE MAY COURT HOUSE, NJ 08210
CURRICULUM GUIDE
DISCIPLINE: English Language Arts GRADE LEVEL/COURSE: Grade 6
Board approved: May 17, 2012 4
Grade Level
Standards UEQ/Essential Questions
Time
Frame
Activities and
Differentiation
Cross Curricular
Connections
Assessment/
Benchmark
RL 6.1
RL 6.2
RL 6.3
RL 6.5
RL 6.10
L 6.1
L 6.4.b
L6.6
W6.1.a-e
W6.3a-e
W6.5
W6.8
W6.10
RI6.1
RI6.3
RI6.10
SL.6.1a
SL.6.1.c
SL.6.1.d
LEQ: What is an inference?
LEQ: How can readers use inferences to
predict future outcomes?
LEQ: What would happen if you failed to
make an inference?
LEQ: What are the elements used to create a
short story?
LEQ: How does an author make a character
“come alive”?
LEQ: What are the various types of
conflict?
LEQ: What are the various types of theme?
LEQ: Can the setting of a story affect the
story’s plot?
LEQ: How do writers get the attention of
their readers?
LEQ: When writing, what does the phrase
“Show, don’t tell” mean?
LEQ: What is the purpose of advertising?
LEQ: Do advertisers use specific techniques
to persuade individuals?
LEQ: What are six persuasive techniques
used in advertising?
LEQ: How do you determine truth in
advertising?
LEQ: What are the elements of a persuasive
essay?
LEQ: When was the last time you tried to
persuade someone? Were you successful?
LEQ: How can I effectively plan and write a
Approx.
10-12
weeks
Introduce the Big
Question
Grammar: verbs,
principal parts of verbs,
simple verb tenses,
perfect tenses of verbs
See
pearsonsuccessnet.com
Introduce Elements of
Short Stories: plot,
character, conflict,
theme, setting.
Introduce making
inferences and drawing
conclusions.
“The Wounded Wolf”-
introduce elements of
short stories
Differentiate stories
based on student skill
level:
“The Tail/Dragon,
Dragon”- focus on
making inferences and
Social Studies:
Poland, World War II,
Life in Eastern Europe,
Jewish Emigration to
America, Sioux,
California Gold Rush,
Ancient civilizations
Science:
Habitat: Arctic, Periodic
Table: Gold, Seasonal
Harvests
Prentice Hall
Unit 2 Short
Stories
Benchmark
Assessments
Graphic
Organizers
Scoring
Rubric
Videos and
Visual Aids
Portfolio
Diagnostic
Test
MIDDLE TOWNSHIP PUBLIC SCHOOLS
CAPE MAY COURT HOUSE, NJ 08210
CURRICULUM GUIDE
DISCIPLINE: English Language Arts GRADE LEVEL/COURSE: Grade 6
Board approved: May 17, 2012 5
Grade Level
Standards UEQ/Essential Questions
Time
Frame
Activities and
Differentiation
Cross Curricular
Connections
Assessment/
Benchmark
persuasive writing piece?
LEQ: What does subject-verb agreement
mean?
LEQ: Why must you maintain verb tense?
characterization
“Zlateh the Goat/The
Old Woman Who Lived
With the Wolves”-
focus on making
inferences, conflict,
and resolution
“The Circuit/ The All-
American Slurp”-
focus on theme and
drawing conclusions
“The King of Mazy
May/ Aaron’s Gift”-
focus on setting and
drawing conclusions
“Race to the End of the
Earth”- focus on
comparing and
contrasting
“Gold Rush: The
Journey by Land”-
focus on comparing
and contrasting
Comparing Literary
MIDDLE TOWNSHIP PUBLIC SCHOOLS
CAPE MAY COURT HOUSE, NJ 08210
CURRICULUM GUIDE
DISCIPLINE: English Language Arts GRADE LEVEL/COURSE: Grade 6
Board approved: May 17, 2012 6
Grade Level
Standards UEQ/Essential Questions
Time
Frame
Activities and
Differentiation
Cross Curricular
Connections
Assessment/
Benchmark
Works: Setting and
Theme
“The Fun They
Had/Feathered
Friend”
Expository Text: “The
Seven Wonders of the
World/Art, Architecture
and Learning in Egypt”
Writing: Open-Ended
Questions, Short
Stories, Persuasive
Essays
UEQ: What is important to know? Unit 3
LEQ: How do you determine if you are
reading fiction or non-fiction?
Approx. 6
weeks
RL 6.10
RI 6.1
RI. 6.2
RI .6.3
RI .6.4
RI .6.5
RI .6.6
RI .6.8
RI .6.10
L.6.1
L.6.1e
LEQ: What are the forms of non-fiction?
LEQ: What are the elements of non-fiction?
LEQ: What are the reasons an author would
choose to write about a particular subject?
LEQ: What details from the selection help
you determine the author’s purpose?
LEQ: What shapes an author’s point of
view?
LEQ: Do words elicit feelings?
LEQ: Can an author’s word choice reveal
their point of view?
Introduce the Big
Question
Grammar: Adjectives,
articles, adverbs,
conjunctions and
interjections,
combining sentences
See
pearsonsuccessnet.com
Social Studies:
Segregation in America,
History of Baseball,
Japanese internment
camps, Turkey as the
national bird, Mexico in
the early 1900s
Science:
Turkey populations,
conservation
Prentice Hall
Unit 3 Types
of Non-
Fiction
Benchmark
Assessments
Graphic
Organizers
Scoring
MIDDLE TOWNSHIP PUBLIC SCHOOLS
CAPE MAY COURT HOUSE, NJ 08210
CURRICULUM GUIDE
DISCIPLINE: English Language Arts GRADE LEVEL/COURSE: Grade 6
Board approved: May 17, 2012 7
Grade Level
Standards UEQ/Essential Questions
Time
Frame
Activities and
Differentiation
Cross Curricular
Connections
Assessment/
Benchmark
L.6.2.b
L.6.3
L.6.4a
L.6.4.c
L.6.4.d
L.6.6
SL.6.1a
SL.6.1.c
SL.6.1.d
LEQ: How do you determine the tone of a
selection?
LEQ: How does an author’s word choice,
sentence length, and sentence structure help
set the tone of a selection?
LEQ: How do you determine the validity of
an author’s conclusions in a persuasive
speech or editorial?
LEQ: How can recognizing propaganda
help readers to avoid drawing false
conclusions?
LEQ: How does the reader determine the
main idea of a selection?
LEQ: How do you distinguish between
important and unimportant details?
LEQ: How do we analyze text to determine
the mood?
LEQ: What is style?
LEQ: What elements help to define an
author’s style?
LEQ: How can knowledge of prefixes,
suffixes, and roots help unlock the meaning
of unfamiliar words?
LEQ: How can knowledge and
understanding of adjective and adverbs
improve our writing?
Review forms of
nonfiction
Review skills: author’s
purpose, main idea,
point of view, author’s
purpose, word choice
,tone, author’s
influences, mood
Differentiate based on
student skill level:
“Water/Hard as
Nails”-focus on
author’s purpose,
autobiographical
writing
“Jackie Robinson:
Justice at Last/ The
Shutout”-focus on
author’s purpose,
expository essay
“Turkeys/ Langston
Terrace”-focus on
main idea and author’s
influence
Rubric
Videos and
Visual Aids
Portfolio
Diagnostic
Test
MIDDLE TOWNSHIP PUBLIC SCHOOLS
CAPE MAY COURT HOUSE, NJ 08210
CURRICULUM GUIDE
DISCIPLINE: English Language Arts GRADE LEVEL/COURSE: Grade 6
Board approved: May 17, 2012 8
Grade Level
Standards UEQ/Essential Questions
Time
Frame
Activities and
Differentiation
Cross Curricular
Connections
Assessment/
Benchmark
“La Lena Buena/ The
Pigman and Me”-focus
on main idea and mood
Comparing Literary
Works: Comparing
Biography and
Autobiography
“Something to
Declare/A Backwoods
Boy”
Analyzing Arguments:
“Preserving a Great
American Symbol/ Jake
Wood Baseball League
Is the Start of
Something Special”
Writing: Open Ended
Questions, Persuasive
Writing Speculative
Essay, Expository
Writing
UEQ: Do we need words to communicate
well?
Unit 4
RL.6.1
RL.6.4
RL.6.5
RL.6.9
LEQ: How do poets use figurative language
to help readers see familiar ideas in fresh
ways?
LEQ: How do poets use specific words to
Approx.
4 weeks
Introduce the Big
Question (UEQ)
Introduce poetry:
Math: Patterns
Social Studies: The
Wright Brothers
Writing
about the Big
Question
MIDDLE TOWNSHIP PUBLIC SCHOOLS
CAPE MAY COURT HOUSE, NJ 08210
CURRICULUM GUIDE
DISCIPLINE: English Language Arts GRADE LEVEL/COURSE: Grade 6
Board approved: May 17, 2012 9
Grade Level
Standards UEQ/Essential Questions
Time
Frame
Activities and
Differentiation
Cross Curricular
Connections
Assessment/
Benchmark
RL.6.10
RI.6.1
RI.6.2
RI.6.5
RI.6.7
RI.6.10
L.6.1
L.6.1.b
L.6.2.a
L.6.2.b
L.6.3
L.6.3.a
L.6.4.c
L.6.5.b
L.6.6
W.6.9.a
W.6.9.b
SL.6.1
SL.6.1.c
SL.6.4
SL.6.5
elicit feelings and ideas?
LEQ: Can the way a poem is structured
contribute to its meaning?
LEQ: How do poets add musical quality to
their poems?
LEQ: How do poets create images for the
reader?
LEQ: How can appealing to the five senses
help create specific images for the reader?
LEQ: How can paraphrasing clarify the
main idea of a selection?
LEQ: How do poets use specific forms of
poetry to express themselves?
LEQ: How do sound devices allow poets to
develop tone, create musical effects, and
reinforce meaning?
LEQ: How does an individual adequately
complete an application?
LEQ: What are the four types of sentences?
LEQ: Why must sentences contain subjects
and predicates?
forms, poetic structure,
sound devices, rhythm
and rhyme, imagery
Review figurative
language
Grammar: Simple and
Compound Subjects,
Sentence Types,
Subject Complements,
Predicate Nouns and
Predicate Adjectives
Differentiate based on
student skill level:
“Adventures of
Isabel/Wilbur Wright
and Orville
Wright/Ankylosaurus”-
focus on context clues
and rhythm and rhyme
“A Dream Within a
Dream/Life Doesn’t
Frighten Me/The
Walrus and the
Carpenter”-focus on
context clues and
rhythm and rhyme
Science: Types of Trees
Prentice Hall
Unit 4 Poetry
Benchmark
Assessments
Graphic
Organizers
Scoring
Rubric
Videos and
Visual Aids
Portfolio
DiagnosticTe
st
MIDDLE TOWNSHIP PUBLIC SCHOOLS
CAPE MAY COURT HOUSE, NJ 08210
CURRICULUM GUIDE
DISCIPLINE: English Language Arts GRADE LEVEL/COURSE: Grade 6
Board approved: May 17, 2012 10
Grade Level
Standards UEQ/Essential Questions
Time
Frame
Activities and
Differentiation
Cross Curricular
Connections
Assessment/
Benchmark
“Simile: Willow and
Ginkgo/April Rain
Song/ Fame Is a Bee”-
focus on context clues
and figurative language
“Abuelito Who/The
World Is Not a
Pleasant Place to
Be/Child on Top of a
Greenhouse”
“Haiku/The Sidewalk
Racer/Limerick”- focus
on context clues and
figurative language
“Haiku/Concrete
Cat/Limerick”-focus on
paraphrasing and forms
of poetry
“No Thank
You/Parade/Wind and
water and stone”-focus
on paraphrasing and
sound devices
MIDDLE TOWNSHIP PUBLIC SCHOOLS
CAPE MAY COURT HOUSE, NJ 08210
CURRICULUM GUIDE
DISCIPLINE: English Language Arts GRADE LEVEL/COURSE: Grade 6
Board approved: May 17, 2012 11
Grade Level
Standards UEQ/Essential Questions
Time
Frame
Activities and
Differentiation
Cross Curricular
Connections
Assessment/
Benchmark
Reading for
Information:
Library Card
Information and
Application—
functional text
Comparing Literary
Works: Comparing
Sensory Language
“Childhood and
Poetry/Alphabet”
Writing: Create poems
that incorporate sound
devices and other
components of poetry
UEQ: How do we decide who we are? Unit 5
RL.6.1
RL.6.2
RL.6.3
RL.6.4
RL.6.5
RL.6.6
RL.6.7
RL.6.9
RL.6.10
RI.6.1
RI.6.6
RI.6.8
LEQ: What is drama?
LEQ: What are the elements necessary in
the creation of drama?
LEQ: How and why do you create a
dramatic summary?
LEQ: What is the importance of dialogue in
drama?
LEQ: How does dialogue reveal character
traits, motives, and plot elements?
LEQ: A dramatic script contains what two
main types of information?
LEQ: How can knowledge and
Approx.
2 weeks
Introduce Big
Question (UEQ)
See pearsonsuccess.net
Grammar: prepositions
and appositives,
gerunds and gerund
phrases, and combining
sentences
Introduce drama:
dramatic structure,
Writing
about the Big
Question
Prentice Hall
Unit 5
Drama
Benchmark
Assessments
Graphic
Organizers
MIDDLE TOWNSHIP PUBLIC SCHOOLS
CAPE MAY COURT HOUSE, NJ 08210
CURRICULUM GUIDE
DISCIPLINE: English Language Arts GRADE LEVEL/COURSE: Grade 6
Board approved: May 17, 2012 12
Grade Level
Standards UEQ/Essential Questions
Time
Frame
Activities and
Differentiation
Cross Curricular
Connections
Assessment/
Benchmark
RI.6.9
RI.6.10
L6.1
L.6.1.b
L.6.2.a
L.6.2.b
L.6.3
L.6.3.a
L.6.4.c
L.6.5.b
L.6.6
W.6.1
W.6.1.a-1.e
W.6.2
W.6.2.a-2.c
W.6.4
W.6.5
W.6.6
W.6.8
W.6.9
SL.6.1
SL.6.1.c
SL.6.4
SL.6.5
understanding of gerunds, gerund phrases,
prepositions, appositives, improve our
writing?
LEQ: How, why, and when do writers
combine sentences?
conflict, character,
dialogue in drama, and
stage directions
Differentiate based on
student skill level:
“The Phantom
Tollbooth: Turnpike
Tollbooth / Measuring
Time”- focus on
summary and dialogue
in drama
“The Phantom
Tollbooth, Act II”-
focus on comparing
and contrasting and
stage directions
Compare Literary
Works: Comparing
Author’s Purpose
across Genres
“You’re a Good Man,
Charlie Brown”
“Happiness is a
Charming Charlie
Brown at Orlando
Scoring
Rubric
Videos and
Visual Aids
Portfolio
Diagnostic
Test
MIDDLE TOWNSHIP PUBLIC SCHOOLS
CAPE MAY COURT HOUSE, NJ 08210
CURRICULUM GUIDE
DISCIPLINE: English Language Arts GRADE LEVEL/COURSE: Grade 6
Board approved: May 17, 2012 13
Grade Level
Standards UEQ/Essential Questions
Time
Frame
Activities and
Differentiation
Cross Curricular
Connections
Assessment/
Benchmark
Rep”
Writing: Explanatory
Text: Cause and Effect
UEQ: How much do our communities
shape us?
Unit 6
RL.6.1
RL.6.2
RL.6.4
RL.6.5
RL.6.10
RI.6.1
RI.6.2
RI.6.5
RI.6.10
L6.1
L.6.2.b
L.6.4.b
L.6.4.d
L.6.5
L.6.5.a
L.6.5.b
L.6.6
W.6.1
W.6.1.a-1.e
W.6.2
W.6.2.a-2.c
W.6.4
W.6.5
LEQ: What are the elements of fables, folk
tales, and myths?
LEQ: What is a universal theme?
LEQ: What is the relationship between
cause and effect and plot?
LEQ: What is the purpose of an
alphanumeric outline?
LEQ: What are the characteristics of
fantasy?
LEQ: How do authors make fantasy seem
realistic?
LEQ: How does setting a purpose and
previewing the ext help focus your reading?
LEQ: Explain how foreshadowing and
flashback enrich the plot.
Approx. 2
weeks
Introduce the Big
Question (UEQ)
Review theme,
personification
Introduce fables and
folktales, myths,
elements of fantasy,
foreshadowing and
flashback
Grammar: Independent
and subordinate
clauses, simple,
compound and
complex sentences,
commas
“Black Ships Before
Troy”-focus on theme,
structure and theme
Prentice Hall
Unit 6
Themes in
Folk
Literature
Benchmark
Assessments
Graphic
Organizers
Scoring
Rubric
Videos and
Visual Aids
Portfolio
Diagnostic
Test
Writing
MIDDLE TOWNSHIP PUBLIC SCHOOLS
CAPE MAY COURT HOUSE, NJ 08210
CURRICULUM GUIDE
DISCIPLINE: English Language Arts GRADE LEVEL/COURSE: Grade 6
Board approved: May 17, 2012 14
Grade Level
Standards UEQ/Essential Questions
Time
Frame
Activities and
Differentiation
Cross Curricular
Connections
Assessment/
Benchmark
W.6.6
W.6.8
W.6.9
SL.6.1
SL.6.1.c
SL.6.4
SL.6.5
SL.6.6
“Black Cowboy, Wild
Horses”- focus on
themes in folk literature
Differentiate based on
student skill level:
“The Tiger Who Would
Be King”
“The Ant and the
Dove/The Lion and the
Bulls/A Crippled Boy”-
focus on analyzing
fables and folklore/
cause and effect
“Arachne/The Whale
Rider”-focus on myths,
cause and effect
“Mowgli’s
Brothers/from James
and the Giant Peach”-
comparing elements of
fantasy
“Why The Tortoise’s
Shell is Not Smooth/He
Lion, Bruh Bear, and
Bruh Lion”- focus on
about the Big
Question
MIDDLE TOWNSHIP PUBLIC SCHOOLS
CAPE MAY COURT HOUSE, NJ 08210
CURRICULUM GUIDE
DISCIPLINE: English Language Arts GRADE LEVEL/COURSE: Grade 6
Board approved: May 17, 2012 15
Grade Level
Standards UEQ/Essential Questions
Time
Frame
Activities and
Differentiation
Cross Curricular
Connections
Assessment/
Benchmark
personification
“The Three Wishes/
The Stone”-setting a
purpose, universal
theme
“Lob’s Girl/Jeremiah’s
Song”-focus on
foreshadowing and
flashbacks
Reading for
Information:
“How to Read a Road
Map”-expository text
“Downtown Atlanta”-
functional text
Writing Workshop:
Informative Text:
Research Report
MIDDLE TOWNSHIP PUBLIC SCHOOLS
CAPE MAY COURT HOUSE, NJ 08210
CURRICULUM GUIDE
DISCIPLINE: English Language Arts GRADE LEVEL/COURSE: Grade 7
16
Grade
Level
Standards
Unit/Essential Questions Activities and
Differentiation
Cross Curricular
Connections
Assessment
/
Benchmark
Resources
RL.2
RL.3
L.4
L.4A
L.4B
L.6
RI.2
RI.5
RI.6
W.2
W.2a
W.2b
L.1
L.2
SL
Unit 1 Fiction and
Nonfiction
UEQ-What is the best way to
find the truth?
LEQ -How do authors make
characters come alive?
LEQ - How do we recognize
the major components of plot?
LEQ-What are the elements
of setting?
LEQ- What is the importance
of theme?
LEQ- How is conflict critical
to a text?
LEQ- How does using context
clues improve understanding?
LEQ- How do you determine
the point of view?
LEQ- How do we recognize
details that indicate the
author’s purpose?
LEQ- How does dialogue
enhance a story?
LEQ- How do we write an
effective descriptive essay?
*Special Education
modifications and
enrichment- utilize
acceleration
program:
incorporate the
series supplemental
material to scaffold
in order to assist
at- risk students as
well as enrichment
students.*
Meet the Author
Video
Unit 1 Introduction
Pearsonsuccess.net
Activities
Teacher-directed,
collaborative, and
independent reading
of texts from
Prentice Hall Text
Vocabulary building
activities
Connections:
• Hindenburg
• Chinese
culture and
famous
places
• Good luck
charms
around the
world
• Irish Potato
famine
• Dominican
Republic
Diagnostic
Test Unit
1.
Portfolios
Beginning
of the year
Benchmark
Test.
Story
Selection
tests
Pearson Prentice Hall
Literature Text
• Three Century
Woman
• Fall of the
House of Usher
• Papa’s Parrot
• MK
• The Luckiest
Time of All
• Barrio Boy
• A Day’s Wait
• All Summer in
a Day
• The Night the
Bed Fell
• Stolen Day
Novels
Online component
Pearsonsuccessnet.com
Teacher created
materials
MIDDLE TOWNSHIP PUBLIC SCHOOLS
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CURRICULUM GUIDE
DISCIPLINE: English Language Arts GRADE LEVEL/COURSE: Grade 7
17
Grade
Level
Standards
Unit/Essential Questions Activities and
Differentiation
Cross Curricular
Connections
Assessment
/
Benchmark
Resources
Graphic organizers
Open-ended
questions/RAISE
Restate
Answer all questions
Include powerful
vocabulary
Support answer with
detail.
Extend –make
connections
Scaffolding of main
concepts taught.
Writing Scoring
Rubric
Journal Writing
Note-taking
Memoir writing
Brainpop
Grammar-Common
MIDDLE TOWNSHIP PUBLIC SCHOOLS
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CURRICULUM GUIDE
DISCIPLINE: English Language Arts GRADE LEVEL/COURSE: Grade 7
18
Grade
Level
Standards
Unit/Essential Questions Activities and
Differentiation
Cross Curricular
Connections
Assessment
/
Benchmark
Resources
and proper nouns
Personal/possessive
nouns
RL7.1
RL7.2
RL7.3
RL7.4
RL7.6
RI7.1
RI7.4
RI7.5
RI 7.9
RI7.10
W7.1
W7.1a-e
W7.2
W7.2a
W7.2d-f
W7.3
W7.3a-e
W7.5
W7.7
W7.9
W7.9a
SL7.1
SL7.1a
SL7.3
Unit 2: Short Stories
UEQ- Does every conflict
have a winner?
LEQ- How can making
inferences help in
comprehension?
LEQ-How are characters
classified?
LEQ-How can one
differentiate between internal
and external conflict?
LEQ- How do readers use
predictions?
LEQ- How is understanding
the sequence of events in a
story?
LEQ- How is recognizing the
theme of a short story
important?
LEQ- How do we identify the
conflict and resolution in a
story?
Meet the Author
Video
Class discussion
Pearsonsuccess.net
activities
Character Analysis
(tee-shirt activity)
Vocabulary Builders
Plot diagram
Teacher directed,
collaborative, and
independent reading
of short stories.
Graphic organizers-
Symbolism
Conflict/external/int
ernal
Connections-
• Migration of
Russian
Jews to the
U.S
• Melting pot
theory
Prentice
Hall
Selection
Tests
Portfolio
Scoring
Rubric
Pearson Prentice Hall
textbook
• Dinner party
• The Treasure of
Lemon Brown
• The Bear Boy
• Rikki Tikki
Tavi
• Two Kinds
• Seventh Grade
• Melting Pot
• Ribbons
• After Twenty
Years
• The Third Wish
• Amigo Brothers
Teacher tube
E-Reading
worksheets.com
Online component
MIDDLE TOWNSHIP PUBLIC SCHOOLS
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CURRICULUM GUIDE
DISCIPLINE: English Language Arts GRADE LEVEL/COURSE: Grade 7
19
Grade
Level
Standards
Unit/Essential Questions Activities and
Differentiation
Cross Curricular
Connections
Assessment
/
Benchmark
Resources
SL7.5
SL7.6
L7.1
L7.2a
L7.2b
L7.3
L7.4b
L7.4c
L7.5a
L7.5c
L7.6
LEQ- How does an author use
the literacy device of irony?
LEQ- How can you write an
effective speculative essay?
Compare/contrast
text with similar
themes
Short Story Analysis
Scaffolding of main
concepts taught
Writing Rubric
Journal Writing
Note taking
Grammar- Verbs,
Adjectives, Adverbs
A or B Story-
Differentiated
instruction
Six traits of writing
Teacher created
materials
MIDDLE TOWNSHIP PUBLIC SCHOOLS
CAPE MAY COURT HOUSE, NJ 08210
CURRICULUM GUIDE
DISCIPLINE: English Language Arts GRADE LEVEL/COURSE: Grade 7
20
Grade
Level
Standards
Unit/Essential Questions Activities and
Differentiation
Cross Curricular
Connections
Assessment
/
Benchmark
Resources
RL7.3
RL7.10
RI7.1
RI7.2
RI7.3
RI7.4
RI7.5
RI7.6
RI7.7
RI7.8
RI7.9
RI7.10
W7.1a
W7.1b
W7.2
W7.2a-e
W7.3d
W7.4
W7.5
W7.8
W7.9
W7.9b
SL7.1
SL7.1b
SL7.2
SL7.3
SL7.4
L7.1
Unit 3: Types of Nonfiction
UEQ-What knowledge is
important to you?
LEQ- How do we determine
the main idea of a passage?
LEQ- How can a reader
determine nonfiction text?
LEQ- What are the various
types of nonfiction?
LEQ- What are various
purposes of nonfiction?
LEQ-What are the possible
formats of a nonfiction text?
LEQ- How do you write an
effective persuasive essay?
LEQ- What are the steps in
writing a how-to essay?
LEQ- How do you recognize
cause-effect relationship in a
text?
LEQ- How does using the
writing process aid in
constructing an essay?
Unit 3 Introduction
Meet the
AuthorVideo
Selection A or B
differentiated
instruction
Journal writing
Timelines/project-
black history and
women’s history
Pearsonsuccess.net
Activities
Graphic organizers
Vocabulary builders
Ex.synonym/antony
m chart
Scaffolding of main
concepts.
Expository essay
writing/class
presentations.
Connections
• Montgomer
y bus
boycott
1955-56
• Gravity and
its effects
• Native
American
cultures
Portfolios
Scoring
Rubrics
Selection
tests
Benchmark
tests
Prentice Hall Textbook
• Freedom
Walkers
• Life Without
Gravity
• Conversational
Ballgames
• I am a Native
American
• Snowflake
Bentley
• No Gumption
• All Together
Now
• The Real Story
of a Cowboy’s
life
• Rattlesnake
Hunt
Teacher created
materials
Online component
MIDDLE TOWNSHIP PUBLIC SCHOOLS
CAPE MAY COURT HOUSE, NJ 08210
CURRICULUM GUIDE
DISCIPLINE: English Language Arts GRADE LEVEL/COURSE: Grade 7
21
Grade
Level
Standards
Unit/Essential Questions Activities and
Differentiation
Cross Curricular
Connections
Assessment
/
Benchmark
Resources
L7.1a
L7.1c
L7.2b
L7.3
L7.3a
L7.4
L7.4b-d
L7.5b
L7.6
Grammar-
conjunctions,
prepositions,
subjects and
predicates
5Ws and H of
writing.
RL7.1
RL7.2
RL7.3
RL7.5
RL7.6
RL7.7
RL7.10
RI7.1
RI7.6
RI7.9
RI7.10
W7.1
W7.1a-c
W7.2
W7.2a-c
W7.4
W7.8
W7.9
W7.9a
Unit 5: Drama
UEQ- Do others see us more
clearly than we see ourselves?
LEQ-What are the elements
of drama?
LEQ- What are the changing
forms of drama?
LEQ-How do we analyze a
drama?
LEQ- How do you write
differently in a timed setting?
Meet the Author
Pearsonsuccess.net
activities
Vocabulary builders
Grammar-
Infinitives,
interjections,
Appositives,
fragments and run-
ons, double
negatives, clauses
Elaine’s Dinner
Theater Trip
Graphic organizers
Connections
• English
currency
• Victorian
Age
Prentice
Hall
Selection
Tests.
Portfolio
Scoring
rubrics
Prentice Hall Textbook
• Sorry Wrong
Number
• A Christmas
Carol
• Dragonwings
• The Monsters
are Due on
Maple Street
Teacher created
materials
Online component
MIDDLE TOWNSHIP PUBLIC SCHOOLS
CAPE MAY COURT HOUSE, NJ 08210
CURRICULUM GUIDE
DISCIPLINE: English Language Arts GRADE LEVEL/COURSE: Grade 7
22
Grade
Level
Standards
Unit/Essential Questions Activities and
Differentiation
Cross Curricular
Connections
Assessment
/
Benchmark
Resources
SL7.1
SL7.1a-c
SL7.5
SL7.6
L7.1
L7.2
L7.2b
L7.3
L7.4b-d
Reading of plays in
groups.
Role-playing
Writing Rubrics
RL7.1
RL7.2
RL7.3
RL7.5
RL7.9
RL7.10
RI7.1
RI7.5
RI7.6
RI7.9
RI7.10
W7.1
W7.1a
W7.1b
W7.1b
W7.1e
W7.2
W7.2a-c
WW7.2e
W7.2f
Unit 6:
Oral Themes and Traditions
UEQ-Community or
individual…which is more
important?
LEQ- Why are myths and
folktales important to study?
LEQ-What are
idioms?
LEQ- How are common
themes about life illustrated in
oral tradition?
LEQ- How do we learn
cultural context through oral
traditions?
Unit Introduction
Pearsonsuccess.net
activities
Meet the Author
video
Delivery of oral
summary
Teacher directed,
collaborative, and
independent reading.
Reflective essay on
cultural differences
and similarities.
Graphic organizers
Connections
• Greek
Mythology
• Aztec
tradition
Selection
tests
Portfolios
Scoring
Rubric
Prentice Hall Text
• The Traveler
and the Bear
• Icarus and
Daedalus
• Demeter and
Persephone
• Tenochitlan:
Inside the Aztec
Capital
• Reading for
Information
• The Voyage
• Sun and the
Moon
In a Box
• How the Snake
Got Poison
• The People
MIDDLE TOWNSHIP PUBLIC SCHOOLS
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CURRICULUM GUIDE
DISCIPLINE: English Language Arts GRADE LEVEL/COURSE: Grade 7
23
Grade
Level
Standards
Unit/Essential Questions Activities and
Differentiation
Cross Curricular
Connections
Assessment
/
Benchmark
Resources
W7.3
W7.3a
W7.3b
W7.4
W7.5
W7.7
W7.8
W7.9
W7.9a
SL7.1
SL7.1a-c
SL7.4
SL7.5
SL7.6
L7.1
L7.2
L7.2a
L7.2b
L7.3a
L7.4b
L7.5
L7.5a
L7.5b
L7.6
Grammar-
punctuation,
capitalization,
commas
Creative writing-
create a fable.
Could Fly
• The Fox
Outwits the
Crow
• All Stories are
Anansi’s
Unit 4: Exploring Poetry
UEQ- What is the secret to
reaching someone through
Poetry writing
Poetry jam
Diagnostic
test
Selection
MIDDLE TOWNSHIP PUBLIC SCHOOLS
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CURRICULUM GUIDE
DISCIPLINE: English Language Arts GRADE LEVEL/COURSE: Grade 7
24
Grade
Level
Standards
Unit/Essential Questions Activities and
Differentiation
Cross Curricular
Connections
Assessment
/
Benchmark
Resources
verse?
LEQ- How can you utilize the
elements of poetry to
appreciate,
comprehend, and compose
poems?
LEQ- How do we determine
the meaning of a poem?
LEQ- What are the literary
devices used in poetry?
LEQ- How can paraphrasing
be used to better understand
poetry?
LEQ- How do you effectively
read a poem?
Poetry Collections
1- Loneliness
and nature
2- Animal,
plants, and
flowers
3- Life, nature,
and courage
4- Expressing
admiration
for people
and nature
5- Exploring
responsibility
,
individuality,
and
musicality of
rain
6- Ideas of loss,
rhythmic
travel, and
watery words
7- Honoring
people
important to
the speaker
8- Celebrates
memorable
tests
Portfolio
Poetry
writing
Collection
Benchmark
tests
MIDDLE TOWNSHIP PUBLIC SCHOOLS
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CURRICULUM GUIDE
DISCIPLINE: English Language Arts GRADE LEVEL/COURSE: Grade 7
25
Grade
Level
Standards
Unit/Essential Questions Activities and
Differentiation
Cross Curricular
Connections
Assessment
/
Benchmark
Resources
characters
and
experiences
MIDDLE TOWNSHIP PUBLIC SCHOOLS
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CURRICULUM GUIDE 2012
DISCIPLINE: English Language Arts GRADE LEVEL: 8
26
Grade Level Standards Essential
Questions Time Frame
Activities and
Differentiation
Cross Curricular
Connections
Assessment/
Benchmark Resources
Standard Domain
RL.2, RL.9,W.9.a,
RL.1,RL.3, RL.4, RL.6,
RL.7, W.1, W.1.a, W.1.b,
W.1.c, W.1.d., W.1.e, w.2.b-
f, w.3, w.3.a-e, w.4, w.5,
w.9, w.10, SL.1,SL.1.a,
SL.1.b-d, sl.2, sl.3,sl.4,
sl.6,L1,L.1.a, l.2, l.2.c, l.3,
L.4, l.4a-d,l.5, l.5a-c,l.6,
l.6.1c,
Unit 1 Essential
Question: Can all
conflicts be
resolved? LEQ1:
a. How do I
identify theme?
b. How do I
successfully
support my
interpretation of
theme? LEQ 2:
a. How do
making valid
predictions
improve my
comprehension?
b. How do I
find textual
evidence to
support my
prediction?
LEQ 3: a. How
can comparing
8-10 weeks
(Estimated
time to
complete
this unit)
*Special Ed.
Modifications and
Enrichment- Utilize
Acceleration
Program:
Incorporate the
series supplemental
material to scaffold
in order to assist
students who are at
risk and students
who are in need of
enrichment.*
Grammar:
Punctuation
(comma, ellipses,
dash) Review
phrases, clauses and
types of sentences.
See Pearson
Successnet.com
PART 1:
Social Studies:
connection to
Pullman Porters,
Penal Systems,
Life in the
Mississippi, Civil
War Battle of
Shiloh, Japanese
Culture, Angel
Island,
Immigration,
Native American
Culture, Chinese
Culture
Science: Snakes
and the effects of
venom on the
human body,
Pneumonia,
Psychological
study of man, lab
testing, multiple
intelligences,
Rorschach Test,
Prentice
Hall Units1
and 2
Fiction and
Short Story
Benchmark
Assessments
Graph
Organizer
Scoring
Rubric
Videos and
Visual Aids
Prentice Hall
Literature –
Pearson 2012
(See
Recommended
Poems for this
unit in
addition to
Pearson-
Prentice Hall
Literature
Series)
“Old Man”
pp719 (“An
Hour with
Abuelo”)
Phyllis Wheatley
(“Drummer Boy
at Shiloh”)
MIDDLE TOWNSHIP PUBLIC SCHOOLS
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CURRICULUM GUIDE 2012
DISCIPLINE: English Language Arts GRADE LEVEL: 8
27
Grade Level Standards Essential
Questions Time Frame
Activities and
Differentiation
Cross Curricular
Connections
Assessment/
Benchmark Resources
Standard Domain
and contrasting
improve my
comprehension?
b. How can I
effectively
compose a
compare
contrast essay?
LEQ4: a. Why
should I make
inferences?
b. How do I
find textual
evidence to
support my
inference?
LEQ5: How
can Punctuation (comma, ellipses,
dash) Review
phrases, clauses
and types of
sentences improve
“The 11:59”-Focus
on theme and
fiction
Introduce big
question
Introduce fiction by
making predictions
and plot
(conflict/resolution)
“A Retrieved
Reformation”/
“Cub Pilot on the
Mississippi”
(differentiate stories
based on lexile level
and word count)
“The Adventure of
the Speckled Band”
“The Finish of
Patsy Barnes”/
“The Drummer Boy
of Shiloh”-
Social Science:
Socioeconomic
classes.
Poetry by Poe
“For My Sister
Molly Who in
the Fifties”
pp749 (“An
Hour with
Abuelo”)
“Your Little
Over the Wires
Came Leaping”
pp 757 (“Tears
of Autumn”)
‘Grandma Ling”
pp 759 (“Tears
of Autumn”)
MIDDLE TOWNSHIP PUBLIC SCHOOLS
CAPE MAY COURT HOUSE, NJ 08210
CURRICULUM GUIDE 2012
DISCIPLINE: English Language Arts GRADE LEVEL: 8
28
Grade Level Standards Essential
Questions Time Frame
Activities and
Differentiation
Cross Curricular
Connections
Assessment/
Benchmark Resources
Standard Domain
my writing? Compare/ Contrast
Essay
PART 2:
“An Hour with
Abuelo”/ “The
Storyteller”-Focus
on theme with
regards to
compare/contrast
“Up the Slide”/
“Tears of Autumn”
(differentiate)
“The Tell-Tale
Heart”
*Compose
suspenseful tale
“Flowers for
Algernon”
“ The White
Umbrella”/”The
Medicine Bag”
MIDDLE TOWNSHIP PUBLIC SCHOOLS
CAPE MAY COURT HOUSE, NJ 08210
CURRICULUM GUIDE 2012
DISCIPLINE: English Language Arts GRADE LEVEL: 8
29
Grade Level Standards Essential
Questions Time Frame
Activities and
Differentiation
Cross Curricular
Connections
Assessment/
Benchmark Resources
Standard Domain
RL .5, RI .1-.10,
W.1,W.1.b,W.1.d,W.1.e,
W.2,w.2.b-f, w.3.c.d,
w.4, w.5, w.9, w.9.b,
w.10, SL.1, sl.1.b-d,
sl.3,sl.5, sl.6,L1,l.1.b,
l.2,l.2.c, l.3, l.3.a, l.4,
l.4a-d, l.5, l.5a-c,
l.6,l.6.1c
Unit 2 EQ:
Is the truth the
same for
everyone?
LEQ1: a. How
do I determine
the main idea?
b. How is the
main idea
supported?
LEQ2:a. How
do I use textual
evidence to
determine
whether
something is
fact or opinion?
LEQ3: a.How
does a writer’s
word choice
and tone affect
8-10 weeks
(Estimated
time to
complete
this unit)
Grammar: Active
and Passive
Voice
PART 1:
Introduce the big
question
Introduce
nonfiction (focus
on the 4 main
structures)
From “I Know
Why the Caged
Bird
Sings”(autobiogr
aphy)
From “Harriet
Tubman:
Conductor on the
Social Studies:
Equal Rights,
Civil Rights,
Slavery,
Women’s
Suffrage
Science:
Nature,
Biology,
Environmental,
Preservation
Prentice
Hall
Nonfiction
Benchmark
Assessment
Graph
Organizer
Scoring
Rubric
Videos and
Visual Aids
(See
Recommended
Poems for this
unit in
addition to
Pearson-
Prentice Hall
Literature
Series)
“Brave and
Startling
Truth” –Mya
Angelou (to be
used with “I
know why the
Caged Bird
Sings
“internet)
MIDDLE TOWNSHIP PUBLIC SCHOOLS
CAPE MAY COURT HOUSE, NJ 08210
CURRICULUM GUIDE 2012
DISCIPLINE: English Language Arts GRADE LEVEL: 8
30
Grade Level Standards Essential
Questions Time Frame
Activities and
Differentiation
Cross Curricular
Connections
Assessment/
Benchmark Resources
Standard Domain
the meaning of
a piece? b. Why
is word choice
and tone
important to
writing?
LEQ4: a. How
do I determine
the
organizational
structure of a
piece? b. How
should your
purpose affect
the organization
structure of a
piece?
LEQ5: How
can voice
improve my
writing?
Underground
Railroad”(narrati
ve essay)
“On Woman’s
Right to
Suffrage”(Persua
sive speech)/
From “Sharing
in the American
Dream”
(persuasive
speech)
(differentiate)
“Brown vs.
Board of
Education”
(historical essay)
PART 2
“The Trouble
“New World”
pp.746 (to be
used with
“This
Season’s
Curmudgeon
sees the
Light”
“Little
Exercise” pp
683 (This
Season’s
Curmudgeon
Sees the Light)
“Ode to an
Enchanted
Light” pp 685
(This Season’s
Curmudgeon
Sees the Light)
MIDDLE TOWNSHIP PUBLIC SCHOOLS
CAPE MAY COURT HOUSE, NJ 08210
CURRICULUM GUIDE 2012
DISCIPLINE: English Language Arts GRADE LEVEL: 8
31
Grade Level Standards Essential
Questions Time Frame
Activities and
Differentiation
Cross Curricular
Connections
Assessment/
Benchmark Resources
Standard Domain
with Television”
“Forest Fire”
“Why Leaves
Turn Color in
Fall”
“This Season’s
Curmudgeon
Sees the Light”
Writing
Workshop:
Informational
Text How –To
Essay
“The Sky is
Low the
Clouds are
Mean” pp 686
(The Season’s
Curmudgeon
Sees the
Light”)
RL.7, W.1,W.1.b,
W.1.d, w.1.e,
w.2.a.,w.2.b-f, w.3.c-
d,w.4, w.5, w.6,w.7,
w.8, w.9, w.9.b, w.10,
Unit 3: Is it our
differences or
similarities that
matter most?
LEQ1:a.How
4-6 weeks
(Estimated
time to
complete
this unit)
Grammar: Form
and use verbs in
the indicative,
comparative,
interrogative,
Social Studies:
WWII,
Holocaust,
Prentice
Hall Drama
Benchmark
Assessment
Graph
(See
Recommended
Poems for this
unit in
MIDDLE TOWNSHIP PUBLIC SCHOOLS
CAPE MAY COURT HOUSE, NJ 08210
CURRICULUM GUIDE 2012
DISCIPLINE: English Language Arts GRADE LEVEL: 8
32
Grade Level Standards Essential
Questions Time Frame
Activities and
Differentiation
Cross Curricular
Connections
Assessment/
Benchmark Resources
Standard Domain
SL.1, sl.1.b-d,
sl.5,sl.6,L1,l.1.c, l.1.d,
l.2, l.2.c, l.3, l.4, l.4a-
d,l.5,l.5a-c,l.6,l.6.1c
much
information is
enough? b. In
research, how
do you
determine
quality from
quantity?
c. How do I
balance
researched and
original ideas in
my writing? d.
how do I cite
sources
correctly?
LEQ2: a. What
insight do I gain
about the
characters
through
dialogue? b.
How does
conditional, and
subjunctive
mood- and
recognize and
correct
inappropriate
shifts in verb
voice and mood.
Mechanics and
dialogue
Introduce the big
question
Introduce drama
“The Diary of
Anne Frank” –
Focus on Cause
and effect:
dialogue,
character
motivation
Organizer
Scoring
Rubric
Videos and
Visual Aids
addition to
Pearson-
Prentice Hall
Literature
Series)
“Your
World”pp658
(The Diary of
Anne Frank)
“Thumbprint”
pp656 (The
Diary of Anne
Frank)
“Cat” pp655
(The Diary of
Anne Frank)
MIDDLE TOWNSHIP PUBLIC SCHOOLS
CAPE MAY COURT HOUSE, NJ 08210
CURRICULUM GUIDE 2012
DISCIPLINE: English Language Arts GRADE LEVEL: 8
33
Grade Level Standards Essential
Questions Time Frame
Activities and
Differentiation
Cross Curricular
Connections
Assessment/
Benchmark Resources
Standard Domain
dialogue
develop
characters,
establish tone
and meaning,
and propel the
plot? LEQ3: a.
What causes
conflict? b.
How does the
conflict relate to
me? LEQ4: a.
What is the
difference
between cause
and effect? b.
How does
background
information
impact the
outcome of the
piece?
LEQ5: How
Writing
Workshop:
Informative text:
research report in
the form of a
newspaper page
(each article
must be written
in a different
verb form)
Act I-
“Fakebook”
Character page
Act II -
Newspaper
MIDDLE TOWNSHIP PUBLIC SCHOOLS
CAPE MAY COURT HOUSE, NJ 08210
CURRICULUM GUIDE 2012
DISCIPLINE: English Language Arts GRADE LEVEL: 8
34
Grade Level Standards Essential
Questions Time Frame
Activities and
Differentiation
Cross Curricular
Connections
Assessment/
Benchmark Resources
Standard Domain
can certain
verbs and verb
forms enhance
my writing?
RL .10,
W.1,W.1.b,W.1.d,
w.1.e, w.2.b-f, w.3,
w.3.a-e,w.4, w.5, w.9,
w.10, SL.1, sl.1.b-d,
sl.2,sl.5,sl.6,L.1,l.2,
l.2.a, l.2.c, l.3,l.4, l.4a-
d,l.5,.l.5a-c, l.6,l.6.1c
Unit 4 UEQ:
Are yesterday’s
heroes
important
today? LEQ1:
a. How do the
social and
cultural context
impact a piece?
b. How does
American
History Impact
the literature of
a time period?
LEQ2: a. How
do I summarize
the main ideas
and events in a
8-10 weeks
(Estimated
time to
complete
this unit)
Grammar:*Funct
ion of Verbals
*Phrases and
Clauses
PART 1:
Introduce the big
question
Introduce oral
tradition
Introduce
summarizing and
myths
Read “Coyote
Steals the Sun
and the Moon”/
Social Studies:
American Folk
Tradition,
Multi-Cultural
Heritage,
Westward
Expansion,
Slavery, Civil
War, Gold
Rush, Great
Depression
Science:
Astronomy
Prentice
Hall
Themes in
American
Tradition
Benchmark
Assessment
Graph
Organizer
Scoring
Rubric
Videos and
Visual Aids
(See
Recommended
Poems for this
unit in
addition to
Pearson-
Prentice Hall
Literature
Series)
“The Drum”
pp.663
“Runagate”
pp.720
“The New
Colossus”
MIDDLE TOWNSHIP PUBLIC SCHOOLS
CAPE MAY COURT HOUSE, NJ 08210
CURRICULUM GUIDE 2012
DISCIPLINE: English Language Arts GRADE LEVEL: 8
35
Grade Level Standards Essential
Questions Time Frame
Activities and
Differentiation
Cross Curricular
Connections
Assessment/
Benchmark Resources
Standard Domain
story? b. Why
should I
summarize?
LEQ3: a. How
does theme
express a
certain cultural
morals or
value? b.How
do myths help
us understand a
specific
culture?
LEQ4: a. How
can multimedia
help to persuade
my audience?
b. Why is it
important that I
express my
opinion?
LEQ5: How
can the use of
“Why the Waves
Have
Whitecaps”
(differentiation)
Focus reading-
small group
activity/individua
l activity
(pp.1026)/
(pp.1032)
Summarizing
and oral tradition
“Brer Possum’s
Dilemma”/
“John Henry”
“Chicoria”/from
The People, Yes
Compare
pp.728
“Paul Revere’s
Ride” pp.731
“Harriet
Beecher
Stowe” pp.735
“Drum Song”
pp 758 (“Brer
Possum’s
Dilemma”)
“O Captain,
My Captain!”
pp.777 (“Davy
Crockett/ Paul
Revere”)
“Casey at the
Bat” (“Davey
Crockett/ Paul
MIDDLE TOWNSHIP PUBLIC SCHOOLS
CAPE MAY COURT HOUSE, NJ 08210
CURRICULUM GUIDE 2012
DISCIPLINE: English Language Arts GRADE LEVEL: 8
36
Grade Level Standards Essential
Questions Time Frame
Activities and
Differentiation
Cross Curricular
Connections
Assessment/
Benchmark Resources
Standard Domain
verbals, phrases
and clauses
enhance my
writing?
Literary works
focusing on
comparing and
heroic characters
“Davy Crockett’s
Dream”/ “Paul
Bunyan of the
Woods”/
“Invocation”
from John
Brown’s Body
Research:
Multimedia
Report
PART 2:
Introduce
purpose for
reading and
cultural context
Revere”)
“Silver”pp.656
(“Coyote
Fakes the
Moon and
Sun”)
MIDDLE TOWNSHIP PUBLIC SCHOOLS
CAPE MAY COURT HOUSE, NJ 08210
CURRICULUM GUIDE 2012
DISCIPLINE: English Language Arts GRADE LEVEL: 8
37
Grade Level Standards Essential
Questions Time Frame
Activities and
Differentiation
Cross Curricular
Connections
Assessment/
Benchmark Resources
Standard Domain
From “Out of the
Dust”/ “Ellis
Island”
(differentiation)
Introduce
purpose for
reading and
author’s
influences
“Choice: A
Tribute to Martin
Luther King,
Jr.”/ “An
Episode of
War”(differentiat
ion)
Compare works
by comparing
works on a
similar theme
MIDDLE TOWNSHIP PUBLIC SCHOOLS
CAPE MAY COURT HOUSE, NJ 08210
CURRICULUM GUIDE 2012
DISCIPLINE: English Language Arts GRADE LEVEL: 8
38
Grade Level Standards Essential
Questions Time Frame
Activities and
Differentiation
Cross Curricular
Connections
Assessment/
Benchmark Resources
Standard Domain
“Poetry”/ from
“My Own True
Nature”/ “Words
to Sit in, like
Chairs”
Writing
Workshop: Write
a Cause/ Effect
Essay
Apply the big
question, deliver
a persuasive
speech using
multimedia