DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 UNIT INTRODUCTION SE pp 2-5 UNIT INTRODUCTION SE pp 5-9 OVERVIEW Whole-Class Learning SE pp 10-11 SELECTION Anchor Text from Brown Girl Dreaming Jacqueline Woodson SE pp 12-16 SELECTION Anchor Text from Brown Girl Dreaming Jacqueline Woodson SE pp 17-19 Unit Goals Students will deepen their perspective about the ways that childhood experiences can be shared through reading, writing, speaking, listening, and presenting. Unit Goals Video Academic Vocabulary reflect, biography/autobiography, structure, recognize, memoir Home Connection Letter Spanish Home Connection Letter Unit 1 Answer Key STANDARDS L.6.6 Launch Text Students will read “Wagon Train at Dusk.” They will then be able to participate in discussions about childhood. Word Network Students add new words to their Word Network as they read texts in the unit. Word Network Summary Students write a summary of the Launch Text. Launch Activity Students participate in an activity related to the unit theme. QuickWrite Students write a response to the QuickWrite prompt: What are the most effective tools for establishing and preserving freedom? Evidence Log Students add notes and evidence that will be used to inform the Assessment. Evidence Log Performance-Based Assessment: Refining Your Thinking Essential Question What are some of the challenges and triumphs of growing up? Whole-Class Learning Strategies Listen actively Clarify by asking questions Monitor understanding Interact and ideas Whole-Class Learning Strategies of Contents Preview Preview the selections in the unit and discuss how they relate to the EQ and unit topic. MAKING MEANING Concept Vocabulary squish, humming, twirl, shushes, feathery First Read Students Notice, Annotate, Connect, Respond as they read the selection the first time. Guide: Poetry Read the Selection Selection Audio from Brown Girl Dreaming: Accessible Text STANDARDS RI.6.10 MAKING MEANING First-Read Guide: Poetry Read the Selection Selection Audio from Brown Girl Dreaming: Accessible Leveled Text Comprehension Check Students complete comprehension questions. from Brown Girl Dreaming: First Read Extension Questions Research to Clarify Students research one unfamiliar detail from the text. STANDARDS RI.6.10 myPerspectives ELL Support
Analyze the Text Students will respond to questions the text, citing textual evidence. Analyze and Structure: Determine Point of View (RP) STANDARDS RI.6.6 Word Study: Onomatopoeia (RP) Word Network Students add new words to their Word Network as they read texts in the unit. STANDARDS L.6.5 Conventions: Common, Proper, and Possessive Nouns Conventions: Common, Proper, and Possessive Nouns (RP) STANDARDS L.6.2 myPerspectives ELL Support Analyze Craft and Structure: Determine Point of View (RP) (TE p 21) Word Study: Onomatopoeia (RP) (TE p 22) Conventions: Common, Proper, and Possessive Nouns (RP) (TE p 23) Personalize for Learning English Language Support: Parts of Speech (TE p 23) ELD Companion Support Unit 1, Lesson 4 Vocabulary Selection: quarrel, slight Academic: whole, ground, judge Read Think Aloud “The Quarrel” Classroom Conversation Small-Group Discussion Unit 1, Lesson 5 Time to Read Read Independently Vocabulary Word Study: Short Vowel Sounds (CVC) Word Study: Comparative Endings Unit 1, Lesson 5 Work Time Instruction Word Study Reader: Cars Then and Now Narrative Essay: Prewrite Work Time Assignments Word Study: Short Vowel Sounds in CVC Words and Comparative Endings Narrative Essay: Prewrite Unit 1, Lesson 6 Time to Read Read Independently Vocabulary Oops: Pronouns as Subjects and Objects Word Introduce Compound Words Unit 1, Lesson 6 Work Time Instruction Reteach: Compound Words Narrative Essay: Draft Work Time Assignments Word Study: Compound Words Interactive Reader Narrative Essay: Draft DAY 11 DAY 12 DAY 13 DAY 14 DAY 15
SELECTION Anchor Text from Brown Girl Dreaming Jacqueline Woodson SE p 24 SELECTION Anchor Text from Brown Girl Dreaming Jacqueline Woodson SE p 24 SELECTION Anchor Text from Brown Girl Dreaming Jacqueline Woodson SE p 25 SELECTION Anchor Text from Brown Girl Dreaming Jacqueline Woodson SE p 25 SELECTION Calvin and Hobbes Bill Watterson SE pp 26-31 EFFECTIVE EXPRESSION Writing to Sources: Nonfiction Narrative Students write a nonfiction narrative emulating Woodson’s poetic style. Writing to Sources: Nonfiction Narrative Writing to Sources: Nonfiction Narrative (RP) STANDARDS W.6.3.a; W.6.3.b; W.6.3.d EFFECTIVE EXPRESSION Writing to Sources: Nonfiction Narrative Students write a nonfiction narrative emulating Woodson’s poetic style. Writing to Sources: Nonfiction Narrative Writing to Sources: Nonfiction Narrative (RP) STANDARDS W.6.3.a; W.6.3.b; W.6.3.d EFFECTIVE EXPRESSION Speaking and Listening: Debate Students take a position and participate in a debate with their classmates. Speaking and Listening: Debate Speaking and Listening: Debate (RP) STANDARDS SL.6.1a; SL.6.1.c; SL.6.1.d; SL.6.4 EFFECTIVE EXPRESSION Speaking and Listening: Debate Students take a position and participate in a debate with their classmates. Speaking and Listening: Debate Speaking and Listening: Debate (RP) Evidence Log Students add notes and evidence that will be used to inform the Assessment. Selection Test: Brown Girl Dreaming STANDARDS SL.6.1a; SL.6.1.c; WL.6.1.d; SL.6.4 MAKING MEANING Vocabulary encapsulation, speech balloon First Review Students Look, Note, Connect, Respond as they read the selection the first time. First-Review Guide: Media: Art and Photography Read the Selection Selection Audio Calvin and Hobbes: Accessible Text Comprehension Check Students complete comprehension questions. MAKING MEANING Close Review Students will revisit the comic strip and record any new observations. Analyze the Media Students will respond to questions about the interview. Media Vocabulary
ELD Companion Support Unit 1, Lesson 7 Vocabulary Selection: illustrations, tradition Academic: finally, adult Read Aloud, Think Aloud” “I Think I Can” Classroom Conversation Collaborative Conversation Unit 1, Lesson 8 Time to Read Read Independently Vocabulary Oops: Pronouns as Subjects and Objects Word Introduce Long Vowels (CVCe) Unit 1, Lesson 8 Group Narrative Essay: Revise Writing Work Time Instruction Reteach: Long Vowels (CVCe) Narrative Essay: Draft Work Time Assignments Word Study: Long Vowels CVCe Narrative Essay: Draft Unit 1, Lesson 9 Vocabulary Selection: overcome, translator Academic: select, positive Read Aloud, Think Aloud “A Shooting Star from China” Classroom Conversation Whole Class Discussion Unit 1, Lesson 10 Time to Read Read Independently Vocabulary Word Study: Compound Words Word Long Vowels (CVCe)
Personalize for Learning English Language Support: Writing a Nonfiction Narrative (TE p 33) Audio Summary Declaration of the Rights of the Child: Accessible Leveled Text Personalize for Learning English Language Support: Formal Diction (TE p 42) ELD Companion Support Unit 1, Lesson 10 Work Time Instruction Reteach: Word Study Reader: Do Animals Talk? Narrative Essay: Revise Work Time Assignments Word Study: Compound Words and Long Vowels CVCe Narrative Essay: Revise Unit 1, Lesson 11 Time to Read Read Independently Vocabulary Oops: Noun-Pronoun Agreement Word Introduce the Vowel Sound in Ball Unit 1, Lesson 11 Whole Group Narrative Essay: Edit Writing Work Time Instruction Reteach: Vowel Sound in Ball Narrative Edit Work Time Assignments Word Study: Vowel sound in ball Interactive Reader Narrative Essay: Revise and Edit Unit 1, Lesson 12 Vocabulary Selection: mortified, disappointment Academic: for instance, because, even though Read Aloud, Think Aloud” “The New Neighbor” Classroom Conversation Small-Group Discussion Unit 1, Lesson 13 Time to Read Read Independently Vocabulary Oops: Noun-Pronoun Agreement Word Study: Introduce Long e Spelling Patterns
Students will analyze the purpose of paragraphs in the reading. Analyze Craft and Structure: Structure Analyze Craft and Structure: Structure (RP) STANDARDS RI.6.5; RI.6.7; L.6.4.b Students will show how the author develops the idea. Analyze and Structure: Development of Ideas Analyze Craft and Structure: Development of Ideas (RP) STANDARDS RI.6.3; L.6.4.c; L.6.4.d; L.6.5.b myPerspectives ELL Support Word Study: Latin Root: -puls- (RP) (TE p 46) Analyze Craft and Structure: Structure (RP) (TE p 47) Conventions: Pronoun Case (RP) (TE p 48) Writing to Sources: Paragraphs (RP) (TE p 49) Personalize for Learning English Language Support: Practicing with Nouns and Pronouns (TE p 48) English Language Support Lesson: Practicing with Nouns and Pronouns (On Realize) Audio Summary Michaela DePrince: The War Orphan Who Became a Ballerina: Accessible Leveled Text Personalize for Learning English Language Support: Unfamiliar Words (TE p 52) Word Study: Synonyms and Antonyms (RP) (TE p 56) Analyze Craft and Structure: Development of Ideas (RP) (TE p 57) Conventions: Reflexive and Intensive Pronouns (RP) (TE p 58) Speaking and Listening: Oral Presentation (RP) (TE p 59) Personalize for Learning English Language Support: Reflexive and Intensive Pronouns (TE p 58) Personalize for Learning English Language Support: Planning a Profile (TE p 59)) English Language Support Lesson: Planning a Profile (On Realize) ELD Companion Support Unit 1, Lesson 13 Work Group Narrative Speak to an Audience Unit 1, Lesson 14 Vocabulary Selection: twirled, ruined Academic: direction, reason Unit 1, Lesson 15 Time to Read Read Independently Unit 1, Lesson 15 Work Time Instruction Word Study Reader: National Symbols Time to Read Read Independently Book Club
Work Time Instruction Reteach: Long e Spelling Patterns Narrative Essay: Speak to an Audience Work Time Assignments Word Study: Long e Spelling Patterns Narrative Essay: Presentation Practice Read Aloud, Think Aloud “The New Neighbor” Classroom Conversation Collaborative Conversation Vocabulary Word Vowel Sound in Ball Word Study: Long e Spelling Patterns Narrative Essay: Present Work Time Assignments Word Vowel Sound in Ball and Long e Spelling Patterns Narrative Present
Students will respond to questions the text, citing textual evidence. Analyze the Text Concept Vocabulary Students complete activities related to the Concept Vocabulary respected; desperate; disgusted Word Study: Latin Root: -spec- Concept Vocabulary and Word Study Word Latin Root: -spec- (RP) Word Network Students add new words to their Word Network as they read texts in the unit. STANDARDS RI.6.10; L.6.4.a; L.6.4.b Analyze the Text Students will respond to questions about the text, citing textual evidence. Analyze the Text LANGUAGE DEVELOPMENT Concept Vocabulary Students complete activities related to the Concept Vocabulary victorious; stubborn; tenseness Word Study: Suffix: -ness Concept Vocabulary and Word Study Word Suffix: -ness (RP) Word Network Students add new words to their Word Network as they read texts in the unit. STANDARDS RL.6.10; L.6.4; L.6.4.b myPerspectives ELL Support Audio Summary from Bad Boy: Accessible Leveled Text Word Study: Latin Root: -spec- (RP) Personalize for Learning English Language Support: Colloquialisms (TE p 61) Analyze and Structure: Determine a Central Idea (RP) (TE p 66) Conventions: Adjectives and Adverbs (RP) (TE p 67) Personalize for Learning English Language Support: Using Adjectives and Adverbs (TE p 67) Audio Summary I Was a Skinny Tomboy Kid: Accessible Text Word Study: Suffix: -ness (RP) (TE p 73) Personalize for Learning English Language Support: Suffixes (TE p 68) Analyze Craft and Structure: Determine Theme (RP) (TE p 74) Author’s Style: Figurative Language (RP) (TE p 75) Personalize for Learning English Language Support: Imagery (TE p 74) English Language Support Lesson: Imagery (On Realize)
English Language Support Lesson: Adjectives and Adverbs (On Realize) ELD Companion Support Time to Read Read Independently Book Club Read Aloud, Think Aloud Supplemental Time to Read Read Independently Book Club Read Aloud, Think Aloud Supplemental Time to Read Read Independently Book Club
DAY 31 DAY 32 DAY 33 DAY 34 DAY 35 PERFORMANCE TASK: Speaking and Listening Focus Present a Nonfiction Narrative SE pp 78-79 PERFORMANCE TASK: Speaking and Listening Focus Present a Nonfiction Narrative SE p 79 INTRODUCE INDEPENDENT LEARNING SE pp 80-81 INDEPENDENT LEARNING SE pp 82-84 ASSESSMENT SE pp 85-87 PERFORMANCE TASK Speaking and Listening Focus: Present a Nonfiction Narrative Students create and present a multimedia nonfiction narrative about childhood challenges. Plan With Your Students will analyze the text, gather evidence and media examples and organize ideas. Rehearse With Your Group Students practice with the fine-tune the content, improve the use of media, and brush up on presentation techniques. STANDARDS SL.6.4; SL.6.5; SL.6.6 PERFORMANCE TASK Present and Evaluate Students present as a group and use checklist items to evaluate. STANDARDS SL.6.4; SL.6.5; SL.6.6 Essential Question What are some of the challenges and triumphs of growing up? Independent Learning Strategies Create a Schedule Practice what you have learned Take Notes Independent Learning Strategies Table of Contents Preview Preview the selections in the unit and discuss how they relate to the EQ and unit Contents MAKING MEANING First-Read Guide Students Notice, Annotate, Connect, Respond as they read the selection the first time. First Read Guide Close-Read Guide Close Read Guide Close Read the Text Students will review the Close Read Model and complete the close read sections in the selection. Analyze the Text Students will respond to questions the text, citing textual evidence. Quick Write Students write about a paragraph that grabbed their interest. Your Independent Learning Students share what they learned from independent learning with a group and reflect on how it adds to their understanding of how one generation learns from another. PERFORMANCE-BASED ASSESSMENT PREP Review Notes for a Nonfiction Narrative Students evaluate the strength of their content. Evidence Log Students add notes and evidence that will be used to inform the Assessment. Writing to Sources: Nonfiction Narrative Students will a nonfiction narrative responding to the prompt: In what ways might childhood events present a series of challenges or triumphs? Nonfiction Narrative Rubric Students use the rubric to guide their revisions. STANDARDS W.6.3.a-e
Evidence Log Students add notes and evidence that will be used to inform the Assessment. STANDARDS RL.6.10; RI.6.10 myPerspectives ELL Support Personalize for Learning English Language Support: Skim, Predict, and Use KWL Chart (TE p 82) Personalize for Learning English Language Support: Read Aloud and Confirm Predictions (TE p 83) Accessible Leveled Texts for Independent Learning Selections (On Realize) Personalize for Learning English Language Support: Order of Events (TE p 87) ELD Companion Support Time to Read Read Independently Book Club Read Aloud, Think Aloud Supplemental Time to Read Read Independently Book Club Read Aloud, Think Aloud Supplemental Time to Read Read Independently Book Club DAY 36 PERFORMANCE-BASED ASSESSMENT SE pp 88-89
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 UNIT INTRODUCTION SE pp 90-93 UNIT INTRODUCTION SE pp 94-97 OVERVIEW Whole-Class Learning SE pp 98-99 SELECTION Anchor Text from My Life With the Chimpanzees Jane Goodall SE pp 100-110 SELECTION Anchor Text from My Life With the Chimpanzees Jane Goodall SE p 111 Unit Students will deepen their perspective about the ways that people and animals can relate to each other by reading, writing, speaking, listening, and presenting. Unit Video Academic Vocabulary exclude, illustrate, communicate, elaborate, objective Home Connection Letter Spanish Home Connection Letter Unit 2 Answer Key STANDARDS L.6.6 Launch Text Students will read “Reading Buddies.” Students then participate in discussions animal allies. Word Network Students add new words to their Word Network as they read texts in the unit. Word Network Summary Students a summary of the Launch Text. Launch Activity Students participate in an activity related to the unit QuickWrite Students write a response to the QuickWrite prompt: What are the most effective tools for establishing and preserving freedom? Evidence Log Students add notes and evidence that will be used to inform the Assessment. Evidence Log Performance-Based Assessment: Refining Your Thinking Essential Question How can people and animals relate to each other? Learning Strategies Listen actively Clarify by asking questions Monitor understanding Interact and share ideas Whole-Class Learning Strategies Table of Contents Preview Preview the selections in the unit and discuss how they relate to the EQ and unit topic. MAKING MEANING Concept Vocabulary vanished; miserable; irritable; threateningly; impetuous; dominate First Read Students Notice, Annotate, Connect, Respond as they read the selection the first time. First-Read Guide: Memoir Read the Selection Selection Audio from My Life With the Chimpanzees: Accessible Leveled Text STANDARDS RI.6.10 MAKING MEANING Comprehension Students complete comprehension questions. from My Life With the Chimpanzees: First Read Extension Questions Research to Clarify Students research one unfamiliar detail from the text. Research to Explore Students choose something interesting from the text and formulate a research question. STANDARDS RL.6.1; W.6.7 myPerspectives ELL Support
SE p 112 SE pp 113-114 SE p 115 SE p 116 SE p 117 MAKING MEANING Close Read the Text Students will review the Read Model and complete the close read sections in the selection. Close Read the Text Analyze the Text Students will respond to questions the text, citing textual evidence. STANDARDS RI.6.1 MAKING MEANING Analyze Craft and Structure: Analyze Author’s Purpose and Point of View Students will identify examples of first person point of view. Analyze Craft and Structure: Purpose and Point of View Analyze Craft and Structure: Purpose and Point of View (RP) LANGUAGE DEVELOPMENT Concept Vocabulary Students complete activities related to the Concept Vocabulary words: vanished; miserable; irritable; threateningly; impetuous; dominate Word Study: Latin Suffix: -able Students complete activities related to the Latin Suffix -able Concept Vocabulary and Word Study: Latin Suffix: -able Word Study: Latin Suffix: (RP) Word Network Students add new to their Word Network as they read texts in the unit. LANGUAGE DEVELOPMENT Conventions: Using Commas, Parentheses, and Dashes Students complete activities identifying Commas, Parentheses, and Dashes. Conventions: Commas, Parentheses, and Dashes Conventions: Commas, Parentheses, and Dashes (RP) STANDARDS L.6.2.a EFFECTIVE EXPRESSION Writing to Sources: Explanatory Essay Students write an essay explaining the process Goodall used. Writing to Compare: Explanatory Essay Writing to Compare: Explanatory Essay (RP) STANDARDS W.6.2.a, W.6.2.b; W.6.2.c; W.6.2.d EFFECTIVE EXPRESSION Speaking and Listening: Whole-Group Discussion Students discuss chimpanzee behaviors that are similar to human behaviors. Speaking and Listening: Discussion Speaking and Listening: Whole-Group Discussion (RP) Evidence Log Students add notes and evidence that will be used to inform the Assessment. SELECTION TEST Selection Test: Warning: My Life With the Chimpanzees STANDARDS SL.6.1.a; SL.6.1.c
STANDARDS RI.6.6; L.6.4.b; L.6.5.b myPerspectives ELL Support Analyze Craft and Structure: Purpose and Point of View (RP) (TE p 113) Word Study: Latin Suffix: (RP) (TE p 114) Conventions: Commas, Parentheses, and Dashes (RP) (TE p 115) Personalize for Learning English Language Support: Punctuating Nonrestrictive Elements (TE p 115) English Language Support Lesson: Commas (On Realize) Writing to Compare: Explanatory Essay (RP) (TE p 116) Personalize for Learning English Language Support: Transition Words (TE p 116) Speaking and Listening: Whole-Group Discussion (RP) (TE p 117) ELD Companion Support Unit 2, Lesson 4 Vocabulary Selection: shrink, appear Academic: figure, mean, daily Read Aloud, Think Aloud “Living with Urban Wildlife” Classroom Conversation Collaborative Conversation Unit 2, Lesson 5 Time to Read Read Independently Vocabulary Word Consonant Blends Word Contractions Unit 2, Lesson 5 Whole Group Organize Information Work Time Instruction Word Reader: Forces Around Us Explanatory Draft Work Time Assignments Word Study: Consonant Blends and Contractions Explanatory Essay: Draft Unit 2, Lesson 6 Time to Read Read Independently Vocabulary Oops: Articles With Singular Nouns Word Introduce Multisyllabic Words Unit 2, Lesson 6 Work Time Instruction Reteach: Multisyllabic Words Explanatory Essay: Draft Work Time Assignments Word Study: Multisyllabic Words Interactive Reader Explanatory Essay: Draft
myPerspectives ELL Support Summary Hachiko, Most Famous Dog: Accessible Leveled Text Personalize for Learning English Language Support: Syntax (TE p 119) Analyze Craft and Structure: Characterization (RP) (TE p 122) Personalize for Learning English Language Support: Naming Character Traits (TE p 123) Word Study: Latin Root: fascinare (RP) (TE p 124) Conventions: Spelling and Capitalization (RP) (TE p 125) Writing to Sources: Informative Essay (RP) (TE p 126) English Language Support Lesson: Historical Fiction (On Realize) Speaking and Listening: Partner Discussion (RP) (TE p 127) ELD Companion Support Unit 2, Lesson 7 Vocabulary Selection: signals, track Academic: manufacture, concentrate Read Aloud, Think Aloud” “Animals in Our Classroom Conversation Collaborative Conversation Unit 2, Lesson 8 Time to Read Read Independently Vocabulary Oops: Articles With Singular Word Study: Introduce Synonyms Unit 2, Lesson 8 Work Time Instruction Reteach: Synonyms Explanatory Essay: Peer Conference Work Time Assignments Word Study: Synonyms Explanatory Peer Conference Unit 2, Lesson 9 Vocabulary Selection: independent, interests Academic: chapter Read Aloud, Think Aloud “Puppy Raisers” Classroom Conversation Small-Group Discussion Unit 2, Lesson 10 Time to Read Read Independently Vocabulary Word Study: Multisyllabic Words Word Study: Synonyms
DAY 16 DAY 17 DAY 18 DAY 19 DAY 20 PERFORMANCE TASK: WRITING an Explanatory Essay SE pp 128-130 PERFORMANCE TASK: WRITING FOCUS an Explanatory Essay SE p 131 PERFORMANCE TASK: WRITING FOCUS Write an Explanatory Essay SE pp 168-169 OVERVIEW Small-Group Learning SE pp 134-137 SELECTION A Blessing James Wright SE pp 138-141 PERFORMANCE TASK Write an Explanatory Essay Students write an essay responding to the question: In what ways do Dr. Goodall and the blogger present the animals and people as having things in common? PreWriting/Planning Students write a thesis, gather evidence, and connect across texts. Drafting Students organize and a first draft. STANDARDS W.6.2.a; W.6.2.b; W.6.10 LANGUAGE DEVELOPMENT Conventions: Revising for Correct Pronoun Case Students fix mistakes with pronoun case in sentences. STANDARDS L.6.1.a; L.6.1.e PERFORMANCE TASK Revising Students evaluate and revise draft utilizing peer reviews. Editing and Proofreading Students edit for conventions and proofread for accuracies. Publishing and Presenting Students create a final version of their essay and share in small groups. Reflecting Students reflect on their essays. STANDARDS W.6.2.c; W.6.2.e; W.6.4; W.6.5; W.6.6 Essential Question How can people and animals relate to each other? Learning Strategies Prepare Participate Support Others Clarify Small-Group Learning Strategies Table of Contents Preview Preview the selections in the unit and discuss how they relate to the EQ and unit topic. Working as a Team Take a position List your rules Apply the rules Name your group Create a communication plan Making a Schedule Students make a schedule with group for completing tasks. Working on Projects Students choose specific roles for each member. MAKING MEANING Concept Vocabulary ripple; nuzzled; caress First Read Students Notice, Annotate, Connect, Respond as they read the selection the first time. First-Read Guide: Poetry Read the Selection Selection Audio A Blessing: Accessible Text Comprehension Check Students complete comprehension questions. A Blessing: First Read Extension Questions Research to Clarify Students choose one unfamiliar scientific detail of the text to research. Read the Text Students will review the Close Read Model and complete the close read sections in the selection. Close Read the Text Analyze the Text
Students will respond to questions about the text, citing textual evidence. Concept Vocabulary Students complete activities related to the Concept Vocabulary words: ripple; nuzzled; caress Word Study: Onomatopoeia Concept Vocabulary and Word Study Word Onomatopoeia (RP) Word Network Students add new to their Word Network as they read texts in the unit. STANDARDS RL.6.4; RL.6.10; L.6.4.a myPerspectives ELL Support Personalize for Learning English Language Support: Pronouns (TE p 131) Personalize for Learning English Language Support: (TE p 133) Audio Summary A Blessing: Accessible Text Word Onomatopoeia (RP) (TE p 141) ELD Companion Support Unit 2, Lesson 10 Work Time Instruction Word Study Reader: Money Explanatory Reader: Revise Work Time Assignments Word Study: Multisyllabic Words and Synonyms Unit 2, Lesson 11 Time to Read Read Independently Vocabulary Oops: Articles With Plural Nouns Word Study: Introduce Consonant Digraphs Unit 2, Lesson 11 Whole Group Edit Writing Work Time Instruction Reteach: Consonant Digraphs Explanatory Essay: Edit Work Time Assignments Word Study: Consonant Digraphs Unit 2, Lesson 12 Vocabulary Selection: vertebrate Academic: time time, on account of Read Aloud, Think Aloud” “Animal Ways of Life” Classroom Conversation Small-Group Discussion Unit 2, Lesson 13 Time to Read Read Independently Vocabulary Oops: Articles With Plural Nouns Word Study: Introduce Words with Silent Consonants
L.6.4.b myPerspectives ELL Support Analyze Craft and Structure: Word Choice and Tone (RP) (TE p 142) Conventions: Verbs and Verb Tenses (RP) (TE p 143) Personalize for Learning English Language Support: Using Alliteration (TE p 142) Personalize for Learning English Language Support: Past, Present, and Future (TE p 143) English Language Support Lesson: Repetition and Alliteration (On Realize) Audio Summary Predators: Accessible Text Personalize for Learning English Language Support: Figurative Language (TE p 144) Word Study: Latin Suffix: -ent (RP) (TE p 147) Analyze and Structure: Structure, Speaker, and Word Meanings (RP) (TE p 148) Author’s Style: Structure, Punctuation, and Spacing Poetry (RP) (TE p 149) Personalize for Learning English Language Support: Analyzing Poem Structure (TE p 149) English Language Support Lesson: Word Choice (On Realize) ELD Companion Support Unit 2, Lesson 13 Work Time Instruction Reteach: Words with Silent Consonants Explanatory Essay: Present Work Time Assignments Word Study: Silent Consonants Explanatory Essay: Present Unit 2, Lesson 14 Vocabulary Selection: adaptation, inherited Academic: false, criminal Read Aloud, Think Aloud “Animal Ways of Life” Classroom Conversation Collaborative Conversation Unit 2, Lesson 15 Time to Read Read Independently Vocabulary Word Study: Consonant Digraphs Word Study: Words with Silent Consonants Unit 2, Lesson 15 Work Time Instruction Word Reader: Writing About Oneself Work Time Assignments Word Study: Consonant Digraphs and Silent Consonant Pairs Explanatory Present Time to Read Read Independently Book Club Standards PI.6.1; PI.6.4
STANDARDS RL.6.7; W.6.7; W.6.8; SL.6.1 Analyze Craft and Structure: Plot Structure (RP) STANDARDS RL.6.1; RL.6.3; L.6.4 myPerspectives ELL Support Summary Monday Master: Accessible Text Personalize for Learning English Language Support: Main (TE p 153) Personalize for Learning English Language Support: Domain-Specific Vocabulary (TE p 154) Personalize for Learning English Language Support: Background Knowledge (TE p 158) English Language Support Lesson: Taking Notes for a Discussion (On Realize) Audio Summary Black Cowboy, Wild Horses: First Read Extension Questions Personalize for Learning English Language Support Figurative Language (TE p 163) Personalize for Learning English Language Support Characterization (TE p 164) Word Study: Multiple-Meaning Words (RP) (TE p 168) Analyze Craft and Structure: Plot Structure (RP) (TE p 169) Conventions: Perfect Tenses of Verbs (RP) (TE p 170) Speaking and Listening: Multimedia Presentation (RP) (TE p 171) Personalize for Learning English Language Support Verb Tenses (TE p 170) English Language Support Lesson: Verb Tenses (On Realize) ELD Companion Support Time to Read Read Independently Book Club Read Aloud, Think Aloud Supplemental Time to Read Read Independently Book Club Read Aloud, Think Aloud Supplemental Time to Read Read Independently Book Club
DAY 31 DAY 32 DAY 33 DAY 34 DAY 35 PERFORMANCE TASK: Speaking and Listening Focus Present an Explanatory Essay SE pp 172-173 PERFORMANCE TASK: Speaking and Listening Focus Present an Explanatory Essay SE p 173 INTRODUCE INDEPENDENT LEARNING SE pp 174-175 INDEPENDENT LEARNING SE pp 176-178 PERFORMANCE-BASED ASSESSMENT SE pp 179-181 PERFORMANCE TASK Present an Explanatory Essay Students present a slideshow that examines the effects the animals have on the characters in the selections. Plan with Your Group Students analyze the text, gather evidence, and organize your ideas. Rehearse with Your Group Students practice the presentation, fine-tune the content, improve use of media, and brush up on presentation techniques. STANDARDS W.6.2.c; SL.6.2; SL.6.6 PERFORMANCE TASK Present and Evaluate Students present as a group and use checklist items to evaluate. STANDARDS SL.6.4; SL.6.5 Essential Question How can people and animals relate to each other? Independent Learning Strategies Create a Schedule Practice what you have learned Take Notes Independent Learning Strategies Table of Contents Preview Preview the selections in the unit and discuss how they relate to the EQ and unit topic. Contents MAKING MEANING Read Students Notice, Annotate, Connect, Respond as they read the selection the first time. First-Read Guide Close-Read Guide Close-Read Guide Close Read the Text Students will review the Close Read Model and complete the close read sections in the selection. Analyze the Text Students will respond to questions the text, citing textual evidence. Quick Write Students write about a paragraph that grabbed their interest. Share Your Independent Learning Students share what they learned from independent learning with a group and reflect on how it adds to their understanding of Individualism. Evidence Log ASSESSMENT PREP Review Evidence for an Explanatory Essay Students evaluate the strength of their evidence Evidence Log Students add notes and evidence that will be used to inform the Assessment. Writing to Sources: Explanatory Text Students will write an essay to answer the following: How can animals and people help one another? Explanatory Essay Rubric Students use the rubric to guide their revisions. STANDARDS RI.6.7; W.6.2; W.6.10
Audio Summary Personalize for Learning English Language Support: Cognates (TE p 187) Personalize for Learning English Language Support: Domain-Specific Vocabulary (TE p 189) Audio Summary Feathered Friend: Accessible Leveled Text Personalize for Learning English Language Support: Idiom (TE p 195) Analyze Craft and Structure: Determine Theme (RP) (TE p 201) Personalize for Learning English Language Support: Cognates (TE p 200) ELD Companion Support Unit 3, Lesson 1 Time to Read Read Independently Vocabulary Oops: Articles with Proper Word Study: Introduce Prefix un- Unit 3, Lesson 1 Whole Group Write an Opinion Essay Work Time Instruction Reteach: Prefix un- Opinion Plan Work Time Assignments Word Study: Prefix un- Interactive Reader Opinion Essay: Plan Unit 3, Lesson 2 Vocabulary Selection: audience, advertising Academic: task, predict Read Aloud, Think Aloud” “It’s a Mean, Mean, World” Classroom Conversation Collaborative Conversation Unit 3, Lesson 3 Time to Read Read Independently Vocabulary Oops: Articles with Proper Word Study: Introduce Antonyms Unit 3, Lesson 3 Work Time Instruction Reteach: Antonyms Opinion Essay: Plan Work Time Assignments Word Study: Antonyms Opinion Essay: Plan DAY 6 DAY 7 DAY 8 DAY 9 DAY 10 SELECTION Anchor Text Feathered Friend Arthur C. Clarke SE pp 202-203 SELECTION Anchor Text Feathered Friend Arthur C. Clarke SE p 204 SELECTION Anchor Text Feathered Friend Arthur C. Clarke SE p 205 SELECTION Anchor Text Teens and Technology Stefan Etienne SE pp 206-209 SELECTION Anchor Text Teens and Technology Stefan Etienne SE pp 210-211 LANGUAGE DEVELOPMENT Concept Vocabulary EFFECTIVE EXPRESSION Writing to Sources: Argument EFFECTIVE EXPRESSION Speaking and Listening: Multimedia Presentation Students create a presentation explaining MAKING MEANING Concept Vocabulary microchips; trigonometry; pixels MAKING MEANING Close Read the Text Students will review the Close Read Model and complete the
Unit 3, Lesson 4 Vocabulary Selection: tragedy, stranded Academic: pathological, argue Read Aloud, Think Aloud “Japanese Tsunami: Stories of Survival” Classroom Conversation Collaborative Conversation Unit 3, Lesson 5 Time to Read Read Independently Vocabulary Word Study: Prefix un- Word Study: Antonyms Unit 3, Lesson 5 Whole Group Organize Writing Work Time Instruction Word Study Reader: From Book to Movie Opinion Essay: Draft Work Time Assignments Word Study: Prefix un- and Antonyms Opinion Essay: Draft Unit 3, Lesson 6 Time to Read Read Independently Vocabulary Oops: Forms of To Be Word Introduce Plural Nouns Unit 3, Lesson 6 Whole Group Connect Ideas in Sentences Work Time Instruction Reteach: Plural Nouns Opinion Essay: Draft Work Time Assignments Word Study: Plural Nouns Opinion Essay: Draft DAY 11 DAY 12 DAY 13 DAY 14 DAY 15 SELECTION Anchor Text and Technology Stefan Etienne SE pp 212-213 SELECTION Anchor Text The Black Hole of Technology Leena Khan SE pp 214-219 SELECTION Anchor Text The Black Hole of Technology Leena Khan SE pp 220-221 SELECTION Anchor Text The Black Hole of Technology Leena Khan SE pp 222-223 SELECTION The Internet of Things IBM Social SE pp 224-227 LANGUAGE DEVELOPMENT Technical Vocabulary Students complete activities related to the Concept Vocabulary words: microchips; trigonometry; pixels Word Study: Greek Root: -gen- Students complete activities related to the Root MAKING MEANING Concept Vocabulary significance; consumed; enticing; subjected; absorbed First Review Students Notice, Annotate, Connect, Respond as they read the selection the first time. First-Read Guide: Nonfiction LANGUAGE DEVELOPMENT Concept Vocabulary Students complete activities related to the Concept Vocabulary words: significance; consumed; enticing; subjected; absorbed Word Study: Words Concept Vocabulary and Word Study EFFECTIVE EXPRESSION Prepare to Compare: Comparing Points of View Students compare points of view of each blogger. Prepare to Compare: Comparing Points of View Writing to Compare: Explanatory Essay Students compare and contrast the two arguments. MAKING MEANING Media Vocabulary images; animation; audio; voiceover; narrator First Review Students Note, Connect, Respond as they review the media the first time. First-Review Guide Media: Video
DAY 16 DAY 17 DAY 18 DAY 19 DAY 20 PERFORMANCE TASK: WRITING FOCUS Write an Argument SE pp 228-230 PERFORMANCE TASK: WRITING FOCUS Write an Argument SE p 231 PERFORMANCE TASK: WRITING FOCUS an Argument SE pp 232-233 OVERVIEW Learning SE pp 234-237 SELECTION The Fun They Had Isaac Asimov SE pp 238-242 PERFORMANCE TASK an Argument Students write an argument responding to the question: Which blogger made a better case for his or her argument? PreWriting/Planning Students write a claim, plan the argument, gather evidence, and connect across texts. Drafting Students organize and write a first draft. STANDARDS RI.6.8; W.6.1.a; W.6.1.b; W.6.10 LANGUAGE DEVELOPMENT Create Cohesion: Transitions Students use a variety of transitions that accurately show specific relationships among ideas. STANDARDS W.6.1.c PERFORMANCE TASK Revising Students evaluate and revise draft utilizing peer reviews. Editing and Proofreading Students edit for conventions and proofread for accuracies. Publishing and Presenting Students create a final version of their argument and share in small groups. Reflecting Students reflect on their arguments. STANDARDS W.6.1.b-c; W.6.5; W.6.6 Essential Question How is modern technology helpful and harmful to society? Learning Strategies Prepare Participate Fully Support Others Clarify Small-Group Learning Strategies Table of Contents Preview Preview the selections in the unit and discuss how they relate to the EQ and unit Working as a Team Take a position List your rules Apply the rules Name your group Create a communication plan Making a Schedule Students make a schedule with group for completing tasks. Working on Group Projects Students choose specific for each member. MAKING MEANING Concept Vocabulary scornful; sorrowfully; nonchalantly First Read Students Notice, Annotate, Connect, Respond as they read the selection the first time. First-Read Guide: Fiction Read the Selection Selection Audio The Fun They Had: Accessible Leveled Text STANDARDS RL.6.10; L.6.4.a myPerspectives ELL Support
Audio Summary The Fun They Had: Accessible Leveled Text Personalize for Learning English Language Support: Formal vs. Informal English (TE p 241) ELD Companion Support Unit 3, Lesson 10 Whole Group Revise Writing Work Time Instruction Word Study Reader: Wearable Art Opinion Essay: Revise Work Time Assignments Word Study: : Plural Nouns and r-Controlled Vowels Opinion Revise Unit 3, Lesson 11 Time to Read Read Independently Vocabulary Oops: Past Tense Verbs Word Study: Introduce Final Syllable Consonant + -le Unit 3, Lesson 11 Work Time Instruction Reteach: Final Syllable Consonant + -le Opinion Edit Work Time Assignments Word Study: Final Syllable Consonant + -le Interactive Reader Opinion Essay: Edit Unit 3, Lesson 12 Vocabulary Selection: massive, surrounded Academic: substantial, engage, current Read Aloud, Think Aloud” “Teenage Girl Found Alive 15 Days After Haiti Earthquake” Classroom Conversation Collaborative Conversation Unit 3, Lesson 13 Time to Read Read Independently Vocabulary Oops: Past Tense Verbs Word Study: Introduce Syllable Pattern V/CV
Word Study: Latin Prefix: non- (RP) (TE p 244) Analyze Craft and Structure: Analyze Science Fiction Writing (RP) (TE p 245) Author’s Style: Word Choice (RP) (TE p 246) Personalize for Learning English Language Support: Greek and Latin Affixes (TE p 246) English Language Support Lesson: Action Verbs and Linking Verbs (On Realize) Writing to Sources: Flashback (RP) (TE p 247) ELD Companion Support Unit 3, Lesson 13 Work Time Instruction Reteach: Syllable Pattern V/CV Opinion Essay: Present and Publish Work Time Assignments Word Study: Syllable Pattern V/CV Opinion Essay: Present Unit 3, Lesson 14 Vocabulary Selection: consequences, Academic: occasional, avoid, threatening, approach Read Aloud, Think Aloud “What Would You Do” Classroom Conversation Discussion Unit 3, Lesson 15 Time to Read Read Independently Vocabulary Word Study: Final Syllable Consonant + -le Word Study: Syllable Pattern V/CV Unit 3, Lesson 15 Work Time Instruction Word Reader: Water Work Time Assignments Word Study: Final Syllable Consonant + -le and Syllable Pattern V/CV Opinion Essay: Present Time to Read Read Independently Book Club
Students will analyze how the author introduces and develops ideas. Analyze Craft and Structure: Reflective Writing Analyze Craft and Structure: Reflective Writing (RP) STANDARDS L.6.1.a; L.6.2; PI.2 myPerspectives ELL Support Audio Summary Is Our Gain Also Our Loss?: Accessible Leveled Text Personalize for Learning English Language Support: Understanding Cultural References (TE p 250) Word Study: Latin Suffix: -ation (RP) (TE p 252) Analyze Craft and Structure: Reflective Writing (RP) (TE p 253) Personalize for Learning English Language Support: Making Connections (TE p 253) Conventions: Comparative Adjectives and Adverbs (RP) (TE p 254) Speaking and Listening: Multimedia Presentation (RP) (TE p 255) Personalize for Learning English Language Support: Comparative Words and Structures (TE p 254) English Language Support Lesson: Comparative and Superlative Degrees (On Realize) Audio Summary Personalize for Learning English Language Support: Taking Notes (TE p 257) ELD Companion Support Time to Read Read Independently Book Club Read Aloud, Think Aloud Supplemental Time to Read Read Independently Book Club Read Aloud, Think Aloud Supplemental Time to Read Read Independently Book Club
DAY 31 DAY 32 DAY 33 DAY 34 DAY 35 PERFORMANCE TASK: Speaking and Listening Focus Present an Argument SE pp 260-261 PERFORMANCE TASK: Speaking and Listening Present an Argument SE p 261 INTRODUCE INDEPENDENT LEARNING SE pp 262-263 INDEPENDENT LEARNING SE pp 264-266 PERFORMANCE-BASED ASSESSMENT SE pp 267-269 PERFORMANCE TASK Present an Argument As a group, students develop a presentation about the benefits of technology and if they outweigh the disadvantage. Plan with Your Students analyze the text, gather details and media, and organize your ideas. Rehearse with Your Group Students practice the presentation, fine-tune the content, improve their use of media, and brush up on presentation techniques. STANDARDS W.6.1.a-b; W.6.7 PERFORMANCE TASK Present and Evaluate Students present as a group and use checklist items to evaluate. STANDARDS SL.6.1.a; SL.6.1.c-d; SL.6.2; SL.6.4; SL.6.5 Essential Question How is modern technology helpful and harmful to society? Independent Learning Strategies Create a Schedule Practice what you have learned Take Notes Independent Learning Strategies Table of Contents Preview Preview the selections in the unit and discuss how they relate to the EQ and unit topic. Contents Accessible Leveled Texts available for Independent Learning Selections (On Realize) MAKING MEANING First Read Students Notice, Annotate, Connect, Respond as they read the selection the time. First-Read Guide Close-Read Guide Close-Read Guide Close Read the Text Students will review the Close Read Model and complete the close read sections in the selection. Analyze the Text Students will respond to questions about the text, citing textual evidence. Quick Write Students write about a paragraph that grabbed their interest. Share Your Independent Learning Students what they learned from independent learning with a group and reflect on how it adds to their understanding of Individualism. Evidence Log PERFORMANCE-BASED ASSESSMENT PREP Review Evidence for an Argument Students evaluate the strength of their evidence Evidence Log Students add notes and evidence that will be used to inform the Assessment. Writing to Sources: Argument Students will write an argument to answer the following: Do we rely on technology too much? Argument Rubric Students use the rubric to guide their revisions. STANDARDS W.6.1.a; W.6.9.b; W.6.10
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 UNIT INTRODUCTION SE pp 272-275 UNIT INTRODUCTION SE pp 276-279 OVERVIEW Whole-Class Learning SE pp 280-281 SELECTION Anchor Text The Phantom Tollbooth, Act I Susan Nanus SE pp 282-293 SELECTION Anchor Text The Phantom Tollbooth, Act I Susan Nanus SE pp 294-307 Unit Goals Students will deepen their perspective about imagination by reading, writing, speaking, listening, and presenting. Unit Goals Video Academic Vocabulary aspect; transform; novelty; analogy; resolution Home Connection Letter Spanish Home Connection Letter Unit 4 Answer Key STANDARDS L.6.6 Launch Text Students will read “The Great Universal Undo.” Students will then be able to engage in discussions about imagination. Word Network Students add new words to their Word Network as they read texts in the unit. Word Network Summary Students write a summary of the Launch Text. Launch Activity Students participate in an activity related to the unit theme. QuickWrite Students write a response to the QuickWrite prompt: What are the most effective tools for establishing and preserving freedom? Evidence Log Students add notes and evidence that will be used to inform the Assessment. Evidence Log Performance-Based Assessment: Refining Your Thinking Essential Question Where can imagination lead? Whole-Class Learning Strategies Listen actively Clarify by asking questions Monitor understanding Interact and share ideas Whole-Class Learning Strategies Table of Contents Preview Preview the selections in the unit and discuss how they relate to the EQ and unit topic. MAKING MEANING Concept Vocabulary ordinance; unethical; mismanaged; ferocious; hospitality; empire Read Students Notice, Annotate, Connect, Respond as they read the selection the first time. First-Read Guide: Drama Read the Selection Selection Audio The Phantom Tollbooth, Act I: Accessible Text STANDARDS RL.6.10 MAKING MEANING Read the Selection Comprehension Students complete comprehension questions. The Phantom Tollbooth, Act I: First Read Extension Questions Research to Clarify Students research one unfamiliar detail from the text to research. Research to Explore Students choose something interesting from the text and formulate a research industry. STANDARDS RL.6.10
myPerspectives ELL Support Audio Summary Personalize for Learning English Language Support: Cognates (TE p 275) Audio Summary The Phantom Tollbooth, Act I: Accessible Text Personalize for Learning English Language Support: Syntax (TE p 286) Personalize for Learning English Language Support: Multiple-Meaning Words (TE p 295) Personalize for Learning English Language Support: Domain-Specific Vocabulary (TE p 300) ELD Companion Support Unit 4, Lesson 1 Time to Read Read Independently Vocabulary Oops: Progressive Tense Verbs Word Study: Introduce Greek and Latin Roots Unit 4, Lesson 1 Work Time Instruction Reteach: Greek and Latin Roots Work Time Assignments Word Study: Greek and Latin Roots Interactive Reader Unit 4, Lesson 2 Vocabulary Selection: jubilant, refined Academic: environment, limited, source, local Read Aloud, Think Aloud” “Suppose” Classroom Conversation Small-Group Discussion Unit 4, Lesson 3 Time to Read Read Independently Vocabulary Oops: Progressive Tense Verbs Word Study: Introduce Inflected Endings Unit 4, Lesson 3 Work Time Instruction Reteach: Inflected Endings Work Time Assignments Word Inflected Endings Interactive Reader DAY 6 DAY 7 DAY 8 DAY 9 DAY 10 SELECTION Anchor Text The Phantom Tollbooth, Act I Susan Nanus SE pp 308-309 SELECTION Anchor Text The Phantom Tollbooth, Act I Susan Nanus SE pp 310 SELECTION Anchor Text The Phantom Tollbooth, Act I Susan Nanus SE p 311 SELECTION Anchor Text The Phantom Tollbooth, Act II Susan Nanus SE pp 312-327 SELECTION Anchor Text The Phantom Tollbooth, Act II Susan Nanus SE pp 328-339 MAKING MEANING Close Read the Text Students will review the Read Model and complete the LANGUAGE DEVELOPMENT Concept Vocabulary LANGUAGE DEVELOPMENT Conventions: Sentence and Types MAKING MEANING Concept Vocabulary MAKING MEANING Comprehension Check Students complete comprehension questions.
close read sections in the selection. Close Read the Text Analyze the Text Students will respond to questions about the text, citing textual evidence. Analyze Craft & Structure: Dialogue in Drama Students explain what passages of dialogue reveal a character, the setting, and an action. Analyze Craft and Structure: Dialogue in Drama Analyze and Structure: Dialogue in Drama (RP) STANDARDS RL.6.3; RL.6.5; RL.6.6 Students complete activities related to the Concept Vocabulary words: ordinance; unethical; mismanaged; ferocious; hospitality; empire Word Study: Prefix: mis- Concept Vocabulary and Word Study Word Study: Prefix: mis- (RP) Word Network Students add new words to their Word Network as they read texts in the unit. STANDARDS L.6.4 Students identify examples of complete subjects and complete predicates in sentences. Conventions: Sentence Parts and Types Conventions: Sentence Parts and Types (RP) STANDARDS L.6.1 suspiciously; obstacle; pessimistic; malicious; insincerity; compromise Read Students Notice, Annotate, Connect, Respond as they read the selection the first time. First-Read Guide: Drama Read the Selection Selection Audio The Phantom Tollbooth, Act II: Accessible Text STANDARDS RL.6.10 The Phantom Tollbooth, Act II: Read Extension Questions Research to Clarify Students research one unfamiliar detail from the text to research. Research to Explore Students choose something interesting from the text and formulate a research industry. STANDARDS RL.6.10 myPerspectives ELL Support Analyze Craft and Structure: Dialogue in Drama (RP) (TE p 309) Personalize for Learning English Language Support: Asking Questions (TE p 308) Word Study: Prefix: mis- (RP) (TE p 310) Conventions: Sentence Parts and Types (RP) (TE p 311) Personalize for Learning English Language Support: Latin Prefix mis- (TE p 311) Audio Summary The Phantom Tollbooth, Act II: Accessible Text Personalize for Learning English Language Support: Figurative Language (TE p 316) Personalize for Learning English Language Support: Nursery Rhymes (TE p 320) Personalize for Learning English Language Support: Syntax (TE p 326) Personalize for Learning English Language Support: Formal English (TE p 336)
English Language Support Lesson: Denotation and Nuance (On Realize) ELD Companion Support Unit 4, Lesson 4 Vocabulary Selection: extraterrestrial, soaring Academic: consuming, sequence, privilege Read Aloud, Think Aloud “Give Me Books, Give Me Wings” Classroom Conversation Small-Group Discussion Unit 4, Lesson 5 Time to Read Read Independently Vocabulary Word Study: Inflected Endings Word Study: Greek and Latin Roots Unit 4, Lesson 5 Work Time Instruction Reteach: Word Study Reader, How the News Gets to You Work Time Assignments Word Study: Greek and Latin Roots and Inflected Endings Unit 4, Lesson 6 Time to Read Read Independently Vocabulary Oops: Subject-Verb Agreement Word Introduce Vowel Patterns for Long a and Long o Sounds Unit 4, Lesson 6 Work Time Instruction Reteach: Introduce Vowel Patterns for Long a and Long o Sounds Work Time Assignments Word Introduce Vowel Patterns for Long a and Long o Sounds Interactive Reader DAY 11 DAY 12 DAY 13 DAY 14 DAY 15 SELECTION Anchor Text The Phantom Tollbooth, Act II Susan Nanus SE pp 340-341 SELECTION Anchor Text The Phantom Tollbooth, Act II Susan Nanus SE pp 342-343 SELECTION Anchor Text The Phantom Tollbooth, Act II Susan Nanus SE p 344 SELECTION Anchor Text The Phantom Tollbooth, Act II Susan Nanus SE p 345 SELECTION Media The Phantom Tollbooth SE pp 346-351 MAKING MEANING Close Read the Text Students will review the Close Read Model and complete the close read sections in the selection. Close Read the Text Analyze the Text LANGUAGE DEVELOPMENT Concept Vocabulary Students complete activities related to the Concept Vocabulary words: suspiciously; obstacle; pessimistic; malicious; insincerity; compromise EFFECTIVE EXPRESSION Writing to Sources: Narrative Retelling Students write a narrative retelling from Tock’s Point of View. Writing to Sources: Narrative Retelling EFFECTIVE EXPRESSION Speaking and Listening: Dramatic Reading Students conduct a dramatic reading of a from Act I or Act II Speaking and Listening: Dramatic Reading MAKING MEANING Media Vocabulary Stop motion animation; timing; solid drawing First Review Students Watch, Note, Connect, Respond as they
Students will respond to questions about the text, citing textual evidence. Analyze & Structure: Stage Directions Students explain the information stage directions provide. Analyze Craft and Structure: Stage Directions Analyze Craft and Structure: Stage Directions (RP) STANDARDS RL.6.5 Word Study: Latin Suffix: -ity Concept Vocabulary and Word Study Word Study: Latin Suffix: -ity (RP) Conventions: Simple, Compound, and Complex Sentences Students mark independent and dependent clauses. Conventions: Simple, Compound, and Complex Sentences Conventions: Simple, Compound, and Complex Sentences (RP) STANDARDS L.6.1; L.6.3.a; L.6.4.b Writing to Sources: Narrative Retelling (RP) STANDARDS W.6.3.a; W.6.3.b; W.6.3.c Speaking and Listening: Dramatic Reading (RP) Evidence Log Students add notes and evidence that will be used to inform the Assessment. Selection Test: The Phantom Tollbooth, Act II STANDARDS SL.6.1.a-b; SL.6.4; SL.6.6 review the media the first time. First-Review Guide: Read the Selection Selection The Phantom Tollbooth Comprehension Check Students complete comprehension questions. Close Review Students will review the video and record any new observations. Close Review Analyze the Students will respond to questions the video, citing textual evidence. Media Vocabulary Students complete activities related to the Concept Vocabulary words: Stop motion animation; timing; solid drawing; emissions; efficiently Media Vocabulary EFFECTIVE EXPRESSION Prepare to Compare: Comparing Media With Text Students record similarities and differences in characters, settings, and events. Prepare to Compare: Comparing Media with Text
Read Aloud, Think Aloud” “Olympic Champions” Classroom Conversation Whole Class Discussion Oops: Subject-Verb Agreement Word Study: Introduce Patterns y and igh Word Study: Long i vowel pattern Read Aloud, Think Aloud “Try It!” Classroom Conversation Small-Group Discussion Word Study: Vowel Patterns for Long a and long o Sounds Word Study: Vowel Patterns y and igh
DAY 16 DAY 17 DAY 18 DAY 19 DAY 20 PERFORMANCE TASK: WRITING FOCUS Write a Fictional Narrative SE pp 352-354 PERFORMANCE TASK: WRITING FOCUS Write a Fictional Narrative SE p 355 PERFORMANCE TASK: WRITING FOCUS Write a Fictional Narrative SE pp 356-357 OVERVIEW Small-Group Learning SE pp 358-361 SELECTION from Alice’s Adventures in Wonderland Lewis Carroll SE pp 362-367 PERFORMANCE TASK Write a Fictional Narrative Students write a fictional narrative responding to the following question: What happens on a particular day to characters that inhabit an imaginary place similar to the places described in The Phantom Tollbooth? PreWriting/Planning Students create a story map, gather evidence, and connect across texts. Drafting Students organize and write a first draft. STANDARDS W.6.3.a; W.6.3.b; W.6.3.d; W.6.3.e; W.6.10 LANGUAGE DEVELOPMENT Conventions: Combining Sentences for Variety Students use a variety of sentences in writing. STANDARDS L.6.1; L.6.3.a; PII.6 PERFORMANCE TASK Revising Students evaluate and revise draft utilizing peer reviews. Editing and Proofreading Students edit for conventions and proofread for accuracies. Publishing and Presenting Students create a final version of their narrative and share in small groups. Reflecting Students reflect on narrative. STANDARDS W.6.3.a; W.6.3.c; W.6.3.d; W.6.3.e; W.6.5 Essential Question Where can imagination lead? Small-Group Learning Strategies Prepare Participate Fully Support Others Clarify Learning Strategies of Contents Preview Preview the selections in the unit and discuss how they relate to the EQ and unit topic. Working as a Team Take a position List your rules Apply the rules Name your group Create a communication plan Making a Schedule Students make a schedule with group for completing tasks. Working on Group Projects Students choose specific for each member. MAKING MEANING Concept Vocabulary latitude; longitude; downward First Read Students Notice, Annotate, Connect, Respond as they read the selection the first time. First-Read Guide: Fiction Read the Selection Selection Audio from Alice’s Adventures in Wonderland: Accessible Leveled Text Comprehension Check Students complete comprehension questions. from Alice’s Adventures in Wonderland: First Read Extension Questions Research to Clarify Students choose one unfamiliar detail from the text to research. Research to Explore Students research on unfamiliar detail from the text and formulate a research question.
STANDARDS RL.6.10; L.6.4.a myPerspectives ELL Support Personalize for Learning English Language Support: Syntax (TE p 355) Audio Summary from Alice’s Adventures in Wonderland: Accessible Leveled Text Personalize for Learning English Language Support: Commonly Confused Words (TE p 365) ELD Companion Support Unit 4, Lesson 10 Work Time Instruction Word Study Reader: Dance Work Time Assignments Word Study: Vowel Patterns for Long a and Long i Vowel Patterns Unit 4, Lesson 11 Time to Read Read Independently Vocabulary Oops: Time, Money, Distance, and Weight Word Study: Introduce Vowels Unit 4, Lesson 11 Work Time Instruction Reteach: r- Controlled Vowels Work Time Assignments Word Study: r- Controlled Vowels Interactive Reader Unit 4, Lesson 12 Vocabulary Selection: culture, hereditary Academic: common, depend, cycle Read Aloud, Think Aloud” “The Chumash People of California” Classroom Conversation Collaborative Conversation Unit 4, Lesson 13 Time to Read Read Independently Vocabulary Oops: Time, Money, Distance, and Weight Word Study: Introduce Suffixes –ful and -ly
DAY 21 DAY 22 DAY 23 DAY 24 DAY 25 SELECTION from Alice’s Adventures in Wonderland Lewis Carroll SE p 368 SELECTION from Alice’s Adventures in Wonderland Lewis Carroll SE p 369 SELECTION from Adventures in Wonderland Lewis Carroll SE p 370 SELECTION from Alice’s Adventures in Wonderland Carroll SE p 371 SELECTION Jabberwocky from Through the Looking Lewis Carroll SE pp 372-376 MAKING MEANING Close Read the Text Students will review the Close Read Model and complete the close read sections in the selection. Close Read the Text Analyze the Text Students will respond to questions the text, citing textual evidence. Analyze the Text Concept Vocabulary Students complete activities related to the Concept Vocabulary words: latitude; longitude; downward Word Study: Latin Root: -lat- Concept Vocabulary and Word Word Latin Root: -lat- (RP) Word Network Students add new words to their Word Network as they read texts in the unit. STANDARDS L.6.4.b; L.6.5.a MAKING MEANING Analyze Craft & Structure: Characterization and Personification Students analyze examples of direct characterization, indirect characterization, and personification. Analyze Craft and Structure: Characterization and Personification Analyze Craft and Structure: Characterization and Personification (RP) STANDARDS RL.6.3; RL.6.4 LANGUAGE DEVELOPMENT Conventions: Conjunctions and Interjections Students identify conjunctions and interjections. Conventions: Conjunctions and Interjections Conventions: Conjunctions and Interjections (RP) STANDARDS L.6.1 EFFECTIVE EXPRESSION Research: Report Students research and write a historical report or an explanatory report. Research: Report Research: Report (RP) Evidence Log Students add and evidence that will be used to inform the Assessment. Selection Test: from Alice’s Adventures in Wonderland STANDARDS W.6.2.a; W.6.7; W.6.8 MAKING MEANING Concept Vocabulary slain; beamish; chortled First Read Students Notice, Annotate, Connect, Respond as they read the selection the first time. First-Read Guide: Poetry Read the Selection Selection Audio Jabberwocky from Through the Looking Glass: Accessible Text Comprehension Check Students complete comprehension questions. Jabberwocky from Through the Looking Glass: First Read Extension Questions Research to Clarify Students choose one unfamiliar detail from the text to research. Research to Explore Students choose something interesting from the text and formulate a research question.
STANDARDS RL.6.10; L.6.4.a myPerspectives ELL Support Word Latin Root: -lat- (RP) (TE p 368) Analyze Craft and Structure: Characterization and Personification (RP) (TE p 369) Conventions: Conjunctions and Interjections (RP) (TE p 370) Personalize for Learning English Language Support: Conjunctions and Interjections (TE p 370) English Language Support Lesson: Conjunctions and Interjections (On Realize) Research: Report (RP) (TE p 371) Audio Summary Jabberwocky: Accessible Text Personalize for Learning English Language Support: Invented Language (TE p 373) ELD Companion Support Unit 4, Lesson 13 Work Time Instruction Reteach: Suffixes –ful, and Work Time Assignments Word Suffixes –ful, and -ly Unit 4, Lesson 14 Vocabulary Selection: mission, missionaries Academic: feature, trait, develop Read Aloud, Think Aloud “The Chumash People of California” Classroom Conversation Collaborative Conversation Unit 4, Lesson 15 Time to Read Read Independently Vocabulary Word Study: r-Controlled Vowels Word Study: Suffixes –ful, -ly Unit 4, Lesson 15 Work Time Instruction Word Study Reader: Popular Foods in the U.S. Work Time Assignments Word Study: r-Controlled Vowels and Suffix -ly Time to Read Read Independently Book Club
Students analyze how Lewis Carroll uses sound devices in “Jabberwocky”. Analyze Craft and Structure: Sound Devices Analyze and Structure: Sound Devices (RP) STANDARDS RL.6.4; L.6.6 RL.6.4; L.6.1.e; L.6.5.b STANDARDS RI.6.10; L.6.4.a; L.6.4.d each affected the central idea of the text. Analyze Craft and Structure: Author’s Influences Analyze Craft and Structure: Author’s Influences (RP) STANDARDS RL.6.1; RL.6.2; RL.6.3; L.6.5.c myPerspectives ELL Support Word Study: Old English Suffix: -ish (RP) (TE p 376) Analyze Craft and Structure: Analyze Meaning and Tone: Sound Devices (RP) (TE p 377) Conventions: Standard English, Invented Language, and Syntax (RP) (TE p 378) Speaking and Listening: Dramatic Reading, Multimedia Presentation (RP) (TE p 379) Personalize for Learning English Language Support: Invented Language (TE p 378) Personalize for Learning English Language Support: Dramatic Poetry Reading and Multimedia Presentation (TE p 379) English Language Support Lesson: Dramatic Poetry Reading and Multimedia Presentation (On Realize) Audio Summary The Importance of Imagination: Accessible Leveled Text Personalize for Learning English Language Support: Replacing Complex (TE p 381) Word Connotations and Denotations (RP) (TE p 384) Analyze Craft and Structure: Author’s Influences (RP) (TE p 385) Personalize for Learning English Language Support: Author’s Influences (TE p 385) English Language Support Lesson: Author’s Influence (On Realize) Conventions: Agreement (RP) (TE p 386) Writing to Sources: Essay (RP) (TE p 387) ELD Companion Support Time to Read Read Independently Book Club Read Aloud, Think Aloud Supplemental Time to Read Read Independently Book Club Read Aloud, Think Aloud Supplemental Time to Read Read Independently Book Club
DAY 31 DAY 32 DAY 33 DAY 34 DAY 35 PERFORMANCE TASK: Speaking and Listening Focus Present a Fictional Narrative SE pp 388-389 PERFORMANCE TASK: Speaking and Listening Focus Present a Fictional Narrative SE p 390 INTRODUCE INDEPENDENT LEARNING SE pp 390-391 INDEPENDENT LEARNING SE pp 392-394 PERFORMANCE-BASED ASSESSMENT SE pp 395-397 PERFORMANCE TASK Present a Fictional Narrative As a students present a presentation answering this question: What might Alice and the Jabberwock discuss if they had met and had a conversation? Plan with Your Students analyze the text, gather evidence, and organize ideas. Rehearse with Your Group Students practice the presentation, fine-tune the content, improve use of and brush-up on presentation techniques. STANDARDS W.6.3.a; W.6.3.b PERFORMANCE TASK Present and Evaluate Students present as a group and use checklist items to evaluate. STANDARDS W.6.3.e; SL.6.1.a; SL.6.1.b; SL.6.4; SL.6.5 Essential Question Where can imagination lead? Independent Learning Strategies Create a Schedule Practice what you have learned Take Notes Independent Learning Strategies Table of Contents Preview Preview the selections in the unit and discuss how they relate to the EQ and unit topic. Contents MAKING MEANING First Read Students Notice, Annotate, Connect, Respond as they read the selection the first time. First-Read Guide Close-Read Guide Close-Read Guide Close Read the Text Students will review the Close Read Model and complete the close read sections in the selection. Analyze the Text Students will respond to questions about the text, citing textual evidence. Write Students write about a paragraph that grabbed their interest. Share Your Independent Learning Students share what they learned from independent learning with a group and reflect on how it adds to their understanding of Individualism. Evidence Log PERFORMANCE-BASED ASSESSMENT PREP Review Evidence for a Fictional Narrative Students evaluate the strength of their evidence Evidence Log Students add notes and evidence that will be used to inform the Assessment. Writing to Sources: Fictional Narrative Students will write a narrative to answer the following: How can imagination lead you to somewhere unexpected? Fictional Narrative Rubric Students use the rubric to guide their revisions. STANDARDS W.6.3; W.6.3.d; W.6.10
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 UNIT INTRODUCTION SE pp 400-403 UNIT INTRODUCTION SE pp 404-407 OVERVIEW Whole-Class Learning SE pp 408-409 SELECTION Anchor Text from A Long Way Home Brierley SE pp 410-416 SELECTION Anchor Text from A Long Way Home Saroo Brierley SE pp 417-422 Unit Goals Students will deepen their perspective about exploration by reading, writing, speaking, listening, and presenting. Unit Goals Video Academic Vocabulary critical; restrict; propel; stable; coherent Home Connection Letter Spanish Home Connection Letter Unit 5 Answer Key STANDARDS L.6.6 Launch Text Students will read “What On Earth is Left to Explore.” Students will then be able to engage in discussions about exploration. Word Network Students add new words to their Word Network as they read texts in the unit. Word Network Summary Students a summary of the Launch Text. Launch Activity Students participate in an activity related to the unit theme. QuickWrite Students write a response to the QuickWrite prompt: What are the most effective tools for establishing and preserving freedom? Evidence Log Students add notes and evidence that will be used to inform the Assessment. Evidence Log Performance-Based Assessment: Refining Your Thinking Essential Question What drives people to explore? Whole-Class Learning Strategies Listen actively Clarify by asking questions Monitor understanding Interact and share ideas Whole-Class Learning Strategies Table of Contents Preview Preview the selections in the unit and discuss how they relate to the EQ and unit topic. MAKING MEANING Concept Vocabulary deliberate; quest; thorough; obsessive; intensity; relentlessly Read Students Notice, Annotate, Connect, Respond as they read the selection the time. First-Read Guide: Nonfiction Read the Selection Selection Audio from A Long Way Home: Accessible Leveled Text STANDARDS RI.6.10 MAKING MEANING Read the Selection Selection Audio from A Long Way Home: Accessible Leveled Text STANDARDS RI.6.10 myPerspectives ELL Support
Audio Summary Personalize for Learning English Language Support: Cognates (TE p 403) Personalize for Learning English Language Support: Context (TE p 407) Audio Summary from A Long Way Home: Accessible Leveled Text Personalize for Learning English Language Support: Idioms (TE p 413) Personalize for Learning English Language Support: Idioms (TE p 417) Personalize for Learning English Language Support: Domain-Specific Vocabulary (TE p 419) ELD Companion Support Unit 5, Lesson 1 Time to Read Read Independently Vocabulary Oops: Prepositions with Time Word Study: Introduce Consonant Digraphs Unit 5, Lesson 1 Whole Group Write an Opinion Essay Work Time Instruction Reteach: Syllable Pattern VC/CV Opinion Plan Work Time Assignments Word Study: Consonant Digraphs Interactive Reader Unit 5, Lesson 2 Vocabulary Selection: environmentalist, apparatus Academic: central, initial, appropriately, probability Read Aloud, Think Aloud” “Jacques Cousteau: Pioneer” Classroom Conversation Discussion Unit 5, Lesson 3 Time to Read Read Independently Vocabulary Prepositions with Time Word Study: Introduce the Vowel Sounds in moon and foot Unit 5, Lesson 3 Work Time Instruction Reteach: Vowel Sounds in moon and foot Work Time Assignments Word Vowel Sounds in moon and foot DAY 6 DAY 7 DAY 8 DAY 9 DAY 10 SELECTION Anchor Text from A Long Way Home Saroo Brierley SE p 423 SELECTION Anchor Text from A Long Way Home Saroo Brierley SE p 424 SELECTION Anchor Text from A Long Way Home Saroo Brierley SE p 425 SELECTION Anchor Text from A Long Way Home Saroo Brierley SE p 426 SELECTION Anchor Text from A Long Way Home Saroo Brierley SE p 427 MAKING MEANING Comprehension Check MAKING MEANING Close Read the Text MAKING MEANING Analyze Craft & Structure: LANGUAGE DEVELOPMENT Concept Vocabulary LANGUAGE DEVELOPMENT Author’s Style: Analogies
STANDARDS W.6.1.a-e Speaking and Listening: Annotated Map (RP) Evidence Log Students add notes and evidence that will be used to inform the Assessment. SELECTION TEST Selection Test: A Long Way Home STANDARDS SL.6.1.a-d; SL.6.2; SL.6.5 First-Review Guide: Watch the Selection Selection Audio Animation All About Exploration Comprehension Check Students complete comprehension questions. Close Review Students watch the video again and record any new observations. Analyze the Students will respond to questions about the video, citing textual evidence. STANDARDS L.6.10 Students add notes and evidence that will be used to inform the Assessment. SELECTION TEST Selection Test: Animation All About Exploration STANDARDS SL.6.1.a; SL.6.2 myPerspectives ELL Support Writing to Sources: Argument (RP) (TE p 428) Personalize for Learning English Language Support Define Key Terms (TE p 428) English Language Support Lesson: Mood (On Realize) Speaking and Listening: Annotated Map (RP) (TE p 429) Audio Summary Personalize for Learning English Language Support (TE p 430) Personalize for Learning English Language Support Drawing Conclusions (TE p 432) ELD Companion Support Unit 5, Lesson 7 Vocabulary Selection: sundown, origin Academic: identify, consider, relative, exchange Unit 5, Lesson 8 Time to Read Read Independently Vocabulary Unit 5, Lesson 8 Work Time Instruction Reteach: Consonant Sound /j/ Work Time Assignments Unit 5, Lesson 9 Vocabulary Selection: lot, wake Academic: suckered, slick, wheelie, flunk Unit 5, Lesson 10 Time to Read Read Independently
Read Aloud, Think Aloud “Robots at Work” Classroom Conversation Collaborative Discussion Word Study: Prepositions with Location Word Study: Introduce Consonant Sound /j/: g, j, dge Word Study: Consonant Sound /j/ Read Aloud, Think Aloud “Wayfarer: There is No Path” and “In This Short Life” Classroom Conversation Small-Group Discussion Vocabulary Word Inflected Endings Word Study: Consonant Sound /j/: g, j, dge
Personalize for Learning English Language Support: Irregular Verbs (TE p 437) Summary Mission Twinpossible : Accessible Leveled Text ELD Companion Support Unit 5, Lesson 10 Work Time Instruction Word Reader: Our National Government Work Time Assignments Word Study: Inflected Endings and Consonant Sound /j/ Unit 5, Lesson 11 Time to Read Read Independently Vocabulary Oops: Pronouns in Prepositional Phrases Word Study: Introduce Vowel Patterns augh, ough Unit 5, Lesson 11 Work Time Instruction Reteach: Vowel Patterns augh, ough Work Time Assignments Word Study: Vowel Patterns augh, ough Unit 5, Lesson 12 Vocabulary Selection: environment, ecosystem Academic: suggest, defense, thoughts, question Read Aloud, Think Aloud” “Earth’s Ecosystems” Classroom Conversation Collaborative Conversation Unit 5, Lesson 13 Time to Read Read Independently Vocabulary Oops: Pronouns in Prepositional Phrases Word Study: Introduce Multisyllabic Words
Determine the Central Idea: Make Inferences Students make inferences the main idea of a paragraph. Analyze and Structure: Determine the Central Idea: Make Inferences Analyze Craft: Determine the Central Idea: Make Inferences (RP) STANDARDS RI.6.1; RL.6.2; RI.6.5; L.6.4.b; L.6.4.c; L.6.4.d STANDARDS RL.2, RL.5, RL.10, L.4 myPerspectives ELL Support Word Study: Latin Root: -dur (RP) (TE p 448) Analyze Craft and Structure: Determine the Central Idea: Make Inferences (RP) (TE p 449) Conventions: Prepositions and Prepositional Phrases (RP) (TE p 450) Research: How-To-Essay (RP) (TE p 451) Personalize for Learning English Language Support: Prepositions and Prepositional Phrases (TE p 450) English Language Support Lesson: Prepositions and Prepositional Phrases (On Realize) Audio Summary from Tales From the Odyssey: Accessible Leveled Text Word Study: Latin Root: (RP) (TE p 459) Analyze Craft and Structure: Universal (RP) (TE p 460) Conventions: Participles and Gerunds (RP) (TE p 461) Personalize for Learning English Language Support: Participles and Gerunds (TE p 461) English Language Support Lesson: Participles and Gerunds (On Realize) ELD Companion Support
MAKING MEANING Concept Vocabulary expedition, trek, journeys, destination First Read Students Notice, Annotate, Connect, Respond as they read the selection the first time. Guide: Nonfiction Read the Selection Selection Audio To the Top of Everest Accessible Leveled Text Comprehension Check Students complete comprehension questions. To the Top of Everest First Read Extension Questions Research to Clarify Students research one unfamiliar detail from the excerpt. Close Read the Text Students will review the Close Read Model and complete the close read sections in the selection. Close Read the Text Analyze the Text Students will respond to questions about the text, citing textual evidence. Analyze the Text MAKING MEANING Analyze Craft & Structure: Central Idea Students will identify a central idea. Analyze Craft and Structure: Central Idea Analyze Craft and Structure: Central Idea (RP) LANGUAGE DEVELOPMENT Conventions: Subject Complements Students identify subject complements in phrases and sentences. Conventions: Subject Complements Conventions: Subject Complements (RP) Selection Test: To the Top of Everest EFFECTIVE EXPRESSION Prepare to Compare: Comparing Arguments Students compare arguments and Prepare to Compare: Comparing Arguments Writing to Compare: Opinion Essay Students use notes to write an opinion essay. Writing to Compare: Opinion Essay STANDARDS MAKING MEANING Media Vocabulary penciller; letterer Media Vocabulary First Review Students Look, Note, Connect, Respond as they study the images. First Review Guide: Media: View the Selection Selection Audio from Lewis & Clark: Accessible Text Comprehension Students complete comprehension questions. from Lewis & Clark: First Read Extension Questions Close Review Students will revisit the graphic novel and record any new observations. Analyze the Media Students will respond to questions about the graphic novel. Media Vocabulary STANDARDS RL.10; L.7.6 EFFECTIVE EXPRESSION Research Students write a timeline that shows the important events that happened during the Lewis and Clark expedition. Research: Annotated Timeline STANDARDS RI.7, W.7, W.8 EFFECTIVE EXPRESSION Assemble and Present Assign group members to explain the information about each event during the presentation. Evidence Log Students add and evidence that will be used to inform the Assessment. STANDARDS SL.2; SL.5
DAY 31 DAY 32 DAY 33 DAY 34 DAY 35 PERFORMANCE TASK: Speaking and Listening Focus Present an Argument SE pp 474-475 PERFORMANCE TASK: Speaking and Listening Focus Present an Argument SE p 475 INTRODUCE INDEPENDENT LEARNING SE pp 476-477 INDEPENDENT LEARNING SE pp 478-480 PERFORMANCE-BASED ASSESSMENT SE pp 481-438 PERFORMANCE TASK Present an Argument: Students write and present an argument in the form of an advertisement that answers the question: Why should we explore new frontiers? Plan with Your Students analyze the text, gather details and and organize their ideas. Rehearse with Your Group Students practice the presentation, fine-tune the content, and improve their use of media. STANDARDS W.6.1.b; W.6.4 PERFORMANCE TASK Present and Evaluate Students present as a and use checklist items to evaluate. STANDARDS SL.6.2; SL.6.4; SL.6.5; L.6.3.b Essential Question What drives people to explore? Independent Learning Strategies Create a Schedule Practice what you have learned Take Notes Independent Learning Strategies Table of Contents Preview Preview the selections in the unit and discuss how they relate to the EQ and unit topic. Contents MAKING MEANING First Read Students Notice, Annotate, Connect, Respond as they read the selection the first time. Guide Close-Read Guide Close-Read Guide Read the Text Students will review the Close Read Model and complete the close read sections in the selection. Analyze the Text Students will respond to questions about the text, citing textual evidence. Write Students write about a paragraph that grabbed their interest. Share Your Independent Learning Students share what they learned from independent learning with a group and reflect on how it adds to their understanding of Individualism. Evidence Log PERFORMANCE-BASED ASSESSMENT PREP Review Evidence for an Argument Students evaluate the strength of their evidence Evidence Log Students add notes and evidence that will be used to inform the Assessment. Writing to Sources: Argument Students will write an argument to answer the following: What fuels people’s desire to explore? Argument Rubric Students use the rubric to guide their revisions. STANDARDS W.6.1.b; W.6.10; L.6.3.b