See District Modules Below See District Modules Below District/School Writing Tasks Primary Focus RI.6.1, RI.6.2, RI.6.4, RI.6.5, RI.6.9 RL.6.1, RL.6.2, RL.6.3, RL.6.4, RL.6.6, RL.6.10 W.6.3 Secondary Focus W.6.1, W.6.2, W.6.4, W.6.5 Routine Writing W.6.10 21st Century Skills CRP1. Act as a responsible and contributing Citizen and employee. CRTP4. Communicate clearly and effectively and with reason. CRTP7. Employ valid and reliable research strategies. CRP11. Use technology to enhance productivity. Interdisciplinary Connections Science Social Studies Geography Big Question of the Unit: “ Is conflict always bad?”
Adapt speech to a variety of contexts and tasks (SL.6.6) Assessments Screening Formative Summative Authentic Reading Interest/Strategy Inventory On Demand Personal Narrative Teacher review of portfolio (5th grade) SRI score 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 (Week of October 7) District - End of Module Assessment (Week of November 1) Published personal narrative Tasks (PH Lit pp. 370-371) Socratic Seminar Block Schedule (90 Minutes) Opening Core curriculum (review target learning outcome) 5 Work Time: PHLit Core curriculum: *See: engageny.org ELA Appendix for full list of strategies/implementation 50
learning in Egypt pg. 247 Independent reading is an encouraged component of the MS ELA Curriculum. For this unit, texts that align to the Big Question include the following: Fiction Nonfiction Sherlock Holmes Mysteries by Sir Arthur Conan Doyle Come Sing, Jimmy Jo by Katherine Paterson All Creatures Great and Small by James Herriot An Island Like You: Stories of the Barrio by Judith Cofer The Book of Questions by Pablo Neruda (Poetry) Cathedral: The Story of Its Construction by David Macaulay My Side of the Mountain by Jean Craighead George ELA Model Content Framework Chart - Grade 6 Module A: UNIT 2 “Is conflict always bad?” (Pacing: 5 Weeks: Sept. 8-Oct. 7) Reading Complex Texts*† (RL/RI.6.10) Writing to Texts (W.6.1-6, 9-10, RL/RI.6.1-10) ResearchProject (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: 1. The Circuit pp. or The All American Slurp pp. 286-296. 2. The King of Mazy May pp. 306-314 or Aaron’s Gift pg. Reading for Information “Race to the End of the Earth” and “Gold Rush: The Journey by Land” pp. Comparing Literary Works “The Fun They Had”, pg. 343-347 & “Feathered Friend”, pp. 348-352 Develop & convey understanding Text-Dependent Question Responses (i.e., the PHLit Critical Thinking) Reader’s/Writer’s Notebook Entries Annotations Response to Literature Explanatory Reading for Information: Explanatory Text: Essay (Timed Writing, p. 341) Comparing Literary Works Explanatory Text: Essay (Timed Writing, p. 353) Convey experiences, events and/or procedures Units of Study Personal Narrative Integrates knowledge from sources when composing 341
Comparing Literary Works Becky and the Wheels and Brake Boys pg. 252-259 & The Southpaw pp. 260-262 Reading for Information “The Seven Wonders of the World and Art, Architecture, and learning in Egypt” pp. 244-249 Anchor Charts Character motives (internal and external) Using Text Aids and Features Reader’s Notebook: Response to Literature Text-dependent questions pg. 259 and pg. Character motive chart pg. 263 Comparing motives pg. 263 District Mid Module Assessment PH LIT: RL.6.3 RI.6.6 RI.6.7 Writing PhLit Writing Activity (Responding to Lit.) Skill/Small Group Student Assessment/Evidence (CW/HW) Standards Comparing Literary Works-Explanatory Essay pg. 263 Reading for Information-Position Statement pg. 249 5 Minute Planner, pg. 253 Compare/contrast Analyze/explain 5 Minute Planner, pg. 249 Character Chart, pg. 250 Explanatory Essay (On Demand Timed) Position Statement (On Demand Timed Writing) W.6.2 W.6.1 Units of Study-Narrative Skill/Small Group Student Assessment/Evidence (CW/HW) Standards Bend II - Sessions 7-9 See Units of Study Narrative See Units of Study Language PhLit Word Study Skill/Small Group Student Assessment/Evidence (CW/HW) Standards Vocabulary from 2 selections Acquisition and use of language Academic Vocabulary: English Academic Vocabulary: Spanish Standards describe, plot, episodes, character traits, resolution, dialogue, argument, claim, relevant evidence, persuade, conclusion descibir, episodios, resolucion, dialago, argumentos, reclamacion, persaudir, RL.6.3 W.6.1
Brainstorming Analyzing a character Character Description Units of Study-Narrative Skill/Small Group Student Assessment/Evidence (CW/HW) Standards Bends II, III - Sessions 10-12 See Units of Study Personal Narrative-Draft See Units of Study Language PhLit Word Study Skill/Small Group Student Assessment/Evidence (CW/HW) Standards 1.Vocabulary pg. 272 OR pg. 284 2.Latin prefix (com-) pg. 272 3. Simple Verb Tenses pg. 298 Acquisition and use of language Identify and apply knowledge of verbs L.6.1 L.6.4 Academic Vocabulary: English Academic Vocabulary: Spanish Standards Theme, central idea, convey, details, summarize, distinct, fact, opinion, judgement Tema, idea central, detalles, resumir, distincto, opinion RL6.2 RL6.3 Module A: Unit 2 -Week 7 Reading PhLit Complex Text Skill/Small Group Student Assessment/Evidence (CW/HW) Standards
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 Grades 6-8 ELA Curriculum: Appendix 1: Teaching Practices and Protocols NJ Educator Resource Exchange The Reading & Writing Project Resources Teaching that Makes Sense In Common: Effective Writing for All students · Pearson Success Net (Home Page Orientation) · 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 data Solo 6 Vocabulary Spelling City Reading Rewards ProQuest: http://www.proquest.com/libraries/schools/ Tween Tribune: http://tweentribune.com NEWSELA: https://newsela.com Management/Organizational Chart Week 1 of 2 Monday Tuesday Wednesday Thursday Friday Notes/Comments Teacher led small group instruction Group A Group B Teacher led small group instruction Group C Group D Teacher led small group instruction Group A Group B Teacher led small group instruction Group C Group D Teacher led small group instruction Group A Group B Each group is 15 minutes Group members may be flexible; based on student need. Student Choice Leveled Readers Group B Group A Student Choice Leveled Readers Group D Group C Student Choice Leveled Readers Group B Group A Student Choice Leveled Readers Group D Group C Student Choice Leveled Readers Group B Group A
Content Read See Appendix Instructional Software Group C Content Read See Appendix Instructional Software Group A Content Read See Appendix Instructional Software Group C Content Read See Appendix Instructional Software Group A Content Read See Appendix Instructional Software Group C Instructional Software Content Read See Appendix Group D Instructional Software Content Read See Appendix Group B Instructional Software Content Read See Appendix Group D Instructional Software Content Read See Appendix Group B Instructional Software Content Read See Appendix Group D Management/Organizational Chart Week 2 of 2 Monday Tuesday Wednesday Thursday Friday Notes/Comments Teacher led small group instruction Group C Group D Teacher led small group instruction Group A Group B Teacher led small group instruction Group C Group D Teacher led small group instruction Group A Group B Teacher led small group instruction Group C Group D Each group is 15 minutes Group members may be flexible; based on student need. Student Choice Leveled Readers Group D Group C Student Choice Leveled Readers Group B Group A Student Choice Leveled Readers Group D Group C Student Choice Leveled Readers Group B Group A Student Choice Leveled Readers Group D Group C Content Read See Appendix Instructional Software Group A Content Read See Appendix Instructional Software Group C Content Read See Appendix Instructional Software Group A Content Read See Appendix Instructional Software Group C Content Read See Appendix Instructional Software Group A
Famous Speeches: Lincoln’s 2nd Inaugural Address 3-8 580L- 1150L War + peace x YES Anchor 1: What the text says Anchor 2: Central Idea 150 Years Later, Battle Lingers over how Textbooks Explain Civil War 3- 9 570L- 1220L kids x YES Anchor 2: Central Idea Anchor 6: Point of View + Purpose ReadWorks.org Search by keyword, grade, lexile Multiple choice and short answer questions W/ answer key Many have paired texts to build knowledge Many have Step Reads (a modified version) Many have additional Vocabulary worksheets Title Type/ Topic Vocab Images Paired Text/ STEP ANCHOR Standards Famous Scientists & Mathematicians: Sigmund Freud 5 790L Life Science YES R.1, R.2, R.10 L.4, L.6 The Dino Express 5 890L Earth and Space, Life Science YES YES R.1, R.2, R.9, R.10 L.4, L.6 Salt:The Rock We Eat 6 950L Science, Fitness, YES R.1, R.2, R.10 L.4, L.6
And His Thinking Was Calliope May/June 2014 1120L 7th-10th Images R1, R2, R4, R7, R9, R10 Coping With Anger LISTEN March 2008 Vol. 61 No.7 1030L 6th-8th R1, R2, R4, R9, R10 Crazy Ants in Your Computer Worldbook Jun 2016 1140L8th-10th R1, R2, R4, R9, R10 “I Want to be a Boy Scout. There is Just One Hitch” New York Times Nov 2015 1180L 8th- 10th Questions R1, R2, R4, R9, R10