COURSE CODE: COURSE NAME: M/J Language Arts I UNIT...

2013-2014 M/J Language Arts I Pacing Guide

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COURSE CODE: 1001010 COURSE NAME: M/J Language Arts I

UNIT TITLE: What Makes a Hero?

UNIT ESSENTIAL QUESTION:

SEMESTER: 1

Grading Period: 1

CONCEPT CONCEPT CONCEPT

Students will analyze the actions of characters to determine characterization.

Students will understand that heroes can come in all forms.

Students will identify the characteristics of a short fiction genre.

STANDARD(S) STANDARD(S) STANDARD(S)

LA.6.2.1.1, LA.6.2.2.1, LA.6.1.7.1, LACC.6.L.1, LACC.6.L.2, LACC.6.SL.1.1

LA.6.1.7.4, LA.6.2.1.2, LA.6.6.2.3, LACC.6.L.1, LACC.6.L.2, LACC.6.SL.1.1

LA.6.2.1.1, LA.6.1.7.3, LA.6.1.7.5, LA.6.2.2.2, LACC.6.L.1, LACC.6.L.2, LACC.6.SL.1.1

LESSON ESSENTIAL QUESTION(S) & STRATEGIES



The Scribe Pre-reading – Think of someone who helped you, how did they help you? How would you describe that person? Is that person a hero? (T-Chart) Post Reading – Compare the characteristics of the person that helped you to the characteristics of James in “The Scribe,” is James a hero? TIME: Hurricane Heroes

Pre-Reading – What do you know about hurricanes? (Graphic Organizer: KWL Chart) Post Reading – TIME Magazine describes Jim Williams, Ron Wegner, and Melissa Baldwin as heroes, cite evidence from the text to support or disagree with TIME magazine. Select one of the individuals listed above and state what you would have done in a similar situation.

Can animals be heroes? As you read, notice the ways in which the dog, Bimbo, helps his friend, Tito, during an emergency in Pompeii. Would you characterize Bimbo as a hero?

How does the speaker’s argument in “Eulogy on the Dog” hold true to the actions of the dog in “The Dog of Pompeii”?

What are the characteristics of short fiction? What are the elements of a short story? What Exactly is a Hero?

Are all heroes celebrities? Can anyone be a hero?

What are the characteristics (qualities, actions) of a hero?


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VOCABULARY VOCABULARY VOCABULARY

Narrator, Point of View, Characterization, Dialogue, Analyze, Text Feature, Title, Section Headings, Sub Headings, Caption Vocabulary Workshop: Word Parts (p.23)

Setting, Concrete Details, Sensory Details, Cause, Effect, Pre-write, Draft, Revise, Edit, Proofread, Argument, Simile, Metaphor, Personification

Characters, protagonist, characterization, indirect characterization, direct characterization, Plot, Exposition, Rising Action, Conflict, Climax, Falling Action, Resolution, Point of View, Narrator, First-Person Point of View, Limited Third-Person Point of View, Omniscient Point of View, Theme(stated and implied), Main Idea, Supporting Details Text Structure: Comparing and Contrasting

RESOURCES

The Scribe p. 9-23 Time: Hurricane Heroes p.24-27 “Letter from Mary Mayer to Albert Greenfield” www.digitalhistory.hsp.org/node/7428 Novel: Where the Red Fern Grows (weekly literature circles) Language: - Daily Language Practice Transparencies - Grammar and Language Workbook – Daily Lesson

The Dog of Pompeii p. 28-42 Eulogy on the Dog p.478-482 Novel: Where the Red Fern Grows (weekly literature circles) Language: - Daily Language Practice Transparencies - Grammar and Language Workbook – Daily Lesson

Genre Focus: Short Fiction p.44 Literary Elements p.44 Characteristics of the Genre p.45 Novel: Where the Red Fern Grows (weekly literature circles) Language: - Daily Language Practice Transparencies - Grammar and Language Workbook – Daily Lesson

http://www.digitalhistory.hsp.org/node/7428


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Additional Information

Characterization and Dialogue Activity: Analyze the dialogue between the mean old man and Marie Lawson Muskogee in “The Scribe” on p.13. Complete a characterization chart on the mean old man and/or Marie Lawson Muskogee. Social Studies: <www.digitalhistory.hsp.org/node/7428> Read the “Letter from Mary Mayer to Albert Greenfield” Writing Prompt: After reading “Letter from Mary Mayer to Albert Greenfield” what inferences can you draw about banks during the Great Depression? Do you think the actions of banks during the Great Depression caused some of the characters in “The Scribe” to lose faith in banks. If you had lived during the Great Depression, once it was over, would you have placed your money in a bank. Writing: Journal Writing

Writing: Research Report p.43 The Dog of Pompeii Pre-reading – Partner Talk Strategy- With a partner, talk about how you prepared (or would prepare) for an emergency. During Reading – Cause and Effect Graphic Organizer Post reading – The author uses very descriptive language to help the reader imagine Pompeii. Illustrate Pompeii as described on p.33 or another description of a setting in the story.

Writing: Write a Letter p.51 -p.R10 Functional Documents (letter format) What Exactly is a Hero? Pre-Reading – Develop class list of heroes. During Reading - Main Idea and Supporting Details Graphic Organizer


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Students will use visualization to enhance reading comprehension.

Students will analyze themes in a folktale and the effects of oral tradition on literature.

Students will determine how tone impacts the overall meaning.


LA.6.2.1.2, LA.6.1.7.5, LACC.6.L.1, LACC.6.L.2, LACC.6.RL.1.3

LA.6.2.1.2, LA.6.2.1.4, LA.6.1.7.1, LACC.6.L.1, LA.6.2.1.7, LA.6.2.1.2, LA.6.1.7.6, LA.6.1.7.7, LA.6.2.1.4, LACC.6.L.1, LACC.6.L.2, LACC.6.RI.1.1

LESSON ESSENTIAL QUESTION(S) LESSON ESSENTIAL QUESTION(S) LESSON ESSENTIAL QUESTION(S)

Would you help someone if risks were involved? Would you get involved if it was the right thing to do? Is it possible for a person of any age to be a hero? What does it mean to visualize? *whole class visualization exercise

All Stories are Anansi’s When stories are told by oral tradition, will they change? What lesson(s) could the reader learn from the folktale? Analyze the items that Anansi removed from the wild, why might some people consider Anansi a hero who deserves to be rewarded? Dragon, Dragon What makes the hero of this tale different from other heroes?

Pecos Bill How is Pecos Bill different from other cowboys you’ve read about? What qualities make him a tall-tale hero? What is the author’s attitude toward Pecos Bill? The Courage That My Mother Had My Father is a Simple Man How does the tone of each poem influence the mutual theme reveled in both poems? Analyze the two poems and cite evidence to support the mutual theme revealed in both poems.


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Plot, Exposition, Rising Action, Conflict, Climax, Falling Action, Resolution, Visualize

Theme, Universal Themes, Predictions, Plot, Character, Round Characters, Flat Characters, Main Characters, Minor Characters, Compare, Contrast, Problem/Solution, Direct/Indirect, Characterization, Folktale, Fairy Tale

Tall Tale, Tone, Plot, Characters, Setting, Theme, Compare/Contrast

RESOURCES

The King of Mazy May p.52 Novel: Where the Red Fern Grows (weekly literature circles) Language: - Daily Language Practice Transparencies - Grammar and Language Workbook – Daily Lesson Social Studies: from Yukon Gold The Story of the Klondike Gold Rush p.69

All Stories Are Anansi’s\ p.76-80 (Start a class secret and pass by word-of mouth. Have the last person reveal the secret) Dragon, Dragon p.81-93 Complete Grammar Link and Review p.94 Novel: Where the Red Fern Grows (weekly literature circles) Language: - Daily Language Practice Transparencies - Grammar and Language Workbook – Daily Lesson -Grammar Workshop p.120-121

Pecos Bill p.122-134 The Courage That My Mother Had p.136 My Father is a Simple Man p.137 Novel: Where the Red Fern Grows (weekly literature circles) Language: - Daily Language Practice Transparencies - Grammar and Language Workbook – Daily Lesson


Project Idea – Construct a Plot Mobile. Write the event on one side and illustrate what you visualize when reading that element of the story. (The King of Mazy May) Writing: Summary using literary present tense p.68

Graphic Organizer – Use a Venn Diagram to compare and contrast the 3 sons in “Dragon, Dragon.” Pre-reading – In groups, develop a detailed plan to trick your parents, or any adult, into giving you $100.

Writing: Writing Workshop -Narrative p.140


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UNIT TITLE: WHY Read?


SEMESTER: 1

Grading Period: 2


Students will identify the author’s purpose to help understand why they are reading a text.

Students will understand the use of flashback to reveal the connections between past actions and present conditions.

Students will understand the organization of an informational text.


LA.6.1.7.2, LACC.6.RI.2.6, LACC.6.L.1, LACC.6.SL.1.1

LA.6.1.7.2, LACC.6.L.1, LACC.6.SL.1.1, LACC.6.RL.1.1, , LACC.6.W.3.9

LA.6.2.2.4, LACC.6.L.1, LACC.6.L.3.4, LACC.6.SL.1.1

LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION

The author of “Tracking Trash” has multiple purposes, give two reasons why someone might want to read this article?

The Sand Castle What are the contrasts between the world of Mrs. Pavloff’s childhood and that of her adulthood? How does the use of flashback help the author meet her purpose for writing the text? What important issues in today’s world is the author focusing on? What past actions contributed to the present conditions of the beach? After reading “Tracking Trash” and “The Sand Castle” what can you conclude about the changes of the beach from Mrs. Pavloff’s (grandma) childhood to present day?

What are two forms of informational text? How does the use of a graphic organizer help you better understand the organization of an informational text.

How does reading affect the world around you?


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Author’s Purpose, Entertain, Inform, Persuade, Express, Chronological Order

Flashback, Contrast, Setting, Main Idea, Draw Conclusions,

Text Structure, Sequence, Chronological order, Spatial Order, Order of Importance, Cause and Effect, Problem and Solution, Comparison and contrast Text Features, Titles, Headlines, Heads, Subheads, Boldface terms, Footnotes, Graphics, Caption

RESOURCES

Tracking Trash p.162-169 Language: - Daily Language Practice Transparencies - Grammar and Language Workbook – Daily Lesson

The Sand Castle p.178-186 The Climate p.210-217 Language: - Daily Language Practice Transparencies - Grammar and Language Workbook – Daily Lesson

Genre Focus: Informational Text p.218 The Climate p.210-217 Language: - Daily Language Practice Transparencies - Grammar and Language Workbook – Daily Lesson


Grammar Workshop: Sentence Fragments p.189 Research and Report: Internet Connection p.217 (Global Warming)

Genre Focus: Informational Text Vocabulary Workshop: Context Clues


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Students will understand the important use of folktales to pass on culturally based stories.

Students will make inferences about characters.

Students will compare and contrast characters in folktales.


LA.6.2.1.1, LA.6.2.2.4, LACC.6.RI.3.9, LACC.6.RL.3.9

LA.6.2.1.2, LACC.6.RL.1.1 LA.6.1.7.7, LA.6.2.1.2, LACC.6.RL.1.2, LACC.6.W.1


Why would a culture want to pass this story along from generation to generation? How is the narration in from Dust Tracks on a Road similar to the narration in “How the Snake Got Poison”?

What are the conflicts between generations in the story? What do younger and older characters value? Support your opinion with evidence from the text.

What lessons can you learn from the lion in “He Lion, Bruh Bear, and Bruh Rabbit” and the donkey in “The Toad and the Donkey? How can you apply those lessons in your life?


Folktale, Dialogue, Diction, Compare, Main Idea, Visualize, Moral/Lesson, Mood

Conflict, Internal Conflict, External Conflict, Make Inferences, Character, Direct Characterizations, Indirect Characterization, Plot

Character, Folktale, Compare, Contrast

RESOURCES

How the Snake Got Poison p.227-231 From Dust Tracks on a Road p. 232-235 Novel: Where the Red Fern Grows (weekly literature circles) Language: - Daily Language Practice Transparencies - Grammar and Language Workbook – Daily Lesson

Ta-Na-E-Ka p.248-261 Novel: Where the Red Fern Grows (weekly literature circles) Language: - Daily Language Practice Transparencies - Grammar and Language Workbook – Daily Lesson

He Lion, Bruh Bear, and Bruh Rabbit p.271-276 The Toad and the Donkey p.277-279 Novel: Where the Red Fern Grows (weekly literature circles) Language: - Daily Language Practice Transparencies - Grammar and Language Workbook – Daily Lesson


Four Haiku: Seasons p.236-239 (Haiku) Media Workshop: Media Elements p.247 (Magazine/Online Article)

Writing: Functional Document p.280


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UNIT TITLE: What Makes You Who You Are?


SEMESTER: 2 Grading Period: 3


Students will analyze how a character’s actions contributes to the development of the theme.

Students will locate and analyze the effects of rhyme scheme.

Students will make inferences about characters.


LA.6.1.7.3, LA.6.2.1.5, LA.6.2.3.1, LA.6.2.1.7, LACC.6.RL.1.2, LACC.6.L.3.5

LA.6.2.1.3, LACC.6.RL.3.9, LACC.6.SL.1.2 LA.6.2.1.2, LACC.6.RL.1.1, LACC.6.L.3.5


What are the qualities that make you, you? Explain how Sandra Cisneros’s choice of words develops that point of view of the young speaker in her story “Eleven” (RL.6.6) Cite evidence from the text to support the position that the son and daughter in “Same Song” and the maestro in “Maestro” have low self-esteem and seek approval from others.

What would a perfect world be like? What are the dreams and goals of each speaker in “I Dream a World” and “Life Doesn’t Frighten Me”?

Is homelessness a problem in America? How does Geraldine’s experiences help make her who she is? Geraldine is concerned about her circumstances. Analyze her actions in Mrs. Scott’s English class, would you characterize Geraldine as a daydreamer according to Eloise Greenfield’s description of daydreamers in “Daydreamers,” Why or Why not? Cite evidence from both texts.

How do personal beliefs, values, interests, and culture make you who you are?


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Poem, Stanza, Line, Simile, Alliteration, Assonance, Imagery, Symbol

Rhyme, End Rhyme, Rhyme Scheme, Personification,

Internal Conflict, External Conflict, Inference, Personification, Characterization

RESOURCES

Eleven p.299-304 (CC Exemplar) My Parents p.307 Same Song and Maestro p.309-313 Mad p.331-333 Language: - Daily Language Practice Transparencies - Grammar and Language Workbook – Daily Lesson

I Dream a World p.339 Life Doesn’t Frighten Me p.340 Language: - Daily Language Practice Transparencies - Grammar and Language Workbook – Daily Lesson

Geraldine Moore the Poet p.346-355 Daydreamers p.377-381 Language: - Daily Language Practice Transparencies - Grammar and Language Workbook – Daily Lesson


Writing: Journal Entry p.308 Grammar Link p.314

Social Science: Martin Luther King, Jr. I Have a Dream Speech. Audio and Text www.americanrehtoric.com/speeched/mlkihaveadream.htm Writing: Analyze King’s speech and cite evidence to so show the similarities between King’s and Hughes’ vision of the world. What events in the world do you think inspired Hughes to write “I Dream a World” and King’s I Have A Dream

Writing: Short Story p.356 Vocabulary Workshop: Multiple-Meaning Words p. WebQuest: Teacher developed web quest on homelessness in America. <www.pbs.org/now/shows/526/homeless-facts.html>

http://www.americanrehtoric.com/speeched/mlkihaveadream.htm

http://www.americanrehtoric.com/speeched/mlkihaveadream.htm


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Title, Headline, Bulleted lists, Rhythm, Meter

Lines, Stanza, Rhyme, Rhyme Scheme, Meter, Rhythm, Alliteration, Onomatopoeia, Consonance, Assonance, Imagery, Figurative Language, Simile, Metaphor, Personification, Idiom

Foreshadow, Predictions, Plot, Suspense, Characterization, Denotation, Connotation, Multiple-Meaning Words, Oral Tradition


Students will locate, use, and analyze specific information from organizational text features. Students will understand the effects of rhythm and meter on a text.

Students will identify literary elements and how they are used to create effects in poetry.

Students will use foreshadow to help predict what might happen in the story.


LA.6.2.2.1, LACC.6.L.3.5

LA.6.2.1.7, LACC.6.RL.2.4 LA.6.1.7.1, LA.6.1.7.7, LACC.6.RL.1.3, LACC.6.RL.1.1, LACC.6.RI.2.5


What literally makes you, you? Is it your actions or simply your genetic scene?

How do authors use literary elements to create effects and achieve their purpose for writing?

How has success had a negative impact on who Daedalus has become? Cite evidence from the text to support the following statement, “the gods will punish someone who is ‘clever but not always kind’.” Why do you think the gods did not intervene to save Icarus?


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RESOURCES

TIME: The Gene Scene p.384-387 Whatif and Jimmy Jet and His TV Set p.388-393 Language: - Daily Language Practice Transparencies - Grammar and Language Workbook – Daily Lesson

Stopping By Woods on a Snowy Evening –Robert Frost Language: - Daily Language Practice Transparencies - Grammar and Language Workbook – Daily Lesson

Wings p.360-373 Language: - Daily Language Practice Transparencies - Grammar and Language Workbook – Daily Lesson


Enrichment: Read “Stopping By Woods on a Snowy Evening” by Robert Frost. Complete a Poem Web. (see p.345 for poem web example) Project: Select a poem of your choice. Complete a poem web. Creatively illustrate the overall meaning/theme of the poem on poster board using recycled items. (Ex. “Road Not Taken” by Robert Frost – Illustrate by painting a road that divides. Cover both sides with grass or pine straw, make one side thicker. Paint the thinner side with a little black paint to show wear.)

Social Studies: King Minos And Art on the Palace Walls p.374-376 Vocabulary Workshop: Multiple Meaning Words p.382 Daily Life and Culture: Gods and Myths in Ancient Greece p.412 Arachne p.405-412 (LA.6.2.1.1)


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COURSE CODE: 1001010 COURSE NAME: M/J Language Arts

UNIT TITLE: What’s Fair and Unfair?


SEMESTER: 2

Grading Period: 4


Students will understand the importance of point of view in an argument

Students will understand the characteristics of fables.

Students will explain how an author’s purpose is conveyed in a (auto) biographical text.


LA.6.2.1.2, LA.6.1.7.2, LACC.6.RI.2.6, LACC.6.RL.1.1, LACC.6.W.1

LA.6.2.1.1, LACC.6.RL.1.2, LACC.6.RL.2.5, LACC.6.W.1

LA.6.2.1.2, LACC.6.RI.2.6, LACC.6.W.1


How can seeing things from only one point of view affect an argument? Romulus and Remus’s actions result in tragedy. How could the tragedy have been prevented? Cite evidence from the text to explain.

What does the wolf mean when he says, “lean freedom is better than fat slavery.” Do you agree? Why or why not? Analyze the quote, “what’s right for one may be wrong for another.” Explain the significance of this quote in “The Donkey and the Lapdog” How would you summarize the theme of each fable? (see pg. 509)

What would make you trust or distrust the narrator, or author, of a biography? Do you think an autobiography is more accurate than a biography, why?


Myth, Main Idea, Character, Plot, Author’s Purpose, Theme, Resolution, Conflict

Fable, Moral, Stereotypes, Make Generalizations,

Author’s Purpose, Tone, Biography, Narrator, Autobiography

When on the path to accomplishing worthwhile goals is it important to consider how you treat others? How does fairness bring out the best in you?


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RESOURCES

Romulus and Remus p.470-477 Novel: Night by Elie Wiesel (weekly literature circles) Language: - Daily Language Practice Transparencies - Grammar and Language Workbook – Daily Lesson

The Wolf and the House Dog and The Donkey and the Lapdog p.502-509 Novel: Night by Elie Wiesel (weekly literature circles) Language: - Daily Language Practice Transparencies - Grammar and Language Workbook – Daily Lesson

Genre Focus: Biography and Autobiography p.658 Elie Wiesel: Voice from the Holocaust p.596-603 (biography) Primary Lessons p.607-619 (autobiography) Novel: Night by Elie Wiesel (weekly literature circles) Language: - Daily Language Practice Transparencies - Grammar and Language Workbook – Daily Lesson


TIME: Dressed for Success p.461-463 (recognize bias)

Social Studies: WebQuest: United States Holocaust Memorial Museum(www.ushmm.org) *Site has multiple resources for teachers Vocabulary Workshop: Dictionary Skills p.625 Social Studies: The Secret Schools p.604-606 Writing: Journal Entry p. 619 Media Workshop: Media Ethics and Plagarism Writing: Research Report p.704

http://www.ushmm.org/


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Students will determine what makes goals worthwhile.

Students will analyze the elements of dramatic literature.

Students will analyze the character’s response to conflict and the irony of the resolution.


LA.6.1.7.2, LA.6.1.7.3, LA.6.3.5.3, LACC.6.RL.4.10, LACC.6.W.1,

LA.6.2.1.1, LA.6.2.1.7, LACC.6.RL.1.3 LA.6.2.1.2, LA.6.1.7.2, LACC.6.RL.1.3, LACC.6.RL.1.2, LACC.6.RL.1.1, LACC.6.RL.2.6


Why would an education be a worthwhile goal for a former slave? What goals did Madam C.J. Walker set for herself and how did they help her achieve success?

Damon risked his life on the faithfulness of his friend Pythias, would you make the same sacrifice for one of your friends? Why did Pythias return to prison, would you have returned?

The Bracelet: Think about the main characters in the story. How do they react to the difficult situation they are in? The Golden Touch: Think about what Midas wishes for and what he gets. What might the author be suggesting about human desires?


Summarize, Identify, Infer, Evaluate

Plot, Conflict, Rising Action, Falling Action, Resolution, Dialogue, Stage Directions, Diction, Dynamic Character, Static Character, Playwright, Script, Props, Act, Scene

Conflict, External Conflict, Internal Conflict, Make Generalizations, Author’s Purpose, Irony, Situational Irony, Myth, Interpret author’s meaning

RESOURCES

Madam C.J. Walker p.725-732 Novel: Night by Elie Wiesel (weekly literature circles)

Genre Focus: Drama p.802 Damon and Pythias p.734-745 Novel: Night by Elie Wiesel (weekly literature circles)

The Bracelet p.746-756 The Golden Touch p.808-814 Novel: Night by Elie Wiesel (weekly literature circles)

Additional Information Language: - Daily Language Practice Transparencies - Grammar and Language Workbook – Daily Lesson Writing: Reader Response p. 732

Language: - Daily Language Practice Transparencies - Grammar and Language Workbook – Daily Lesson

Language: - Daily Language Practice Transparencies - Grammar and Language Workbook – Daily Lesson Social Studies: Executive Order no.9066 p.757

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