LITERATURE Grades 6-8 Weeks 10-12 Learning Priorities Quarter Focus: How writers communicate a theme in different genres (CCSSR9). Weeks 11-12 are combined—each week includes few instructional days. Week of November 5 Weeks of November 12-22 Literature Genre __fable _ fantasy _poem __satire _drama _novel _short story _mystery _science fiction _historical fiction __legend _myth __fable _ fantasy _poem __satire _drama _novel _short story _mystery _science fiction _historical fiction _myth CCSSR5 and purpose, structure, techniques—the author’s choices Recommended: Use the index of your anthology to locate stories with techniques you want to include such as irony. If you are using a novel, continue the novel and also use a short story that features those techniques. Analyze how writers use techniques in different Analyze Begin an ongoing genre focus: Students can explain how genres differ--features of legends, myths, folktales, realistic fiction, other genres. Recommended: Students start a chart of genre techniques. Continue this analysis as students analyze more genres during the school year. Students identify techniques writer uses to communicate the theme or central message of a story. During second week, revisit text to analyze techniques and identify effects on reader. Assessment: Make a two-column chart based on this week’s reading. Recommended: Students make a chart of different genres. They list examples of works in each genre. Students select the literature they have read that they like best. They explain why they like it, including statements about the techniques the writer uses. Literature Terms (CCSSR4) genre, structure, techniques, central message, effect, literal, figurative—other technique terms Students make glossary of techniques—see list of techniques on next page. Integrate Writing /ANALYTIC Week 10 prepare to write constructed response—write it or improve it in 11--Identify techniques the writer uses and explain how they help communicate theme. Write examples for the glossary of author’s techniques. CCSSW5 List from text examples of effective use of punctuation. Make a punctuation guide including semi-colon, ellipse, other kinds of punctuation.
Analyze Craft and Structure CCSSR5 (writer’s choices) and CCSSR6 (purpose) Students should be able to interpret the writer’s use of these techniques to communicate the theme of a story or central idea of nonfiction. Story Writers Poets Nonfiction Writers Biographers action colloquialism descriptive details dialogue figurative language flashback foreshadowing hyperbole idiom imagery irony metaphor mood narrator first person second person third person omniscient onomatopoeia plot twist point of view repetition satire sensory detail simile story within a story suspense symbolism narration tone visual detail voice alliteration figurative language hyperbole imagery irony metaphor meter mood narrator onomatopoeia paradox personification point of view repetition rhyme rhythm satire sensory detail simile symbolism tone visual detail voice allusion analogy anecdote argument boldface captions compare contrast data debate description details dialogue examples figurative language graph headings humor illustrations imagery narrative point of view quotations sarcasm satire sequence text structure: cause-effect description problem-solution sequence table timeline titles and subtitles tone transition voice A biographer may use many of the nonfiction writer’s techniques as well as techniques of the story writer. Usually, these techniques are part of a biography. challenges commentary conflict conflict resolution context details dialogue mood quotations perspectives tone
Resources The following links connect to guides to strengthen and assess literacy skills that can be developed in demonstrations (“I do = I me”), guided reading (“Help me—we do), and independent work or assessments (“You do—Watch me) : Think Carefully Infer/support a Support your Analyze Analyze how writers use techniques in different story reading guides with evidence CCSSR1--read closely, then make logical inferences with evidence. This section lists all the inference items from the previous sections. The writing tasks included this quarter require students to read at comprehensive and thoughtful levels so they increase their Common Core competence and increase their ability to respond correctly to NWEA questions. Grades 6-8 Weeks 13-14 Learning Priorities LITERATURE Week of November 26 Week of December 3 Literature Genre __fable _ fantasy _poem __satire _drama _novel _short story _mystery _science fiction _historical fiction _myth __fable _ fantasy _poem __satire _drama _novel _short story _mystery _science fiction _historical fiction _myth show
Analyze techniques (CCSSR5) and infer purpose (CCSSR6) CCSSR.9 contrast literature with same theme (CCSSR2) Analyze how writers of two different genres communicate a parallel poem and story, myth and legend. You could include a story read previously. This analysis continues in the following week—the constructed response essay that students compose is based on this week’s readings. Infer author’s purpose—development of the theme or lesson-- and analyze techniques author uses to achieve tone, setting, characterization, figurative language Continue analysis of how writers of two different genres communicate the same theme. Infer author’s purpose—development of the theme or lesson-- and analyze techniques author uses to achieve tone, setting, characterization, figurative language authors develop it. Literature Terms (CCSSR4) characterization, figurative language, tone, author, purpose, conflict, conflict resolution, elements of fiction, plot structure analyze, compare, contrast characterization, figurative language, tone, author, purpose, conflict, conflict resolution, elements of fiction, plot structure analyze, compare, contrast Resource Links Graphic organizers to guide and assess Resource link: Analyze how writers use techniques in different Resource Link: Analyze Integrate Writing /ANALYTIC Constructed response—outline a comparison/contrast analysis of two different texts (based on the readings of the week). Write the constructed response based on the outline from last week. writing Make a guide to grammar correction with examples of subject-verb agreement and tense that you correct. Make your own prefix-suffix example list— Inter- de- mis- re- in- dis tri – pre- il- re- un- --ist -less -phophia -ness –er -ful –y Check your writing of the constructed response for subject-verb agreement and tense. CCSSW5 edit for grammar and usage to improve writing. Use a thesaurus to identify words that are useful to write about a writer’s techniques. Use thesaurus to identify words to enhance the constructed response. Grades 6-8 Second Quarter, Weeks 15-16 Learning Priorities LITERATURE Weeks of December 10-22 Include assessment of weeks 10-14 and response to identified needs. Literature Genre __fable _ fantasy _poem __satire _drama _novel _short story _mystery _science fiction _historical fiction examples, examples,
Constructed response Analytic writing (CCSSW2) strength of evidence provided to support the central claim. Improve your the use of transitions. constructed response for use of transitions, focus, and support. Analyze word Explain with examples how to use structure to determine word meaning in text. Make a guide to good examples students construct or cite, and nonexamples that they construct and correct. CCSSW5 edit for grammar and usage to improve writing. Improve the use of verbs in the analysis you wrote. Use verbs that are clear and specific. Write a guide to writing a constructed response. Analyze Craft and Structure CCSSR5 (writer’s choices) and CCSSR6 (purpose) Students should be able to interpret the writer’s use of these techniques to communicate the theme of a story or central idea of nonfiction. Story Writers Poets Nonfiction Writers Biographers action colloquialism descriptive details dialogue figurative language flashback foreshadowing hyperbole idiom imagery irony metaphor mood narrator first person second person third person omniscient onomatopoeia plot twist alliteration figurative language hyperbole imagery irony metaphor meter mood narrator onomatopoeia paradox personification point of view repetition rhyme rhythm satire sensory detail simile symbolism allusion analogy anecdote argument boldface captions compare contrast data debate description details dialogue examples figurative language graph headings humor illustrations imagery A biographer may use many of the nonfiction writer’s techniques as well as techniques of the story writer. Usually, these techniques are part of a biography. challenges commentary conflict conflict resolution context details dialogue mood quotations perspectives
point of view repetition satire sensory detail simile story within a story suspense symbolism narration tone visual detail voice tone visual detail voice narrative point of view quotations sarcasm satire sequence text structure: cause-effect compare/contrast description problem-solution sequence table timeline titles and subtitles tone transition voice tone SOCIAL SCIENCE LITERACY PRIORITIES Grades 6-8 Weeks 10-12 Weeks 11-12 are combined—each week includes few instructional days. Read/Write to Learn; Learn to Read BETTER! Week of November 5 Weeks of November 12-22 Nonfiction Sources __ topic/trade book _ biography _ history __article _video __textbook _museum exhibit _reference source _primary source __ topic/trade book _ biography _ history __article _video __textbook _museum exhibit _reference source __primary source DEVELOP NONFICTION LITERACY 2 analyze and main 6 analyze structure Teacher sets a FOCUS question. Teacher models how to figure out structure of a text. sequence or time order compare and contrast description cause-effect Students use text features and structure of text to identify main ideas and central idea. Academic Vocabulary Student constructs topic glossary. Write to Respond Student collects ideas and information to respond to the Focus Question, citing evidence from the source. Students select a topic they have learned and organize/outline a nonfiction report using one of these structures: sequence or time order compare and contrast description cause-effect
Week of November 26 Week of December 3 Nonfiction Sources __ topic/trade book _ biography _ history __article _video __textbook _museum exhibit _reference source _primary source __ topic/trade book _ biography _ history __article _video __textbook _museum exhibit _reference source __primary source DEVELOP NONFICTION LITERACY CCSSR7 integrate ideas and information from different sources CCSSR5 Use text features to locate information. Teacher sets a FOCUS question. Students locate ideas and information to respond to it. Identify text features the writer uses. Identify text structure Outline or use a graphic organizer to the central idea and supporting ideas. Write to Respond: Select ideas and information to respond to the Focus Question. Students continue to research to respond to the focus question—from another source. Write to Respond: Students integrate information from both sources to respond to the Focus Question. Constructed Response: Compare the kinds of information presented in the two sources. SOCIAL SCIENCE LITERACY PRIORITIES Grades 6-8 Week 15 Include mid-quarter assessment of weeks 10-14 and response to identified needs. Read/Write to Learn; Learn to Read BETTER! Weeks of December 10-22 Nonfiction Sources __ topic/trade book _ biography _ history __article _video __textbook _museum exhibit _reference source _primary source DEVELOP NONFICTION LITERACY CCSSR7—integrate ideas and information CCSSW7—respond to a topic or question by integrating ideas and information from different sources. Teacher organizes a task: Students choose a topic from first semester to report in a format that can educate others—a booklet, a display, historical fiction, another format. Students construct the report collaboratively. Comprehensive Assessment of Weeks 10-14: List the task(s) that students will complete.
ideas and information from two sources to support central idea. information from two sources to support central idea. SCIENCE LITERACY PRIORITIES Grades 6-8 Weeks 15-16 Read/Write to Learn; Learn to Read BETTER! Include mid-quarter assessment of weeks 10-14 and response to identified needs. Weeks of December 10-22 Nonfiction Sources __ topic/trade book _ article _video __textbook _museum exhibit _reference source __Internet source DEVELOP NONFICTION LITERACY CCSSW7 Write to respond to a focus question. Recommended for weeks 15-16 Teacher organizes a task: Students choose a new topic to explore with concepts of science. Students research independently and then collaborate. Students choose a format—a way report in a format that can educate others—a booklet, a display, a chapter, a webpage, another format. Students construct the report collaboratively. Content assessments also can be completed during this two-week period. SCIENCE LITERACY PRIORITIES Grades 6-8 Weeks 17-18 Learning Priorities Read/Write to Learn; Learn to Read BETTER!