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Developmental and Advanced English Language Arts
Curriculum Map
Grade 6
2011-2012
1
First of all, we’d like to thank you, the teacher, for guiding our students in their endeavor to master the Next Generation English
Language Arts Sunshine State Standards (http://www.floridastandards.org/homepage/index.aspx). Through your efforts, our “students
will complete school prepared for ongoing learning as well as community and global responsibilities,” as stated in our CCPS Vision
Statement.
In essence, there are three major components involved in lesson planning:
Standards (What do I want my students to know?),
Materials (What will my students read/use/manipulate?),
and Checks for Understanding (How will I know if my students mastered the standard?).
This curriculum map is a wonderful document that we provide you to guide your instructional planning. In order to eliminate
confusion about the term “fidelity,” we offer you these qualifiers:
Teachers must demonstrate that their students are mastering the standards. The district expectation is that teachers will use
SpringBoard as the curricular framework, reinforced by Prentice Hall selections throughout the year to help their students
master the standards. Your CCPS literacy curriculum maps provide direction in the use of all CCPS adopted resources to meet
student needs, based on the Next Generation Sunshine State Standards.
When analyzing student data, it may prove beneficial to your students to carefully and meaningfully add to a SpringBoard
activity, or, conversely, to carefully and meaningfully delete a SpringBoard activity. In your efforts to support our students’
mastery of the standards, please exercise your autonomy as an expert to make these careful and meaningful curricular
modifications. With the SpringBoard system as your framework, you are encouraged to blend the resources you find in this
curriculum map to meet students’ needs.
The department of Secondary Literacy is very proud to share this outstanding document with you. Special recognition is owed to our
SpringBoard liaison, Kristal Ayres; and our SpringBoard curriculum map authors, Wylie Bertuna, Daniel Boddison, Allison
Brietenstine, Marci Garner, and Sara Treiser.
Developmental and Advanced English Language Arts
Curriculum Map
Grade 6
2011-2012
2
Sunshine State Standards Key
! = Reading Process Strand (Standards: Fluency, Vocab, Comprehension)
@ = Literary Analysis Strand (Standards: Fiction and Nonfiction)
# = Writing Process Strand (Standards: grammar, pre-write, draft, revise, edit, publish)
^ = Writing Application Strand (Standards: Creative, Informative, Persuasive)
& = Communication Strand (Standards: Listening and Speaking)
% = Information and Media Literacy Strand (Standards: Informational text, Research, Technology)
The research project --- District requirement. Starting the research process before the 4th
quarter in smaller sections is advisable as
the Pre-Laureate Program requirements are substantial.
1. Research Process Hotlinks: http://www.collierschools.com/research/
2. Research Specifications: http://www.collier.k12.fl.us/gifted/ (click on the “teacher link on left side of page)
SpringBoard Resources:
1. Collier County Site: http://www.collier.k12.fl.us/teachers/
2. SpringBoard official site: www.springboard.collegeboard.org
Addendums: There are three addendums after the 4th
quarter map: Research, Prentice Hall alignment, and Sacred book list.
Developmental and Advanced English Language Arts
Curriculum Map
Grade 6
2011-2012
3
Quarter 1
Grammar: http://languagearts.mrdonn.org/grammar.html This is a great website for all grammar and figurative
language Powerpoints. It is a great re-teaching activity site
Writing Workshops: www.springboard.collegeboard.com Directions: Log in, click on “Find Materials,” click on
your level and click on Writing Workshops. There are 10 per grade level. Essential Questions Unit 1:
1. What is the relationship between change and growth?
2. How do writers use different types of writing to express their ideas?
Key: ! = Reading @ = Lit Analysis # = Writing Process ^ = Writing Application & = Communication % = Information and Media Literacy
Developmental and Advanced English Language Arts
Curriculum Map
Grade 6
2011-2012
4
Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
! Reading Process uses a variety of strategies to comprehend grade level texts, and determine the main idea in a text. Engages inferring, paraphrasing, summarizing, and identifying relevant details;
Graphic organizers Think-pair-share Summarize and paraphrase
Activities 1.1 -1.3 Unit 1: Unpack the Embedded Assessment 1.1-1.2 Previewing the unit activity introduces students to the essential questions presented in the unit. 1.3 The idea of change
Water, Keller, Helen, 398–402 Drive-In Movies, The, Soto, Gary, 46–50 Nouns, 40, 62, 89, R40
Grammar: Nouns
Writing Workshop #1: The Writing Process My Long Distance Life, Sheff, Nick
Completion of graphic organizer SB pg. 7 Pair-Share discussion of changes in Writing Workshop #1: Discussion and completion of pgs. 5-15
Vocabulary Notebook
!Reading Process: To understand the relationship between cause and effect @Literary Analysis Identifies, analyzes, and applies the elements of a variety of
Marking the Text, Graphic Organizer, Think-Pair-Share, Brainstorming, Webbing, Outlining, Think Aloud, Drafting, Sharing and Responding Cornell Notes
Activities 1.4-1.6 1.4 -1.5 Building oral fluency through poetry teaches the student’s inflection and tone of voice, rhyme scheme is introduced and grammar connections are made.
Sound of Summer Running, The from Dandelion Wine, Bradbury, Ray, 142–148 Hard as Nails, Baker, Russell, 406–414 Verbs, 216, 240, 298, 330, 359, 673, 741, 778,
Grammar: Verbs Writing Workshop #4: Personal Narrative, My Life in Dog Years, Paulson, Gary
A Lion’s Narrative clip analysis, SB pg. 12 Writing Prompt: Point of View SB pg.12
Writing Workshop #4: Personal Narrative
Developmental and Advanced English Language Arts
Curriculum Map
Grade 6
2011-2012
5
Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
fiction and literary texts to develop a thoughtful response to a literary selection
1.6 A Lions Narrative uses video clips and point of view to show sequence and cause and effect
805, R40
!Reading Process : Examines the sequence of events and identifies vivid verbs and sensory language #Writing Process: developing ideas and content with logical organization, voice, point of view, word choice, and sentence variation
Graphic Organizer, Think-Pair-Share, Brainstorming Cornell Notes
Activity 1.7 1.7 The memory map uses sequence and details to introduce narration of a story and vivid vocabulary
Expository Writing: Elements and characteristics of fiction/nonfiction?, 6–7; What is Nonfiction?, 378–379; Eleven, Cisneros, Sandra, 149–151
Dialogue, 156, 358
Grammar: Dialogue
Memory map Class walk through of memory maps, peer post-its and self reflection
!Reading Process: identifies
Oral reading Marking the Text Think-Pair-Share
Activities 1.8-1.11
Cause/Effect, 839, 845, 852, 853, 861, 862,
Grammar: Adjectives
Family Stories Graphic organizer
Embedded Assessment 1 : Writing a Narrative About an Incident That Changed
Developmental and Advanced English Language Arts
Curriculum Map
Grade 6
2011-2012
6
Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
cause and effect relationships in text using background knowledge of subject and related content to understand sequencing ^Writing Applications: write narrative accounts with an engaging plot, and includes a clearly described setting with figurative language and descriptive words to enhance style and tone
Skimming and Scanning Cornell Notes Discussion Groups Word Map
1.8 Family Story emphasizes sequence and sensory language, a great bridge to the embedded assessment 1.9 Getting superpowers reexamines sequencing and elements of a nonfiction narrative 1.10 Reflecting on Narrative Openings 1.11 What Makes a Good Narrative? Cause and effect relationships between ideas and events
865, 869, 873 Adjectives, 91, 416, 434, 465, R40
Fluency: Reading fluency, reading aloud
for, 637, R22; Reading Fluency Checklist, R23; also see: Rhyming words chart, 569, 581; Dramatic poetry reading, 599; Dramatic reading, 931 Author’s Insights: Narratives (Yolen), 157; What are fiction/nonfiction?, 4–5; Elements and characteristics of fiction/nonfiction?, 6–7; What is
Literary Terms: Narrate Nonfiction Writing Activities: http://ethemes.missouri.edu/themes/555
Superpowers: Before, During, After reading activities
Me
Developmental and Advanced English Language Arts
Curriculum Map
Grade 6
2011-2012
7
Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
a short story?, 178–179; Elements of Short Stories, 180–181
#Writing Process: Analyzes language techniques of different authors to enhance the use of descriptive language and word choice. ^Writing Application: uses expressive forms that employ figurative language, rhythm, dialogue, and appropriate format
Think- Pair-Share, Graphic Organizer, Sharing and Responding Cornell Notes
Activity 1.12 Marking Growth: A Frame Poem
Turkeys, by Bailey White, 472 Letters from a Concentration Camp, Yoshiko Uchida, 518 Semicolons, 954
Writing Workshop #6 Expository Writing Fun and Feisty Grammar: Semicolons Figurative Language: Metaphor and Simile
Frame poem Writing Workshop #6 Expository Writing Fun and Feisty
!Reading Process: uses
Quickwrite, Previewing,
Activity 1.13-1.15
Turkeys, by Bailey White,
Grammar: Adverbs Vocabulary notebook
Developmental and Advanced English Language Arts
Curriculum Map
Grade 6
2011-2012
8
Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
background knowledge, pre-reading strategies, knowledge of text structure to make predictions of content and purpose. Analyzes and evaluates similar themes or topics by different authors across a variety of fiction and non-fiction sections @Literary Analysis: Analyzes an authors use of allusions and descriptive, idiomatic, and figurative language in a variety of literary texts. Identifies word choice sets
Think- Pair-Share, Graphic Organizer, RAFT, Think Aloud, Generating Questions, Brainstorming, Self-Editing, Marking the Text, Sharing and Responding
1.13 Explaining Change identifies areas of change to connect change to long term effects 1.14 Changing Narrative Writing to Expository Writing develops vocabulary through context. It works to aid in the transformation of narrative to expository writing using The Oldest Living Atlanta Gorilla Tells All 1.15 How Fire Came to the Six Nations shows students how to summarize when reading and use context
472 Letters from a Concentration Camp, Yoshiko Uchida, 518 Jackie Robinson: Justice at Last, Geoffrey C. Ward and Ken Burns, 422
Adverbs, 465, 486, R40 Character traits, explore, 63; Character's personality, reflect, 131; Character, 4, 6, 11, 180, 206, 208, 209, 210, 215, 694, 696, 698, 826, 828, 857
Anticipation guide for The Oldest Living Atlanta Gorilla Tells Al After reading activities pg.49 Character change graphic organizer pg. 53
Developmental and Advanced English Language Arts
Curriculum Map
Grade 6
2011-2012
9
Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
and how the authors tone advances the work’s theme
clues to determine vocabulary
@Literary Analysis: Analyzes an authors use of allusions and descriptive, idiomatic, and figurative language in a variety of literary texts, identifying how word choice sets the authors tone and advances the work’s theme #The Writing Process: makes a plan for writing that prioritizes ideas, addresses purpose, audience, main idea and logical
RAFT, Marking the Text, Sharing and Responding, Think- Pair-Share, student reflection, peer conferencing
Activities 1.16-1.18 1.16 Changes in Three Arrows shows students how to write in an expository mode and transform third person narrative into a first person expository 1.17 The Jacket activity analyzes cause and effect and opinion statements as topic sentences 1.18 The Mermaid Speaks compares and contrasts expository text based on a narrative text,
Autobiographical Narrative, 154–161; Problem-and-Solution Essay, 614–619
Transitions, check, 464; Transitions, use, 670, 875; Transitional words, use, 802
Grammar: Transitions The Jacket: After Reading activity pg.54 Read aloud: The jacket
Embedded Assessment 2: Writing an Expository Essay About a Change in Me Online End of Unit Assessment: Go to website: www.springboard.collegeboard.com And have students take the online end of Unit assessment. Look at the roster reports for detailed assessment results.
Developmental and Advanced English Language Arts
Curriculum Map
Grade 6
2011-2012
10
Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
sequence using organizational strategies and tools. ^Writing Application: writes an informational and expository essay
also identifying the elements of an expository text
Developmental and Advanced English Language Arts
Curriculum Map
Grade 6
2011-2012
11
Quarter 2
Grammar: http://languagearts.mrdonn.org/grammar.html This is a great website for all grammar and
figurative language Powerpoints. It is a great re-teaching activity site
Writing Workshops: www.springboard.collegeboard.com Log in, click on “Find Materials,” click on your level
and click on Writing Workshops. There are 10 per grade level.
Essential Questions Unit 2:
1. How are people influenced by changes in their worlds?
2. How does a writer effectively craft a story?
Key: ! = Reading @ = Lit Analysis # = Writing Process ^ = Writing Application & = Communication % = Information and Media Literacy
Developmental and Advanced English Language Arts
Curriculum Map
Grade 6
2011-2012
12
Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
!Reading Process: determine the main idea or essential message in grade-level texts through inferring, paraphrasing, summarizing and identifying relevant details
Graphic Organizers, Marking the Text, Think-Pair-Share, Skimming and Scanning, Summarizing and Paraphrasing
Unit 2: Changes in My World Unpack the Embedded Assessment Activity 2.1 Previewing the Unit
Greyling, Yolen, Jane, 9–15 Homecoming, The, Yep, Laurence, 32–38 Tail, The, Hansen, Joyce, 192–202 Adjectives, 91, 416, 434, 465, R40 Adverbs, 465, 486, R40
Grammar: Adjectives Adverbs
The Tail critical thinking questions and Big Question discussion
Vocabulary Notebooks Storytelling Plot Diagram pgs.88-89
!Reading Process: Analyzes the authors purpose and perspective in a variety of texts and understand how they affect meaning
Word map, Note Taking, Drafting, Prewriting, Skimming and Scanning, Summarizing and Paraphrasing
Activity 2.2 A Toy’s World: introduces the concept of “changes in my world”
Fluency: Reading fluency, reading aloud for, 637, R22; Reading Fluency Checklist, R23; also see: Rhyming words chart, 569, 581; Dramatic poetry reading, 599; Dramatic reading, 931; Reading rate, adjusting, 933, 939, 953
Activity 2.2 viewing responses pgs. 74-75 Word Map Graphic Organizer
Vocabulary Notebook
Developmental and Advanced English Language Arts
Curriculum Map
Grade 6
2011-2012
13
Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
@Literary Analysis: analyzes the elements of plot structure, exposition, setting, character development, rising and falling action, conflict/resolution, and theme in a variety of fiction
Quickwrite, Word map, Think-Pair-Share Drafting, Oral Reading, Cornell Notes, manipulatives
Activities 2.3-2.5 Activity 2.3 Changes in my World: connects the idea of change to personal experiences and focuses on conflict and resolution Activity 2.4 A Day of Change: Eleven, Sandra Cisneros Activity 2.5 Changes in Simba’s world: Explores the concepts of changes over time and choices faced.
Circuit, The, Jiménez, Francisco, 275–282 Pronouns, 108, 130, 159, R40 All-American Slurp, The, Namioka, Lensey, 286–295 Zlata's Diary, Filipović, Zlata, 383–392
Figurative Language: FCAT Grammar: Pronouns Writing Workshop #2: Short Story Literary Terms: Plot, Internal and External Conflict, Resolution,
Quickwrite Graphic Organizer Viewing Notes pgs. 84-85
Timed Writing: Expository Writing Workshop #2
@Literary Analysis: Identify characters, setting, events, and main problem in read-alouds works of literature #Writing Process: Draft writing and analyze language techniques of professional authors to enhance the use of
Skimming and Scanning, Previewing, Quickwrite, Notetaking, Oral Reading
Activities 2.6-2.7 2.6 Play Ball: Part One: Analyze characters and understand the connection between conflict and resolution 2.7 Play Ball Part Two: Transform text and write dialogue
Langston Terrace, Greenfield, Eloise, 480–484 Mowgli's Brothers from The Jungle Book, Kipling, Rudyard, 886–895
Dialogue Practice pg. 97
Story Starter Writing Prompt: How are people influenced by changes in their worlds?
Developmental and Advanced English Language Arts
Curriculum Map
Grade 6
2011-2012
14
Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
descriptive language and word choices
!Reading Process: Use background knowledge of the subject and text features to make predictions or content of reading sections
Visualizing, Sketching, Think-Pair-Share, Diffusing, Predicting, Previewing
Activity 2.8 Picturing Green Gables: Apply reading strategies of prediction and visualization, analyze setting and use descriptive details
Grammar: Prepositions, Prepositional Phrases
Quickwrite and Before Reading pg. 99
Embedded Assessment 1: Creating a Short Story
@Literary Analysis: Analyze the elements of plot structure, exposition, setting, character development, rising and falling action, conflict/resolution, and theme in a variety of fiction
Discussion Groups, Graphic Organizers, Marking the Text, Revisiting Prior Work, Role Playing, Metacognitive Markers
Activities 2.9-2.10 2.9 He Said, She Said: examine multiple perspectives in literature and consider two sides to a personal story 2.10 Character Changes: understand characterization
Why Monkeys Live in Trees: African Folk Tale, Lester, Julius, 74–77 Zlateh the Goat, Singer, Isaac Bashevis, 222–230 Old Woman Who Lived With the Wolves, The, Standing Bear, Chief Luther, 234–238
Literary Terms: Point of View Grammar: Subject/Predicate Simple/Complex
After reading Discussion groups, pg. 113
^Writing Applications: write
Notetaking, Prewriting, Drafting,
Activity 2.11 Writing About a
Plot / conflict,
21, 25, 28, 29,
Literary Term: Theme and
Plot Diagram Graphic Organizer
Vocabulary Notebook
Developmental and Advanced English Language Arts
Curriculum Map
Grade 6
2011-2012
15
Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
a short story that includes a main idea, descriptive details, characters, sequence of events, and setting to enhance style and tone. #Writing Process: draft writing by organizing information into logical sequence and combining or deleting sentences to enhance clarity #Writing Process: Revise by evaluating the draft for development of ideas and content, logical organization, voice, point of view, word choice, and sentence variation
Role Playing, Think-Pair-Share
Chance Encounter: invent characters, describe setting, write a conversation, and story writing
33, 35, 38, 39,
857;
plot/conflict in
short stories,
180, 182;
Conflict, 219,
222, 224, 226,
228, 229, 235,
236, 239, 356,
694, 703, 835;
plot diagram,
356
Encounter
@Literary Analysis: analyzes, identifies, and applies the knowledge of the elements of a
Discussion groups, Prewriting, Think-Pair-Share, Word Map, Graphic Organizer
Activities 2.12-2.13 Activity 2.12 Understanding TV
Writing
Applications:
News Report,
41; Listening
Writing Workshop #8 Persuasion: Pets are Important
TV News Graphic organizer pg. 140-141 Classroom
Writing Workshop #8
Developmental and Advanced English Language Arts
Curriculum Map
Grade 6
2011-2012
16
Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
variety of nonfiction, informational, and expository texts to determine an understanding of the information presented
News: To clarify opinions about the news and the elements of TV newscasts. Activity 2.13 The Parts of a News Story: To observe the behaviors of a news anchor and analyze how facts are supported by visuals in a news story
and Speaking:
Televised
Speech, 812
discussion: Parts of a News Story graphic organizer pg. 142-144
!Reading Process: Analyze the authors purpose (to persuade, inform, entertain, or explain) and perspective in a variety of texts in order to understand how they affect the meaning Information and Media Literacy: comprehending a wide array of informational texts that are part of our day to experiences
Marking the Text, Oral Reading, Prewriting, Rereading, Role Playing, Skimming and Scanning, Summarizing and Paraphrasing, Visualizing, Discussion Groups, THIEVES, RAFT
Activities 2.14-2.16 Activity 2.14 That’s a Great Question: to write interview questions and recognize open ended questions Activity 2.15 Weather Changes: to identify the essential events of a story, align a graphic with a headline Activity2.16 Weather
For related
information:
Evaluating a
Persuasive
Message, 366;
News Release,
879; Editorial,
441; News
Article, 69
Alliteration, 552, 637
Literary Term: Idiom, Paraphrase, Summarizing, Folk Tale, Myth, Active and Passive Voice
Reading Activities pg. 154-158 Writing Prompt and RAFT: pg. 160
Collier Writes Timed Writing: Persuasive
Developmental and Advanced English Language Arts
Curriculum Map
Grade 6
2011-2012
17
Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
Explanations: To apply strategies for accessing nonfiction, discussing problems and solutions in nonfiction
#Writing Process: Prepare writing using technology in a format appropriate to audience and purpose &Communication: Write an informational report that includes a focused topic, appropriate facts and relevant details, a logical sequence, and a concluding statement.
Graphic Organizer, Quickwrite, Think-Pair-Share, Summarizing and Paraphrasing, Predicting, Discussion Groups
Activities 2.17-2.19 Activity 2.17 Meet the Watsons: to read, discuss, and write about a short story, identify internal and external conflicts Activity 2.18 Average High Temperature: 29 Degrees: To analyze setting and write and read a weather report. Activity 2.19 Portfolio Activity: Using Dialogue
The Case of the
Monkeys That
Fell From the
Trees, Susan E
Quinlan, 78
Jackie Robinson: Justice at Last, Geoffrey C. Ward and Ken Burns, 422
Literary Term: Internal and External Conflicts, Hyperbole Grammar: Contractions
Compare/contrast reflection on Why Monkeys Live in Trees: African Folk Tale, Lester, Julius, 74–77 vs. The Case of the
Monkeys That Fell
From the Trees,
Susan E Quinlan,
78
Embedded Assessment 2: Producing a TV News Story Portfolio Activity Online End of Unit Assessment: Go to website: www.springboard.collegeboard.com And have students take the online end of Unit assessment. Look at the roster reports for detailed assessment results.
Developmental and Advanced English Language Arts
Curriculum Map
Grade 6
2011-2012
18
Quarter 3
Grammar: http://languagearts.mrdonn.org/grammar.html This is a great website for all grammar and figurative
language Powerpoints. It is a great re-teaching activity site
Writing Workshops: www.springboard.collegeboard.com Log in, click on “Find Materials,” click on your level and
click on Writing Workshops. There are 10 per grade level.
Essential Questions for Unit 3:
1. How do internal external factors influence one’s self-perception?
2. How does Voice relate to audience and purpose?
Key: ! = Reading @ = Lit Analysis # = Writing Process ^ = Writing Application & = Communication % = Information and Media Literacy
Developmental and Advanced English Language Arts
Curriculum Map
Grade 6
2011-2012
19
Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
!Reading Process use background knowledge of subject and text features to make predictions of content of reading selections
Graphic organizer, marking the text, Skimming and Scanning
Activities 3.1-3.2 Unit 3: Changes in Self-Perception Unpack the Embedded Assessment 3.1 Previewing the Unit 3.2 Changes: Voluntary and Involuntary to make connections text/self
Commas, 930,
R43
Grammar: Commas and commas in a series
Writing samples with commas usage
!Reading Process: identify similarities and differences in characters and settings in different stories using strategies, and graphic organizers @Literary Analysis: develop an interpretation of a selection and support through
Graphic Organizers, Close Reading, Role Play, Marking the Text, Think-Pair-Share, Word Map, RAFT, Cornell Notes, Prewrting, Drafting, Revising, Self-Editing
Activities 3.3-3.6 Activity 3.3 Character Presented in a Film Clip Activity 3.4 Character Analysis in Bad Boy : to explore the concept of voice of a character Activity 3.5 Finding and
Action Verbs,
240
Voice,
expressive, use,
63, 599, 812,
931
Grammar: Action Verb Literary Term: Perspective Writing Workshop #7: Informal Letters
Graphic Organizers
Writing Workshop #7: Procedural Texts-Informal Letters
Developmental and Advanced English Language Arts
Curriculum Map
Grade 6
2011-2012
20
Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
sustained use of examples and context clues
Using Textual Evidence: identify textual support for an opinion Activity 3.6 Walter Says “Thank You” : to explore voice, based on audience and purpose
@Literary Analysis: identify literary devices (words that describe people, objects) in literature and how word choice sets the author’s tone and advances the work’s theme
Previewing, Graphic Organizer, Sketching, Visualizing, Prewriting
Activities 3.7-3.8 Activity 3.7 Internal and External Reflections: to engage in self reflection and others perceptions’ Activity 3.8 Personal Setting Reflection: to recognize the effect of setting on mood and atmosphere
Setting, 6, 8,
181, 182, 184,
187, 301, 305,
306, 309, 311,
321, 324, 327,
342, 353, 692,
826, 828
Transitions of comparison and contrast, p. 217, 464, 802; also see: Restating Transitional Words, 66 Present Tense of a Verb, p. 218 Verb Tenses,
240, 298, 330,
Grammar: Present Tense, Transitions of comparison and contrast Literary Term: Mood, Atmosphere, Setting, Essay
Word Wall discussion
Internal/External Reflection Folder
Developmental and Advanced English Language Arts
Curriculum Map
Grade 6
2011-2012
21
Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
359, R40
@Literary Analysis: write a reflection that describes how the characters, problem/solution, or theme in a literature selection connects to life experiences
Previewing, Graphic Organizer, Double-Entry Journal
Activity 3.9 Beginning the Journey: Establish active reading-double entry journal
Crippled Boy, A, Tran, My-Van, 850–852 Stone, The, Alexander, Lloyd, 942–952
Literary Terms: Novel Critical Thinking Questions
Holes: Double Entry Journal
@Literary Analysis: identify and explain recurring themes across a variety if works. And use background knowledge of subject and text features to make predictions !Reading Process: Identify cause and effect relationships in stories and informational texts.
Rereading, Summarizing and Paraphrasing, Word Map, Predicting, Oral Reading, Quickwrite, RAFT, Jigsaw,
Activities 3.10-3.16 Activity 3.10 “You Are Entering Camp Green Lake” uses detail to visualize and predict the effect of the setting Activity 3.11 Visualizing the Subplot: visualize and predict, and make
Writing: Letters, 381, 417, 435, 583, 738–743, R26, R27 Subplot, 6
Literary Terms: Omniscient, Subplot, Flashback, Symbol, Tone, Characterization, Textual Evidence Grammar and Usage: Context Clue
Group discussions: Literature circle
Timed Writing: Expository
Developmental and Advanced English Language Arts
Curriculum Map
Grade 6
2011-2012
22
Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
Determine the main idea or central message through inferring, paraphrasing, summarizing and identifying relevant details
inferences about the text Activity 3.12 Vocabulary in Context: Stanley’s Attitude 3.13 The New Kid: write in the voice of a character and reflect on perspective 3.14 Tracing Stanley’s Character 3.15 Writing a Letter Home 3.16 Filling in Stanley’s Character
!Reading Process Analyze and evaluate similar themes or topics by different authors across a variety of fiction and nonfiction texts. #Writing Process: Draft writing by analyzing
Graphic Organizer, Quickwrite, Discussion Groups, Notetaking, jigsaw
Activities 3.17-3.21 Activity 3.17 Noticing Zero: focuses on Characterization Activity 3.18 The Boys of D Tent: characterizatio
Characterization, 189, 194, 196, 201, 203, 206, 208, 209, 210, 215; Comparing Literary Works: Characters' motives, 250;
Grammar and Usage: Greek root words- hierarchy, hier, trans Writing Workshop #9: Response to Literature and Expository Texts
Anchor Project: Literary Terms and Components of a Novel
Embedded Assessment 1: Writing Letters in the Voices of Characters Writing Workshop #9:
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Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
language techniques of professional authors to enhance the use of descriptive language and word choices and edit for correct use of grammar and punctuation &Communication: engage the writing process and writes to communicate ideas and experiences
n and plot Activity 3.19 Stanley and Zero: traces the relationship between two characters Activity 3.20 “Kissin’ Kate Barlow”: connects plot and subplot, character motivation Activity 3.21 From Miss Katherine to “Kissin’ Kate” : characterization and character relationships
@Literary Analysis: write a reflection that describes how the characters, problem/solution, or theme in a literature selection connects to life experiences
QHT, Skimming and Scanning, Graphic Organizers, Double-Entry Journal, Discussion Groups, Word map,
Activities 3.22-3.26 Activity 3.22 Visualizing Vocabulary: context clues to derive meaning Activity 3.23 The Lifeline:
Parallel
Structure:
Commas, 930,
R43; Subject-
Verb
Agreement, 672,
R42
Transitions, 464, 802; also see:
Grammar and Usage: Evolution (e-volv) Parallel Structure, Incorporating Quotations,
Voluntary and Involuntary Changes chart pg. 264
Embedded Assessment 2: Writing a Character Analysis Essay 3.26 Portfolio Activity Online End of Unit
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Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
&Communication: engage the writing process and writes to communicate ideas and experiences ^Writing Applications: write informational and expository essays that include a thesis, details, introductory, concluding, and body paragraphs
internal and external changes of characters Activity 3.24 Hector Zeroni: character analysis Activity 3.25 Evolution of the Caveman: cause and effect in character changes Activity 3.26 Portfolio Activity: Using Concrete Details
Restating Transitional Words, 66 Timeline,
develop, 63,
155, 907
Characterization
, 189, 194, 196,
201, 203, 206,
208, 209, 210,
215; Comparing
Literary Works:
Characters'
motives, 250;
Writing
Workshop:
Response to
Literature:
Review, 264–
269; Write
Character
Description, 331
Assessment: Go to website: www.springboard.collegeboard.com And have students take the online end of Unit assessment. Look at the roster reports for detailed assessment results.
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Quarter 4
Grammar: http://languagearts.mrdonn.org/grammar.html This is a great website for all grammar and figurative
language Powerpoints. It is a great re-teaching activity site
Writing Workshops: www.springboard.collegeboard.com Log in, click on “Find Materials,” click on your level and
click on Writing Workshops. There are 10 per grade level.
Essential Questions for Unit 4:
1. Why is it important to reflect on personal change and growth?
2. Why does successful writing require global revision?
Essential Questions for Unit 5:
1. Why do objects change over time, and how does this change affect society?
2. How does setting affect characterization and plot?
Key: ! = Reading @ = Lit Analysis # = Writing Process ^ = Writing Application & = Communication % = Information and Media Literacy
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Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
%Information and Media Literacy: use information and media to explain a situation and justify a decision Reading Process: demonstrate the ability to read grade level text out loud with accuracy, appropriate rate, and expression
Skimming and Scanning, Discussion Groups,. Word Map, Oral Reading, Graphic Organizers, Think-Pair-Share
Unit 4: Measuring Changes in Me Unpack the embedded assessment Activities 4.1-4.5 4.1 Previewing the Unit 4.2 Reflecting on Reading Fluency 4.3 Revisiting, Revising, Reflecting 4.4 Reflecting on Personal Changes 4.5 Reflecting on Reading Strategies and Experiences
Jackie
Robinson:
Justice at Last,
Geoffrey C.
Ward and Ken
Burns, 4
Compound
Sentences, 874,
R4122
Sentences, 598,
617, 874, 909,
R40; also see:
Revising:
Sentences, 88,
358, 616, 617,
741, 805, 909,
992
Grammar: Compound Sentences Pre-Laureate Project: Research Paper
Graphic Organizer Reading assessment Pre-Laureate Project: Research Paper
& engages the writing process and writes to communicate ideas and experiences #Writing Process: write a draft appropriate
Revisiting Prior Work, Peer Editing, Looping, Word Map, Adding, Replacing, Deleting
Activities 4.6-4.9 Activity 4.6 Applying Reading Strategies: reflect on the usefulness of
FCAT Practice,
64–65, 71, 132–
133, 242–243,
249, 332–333,
341, 436–437,
443, 510–511,
515, 600–601,
Revisit Writing Workshops Buckle Down Workbook
Graphic Organizer FCAT Practice Pages
Embedded Assessment: Revising, Reflecting, and Publishing Online End of Unit Assessment: Go to website: www.springboard.collegeboard.com
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Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
to the topic, audience, and purpose. Review, revise, and refine the draft for clarity and effectiveness
reading strategies Activity 4.7 Reflecting, Drafting, Evaluating, Revising Activity 4.8 Applying Revision Strategies: Adding Activity 4.9 Applying Revision Strategies: Replacing Activity 4.10 Applying Revision Strategies: Deleting
607, 654–655,
659, 736–737,
780–781, 787,
242–243, 249,
332–333, 341
Writing Workshop: Revising, 88, 89, 158, 159, 266, 358, 359, 464, 465, 530, 616, 672, 673, 740, 804, 908, 909, 992; Reflecting on Your Writing & Rubric for Self-Assessment, 91, 161, 269, 361, 467, 533, 619, 675, 743, 807, 911, 997
And have students take the online end of Unit assessment. Look at the roster reports for detailed assessment results.
! Reading Process: analyze a variety of text structures and text features to explain their impact on meaning in text.
Graphic Organizers, Word Map, Prewriting, Think-Pair-Share, Cornell Notes
Unit 5: Changing Times and Places Unpack the Embedded Assessment Activities 5.1-
Writing Workshop: Research: Multimedia Report, 906–911; Research Report, 988–997; Research
Writing Workshop #10: Research and Presenting an Item That Has Changed Over Time Grammar: Subordinate Clause
Critical Thinking Activity for Prentice Hall Stories
Writing Workshop #10
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Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
%Information and Media Literacy: uses a systematic process for the collection, processing and presentation of information
5.3 Activity 5.1 Previewing the Unit 5.2 Passing of Time: to identify effective transitions and chronological order 5.3 Recognizing How Time Relates to Change: to visualize the concepts of time and change
and Technology
Subordinate
Clause, 854,
874, R41
Gluskabe and
Old Man
Winter, Joseph
Bruchac, 696–
702
The Phantom
Tollbooth,
Susan Nanus,
708–732, 748–
776
%Information and Media Literacy: explain and demonstrate an understanding of the importance of ethical research practices, including the need to avoid
Think Aloud, Word Map, Rereading, Marking the Text, Close Reading, Sketching
Activities 5.4-5.5 Activity 5.4 Creating a Works Cited Page Activity 5.5 Technology Changes: to interpret and present text
Research
Report: Citing
Sources to
Avoid
Plagiarism, 990;
Create a
Bibliography,
992; R34–R35
Turkeys, by
Revisit Pre-Laureate for Works Cited
Word Map Oral Reading Fluency
Embedded Assessment 1: Researching and Presenting an ItemThat Has Changed Over Time
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Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
plagiarism, and know the associated consequences #Writing Process: The student will write a draft to the topic, audience, and purpose
passages Bailey White,
472
Letters from a
Concentration
Camp, Yoshiko
Uchida, 518
“The
Caribbean,”
Atlas Entry, 135
“Egyptian
Pyramids,”
Textbook, 247
!Reading Process: determine the correct meaning of words with multiple meanings in context @Literary Analysis: locate and analyze the effects of sound, meter, figurative and descriptive
Marking the Text, Role Playing, Word Map, Oral Reading, Oral Interpretation, Predicting, Summarizing and Paraphrasing
Activities 5.6- 5.10 Activity 5.6 Forced Changes :to summarize and make predictions Activity 5.7 Tone Changes: to define and understand tone
Tone/emotion,
7, 18, 111, 115,
121, 125, 127,
129, 516, 550,
637, 645, 651,
812
Dramatic
Scene, 109;
Dramatic
Reading, 931;
Dramatic
Poetry Reading,
Literary Term: Rhythm ,T one, Memorization, Pitch, Volume, Rate, Limerick, Interpretation, Oral Interpretation Enriching Poetry Activities: www.theteachersguide.com/poetrymonth.htm
Readers Theatre: Millionaire Miser
Poetry Presentation: rehearse and perform
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Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
language, graphics, and structure to communicate mood and meaning &Communicationapplies listening and speaking strategies
Activity 5.8 Readers Theatre: to interpret text with appropriate tone Activity 5.9 Learning Lear’s Limericks Activity 5.10 Poetry Presentation
599
Dramatic
Scene, 109; Plot
proposal, 955
!Reading Process: distinguish denotative and connotative meanings of words, and relate new vocabulary to familiar words. &Communication effectively apply listening and speaking strategies #Writing Process: write a draft to the topic, audience, and purpose
Marking the Text, Oral Interpretation, Word map, Role Playing, Graphic Organizer, Visualizing
Activities 5.11-5.16 Activity 5.11 Creating a Dramatic Script from a Poem Activity 5.12 Building Vocabulary Activity 5.13 Guided Reading of Rip Van Winkle Activity 5.14 Poetry Performance Activity 5.15 Drama Games
Dramatic
Scene, 109;
Dramatic
Reading, 931;
Dramatic
Poetry Reading,
599
Writing Workshop #7: Script Writing Performance Terms: Set Design, Props, Gestures, Facial Expressions, Costumes, Movements
Role Playing Games Writing Workshop #7: Script Writing
Embedded Assessment 2: Transforming and Performing a Scene From a Play. Online End of Unit Assessment: Go to website: www.springboard.collegeboard.com And have students take the online end of Unit assessment. Look at the roster reports for detailed assessment results.
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Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
Activity 5.16 Playing with time Periods
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Addendum: Six Traits Research Units Research Paper: The research paper and presentation for each grade level can be an extension of one of the Embedded Assessments found within the SpringBoard Text so there is relevance and continuity for the research.
6th
grade: Unit 5, Embedded Assessment #1 --- Research paper may occur in 4th
quarter 7
th grade: Unit 3, Embedded Assessment #2 --- Research paper may occur in 3
rd quarter
8th
grade: Unit 5, Embedded Assessment #2--- Research paper may occur in 4th
quarter
Research Process Hotlinks: http://www.collierschools.com/research/
Research Specifications: http://www.collier.k12.fl.us/gifted/ (click on the “teacher link on left side of page)
6th grade – Focus is Library Oriented:
1. Define and provide examples of plagiarism 2. Narrow a topic and use S.B. grade specific ideas to tie into curriculum 3. Evaluate 3+ sources and choose 2 articles on the topic 4. Read the articles 5. Take notes on the articles using outlining and note taking strategies 6. Teach paraphrasing and summarizing mini-lessons
7th grade – Focus is Research with Technology
1. Define and provide examples of plagiarism 2. Narrow a topic and use S.B. grade specific ideas to tie into curriculum 3. Write essential questions about the topic that will be answered 4. Design a working outline: topic, heading, supporting details – use Roman numerals 5. Use search engines on the computer to identify 4+ quality resources on the topic 6. Evaluate sources and choose quality articles
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7. Read the articles 8. Take notes on the articles using outlining and note taking strategies 9. Write a 4 – 5 page research paper answering the essential questions 10. Works Cited page must include a minimum of 4 sources 11. Use MLA format. This should be consistent throughout the paper
8th grade – Focus in on Pre-Laureate Paper and Presentation
1. Define and provide examples of plagiarism 2. Narrow a topic and use S.B. grade specific ideas to tie into curriculum 3. Write essential questions about the topic that will be answered 4. Design a working outline: topic, heading, supporting details – use Roman numerals 5. Use search engines on the computer to identify quality resources on the topic 6. Evaluate at least 7 sources and choose quality articles and sources 7. Read the articles 8. Take notes on the articles using outlining and note taking strategies 9. Write a 6+ page research paper answering the essential questions 10. Works Cited page must include a minimum of 7 sources 11. Use MLA format. This should be consistent throughout the paper
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Addendum #2
Prentice Hall and SpringBoard Alignment
ENGLISH TEXTUAL POWER, LEVEL 1 PRENTICE HALL LITERATURE, GRADE SIX ©2010
UNIT 1: Coming of Age
Springboard Unit Goals:
• To define change and identify the types of change adolescents encounter
To make thematic connections among texts and between texts and your own life
Key Matches for Unit Goals from Prentice Hall Literature:
Drive-In Movies, The, Soto, Gary, 46–50; Names/Nombres, Alvarez, Julia, 114–
120; Sound of Summer Running, The from Dandelion Wine, Bradbury, Ray,
142–148; Eleven, Cisneros, Sandra, 149–151; Water, Keller, Helen, 398–402;
Hard as Nails, Baker, Russell, 406–414; How do we decide who we are? 690,
808; Writing Workshop: Descriptive Essay, 86–91; Autobiographical Narrative,
154–161
Making Connections, 41, 63, 71, 85, 86, 90, 109, 131, 139, 153, 154, 157, 181, 217, 241, 249, 263, 299, 331, 341, 381, 417, 435, 443, 461, 487, 509, 515, 525, 583, 583, 583, 599, 607, 613, 635, 653, 659, 735, 738, 742, 779, 787, 799, 855, 875, 883, 905, 931, 955, 961, 987; Comparing Literary Works: Setting and theme, 342; Universal Theme, 933, 939, 945, 946, 951, 953
Writing Workshop: Descriptive Essay, 86–91; Autobiographical Narrative,
154–161; Response to Literature: Review, 264–269; Short Story, 354–361; How–to Essay, 462–467; Persuasive Essay, 526–533; Comparison–and–Contrast Essay, 668–675; Letter, 738–743; Descriptive paragraph, Put Yourself in the Picture, 181; Description using generalizations, Timed Writing, 139; Descriptive language, add, 907
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ENGLISH TEXTUAL POWER, LEVEL 1 PRENTICE HALL LITERATURE, GRADE SIX ©2010
To use descriptive language in writing both narrative and expository text
To understand and explain the relationship between cause and effect
Cause/Effect, 839, 845, 852, 853, 861, 862, 865, 869, 873; Critical Thinking:
Cause and effect, 84, 120, 795; Writing Process: Cause–and–Effect Essay,
800–807
Learning Focus: What is Storytelling? p. 4
SpringBoard Readings:
Poem: “Who’s Who,” by Judith Viorst
Novel: Excerpt from Kira-Kira, by Cynthia Kadohato
Personal Narrative: “My Superpowers,” by Dan Greenburg
Suggested Texts from Prentice Hall Literature:
Drive-In Movies, The, Soto, Gary, 46–50
Names/Nombres, Alvarez, Julia, 114–120
Sound of Summer Running, The from Dandelion Wine, Bradbury, Ray, 142–148
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ENGLISH TEXTUAL POWER, LEVEL 1 PRENTICE HALL LITERATURE, GRADE SIX ©2010
Eleven, Cisneros, Sandra, 149–151
Water, Keller, Helen, 398–402
Hard as Nails, Baker, Russell, 406–414
Academic Vocabulary:
Fluency
Characterization
Narrative
Point of View
Expository Writing
Cause/Effect
Coverage of Academic Vocabulary in Prentice Hall Literature:
Fluency: Reading fluency, reading aloud for, 637, R22; Reading Fluency
Checklist, R23; also see: Rhyming words chart, 569, 581; Dramatic poetry
reading, 599; Dramatic reading, 931; Reading rate, adjusting, 933, 939, 953
Characterization, 180, 189, 194, 196, 201, 203, 215; Character, 4, 6, 11, 180,
206, 208, 209, 210, 215, 694, 696, 698, 826, 828, 857
Narrative: Elements and characteristics of fiction/nonfiction?, 6–7; Narrative,
554
Point of View, 6, 43, 46, 51, 54, 57, 356
Expository Writing: Elements and characteristics of fiction/nonfiction?, 6–7;
What is Nonfiction?, 378–379; Elements of nonfiction writing, 380–381;
Cause/Effect, 839, 845, 852, 853, 861, 862, 865, 869, 873
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ENGLISH TEXTUAL POWER, LEVEL 1 PRENTICE HALL LITERATURE, GRADE SIX ©2010
Grammar & Usage:
Noun, p. 11
Adjective, p. 11
Dialogue and Quotation Marks, p. 17
Verb, p. 18
Suggested Activities from Prentice Hall Literature:
Nouns, 40, 62, 89, R40
Adjectives, 91, 416, 434, 465, R40
Dialogue, 156, 358
Verbs, 216, 240, 298, 330, 359, 673, 741, 778, 805, R40
Activities to Prepare for Embedded Assessment:
1.4 Building Oral Fluency, p. 8
1.10 Reflecting on Narrative Openings, p. 27
1.11 What Makes a Good Narrative? P. 30
Suggested Activities from Prentice Hall Literature:
Fluency: Reading fluency, reading aloud for, 637, R22; Reading Fluency
Checklist, R23; also see: Rhyming words chart, 569, 581; Dramatic poetry
reading, 599; Dramatic reading, 931
Author’s Insights: Narratives (Yolen), 157; What are fiction/nonfiction?, 4–5;
Elements and characteristics of fiction/nonfiction?, 6–7; What is a short
story?, 178–179; Elements of Short Stories, 180–181
Embedded Assessment 1:
Writing a Personal Narrative About an Incident That Changed
Suggested Activities from Prentice Hall Literature:
Writing Workshop: Autobiographical Narrative, 154–161; Short Story, 354–
361; Writing: Autobiographical Narrative, 63, Personal Anecdote, 131,
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ENGLISH TEXTUAL POWER, LEVEL 1 PRENTICE HALL LITERATURE, GRADE SIX ©2010
Me, p. 31 Personal Narrative, 331, Journal Entry, 487
Learning Focus: How to Explain, p. 36
SpringBoard Readings:
Article: The Oldest Living Atlanta Gorilla Tells All,” by Scott
Freeman
Folk Tale: “How Fire Come to the Six Nations” (Iroquois)
Expository Essay: “The Jacket,” by Gary Soto
Poem: “…And Although the Little Mermaid Sacrificed Everything
to Win the Love of the Prince, the Prince (Alas) Decided to Wed
Another,” by Judith Viorst
Expository Essay: “He Might Have Liked Me Better with My
Tail,” by Ima Mermaid
Suggested Texts from Prentice Hall Literature:
Turkeys, by Bailey White, 472
Letters from a Concentration Camp, Yoshiko Uchida, 518
“The Caribbean,” Atlas Entry, 135
“Egyptian Pyramids,” Textbook, 247
The Case of the Monkeys That Fell From the Trees, Susan E Quinlan, 78
Jackie Robinson: Justice at Last, Geoffrey C. Ward and Ken Burns, 422
Grammar & Usage:
Semicolons, pp. 37, 61
Transitions, p. 61
Suggested Activities from Prentice Hall Literature:
Semicolons, 954
Transitions, check, 464; Transitions, use, 670, 875; Transitional words, use,
802
Activities to Prepare for Embedded Assessment: Suggested Activities from Prentice Hall Literature:
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ENGLISH TEXTUAL POWER, LEVEL 1 PRENTICE HALL LITERATURE, GRADE SIX ©2010
1.12 Marking Growth: A Frame Poem, p. 37
1.15 Using Context Clues, p. 50
1.16 Changes in Three Arrows (Character), p. 53
Writing Activities: Poem, 599, 635
Context Clues, 561, 565, 567, 569, 574, 576, 578, 581, 585, 589, 591, 594, 597
Character traits, explore, 63; Character's personality, reflect, 131; Character,
4, 6, 11, 180, 206, 208, 209, 210, 215, 694, 696, 698, 826, 828, 857
Embedded Assessment 2:
Writing an Expository Essay About a Change in Me, p. 62
Suggested Activities from Prentice Hall Literature:
Autobiographical Narrative, 154–161; Problem-and-Solution Essay, 614–619
UNIT 2: Changes in My World
Springboard Unit Goals:
To explore the craft of storytelling and to write a short story
Key Matches for Unit Goals from Prentice Hall Literature:
Writing Workshop: Short Story, 354–361; Research and Technology:
Storytelling program, 703; Elements and characteristics of fiction/nonfiction?,
6–7; What is a short story?, 178–179; Elements of Short Stories, 180–181
Elements and characteristics of fiction/nonfiction?, 6–7; Plot / conflict, 21, 25,
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ENGLISH TEXTUAL POWER, LEVEL 1 PRENTICE HALL LITERATURE, GRADE SIX ©2010
To recognize essential elements of plot, point of view, characterization, and setting
To build oral reading fluency
To write using precise adjectives and adverbs
28, 29, 33, 35, 38, 39, 857; plot/conflict in short stories, 180, 182; Character,
4, 6, 11, 180, 181, 182, 694, 696, 698, 826, 828, 857; Setting, 301, 305, 306,
309, 311, 315, 321, 324, 327, 329, 353, 692, 826, 828; Literary Analysis:
Narrator and Point of View, 43; Point of View, 6, 46, 51, 54, 57, 61, 356
Fluency: Reading fluency, reading aloud for, 637, R22; Reading Fluency
Checklist, R23; also see: Rhyming words chart, 569, 581; Dramatic poetry
reading, 599; Dramatic reading, 931; Reading rate, adjusting, 933, 939, 953
Adjectives, 91, 416, 434, 465, R40; Adverbs, 465, 486, R40
Learning Focus: Imagining Stories, p. 72
SpringBoard Readings: Suggested Texts from Prentice Hall Literature:
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ENGLISH TEXTUAL POWER, LEVEL 1 PRENTICE HALL LITERATURE, GRADE SIX ©2010
Short Story: “Eleven,” by Sandra Cisneros
Fiction: “The Southpaw,” by Judith Viorst
Novel: “Excerpt from “Morning at Green Gables,” by L.M.
Montgomery
Novel: “Diving Under,” excerpt from Flipped, by Wendelin Van
Draanen
Short Story: “Thank You M’am,” by Langston Hughes
Greyling, Yolen, Jane, 9–15
Homecoming, The, Yep, Laurence, 32–38
Tail, The, Hansen, Joyce, 192–202
Why Monkeys Live in Trees: African Folk Tale, Lester, Julius, 74–77
Zlateh the Goat, Singer, Isaac Bashevis, 222–230
Old Woman Who Lived With the Wolves, The, Standing Bear, Chief Luther,
234–238
Circuit, The, Jiménez, Francisco, 275–282
All-American Slurp, The, Namioka, Lensey, 286–295
Zlata's Diary, Filipović, Zlata, 383–392
Langston Terrace, Greenfield, Eloise, 480–484
Mowgli's Brothers from The Jungle Book, Kipling, Rudyard, 886–895
Academic Vocabulary:
Short Story
Figurative Language
Coverage of Academic Vocabulary in Prentice Hall Literature:
Short Story: Introduction: Short Story, 178–179; Learning About Short Stories,
180–181
Figurative Language, 585, 588, 590, 591, 594, 595, 597; Metaphor, Simile, 88,
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ENGLISH TEXTUAL POWER, LEVEL 1 PRENTICE HALL LITERATURE, GRADE SIX ©2010
News Story
556, 585
News Story: Online News Article, 783–784, 787; News Release, 879–880, 883,
R25
Grammar & Usage:
Adjective, p. 90
Adverb, p. 91
Writing Dialogue, p. 97
Pronoun, p. 106
Complete Sentence, p. 115
Suggested Activities from Prentice Hall Literature:
Adjectives, 91, 416, 434, 465, R40
Adverbs, 465, 486, R40
Dialogue, 156, 358
Pronouns, 108, 130, 159, R40
Sentences, 598, 617, 874, 909, R40; also see: Revising: Sentences, 88, 358,
616, 617, 741, 805, 909, 992
Activities to Prepare for Embedded Assessment:
2.3 Changes in My World (Literary Terms: Conflict), p. 77
2.5 Changes in Simba’s World: Storytelling: Plot Diagram, pp.
88–89
2.7 Play Ball: Part Two: Storytelling: Dialogue, p. 97
Suggested Activities from Prentice Hall Literature:
Plot / conflict, 21, 25, 28, 29, 33, 35, 38, 39, 857; plot/conflict in short stories,
180, 182; Conflict, 219, 222, 224, 226, 228, 229, 235, 236, 239, 356, 694, 703,
835; plot diagram, 356
Dialogue, 692, 694, 702, 703, 705, 711, 712, 714, 716, 720, 722, 723, 724, 727,
728, 730, 731, 733
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ENGLISH TEXTUAL POWER, LEVEL 1 PRENTICE HALL LITERATURE, GRADE SIX ©2010
2.10 Character Changes, p. 115
2.11 Writing About a Chance Encounter, p. 124
Characterization, 189, 194, 196, 201, 203, 206, 208, 209, 210, 215; Comparing
Literary Works: Characters' motives, 250; also see: Character, 4, 6, 11, 180,
181, 182, 694, 696, 698, 826, 828, 857
Writing: Personal Narrative, 331; Anecdote, personal, 131
Embedded Assessment 1:
Creating a Short Story, p. 128
Suggested Activities from Prentice Hall Literature:
Writing Workshop: Short Story, 354-361; Writing: Personal Anecdote, 131;
Journal Entry, 487; Fable, 855
Learning Focus: Don’t Switch That Channel! p. 137
SpringBoard Readings:
Folk Tale: “The Gathering of the Wild Animals”
Interview: “A Conservation with Wendelin Van Draanen,” by
Claire E. White
Suggested Activities and Selections from Prentice Hall Literature:
For related information: Evaluating a Persuasive Message, 366; News Release,
879; Editorial, 441; News Article, 69
The Case of the Monkeys That Fell From the Trees, Susan E Quinlan, 78
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ENGLISH TEXTUAL POWER, LEVEL 1 PRENTICE HALL LITERATURE, GRADE SIX ©2010
Myth: “Persephone,” by Alice Law
Article: “Can It Really Rain Frogs?” by Spenser Christian and
Antonia Felix
Novel: Excerpt from And You Wonder Why We Get Called the
Weird Watsons, by Christopher Paul Curtis
Jackie Robinson: Justice at Last, Geoffrey C. Ward and Ken Burns, 422
Activities to Prepare for Embedded Assessment:
2.12 Understanding TV News, p. 138
2.13 The Parts of a News Story, p. 142
2.17 Meet the Watsons (Literary Terms: Alliteration), p. 176
Suggested Activities from Prentice Hall Literature:
For related information: Evaluating a Persuasive Message, 366; News Release,
879; Editorial, 441; News Article, 69
Alliteration, 552, 637
Embedded Assessment 1:
Producing a TV News Story, p. 180
Suggested Activities from Prentice Hall Literature:
Writing Applications: News Report, 41; Listening and Speaking: Televised
Speech, 812
Unit 3: Changes in Self-Perception
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ENGLISH TEXTUAL POWER, LEVEL 1 PRENTICE HALL LITERATURE, GRADE SIX ©2010
Goals
• To explore the concept of voice through both reading
and writing
• To read challenging texts, both fiction and nonfiction,
with fluency and comprehension
• To identify elements of legends and myths present in a
contemporary work of fiction
• To identify how a character is presented and how he or
she changes throughout a novel
• To develop writing skills through various stages of the
Voice, expressive, use, 63, 599, 812, 931
Fluency: Reading fluency, reading aloud for, 637, R22; Reading Fluency
Checklist, R23; also see: Rhyming words chart, 569, 581; Dramatic poetry
reading, 599; Dramatic reading, 931; Reading rate, adjusting, 933, 939, 953
What is the oral tradition?, 824–825; Characteristics of Folk literature, 826–
827; Cultural Connection: Athena, 863; Myths, 857, 864, 865, 868, 871, 872,
873
Characterization, 189, 194, 196, 201, 203, 206, 208, 209, 210, 215; Comparing
Literary Works: Characters' motives, 250; also see: Character, 4, 6, 11, 180,
181, 182, 694, 696, 698, 826, 828, 857
Writing Workshop, 86–91, 154–161, 264–269, 354–361, 462–467, 526–533,
614–619, 668–675, 738–743, 800–807, 906–911, 988–997
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ENGLISH TEXTUAL POWER, LEVEL 1 PRENTICE HALL LITERATURE, GRADE SIX ©2010
writing process
Learning Focus: What is Voice? P. 196
SpringBoard Readings:
Memoir: from Bad boy, by Walter Dean Myers
Novel: Holes, by Louis Sacher
Suggested Texts from Prentice Hall Literature:
Eleven, Cisneros, Sandra, 149–151
Tail, The, Hansen, Joyce, 192–202
Aaron's Gift, Levoy, Myron, 318–328
Water, Keller, Helen, 398–402
Hard as Nails, Baker, Russell, 406–414
Crippled Boy, A, Tran, My-Van, 850–852 Stone, The, Alexander, Lloyd, 942–952
Academic Vocabulary:
Internal/External
Diction
Voice
Coverage of Academic Vocabulary in Prentice Hall Literature:
Internal/External Reflection: Writer's journal, 91, 161, 269, 361, 467, 533, 619,
675, 743, 807, 911, 997
Diction: Word choice, 16, 516, 739; Dialect, 826, 827; Figurative language,
516, 552, 585, 588, 590, 591, 594, 595, 597
Voice, expressive, use, 63, 599, 812, 931
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ENGLISH TEXTUAL POWER, LEVEL 1 PRENTICE HALL LITERATURE, GRADE SIX ©2010
Literary Analysis
Personal Letter
Setting
Subplot
Literary Analysis: Critical Thinking (after reading), 19, 28, 38, 50, 60, 77, 84,
100, 106, 120, 128, 148, 152, 187, 202, 211, 230, 238, 259, 262, 282, 296, 314,
328, 347, 352, 393, 402, 414, 424, 432, 447, 460, 476, 484, 494, 506, 524, 559,
568, 580, 590, 596, 611, 612, 626, 626, 632, 644, 650, 664, 666, 676, 703, 776,
795, 798, 827, 831, 837, 844, 852, 864, 872, 895, 904, 920, 928, 938, 952, 977,
986
Writing: Letters, 381, 417, 435, 583, 738–743, R26, R27
Setting, 6, 8, 181, 182, 184, 187, 301, 305, 306, 309, 311, 321, 324, 327, 342,
353, 692, 826, 828
Subplot, 6
Grammar & Usage:
Comma in a Series, p. 199
Adverb, p. 203
Action Verb, p. 209
Transitions of comparison and contrast, p. 217
Present Tense of a Verb, p. 218
Suggested Activities from Prentice Hall Literature:
Commas, 930, R43
Adverbs, 465, 486, R40
Action Verbs, 240
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ENGLISH TEXTUAL POWER, LEVEL 1 PRENTICE HALL LITERATURE, GRADE SIX ©2010
Transitions, 464, 802; also see: Restating Transitional Words, 66
Verb Tenses, 240, 298, 330, 359, R40
Activities to Prepare for Embedded Assessment:
3.4 Character Analysis in Bad Boy, p. 202
3.5 Finding and Using Textual Evidence, p. 211
3.8 Personal-Setting Reflection, p. 218
3.11 Visualizing the Subplot, p. 225
3.12 Vocabulary in Context: Stanley’s Attitude, p. 226
3.14 Tracing Stanley’s Character, p. 231
Suggested Activities from Prentice Hall Literature:
Characterization, 189, 194, 196, 201, 203, 206, 208, 209, 210, 215; Comparing
Literary Works: Characters' motives, 250; Writing Workshop: Response to
Literature: Review, 264–269; Write Character Description, 331 Setting, 6, 8,
181, 182, 184, 187, 301, 305, 306, 309, 311, 321, 324, 327, 342, 353, 692, 826,
828; Textual Evidence, 19, 28, 38, 50, 60, 77, 100, 106, 120, 128, 148, 152,
187, 202, 211, 230, 238, 259, 262, 282, 296, 314, 328, 347, 352, 393, 402, 414,
424, 432, 447, 460, 476, 484, 494, 506, 521, 524, 559, 568, 580, 590, 596, 626,
632, 650, 664, 666, 703, 776, 795, 798, 837, 844, 852, 864, 872, 895, 904, 920,
928, 938, 952, 977, 986
Subplot, 6
Context Clues, 561, 565, 567, 569, 574, 576, 578, 581, 585, 589, 591, 594, 597
Characterization, 189, 194, 196, 201, 203, 206, 208, 209, 210, 215; Comparing
Literary Works: Characters' motives, 250
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3.15 Writing a Letter Home, p. 233 Writing: Letters, 381, 417, 435, 583, 738–743, R26, R27
Embedded Assessment 1:
Writing Letters in the Voices of Characters
Suggested Activities from Prentice Hall Literature:
Writing: Letters, 381, 417, 435, 583, 738–743, R26, R27
Learning Focus: What is Literary Analysis? p. 259
Grammar & Usage:
Parallel Structure, p. 262
Transitions, p. 265
Suggested Activities from Prentice Hall Literature:
Parallel Structure: Commas, 930, R43; Subject-Verb Agreement, 672, R42
Transitions, 464, 802; also see: Restating Transitional Words, 66
Activities to Prepare for Embedded Assessment:
3.22 Visualizing Vocabulary, p. 260
3.23 The Lifeline (timeline), p. 261
Suggested Activities from Prentice Hall Literature:
Visual Writing, 381; Vocabulary Workshop, 164, 364, 536, 678, 810, 1000
Timeline, develop, 63, 155, 907
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3.25 Evolution of the Caveman (Changes in Characters), p. 264
Characterization, 189, 194, 196, 201, 203, 206, 208, 209, 210, 215; Comparing
Literary Works: Characters' motives, 250; Writing Workshop: Response to
Literature: Review, 264–269; Write Character Description, 331
Embedded Assessment 1:
Writing a Character Analysis Essay, p. 267
Suggested Activities from Prentice Hall Literature:
Writing Workshop: Response to Literature: Review, 264–269; Write Character
Description, 331; Main character: Create Chart, 355
Unit 4: Measuring Changes in Me
Goals
• To recognize personal and academic change and
growth over time
• To practice thoughtful reflection
• To build global revision skills
Suggested Texts
FCAT Practice, 64–65, 71, 132–133, 242–243, 249, 332–333, 341, 436–437,
443, 510–511, 515, 600–601, 607, 654–655, 659, 736–737, 780–781, 787,
242–243, 249, 332–333, 341
Global Revision: Writing Workshop: Revising, 88, 89, 158, 159, 266, 358, 359,
464, 465, 530, 616, 672, 673, 740, 804, 908, 909, 992
While You Read, 41, 63, 71, 85, 86, 90, 109, 131, 139, 153, 154, 157, 181, 217,
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• To set goals for future reading and writing
241, 249, 263, 299, 331, 341, 381, 417, 435, 443, 461, 487, 509, 515, 525, 583,
583, 583, 599, 607, 613, 635, 653, 659, 735, 738, 742, 779, 787, 799, 855, 875,
883, 905, 931, 955, 961, 987
Learning Focus: Thinking as a Reader and Writer, p. 279
SpringBoard Readings:
Essay: “Thank You Mrs. Abruzzi,” by Ray Romano
Suggested Texts from Prentice Hall Literature:
Jackie Robinson: Justice at Last, Geoffrey C. Ward and Ken Burns, 422
The Shutout, Patricia C. McKissack and Frederick McKissack, Jr., 434
La Leña Buena, John Phillips Santos, 492
Academic Vocabulary:
Global Revision
Reflection
Coverage of Academic Vocabulary in Prentice Hall Literature:
Global Revision: Writing Workshop: Revising, 88, 89, 158, 159, 266, 358, 359,
464, 465, 530, 616, 672, 673, 740, 804, 908, 909, 992
FCAT Practice, 64–65, 71, 132–133, 242–243, 249, 332–333, 341, 436–437,
443, 510–511, 515, 600–601, 607, 654–655, 659, 736–737, 780–781, 787,
242–243, 249, 332–333, 341
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ENGLISH TEXTUAL POWER, LEVEL 1 PRENTICE HALL LITERATURE, GRADE SIX ©2010
Figurative Language
Figurative Language, 585, 588, 590, 591, 594, 595, 597; Metaphor, Simile, 88,
556, 585
Grammar & Usage:
Compound Sentence, p. 285
Suggested Activities from Prentice Hall Literature:
Compound Sentences, 874, R41
Activities to Prepare for Embedded Assessment:
4.2 Reflecting on Reading Fluency, p. 281
4.3 Revisiting, Revising, and Reflecting, p. 283
4.8–4.10 Applying Revision Strategies, pp. 297, 302, 303
Suggested Activities from Prentice Hall Literature:
Fluency: Reading fluency, reading aloud for, 637, R22; Reading Fluency
Checklist, R23; also see: Rhyming words chart, 569, 581; Dramatic poetry
reading, 599; Dramatic reading, 931; Ring rate, adjusting, 933, 939, 953
Writing Workshop: Revising, 88, 89, 158, 159, 266, 358, 359, 464, 465, 530,
616, 672, 673, 740, 804, 908, 909, 992
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ENGLISH TEXTUAL POWER, LEVEL 1 PRENTICE HALL LITERATURE, GRADE SIX ©2010
4.4 Reflecting on Personal Changes, p. 285
4.5 Reflecting on Reading Strategies and Experiences, p. 287
4.6 Applying Reading Strategies, p. 289
Making Connections, 41, 63, 71, 85, 86, 90, 109, 131, 139, 153, 154, 157, 181,
217, 241, 249, 263, 299, 331, 341, 381, 417, 435, 443, 461, 487, 509, 515, 525,
583, 583, 583, 599, 607, 613, 635, 653, 659, 735, 738, 742, 779, 787, 799, 855,
875, 883, 905, 931, 955, 961, 987
Critical Thinking (after reading), 19, 28, 38, 50, 60, 77, 84, 100, 106, 120, 128,
148, 152, 187, 202, 211, 230, 238, 259, 262, 282, 296, 314, 328, 347, 352, 393,
402, 414, 424, 432, 447, 460, 476, 484, 494, 506, 524, 559, 568, 580, 590, 596,
611, 612, 626, 626, 632, 644, 650, 664, 666, 676, 703, 776, 795, 798, 827, 831,
837, 844, 852, 864, 872, 895, 904, 920, 928, 938, 952, 977, 986; Test Practice,
64–65, 71, 132–133, 242–243, 249, 332–333, 341, 436–437, 443, 510–511,
515, 600–601, 607, 654–655, 659, 736–737, 780–781, 787, 242–243, 249,
332–333, 341
Embedded Assessment 1:
Revising, Reflecting, and Revision, p. 304
Suggested Activities from Prentice Hall Literature:
Writing Workshop: Revising, 88, 89, 158, 159, 266, 358, 359, 464, 465, 530,
616, 672, 673, 740, 804, 908, 909, 992; Reflecting on Your Writing & Rubric for
Self-Assessment, 91, 161, 269, 361, 467, 533, 619, 675, 743, 807, 911, 997
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ENGLISH TEXTUAL POWER, LEVEL 1 PRENTICE HALL LITERATURE, GRADE SIX ©2010
Unit 5: Changing Times and Places
Goals
• To research, gather and organize content to achieve
purpose for a presentation
• To relate setting to action, characterization, and plot
• To define, identify, and analyze various elements of
drama
• To rehearse and present an engaging performance
Suggested Texts
Writing Workshop: Research: Multimedia Report, 906–911; Research Report,
988–997; Research and Technology: Multimedia Presentation, 187; Research
Project, 417; Multimedia Presentation, 735; Written and Visual Report, 955;
Informative Presentation, 487
Elements and characteristics of fiction/nonfiction?, 6–7; Setting, 301, 305,
306, 309, 311, 315, 321, 324, 327, 329, 353, 692, 826, 828; Comparing Literary
Works: Setting and theme, 342; Characters' motives, 250; Plot / conflict, 21,
25, 28, 29, 33, 35, 38, 39, 857
What is Drama?, 692–693; Elements and types of drama, 694–695; Drama
Selections, 697, 708, 748, 790, 796
Dramatic Scene, 109; Dramatic Reading, 931; Dramatic Poetry Reading, 599
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ENGLISH TEXTUAL POWER, LEVEL 1 PRENTICE HALL LITERATURE, GRADE SIX ©2010
Learning Focus: What Is Research? P. 310
SpringBoard Readings:
Short Story: “The Fun They Had,” by Isaac Asimov
Suggested Texts from Prentice Hall Literature:
Turkeys, by Bailey White, 472
Letters from a Concentration Camp, Yoshiko Uchida, 518
“The Caribbean,” Atlas Entry, 135
“Egyptian Pyramids,” Textbook, 247
The Case of the Monkeys That Fell From the Trees, Susan E Quinlan, 78
Jackie Robinson: Justice at Last, Geoffrey C. Ward and Ken Burns, 422
Academic Vocabulary:
Research
Tone
Coverage of Academic Vocabulary in Prentice Hall Literature:
Writing Workshop: Research: Multimedia Report, 906–911; Research Report,
988–997
Tone/emotion, 7, 18, 111, 115, 121, 125, 127, 129, 516, 550, 637, 645, 651,
812
Presentation: Delivering and Oral Response to Literature, 1002; Presentation,
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ENGLISH TEXTUAL POWER, LEVEL 1 PRENTICE HALL LITERATURE, GRADE SIX ©2010
Presentation
Drama
331, 635
Introduction: Drama, 692–693; Learning About Drama, 694–695; Dramatic
Scene, 109; Dramatic Reading, 931; Dramatic Poetry Reading, 599
Grammar & Usage:
Clause, p. 314
Suggested Activities from Prentice Hall Literature:
Clauses, 854, 874, R41
Activities to Prepare for Embedded Assessment:
5.2 Passing of Time, p. 312
5.3 Recognizing How Time Relates to Change, p. 313
5.4 Creating a Works Cited Page, p. 315
Suggested Activities from Prentice Hall Literature:
Timeline, develop, 855; Time-order words, notice, 166; Cause and effect,
identifying, 839, 845, 852, 853, 861, 862, 865, 869, 873
Research Report: Citing Sources to Avoid Plagiarism, 990; Create a
Bibliography, 992; R34–R35
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ENGLISH TEXTUAL POWER, LEVEL 1 PRENTICE HALL LITERATURE, GRADE SIX ©2010
Embedded Assessment 1:
Researching and Presenting an Item That Has Changed Over
Time, p. 321
Suggested Activities from Prentice Hall Literature:
Writing Workshop: Research: Multimedia Report, 906–911; Research Report,
988–997; Research and Technology: Multimedia Presentation, 187; Research
Project, 417; Multimedia Presentation, 735; Written and Visual Report, 955;
Informative Presentation, 487
Learning Focus: What Is Performance? P. 321
SpringBoard Readings:
Fable: “The Millionaire Miser,” told by Aaron Shepard
Drama: “The Millionaire Miser”
Limerick Poem: Limericks from A Book of Nonsense, by Edward
Lear
Poem: “Footwear Follies,” by Chip Westington
Drama: Rip Van Winkle, by Washington Irving, dramatized by
Adele Thane
Poem: “Worth Hearing,” by Kristine O’Connell George
Poem: “Fireflies,” by Paul Fleischman
Suggested Texts from Prentice Hall Literature:
Gluskabe and Old Man Winter, Joseph Bruchac, 696–702
697
The Phantom Tollbooth, Susan Nanus, 708–732, 748–776
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ENGLISH TEXTUAL POWER, LEVEL 1 PRENTICE HALL LITERATURE, GRADE SIX ©2010
Grammar & Usage:
Subordinate Clause, p. 343
Suggested Activities from Prentice Hall Literature:
Subordinate Clause, 854, 874, R41
Activities to Prepare for Embedded Assessment:
5.7 Tone Changes, p. 331
5.8 Reader’s Theater, p. 333
5.10 Poetry Presentation, p. 341
5.11 Creating a Dramatic Script from a Poem, p. 342
5.16 Playing with Time Periods, p. 361
Suggested Activities from Prentice Hall Literature:
Tone/emotion, 7, 18, 111, 115, 121, 125, 127, 129, 516, 550, 637, 645, 651,
812
Dramatic Scene, 109; Dramatic Reading, 931; Dramatic Poetry Reading, 599
Dramatic Scene, 109; Plot proposal, 955
Historical writing, 381; Historical fiction, 828; What is the oral tradition?, 824–
825; Characteristics of Folk literature, 826–827
Embedded Assessment 1:
Transforming and Performing a Scene from a Play, p. 362
Suggested Activities from Prentice Hall Literature:
Dramatic Scene, 109; Dramatic Reading, 931; Dramatic Poetry Reading, 599
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Addendum #3: Sacred Book List
Lists were compiled from:
1. Collier County Public School Current “Sacred Book” list
2. Sunshine State Young Readers’ Novels
3. Sunshine State: Florida Teen Reads
4. Reader’s Journey Novels
5. SpringBoard Suggested Novels
6. Prentice Hall Literature Suggested Novels
7. Janet Allen Suggested Novels
8. College Board Top 100 Novel List
9. Advanced Placement Recommendations:
High School Teacher Syllabi
College Board A.P. Literature Suggestions
College Board A.P. Language Suggestions
Novels from A.P. Free Response Questions
KEY
+Sunshine State Young Readers Award Program
^Advanced Honors
-Reader’s Journey
* Spring Board
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Middle School Book List 6th grade
Title Author Lexile
SpringBoard
*Dragonwings Yep, Laurence
870
*Holes Sachar, Louis 660
*Island of the Blue Dolphins O'Dell, Scott 1000
*Taking Sides Soto, Gary 750
Reader’s Journey
-A Long Way from Chicago Peck, Richard 750
-Things Not Seen Clements, Andrew 690
-Miracle’s Boys Woodson, Jacqueline 660
-Bearstone Hobbs, Will 780
-Redwall Redwall 800
-Tarantula in My Purse: And 172 Other Wild George, Jean Craighead 830
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Pets, The
-Strong Right Arm: The Story of Mamie
“Peanut” Johnson, A
Green, Michelle Y. 860
-Boy 1090
-Westing Game, The Raskin, Ellen 750
-Pushing Up the Sky: Seven Native American
Plays for Children
Bruchac, Joseph NP
-Liberation of Gabriel King Going, K.L. 780
-Hero’s Trail
Barron 850
-Mousetrap, The Christie, Agatha NP
-Hiroshima Yep, Laurence 660
-Play to Win Jongh, James de and Carles Cleveland NP
CCPS Recommendations
A Wrinkle in Time L'Engle, Madeleine 740
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Call it Courage Sperry, Armstrong 830
Hatchet Paulsen, Gary 1020
My Side of the Mountain George, Jean Craighead 810
Tuck Everlasting Babbitt, Natalie 770
The Heart of a Chief Bruchac, Joseph 750
Incredible Journey Burnford, Sheila 1320
Journey Home
King of the Wind Henry, Marguerite 830
M.C. Higgins the Great Hamilton, Virginia 620
Shark Beneath the Reef George, Jean Craighead 800
Sing Down the Moon O'Dell, Scott 820
My Brother Sam is Dead Collier, James Lincoln and Christopher
Collier 770
Out of the Dust
Advanced
^Cheaper by the Dozen Gilbreth, Frank and Ernestine Carey 890
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^Freedom’s Crossing Clark, Margaret Goff 720
^Swiss Family Robinson Wyss, Johann 910
^Treasure Island Stevenson, Robert Louis 1070
Sunshine State Young Readers
+Rules Rules, Cynthia NP
+Hurt Go Happy Rorby, Ginny 870
Prentice Hall
A Backwoods Boy White, Bailey NP
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Title Author Lexile
SpringBoard
*Tangerine Bloor, Edward 680
*The Call of the Wild London, Jack 790
*Dogsong Paulson, Gary 930
*Julie of the Wolves Craighead, George 860
*Sukey and the Mermaid San Souci, Robert 820
Reader’s Journey
-Rules of the Road Bauer, Joan 850
-Fast Sam, Cool Clyde, and Stuff Myers, Walter Dean 860
-Heat Lupica, Mike 940
-Stand Tall Bauer, Joan 520
7th grade
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-Who Moved My Cheese Johnson, Spencer 880
-Oddballs Sleator, William 1010
-F is for Freedom
-Touching Spirit Bear Mikaelsen, Ben 670
-Crazy Loco Rice, David 830
-Storm Breakers Horowitz, Anthony
-Novio Boy Soto, Gary NP
-Doors
-Lost in Yonkers Neil Simon NP
-Kid Who Invented the Popsicle: And Other
Extraordinary Stories Behind Everyday Things
-Portraits of African-American Heroes Bolden, Tonya 1140
-Watsons Go To Birmingham Curtis, Christopher Paul 1000
CCPS Supplementary
The Cay Taylor, Theodore 860
A Christmas Carol Sims, Lesley 510
The Contender Lipsyte, Robert 760
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Esperanza Rising Ryan, Pam Munoz 750
Goodbye, Vietnam Whelan, Gloria
Local News Soto, Gary 770
The True Confessions of Charlotte Doyle Avi 740
Where the Red Fern Grows Rawls, Wilson 700
Adventure of Ulysses
Child of the Owl Yep, Laurence 720
Clay Marble Ho, Minfong 860
Famous Stories for Performance
I, Juan the Pareja De Trevino, Elizabeth B. 1100
Jaguar Smith, Roland 690
Letters from Rifka Hesse, Karen 660
Lupita Manana Beatty, Patricia 760
Red Scarf Girl Jiang, Ji-Li 780
Sounder Armstrong, William H. 900
Advanced
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^Adventures of Tom Sawyer Mark Twain 490
^The Call of the Wild Jack London 790
^A Paradise Called Texas Shefelman, Janice Jordan NP
Sunshine State Young Readers
+Eggs Spinelli, Jerry NP
Prentice Hall
No Gumption Baker, Russell NP
An American Childhood Dillard, Annie 1040
Angela’s Ashes McCourt, Frank 1110
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Title Author Lexile
SpringBoard
*The Giver Lowry, Lois 760
*Terrible Things: An Allegory of the Holocaust Bunting, Eve NP
Reader’s Journey
-Thwonk 860
-Baseball’s Biggest Bloopers: The Games That
Got Away
NP
-Famous Hispanic Americans Morey, Janet and Wendy Dunn 1170
-An Island Like You: Stories of the Barrio Cofer, Judith Ortiz NP
-Al Capone Does My Shirts Choldenko, Gennifer 600
-Code Talker Bruchac, Joseph 910
-We Just Want to Live Here Rifa’l, Amal; Ainbinder, Odelia with
Tempel, Sylke
920
-Open your Eyes: Extraordinary Experiences in Davis, Jill NP
8th Grade
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Faraway Places
-Under the Royal Palm NA
-Devil’s Arithmetic, The Yolen, Jane 730
-Under the Baseball Moon Ritter, John H 750
-Maus: A Survivor’s Tale Speigelman, Art NP
-Nerdlandia Soto, Gary NP
-Effect of Gamma Rays on Man-in-the-Moon
Marigolds, The
Zindel, Paul NP
-Monster Myers, Walter Dean 670
-Ultimate Robot Malone, Robert 1230
-Famous Hispanic Americans Morley, Janet 1170
CCPS Recommendations
The Cay Taylor, Theodore 860
A Christmas Carol Dickens, Charles 1080
The Contender Lipsyte, Robert 760
Esperanza Rising Ryan, Pam Munoz 750
Developmental and Advanced English Language Arts
Curriculum Map
Grade 6
2011-2012
70
Goodbye, Vietnam Whelan, Gloria 810
Local News Soto, Gary 820
The True Confessions of Charlotte Doyle Avi 740
Where the Red Fern Grows Rawls, Wilson 700
Adventure of Ulysses NA
Child of the Owl Yep, Laurence 920
Clay Marble Ho, Minfong 860
Famous Stories for Performance NP
I, Juan de Pareja De Trevino, Elizabeth B. 1100
Jaguar
Letters from Rifka Hesse, Karen 660
Lupita Manana Beatty, Patricia 760
Red Scarf Girl Jiang, Ji-Li 780
Sounder Armstrong, William H. 900
Advanced
^Adventures of Tom Sawyer Twain, Mark 750
Developmental and Advanced English Language Arts
Curriculum Map
Grade 6
2011-2012
71
^*The Call of the Wild London, Jack 1120
^A Paradise Called Texas NP
Sunshine State Young Readers
+Peak Smith, Roland 780
Prentice Hall
Cub Pilot on the Mississippi Twain, Mark NP
An American Childhood Dillard, Annie 1040
Travels with Charley Steinbeck, John NP
I Know Why the Caged Bird Sings Angelou, Maya 1330
Anne Frank: The Diaries of a Young Girl Frank, Anne NP