€¦ · Web viewModule D 6th Grade . District/School Formative Assessment Plan. District/School...

ORANGE PUBLIC SCHOOLSOFFICE OF CURRICULUM AND INSTRUCTION

OFFICE OF ENGLISH LANGUAGE ARTS

Sixth GradePARCC-Aligned Curriculum Guide

Module D

School Year 2016-2017

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Module D 6th GradeDistrict/School Formative Assessment Plan District/School Summative Assessment PlanMid-Module AssessmentEnd-of Module AssessmentAlso additional supplemental formative activities as deemed appropriate by individual instructors.

See performance tasks in Prentice Hall Literature. (pp. 816-817)

District/School Texts District/School Supplementary ResourcesSee District Modules Below See District Modules Below

District/School Writing TasksPrimary FocusRI.6.1, RI.6.2, RI.6.4, RI.6.9

RL.6.1, RL.6.2, RL.6.3, RL.6.6, RL.6.10

W.6.2

Secondary FocusW.6.1, W.6.3, W.6.4, W.6.5, W.6.6, W.6.9,

Routine WritingW.6.10

21st Century SkillsCRTP4. Communicate clearly and effectively and with reason.CRTP7. Employ valid and reliable research strategies.CRP11. Use technology to enhance productivity.Interdisciplinary ConnectionsMediaCultural ConnectionScience

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Module D: Big Question: How do we decide who we are?

http://jayhidalgo.com/wp-content/uploads/2014/03/man-looking-in-mirror.jpg

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Table of Contents:

Module D Focus 5

Standards: Anchor and Progress Indicators 5-9

Essential Questions and Enduring Understandings AND Learning Target by Standard 10-11

Assessments and Sample Schedule 12

Module D: Unit 1 Overview 13

Module D: Unit 2 Overview 14

Unit 1: Week #1(4/7-4/13) and Week #2 (4/24-4/28) Intro to Drama, The Phantom Tollbooth Act I 15-16

Unit 1: Week #3 (5/1-5/5) and Week #4 (5/8-5/12) The Phantom Tollbooth Act II 17-18

Unit 1: Week #5 (5/15-5/19) Informational Passages, District Mid-Module Assessment 19

Unit 2: Week #6 (5/22-/26) Comparing Literary Works, Research Paper Final Draft 20

Unit 2: Week #7 (5/30-6/2) Week #8 (6/5-6/9) Week #9 (6/12-6/16) and Week #10 (6/19-6/22)Portfolios, Performance Tasks, Presentations District End-of-Module Assessment

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Resources for Teachers and Students 22

2-Week Small Group Management Schedule 23-4

Credits and Reflections 25

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Grade/Unit 6th grade Module D: Drama

Big Question

How Do We Decide Who We Are? Many qualities make up who you are: your personality, your values, your hopes and dreams, your experiences. Some of us may look alike, or we may have similar beliefs. In the end, however, each of us is unique.. (PHLit p690)

Module Focus

In English Language Arts, the Orange Public School District’s 2016-17 school year will focus on the philosophy that reading and writing are intertwined. We will also focus on three key shifts in the reading program, directly related to Reading Complex Texts. These three shifts include the following:

● Build Vocabulary and Fluency● Cite Evidence grounded in Writing, Speaking and Listening● Building Content/Knowledge

Throughout Module D,, students will read grade level complex plays as well as a variety of other texts/media that are tiered to individual reading levels related to the Big Question.

Students will consider the Big Question as they read both literary and informational texts with the following goals:

1. Strengthening reading level and acquiring vocabulary and fluency through whole class and independent reading2. Gaining knowledge/content through mentor text, related/paired texts, and other media3. Gaining a deeper understanding of literature

Using these texts, students will achieve the following outcomes:

1. Learn the required fundamental skills aligned with New Jersey standards such as summarizing, citing evidence, using context clues, and make personal connections, allowing them to comprehend fiction and nonfiction texts.

2. Identify, analyze, and compare themes and elements of dramatic elements and story development in drama3. Construct writing in the form of a research paper, focusing on prewriting and revising/editing appropriate for a specific

purpose, genre, and audience.4. Engage in meaningful classroom discussions with their peers demonstrating ability to orally present information and adapt

speech to a variety of contexts.5. Lastly, at the end of the module, students will create and present an authentic assessment drawing on skills learned during unit readings

and reflect on the Big Question, thus supporting the ELA department philosophy that reading and writing are intertwined.

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Focus Standards: READING

NJ Anchor Standards Reflecting 3 Key Shifts in ELA Reading CurriculumText Complexity, Building Fluency, Building Knowledge/Content

NJSLSA.R1 Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.NJSLSA.R2 Determine central ideas/ themes of a text and analyze their development; summarize key supporting details/ideas.NJSLSA.R4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.NJSLSA.R7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.NJSLSA.R9 Analyze and reflect on how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.NJSLSA.R10: Read and comprehend complex literary and informational texts independently and proficiently with scaffolding as needed.

Reading Literature

Key Ideas + Details:RL.6.1 Cite several pieces of textual evidence and make relevant connections to support analysis of what the text says explicitly as well as inferences drawn from the textRL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgements.RL.6.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).Craft + Structure:RL.6.6 Explain how an author develops the point of view of the narrator or speaker in a text.Range of Reading and Level of Text Complexity:RL.6.10: By the end of the year read and comprehend literature...at grade level text-complexity.

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Reading Information

Key ideas + Details:RI.6.1Cite several pieces of textual evidence and make relevant connections to support analysis of what the text says explicitly as well as inferences drawn from the text.RI.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distict from personal opinions or judgements.Craft + Structure:RI.6.4 Determine the meanings of words and phrases as the are used in a text, including figurative, connotative, and technical meanings.RI.6.9 Analyze and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge)how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

Focus Standard: WRITING

NJ Anchor Standards Reflecting Shift in ELA Writing CurriculumReading and Writing are Intertwined (Complexity, Fluency, Knowledge/Content)

NJSLSA.W1 Write arguments to support claims in an analysis of substantive topics/texts, using valid reasoning and relevant and sufficient evidence.NJSLSA.W2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.NJSLSA.W5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Writing

Text Types and Purposes:W.6.1. Write arguments to support claims with clear reasons and relevant evidence. (Summative/Authentic Assessment Module D)

A. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.B. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.C. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s),reasons, and evidence.D. Establish and maintain a formal style/academic style, approach, and form.E. Provide a concluding statement or section that follows from and supports the argument presented

W.6.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (Performance Tasks, HW, CW)

A. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using text structures (e.g., definition, classification,

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comparison/contrast, cause/effect, etc.) and text features (e.g.,headings, graphics, and multimedia)B. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and and examples.C. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.D. Use precise language and domain-specific vocabulary to inform about or explain the topic.E. Establish and maintain a formal style academic style, approach, and form.F. Provide a concluding statement or section that follows from and supports the information or explanation presented.

W.6.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. (Performance Task, HW,CW)

A. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

A. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.B. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.C. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action

Production and Distribution of Writing:W.6.4. Produce clear and coherent writing in which the development, organization, voice and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.6.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.W.6.6. Use technology, including the Internet, to produce and publish writing and link to and citResearch to Build and Present Knowledge:W.6.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.Range of WritingW.6.10. Write routinely over extended time frames (time for research, reflection, metacognition/self correction, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline -specific tasks, purposes, and audiences.

Focus Standard: Language

NJ Anchor Standards: Acquiring Language and Building FluencyNJSLSA.L1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

NJSLSAL2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

NJSLSAL3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to

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comprehend more fully when reading or listening.

NJSLSA.L.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts,

and consulting general and specialized reference materials, as appropriate.

NJSLSAL6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and

listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term

important to comprehension or expression.

Language

Conventions of Standard English

L.6.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.A. Explain the function of phrases and clauses in general and their function in specific sentences.

L.6.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.A. Use a comma to separate coordinate adjectivesB. Spell correctly.

Knowledge of LanguageL.6.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

A. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.*Vocabulary Acquisition and UseL.6.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 7 reading and content, choosing flexibly from a range of strategies.

A. Use context as a clue to the meaning of a word or phrase. B. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word C. Consult reference materials, both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. D. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary)L.6.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Standard Focus: Speaking and Listening

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NJ Anchor Standards: Building Fluency and Knowledge/Content Through Speaking and ListeningNJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and

expressing their own clearly and persuasively.

NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually,quantitatively, and orally.

NJSLSA.SL5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

NJSLSA.SL6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Speaking and Listening

Comprehension and Collaboration:SL.6.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

A. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

B. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.C. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion

back on topic as needed.D. Acknowledge new information expressed by others and, when warranted, modify their own views.

Presentation of Knowledge and Ideas:SL.6.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinentdescriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clearpronunciation.SL.6.5. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.SL.7.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Pacing: Fourth Marking Period: Module D: Drama (10 weeks)● Start: April 7, 2016● Interim: May 15, 2016 District Mid-Module Assessment

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● End: June 22, 2016 District End-of -Module Assessment

Essential Questions Enduring Understandings

● What do readers do when they do not understand everything in the text?

● Why do readers need to pay attention to a writer’s choice of words?

● How do writers develop a well-written product?

● How do good writers express themselves?

● How do we effectively use language to communicate in a manner that

is appropriate to purpose, audience, and task?

● How can discussions increase our knowledge and understanding of an

idea or ideas

Students will understand that…● Good readers employ strategies to help them understand text.● Words powerfully affect meaning.● Good writers use a repertoire of strategies that enables them to

vary form and style, in order to write for different purposes, audiences, and contexts.

● Good writers develop and refine their ideas for thinking, learning, communicating, and aesthetic expression.

● Rules and conventions of language help readers understand what is being communicated.

● Oral discussions help to build connections to others and create opportunities for learning.

Learning Target

At the end of this unit, I can…Reading

● Read closely using different lenses (*multiple readings) and find answers explicitly in the text (right there answers) and answers that require an inference (RL.6.1/RI.6.1)

● Analyze plot to determine a theme (RL.6.2)● Determine the meaning of words and phrases in a text (RL.6.4)● Determine qualities of characters and analyze character point of view based on an author’s direct and indirect characterization (RL.6.6)● Compare and contrast literary and informational themes to relate to Big Question and build knowledge (RL.6.9)

Writing● Write arguments (W.6.1) that

● clearly introduce claims (W.6.1.A)● support claims with clear reasons and evidence (W.6.1.B)● are organized with transitions (W.6.1.D)

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● provides a conclusion (W.6.1.F)● Write explanatory texts to examine a topic (W.7.2) that

● are clearly introduced,● developed with facts/examples/definitions (W.6.2B)● organized with transitions (W.6.2.C)● provides a conclusion (W.6.2.F)

● Write narratives to develop real or imagined experiences (W.7.3) that● engage the reader by establishing context/point of view (W.6.3.A)● use narrative techniques (W.6.3.B)● Use a variety of transition words, descriptive details (W.6.3.C)● provides a conclusion (W.6.3.F)

● Write clearly and adhere to specific task, audience and purpose (W.6.4)● Engage in the writing process: Plan, revise, edit writing (W.6.5)● Conduct short research-based projects to answer a question, compare/contrast (W.6.7)

Language● Demonstrate command of the English language in terms of grammar and usage (L.6.1)● Use context clues to determine word/phrase meaning (L.6.4.A)● Use grade-appropriate Latin affixes and roots as clues to the meaning of a word (L.6.4.B)● Acquire and use grade-appropriate academic and domain specific vocabulary/phrases (L.6.6)

Speaking and Listening● Effectively engage in a range of collaborative discussions (SL.6.1)● Present claims and findings with appropriate eye contact, voice, volume, pronunciation (SL.6.4)● Include multimedia components/visual displays in presentations to enhance salient points (SL.6.5)● Adapt speech to a variety of contexts and tasks (SL.6.6)

Assessments

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Formative Summative Authentic

Informal● anecdotal records, annotations, discussion

notes, double-entry journals, exit tickets, notes, writer’s notebook entries, reader response journals, sticky notes

Formal● District Mid-Module Assessment

● District End of Module Assessment● Published Writing about Reading● EOM On-Demand

● Performance Tasks (PH Lit pp. 816-817)

● Socratic Seminar

Block Schedule (90 Minutes)

Opening Core curriculum (review target learning outcome) 5

Work TimePHLit

Core curriculum: *See: engageny.org ELA Appendix for full list of strategies/implementation 50

Small Groups

Each group session is 15 minutes. Two sessions per day.

Independent Read: Student ChoiceLEVELED LIBRARIES

Independent Read: Supplemental:Content/Know- ledge SEE APPENDIX

Teacher Led Small Group:Meets with 2 groups daily--5 minutes check-in on Interest Read-10 minute small group instruction with Content Complex text

Instructional Software:Reading Plus

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Closing Core curriculum (exit ticket) 5

ELA Model Content Framework Chart - Grade 6

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Module D: UNIT 1 “How Do We Decide Who We Are?”Reading Complex Texts*

(RL/RI.6.10)Writing to Texts

(W.6.1-6, 9-10, RL/RI.6.1-10)Research Project

(W.6.1, 2, 4-9,

RL/RI.6.1-10)

Complex GradeLevel Text

Short Texts Routine Writing 4-6 Analyses: 1-2 Narratives 1 Short Research Project

Literature:

The Phantom Tollbooth Act I pp.708-732

The Phantom Tollbooth Act II pp. 748-776

Literature:Literary Analysis:Elements of Drama pp. 692-702ComparingLiterary Works:You’re a Good Man Charlie Brown and Happiness is a Charming Charlie Brown at Orlando Rep pp. 790-799Informational:See appendix

Develop & convey understanding

1. Text-Dependent Question Responses (i.e., the PHLit Critical Thinking)2. Reader’s/Writer’s Notebook Entries3. Annotations4. Responses to Literature

Focus on Arguments

PH Lit Writing Tasks

Convey experiences, events and/or procedures


Integrates knowledge from sources when composing

Research Paper

Independent Reading is an encouraged component of the MS ELA curriculum. For this unit, texts that align to the Big Question Include:

Poetry Drama Nonfiction

The Collected Poems of Langston Hughes by Langston Hughes

You’re a Good Man, Charlie Brown by Clark GesnerJames and the Giant Peach: A Play by Roald DahlSeven Plays of Mystery and Suspense by Sylvia Brodkin and Elizabeth

You Want Women to Vote Lizzie Stanton by Jean FritzWelcome to the Globe! The Story of Shakespeare’s Theatre by Linda MartinDiscoveries:Looking in the Mirror-Editor-PearsonSmall Things Considered: Why There is No Perfect Design by Henry Petroski

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ELA Model Content Framework Chart - Grade 6

Module D: UNIT 2 “How Do We Decide Who We Are?”

(Pacing:)Reading Complex Texts*†

(RL/RI.6.10)Writing to Texts

(W.6.1-6, 9-10, RL/RI.6.1-10)Research Project

(W.6.1, 2, 4-9,

RL/RI.6.1-10)

Complex Grade

Level Text

Short Texts Routine Writing 4-6 Analyses: 1-2 Narratives 1 Short Research

Project

Literature:

Multiple Readings of The Phantom TollboothAct I pp.707-732Act II pp. 747-776

Literature:

Informational:NASA Finally Goes Metric pp. 783-784 & Metric Metric It’s so nice we’ll say it twice! Pp. 785-786

Develop & convey understanding

1. Text-Dependent Question Responses (i.e., the PHLit Critical Thinking)

2.Reader’s/Writer’s Notebook Entries

3. Annotations

4. Responses to Literature

Focus on Arguments


Convey experiences, events and/or procedures


Integrates knowledge from sources when composing

Research Paper

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Module D : Unit 1 : Week#1 (4/7-4/13) and Week #2 (4/24-4/28) Intro to Drama and The Phantom Tollbooth Act I

Reading

PhLit Complex Text Skill/Small Group Student Assessment/Evidence (CW/HW) Standards

Elements of Drama and 2 Model Texts pp. 692-702The Phantom Tollbooth Act I pp. 708-732

Elements of dramaDialogueSummary

Summary/Events Chart pg. 705Dialogue in Drama pg. 705Text-dependent questions pg. 732

RL.6.1, RL.6.2, RL.6.5

Writing

PhLit Writing Activity (Responding to Lit.) Skill/Small Group Student Assessment/

Evidence (CW/HW)

Standards

Informative Text: Summary pg. 735

ResearchWeek #1:choose and narrow topic, obtain 1 source, develop central research questionWeek #2:Develop thesis, obtain and validate sources, complete source cards

Summary of The Phantom Tollbooth

Develop topic, thesis and gather credible sources

W.6.1,W.6.2W.6.4W.6.7-6.9

Language

PhLit Word Study Skill/Small Group Student Assessment/Evidence (CW/HW) Standards

Act I Vocab. pg. 706Latin Root -eth- pg. 733

Acquisition of vocabularyUse Latin affixes

Practice, quiz, apply in writing L.6.1L.6.2

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Prepositions and Appositives pg. 734

Academic Vocabulary: English Academic Vocabulary: Spanish Standards

DramaSceneDialoguePoint of View/ PerspectiveArgumentTopicCredibilityCitationQuotation marks

DramaEscenaDialogoPunto de Vista/ PerspectivaArgumentoTemaCredibilidadCitacíonCotizaciones

RL.6.5RL.6.6

W.6.1W.6.8

Speaking/Listening

Activity Skill Standard

Read aloudsListen to audio version

Adapt speech for specific task SL.6.4SL.6.2

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Module D : Unit 1 : Week#3 (5/1-5/5) and Week#4 (5/8-5/12) The Phantom Tollbooth Act II

Reading


The Phantom Tollbooth Act II pp.748-776

Elements of dramaStage directionsCompare and Contrast

Stage directions chart pg. 745Text-dependent questions pg. 776Compare and Contrast & Stage Directions pg. 777Compare and Contrast Post-Assessment pp. 780-781

RL.6.1, RL.6.2RL.6.3, RL.6.4RL.6.5

Writing

PhLit Writing Activity

(Responding to Lit.)

Skill/Small Group Student Assessment/Evidence (CW/HW) Standards

Argumentative Text: Review pg. 779

Week #3:Complete notecardsGroup notecardsDraft/revise outlineWeek #4:Complete outlineDraft intro, Section I and II with in-text citations

Character traits, textual support See Week #3 and 4 activities W.6.1W.6.4W.6.8W.6.10

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Language


Vocabulary pg. 746 prefix trans- pg. 777Gerunds and Gerund Phrases pg. 778

Acquisition of languageUse of Latin affixesStandard conventions

Practice, quiz, apply in writing L.6.1L.6.4L.6.4.B


CitePlanningOrganizationRevising

CitarPlanificaciónOrganizaciónRevisando

RL/RI.6.1W.6.5

Speaking/Listening


Read aloudsGroup Discussion pg. 779

Adapt speech to specific purposeCompare and contrast reading the play to listening to it

SL.6.1SL.6.3

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Module D: Unit 1 : Week# 5 (5/15 -5/19) Informational Passage and District Mid-Module Assessment

Reading

PhLit Complex Text Skill/Small Group Student Assessment/ Evidence

(CW/HW)

Standards

1.NASA Finally Goes Metric pg. 7832.Metric Metric, It’s so nice we’ll say it twice. pg. 785

Evaluate Evidence Text-dependent questions pg. 787 RI.6.1

Writing

PhLit Writing Activity (Responding

to Lit.)


Argument: Evaluation(Timed Writing) pg. 787Week#5: Draft Section III, conclusion, proof of revision

Trace author’s perspectiveGather textual evidence

On DemandDISTRICT Mid-Module Assessment

W.6.1

Language


Content-area vocab pg. 782 Acquisition of language Quiz, apply to writing L.6.1


Perspective Perspectiva RL.6.9

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Module D : Unit 2 : Week#6 (5/22-5/26) Comparing Literary Works, Research Paper Final Draft

Reading


You’re a Good Man, Charlie Brown & Happiness is a Charming Charlie Brown at Orlando Rep pp.790-798

Comparing author’s purpose Text-dependent questions pg. 795, 798, 799Comparing author’s purpose chart pg. 788, 799

RL.6.9

Writing

PhLit Writing Activity (Responding to Lit.) Skill/Small Group Student

Assessment/Evidence

(CW/HW)

Standards

Comparing Literary Works: Explanatory Essay (Timed Writing) pg. 799Week#6:Draft/Revise Works Cited, Submit Research Paper Final Draft

Making connections, drawing conclusions, compare/contrast

On Demand Writing

Final Draft

W.6.2.A-FW.6.8

Language


Vocabulary in selection Using context clues Practice, quiz, apply in writing L.6.1, L.6.4


Compare/Contrast Comparar/ Contrastar RL.6.3

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Module D : Unit 1 : Week#7(5/30-5/2) and Week #8 (6/5-6/9) and Week#9 (6/12-6/16) and Week #10 (6/19-6/22)District End of Module Assessment, Portfolios, Performance Tasks, Presentations

Reading


PH Lit Performance Tasks pp. 816-817

Elements of drama District End of Module Assessment (Week #8) RL.6.1, 6.2, 6.3, 6.5 6.10

Writing

PhLit Writing Activity

(Responding to Lit.)


Performance Tasks Applying elements of drama to writing Portfolio development/ submission, Authentic W.6.2A-F

Language


Vocabulary from Module D Acquisition of language Apply to writing L.6.4


Presentations/ Pronunciation Presentaciones, pronunciación SL.6.4, 6.5, 6.6

Speaking/Listening


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Presentations Adapt speech for specific task/audience L.6.4

Resources

Teachers Students

PH Lit Resources (Interactive Digital Path, Unit 2 Resources, Graphic Organizers & Bell Ringers, Professional Development, All-in-One Workbook and Answer Key, Common Core Resources, Reader’s Notebooks, Reading Kit, Audio, Assessments, Editable Presentations, Editable Worksheets)Authentic Assessment Toolbox: Language Arts – Middle School http://jfmueller.faculty.noctrl.edu/toolbox/examples/tasks_middle_languagearts.htmGrades 6-8 ELA Curriculum: Appendix 1: Teaching Practices and Protocolshttp://www.engageny.org/resource/grades-6-8-ela-curriculum-appendix-1-teaching-practices-and-protocolsNJ Educator Resource Exchange http://njcore.org/The Reading & Writing Project Resources http://readingandwritingproject.com/resources.htmlTeaching that Makes Sense http://www.ttms.org/In Common: Effective Writing for All students http://www.achievethecore.org/page/507/in-common-effective-writing-for-all-students

PH Lit Resources· Pearson Success Net https://www.pearsonsuccessnet.com/snpapp/login/PsnLandingPage.jsp?showLandingPage=true (Home Page Orientation http://www.mypearsontraining.com/tutorials/snet_students_homepageorientation/player.html)· Reader’s Notebook· Common Core Companion Workbook *· All-in-One Workbook, audio recordings *· English Learner Reader’s Notebook *· Adapted Reader’s Notebook *· Spanish Reader’s Notebook ** Assigned by teacher in response to dataSolo 6Vocabulary Spelling City http://www.spellingcity.com/Reading Rewards www.readingrewards.comProQuest: www.proquestk12.com;User NJ85665H Password:07050Read Works: Readworksdigital.comTween Tribune:http://tweentribune.comNEWSELA: www.Newsela.com

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Management/Organizational ChartWeek 1 of 2

Monday Tuesday Wednesday Thursday Friday Notes/Comments

Teacher led small group instructionGroup A

Group B

Teacher led small group instructionGroup C

Group D

Teacher led small group instruction

Group A

Group B


Group C

Group D


Group A

Group B

● Each group is 15 minutes

● Group members may be flexible; based on student need.

Student ChoiceLeveled Readers

Group B

Group A


Group D

Group C


Group B

Group A


Group D

Group C


Group B

Group A

Content ReadSee Appendix

Instructional SoftwareGroup C


Instructional SoftwareGroup A







Instructional Software


Group D



Group B



Group D



Group B



Group D

Management/Organizational Chart

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Week 2 of 2

Monday Tuesday Wednesday Thursday Friday Notes/Comments


Group D

Teacher led small group instructionGroup A

Group B


Group D


Group A

Group B


Group C

Group D

● Each group is 15 minutes

● Group members may be flexible; based on student need.


Group D

Group C


Group B

Group A


Group D

Group C


Group B

Group A


Group D

Group C













Group B



Group D



Group B



Group D



Group B

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Authors Amended by: Monique Walker, 6th/7th Grade ELA Teacher

Contact Rosa Lazzizera, ELA Supervisor 6-8/Media Specialists K-7: [email protected]

Monique Walker, 6th/7th Grade ELA Teacher: [email protected]

Evaluations/Reflection Throughout the unit, you should analyze the results of the assessments to make instructional choices that will meet

students’ individual needs. At the end of the unit, you should use the data and your analyses to respond to the following

questions:

● What worked well?

● What posed challenges to you? To the students?

● What do you think could have been implemented more effectively in your lessons?

● What do you need to learn more about?

● Which resources (provided in the appendix/ ones you provided) were helpful?

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AppendixGrade 6 ELA Curriculum 2016-2017

Module #D BIG QUESTION: How Do We Decide Who We Are?Many qualities make up who you are: your personality, your values, your hopes and dreams, and your experiences. Some of us

may look alike, or we may have similar beliefs. In the end, however, each of us is unique. (PHLit p690)

The purpose of the below passages are to address the varied reading levels of our individual students to build text complexity relating to the Big Question and to build Knowledge/Content; thus, not all passages are at a th grade reading level. Some of the resources allow for modifications; others allow teachers to search for level-appropriate texts aligned to the big question.

Your Body Language Shapes Who You Are (Amy Cuddy, TED Talk) https://www.youtube.com/watch?v=Ks-_Mh1QhMc What Do Others Think of You? (Dong Seong-Chang, TEDx Talk) https://www.youtube.com/watch?v=dfcnlADSuQ4 Newsela.commodify lexile up to 5 tiersshort quizwriting promptprint or assign to entire class online

TitleGrade/Lexile

Type/ Topic

Audio/ Images Spanish Standards

1.Primary Source:Jefferson’s notes on Slaveryhttps://newsela.com/articles/primary-source-jefferson-slavery/id/18460/Pair with:2. Primary Source: Lincoln’s Emancipation Proclamationhttps://newsela.com/articles/primary-source-emancipation/id/18349/

1. 4th-12th660L-1230L

2. 4th-12th 770L-1220L

U.S. History

Political Cartoon

1. NO2. YES

1.Anchor 4: Word Meaning and choice Anchor 6: Point of View and Purpose

2.Anchor 2: Central IdeaAnchor 5: Text Structure

Why Some don’t Like the Image Disney Chose for Maui in New Movie

420L-1120L Kids, stereotype

X X Anchor 2: Central IdeaAnchor 8: Argument and

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https://newsela.com/articles/maui-disney-polynesian-stereotype/id/18951/ s ClaimsActress’s Extra-short Afro Changes View of Beautyhttps://newsela.com/articles/afro-beauty/id/3375/

4th-12th540-1070L

Kids, POV, stereotype YES X

Anchor 3: People, Events, IdeasAnchor 4: Word Meaning and Choice

It’s Not Magic: Reading Harry Potter can Boost Children’s Tolerancehttps://newsela.com/articles/harry-potter-science/id/18233/

3rd-12th 610L-1210L

Kids, Stereotype YES YES

Anchor 2: Central IdeaAnchor 3: People, Events, Ideas

ReadWorks.orgSearch by keyword, grade, lexileMultiple choice and short answer questions W/ answer keyMany have paired texts to build knowledgeMany have StepReads (a modified version)Many have additional Vocabulary worksheets

TitleGrade/Lexile

Type/ Topic Vocab Images

Paired Text/ STEP

ANCHOR Standards

See If I Carehttp://www.readworks.org/passages/see-if-i-care

8th950L

Literary YES X Step Read; 760L

R.1, R.2, R.10L.4, L.6

The Road Not Takenhttp://www.readworks.org/passages/road-not-taken

6thNon-prose

Poetry YES X X R.1, R.2, R.9, R.10L.4, L.6

The Process of Actinghttp://www.readworks.org/passages/process-acting

5th 940L

Arts, Cultural, and Religion

YES X Step Read; 820L

R.1, R.2, R.10L.4, L.6

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Proquestk12.comUser: NJ2106Password: 07050Browse by subject, keywordBrowse by current events, pro/con leading issuesSort articles by lexile, relevance,dateSort articles by type: newspaper, magazine, image, referenceAudio and dictionaryTranslation to SpanishMLA-style citation providedSome articles contain graphics, critical thinking questions/activities

Title SourceGrade/Lexile

Images / Questions ANCHOR Standards

Nameshttp://discoverer.prod.sirs.com/discoweb/disco/do/article?urn=urn%3Asirs%3AUS%3BARTICLE%3BART%3B00003235

Compton’s by Britannica

5th-7th970L images R1,R2, R4, R9, R10

Does Peer Pressure Run Your Life?http://discoverer.prod.sirs.com/discoweb/disco/do/article?urn=urn%3Asirs%3AUS%3BARTICLE%3BART%3B0000251870 Discovery Girls

4th-5th910L Image R1, R2, R4, R9, R10

Special Traits Personify Individuality and Beautyhttp://discoverer.prod.sirs.com/discoweb/disco/do/article?urn=urn%3Asirs%3AUS%3BARTICLE%3BART%3B0000176870 Sun-Sentinel

6th-8th1040L Image R1, R2, R4, R9, R10

Clothes Encounters of the Thug Kindhttp://discoverer.prod.sirs.com/discoweb/disco/do/

Miami Herald 6th-8th1040L

R1, R2, R4,R9, R10

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article?urn=urn%3Asirs%3AUS%3BARTICLE%3BART%3B0000135808

XSiblings Can Still Have Their Own Space in a Shared Bedroomhttp://discoverer.prod.sirs.com/discoweb/disco/do/article?urn=urn%3Asirs%3AUS%3BARTICLE%3BART%3B0000293243

Contra Costa Times 1060L X R1, R2, R4, R9, R10

Fashion Policehttp://discoverer.prod.sirs.com/discoweb/disco/do/article?urn=urn%3Asirs%3AUS%3BARTICLE%3BART%3B00003521

Scholastic News

5th-8th1010L X R1, R2, R4, R9, R10

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