ELA GRADE 6                                                                                          Page  of

The Grade 6 ELA curriculum is designed to provide students with the instruction they need to continue to develop and enhance their literacy skills. Building on the skills and strategies that the children have developed in fifth grade, the ELA curriculum supports children as they learn to read with increasing fluency, comprehension and independence

Reading instruction begins with a targeted mini-lesson, followed by group or independent skill building lessons and independent practice time. The Reading block also consists of Independent Reading time. While students are reading independently, strategy groups and individual reading conferences take place. Strategy groups are comprised of students who need targeted practice on a specific skill and strategy, and individual conferences are tailored to specific student needs.

Writing instruction also begins with a targeted mini-lesson, followed by an opportunity for group and individual practice of targeted skill. The block also consists of Independent Writing time. While students are working on individual pieces, the teacher is holding small group or individual conferences based on specific strategies to improve student writing skills. Strategy groups are made up of students who demonstrate a need for targeted practice or enrichment of specific skills or strategies.

ELA instruction for the year is organized into 6 units of study, which are described below:

Units:

Unit 1.

Unit 2.

Unit 3.

Unit 4.

Unit 5.

Unit 6.




Unit Title

Unit 1

Timeframe 

30 Days/6 Weeks

Unit Summary

Students will explore complex texts including both realistic and historical fiction as well as expository and narrative nonfiction genres. Students will close read texts applying comprehension strategies such as visualizing and rereading. They will demonstrate understanding of character, setting, and plot in fiction and central idea and key details and author’s point of view of nonfiction. Students will build vocabulary, contextual clues strategies, deepen understanding of how words and sentences work, and utilize narrative techniques to develop real or imagined experiences or events.

Learning Targets

Essential Questions

Week 1: How do new experiences offer new perspectives?

Week 2: Why do people form alliances?

Week 3: How do life forms vary in different environments?

Week 4: How do natural forces affect Earth?

Week 5: What factors influence how people use money?

Enduring Understandings

Students will understand:

  • A person’s perspective is the way he or she sees the world. New experiences can change a person’s perspective.
  • An alliance is when people come together to achieve a common goal. People might form alliances to get something they want or to overcome adversity.
  • Scientists place life forms into groups based on similar characteristics. This process is known as classification. Different animal species have characteristics that allow them to live and thrive in different environments.
  • Movement below Earth’s surface affects what happens on the surface of Earth. Forces within our Earth often produce dramatic surface changes. Major natural events, like earthquakes and volcanic eruptions, show that Earth is dynamic.
  • When spending money, people must consider certain factors such as price, quality, and usefulness of what they are “buying.” Understanding that prices fluctuate allows a person to track their spending, plan ahead, and spend their money wisely.

Know

By the end of this unit, students will know:

  • Vocabulary Terms: consolation, glimmer, heinous, indispensable, perception, phobic, sarcastic, threshold, adversity, alliance, confinement, inflicted, reminisce, retrieved, smuggle, spindly, classification compartment, engulfs, flanked, maneuvering, obscure, species, submerged, cascaded, documentation, dynamic, exerts, plummeting, pulverized, scalding, shards, available, basically, factors, fluctuate, formula, inventory, manufactured, salaries
  • Vocabulary Strategies: contextual clues (sentence clues and paragraph clues,) Greek roots, metaphor and simile, root words
  • Comprehension Strategies: visualize, reread
  • Comprehension Skills: character/setting/plot: compare/contrast and sequence, central idea and key details, author’s point of view
  • Genres: realistic and historical fiction, expository, narrative nonfiction
  • Phonics/Spelling: short vowels, long vowels, frequently misspelled words, r-controlled vowels, compound words
  • Fluency: expression and phrasing, intonation, accuracy, rate
  • Writing Traits: organization, word choice, ideas, voice, sentence fluency
  • Grammar: sentence types, subjects and predicates, sentence combining, complex sentences, run-on sentences and comma splices

Do

By the end of this unit, students will be able to:

  • Acquire and use accurately grade appropriate academic and domain-specific words and phrases
  • Determine the meaning of words and phrases in text utilizing clues within sentences and in the paragraph or surrounding paragraphs
  • Use common, grade appropriate Greek roots as clues to determine the meaning of a word
  • Interpret the meanings of metaphors and similes in context
  • Respond to reading citing text evidence to support analysis of realistic and historical fiction, expository, and narrative nonfiction genres
  • Monitor comprehension by applying the strategies of visualizing and rereading to clarify understanding of the text read
  • Compare and contrast how characters respond or change as a story’s plot unfolds
  • Analyze how a particular sentence, paragraph or event fits into the overall structure of a text
  • Determine a central idea of a nonfiction text and how it is conveyed through particular details
  • Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text
  • Read on-level text orally with accuracy, appropriate rate, intonation, and expression and phrasing on successive readings.
  • Use knowledge of short and long vowels sounds, r-controlled vowels, compound words, and syllabication patterns to accurately read unfamiliar multisyllabic words
  • Apply narrative writing techniques such as organization, word choice, voice and sentence fluency
  • Identify, capitalize and punctuate sentence types correctly
  • Vary sentence lengths by combining sentences creating complex sentences and eliminating run-on sentences
  • Use words, phrases, and clauses to create cohesion in writing
  • Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details and well-structured event sequences.
  • Use technology to produce and publish writing and to interact and collaborate with others in order to strengthen writing as needed

Evidence of Learning

Formative

Wonders Weekly Assessment

Running Records

Formative Assessment Strategies 

53 Ways to Check for Understanding

Traits Rubric for Grades 3-6

Narrative Writing Piece: Autobiographical Sketch, Personal Narrative, Memoir, etc.

Summative/ Benchmark

Wonders Unit Assessment

MAP Reading Assessment

F&P Benchmark Assessment

Alternative Assessments

Wonders Fluency Assessment

Wonders Unit Research and Inquiry Projects

LCD Task Template Collection 

Steps in Designing a Performance Task

Task Template (WORD)

Performance Task Review Criteria

Technology Upgrades for Performance Tasks

Learning Activities

*Utilize the “Gradual Release of Responsibility” approach to teaching:

  1. Introduce and Define the Skill/Strategy/Technique
  2. Model Accurate use of Skill/Strategy/Technique for students
  3. Partner/Small Group Application of Skill/Strategy/Technique
  4. Independent Practice of Skill/Strategy/Technique

*Monitor student’s progress through small group, independent conferencing and goal setting, and running records

*Suggested Weekly Lesson Plan:

Day 1: introduction and discussion of Essential Question, whole group interactive read aloud for listening comprehension, preview genre, preview comprehension strategy, analyze vocabulary terms, close read of complex text (Reading/Writing Workshop book), writing genre expert model analysis

Day 2: comprehension strategy and skill work, analysis of genre, vocabulary strategy work, writing genre prewriting

Day 3: phonics and decoding work, close read complex text (Literature Anthology book), writing genre drafting

Day 4: fluency practice, differentiated instruction (Leveled texts), writing genre drafting

Day 5: differentiated instruction, review and assess, writing genre proofreading/editing

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Wonders Reading Program ( Hardcopy and electronic edition)

  • Teacher Edition
  • Reading/Writing Workshop
  • Literature Anthology
  • Leveled Readers
  • Your Turn Practice Book
  • Visual Vocabulary Cards
  • Leveled Workstation Activity Cards

Classroom Library Tradebooks

Extended Complex Text - Classroom Library

Google Classroom

Crafting Nonfiction:  Lessons on Writing Process, Traits, and Craft (Book)

Smart Writing Program (Book)

Writing by Design (Book)

Equipment

Cromebooks

Smartboards

Supplemental Resources

Newsela 

Sound Spelling Cards

High-Frequency Word Cards

Interactive Games

Graphic Organizers 

Interactive Read-Alouds: Linking Standards, Fluency, and Comprehension (Book)

F&P Prompting Guides

Reading

·           Close In on Close Reading

·           How To Close Reading Video

·           Teaching Channel: Thinking Notes Strategy For Close Reading

·           Common Core Reading Strategies Informational Text

·           Writing Summary

·           Summary-Non-Fiction Text

·           YouTube Reading Lessons Middle School

·           Common Core Strategies

·           Teaching Reading

·           Close Reading Model Lessons

·           Literary Analysis

·           Teaching Theme

·           Teaching Theme (video)

·           Character Analysis

Writing/Language

·           Evidence Based Arguments

·           Writing Resources by Strand

·           Argumentative Writing YouTube

·           Writing Exemplars - Argument/Opinion

·           Personal Narrative

·           PARCC Writing Resources

·           Writing Exemplars by Grade Level and Aspects to Consider in Writing

·           Thesis Writing

·           Discussion, Planning and Questioning 

·           Grammar

·           Purdue OWL Writing Lab

Speaking & Listening

·           Inquiry Based Learning (Edutopia)

·           Engaging Students Using Discussion

·           Strategies for Student Centered Discussion 

·           Socratic Seminar: ReadWriteThink

·           Fishbowl Strategy

·           Stems on Fostering Class Discussion

·           Fishbowl Strategies: Teach Like This

·           Accountable Talk 

Critical Thinking

·           Levels of Thinking in Bloom’s and Webb’s Depth of Knowledge

·           Cognitive Rigor Chart

·           5 Strategies For Middle School Classrooms

·           Spectrum of Standards by Grade; Breakdown of Standards and Sample Lessons

Standards

Standards in bold are major areas of focus for the unit.

Reading

Writing & Language

Speaking and Listening

RL.6.1. Cite textual evidence and make relevant connections to support analysis of what the text says explicitly as well as inferences drawn from the text.

W.6.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. A. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. B. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. C. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. D. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. E. Provide a conclusion that follows from the narrated experiences or events.

SL.6.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. A. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. B. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. C. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. D. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

SL.6.2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

RL.6.3. Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

SL.6.3. Deconstruct a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

RL.6.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

W.6.4. Produce clear and coherent writing in which the development, organization, voice and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

SL.6.4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate speaking behaviors (e.g., eye contact, adequate volume, and clear pronunciation).

RL.6.5. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

W.6.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

SL.6.5. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

RL.6.6. Explain how an author develops the point of view of the narrator or speaker in a text.

W.6.6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

SL.6.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate

RL.6.7. Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.

RL.6.9. Compare, contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

RL.6.10. By the end of the year read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, scaffolding as needed.

W.6.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. A. Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”). B. Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).

RI.6.1. Cite textual evidence and make relevant connections to support analysis of what the text says explicitly as well as inferences drawn from the text.

W.6.10. Write routinely over extended time frames (time for research, reflection, metacognition/self correction, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

RI.6.2. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

L.6.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. E. Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.

RI.6.3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

L.6.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. A. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. B. Spell correctly.

RI.6.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

L.6.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. A. Vary sentence patterns for meaning (syntax), reader/listener interest, and style/voice. B. Maintain consistency in style and tone.

RI.6.5. Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.

L.6.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. A. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. B. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). C. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. D. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

RI.6.6. Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

L.6.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. A. Interpret figures of speech (e.g., personification) in context.

L.6.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

RI.6.8. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not

RI.6.10. By the end of the year read and comprehend literary nonfiction at grade level text-complexity or above, with scaffolding as needed.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Science:  Students will read informational texts connected to Science content. Students will connect the unit theme with various informational texts.

Social Studies: Students will read informational texts connected to Social Studies content. Students will connect the unit theme with various informational texts.

Arts/Media:  Students will explore the portrayal of the unit theme through various artistic mediums

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP3. Attend to personal health and financial well-being.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP10. Plan education and career paths aligned to personal goals.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 8th grade,

  • 9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career.

Technology Standards - 8.1

6-8th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Select and use applications effectively and productively.

8.1.8.A.2 Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.8.B.1 Synthesize and publish information about a local or global issue or event (ex. telecollaborative project, blog, school web).

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Contribute to project teams to produce original works or solve problems.

8.1.8.C.1 Collaborate to develop and publish work that provides perspectives on a global problem for discussions with learners from other countries.

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Advocate and practice safe, legal, and responsible use of information and technology.

8.1.8.D.1 Understand and model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics including appropriate use of social media.

  • Demonstrate personal responsibility for lifelong learning.

8.1.8.D.2 Demonstrate the application of appropriate citations to digital content.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

Modifications/Accommodations

(IEPs, ELLs, 504s, G/T & BASIC SKILLS)

  • I.E.P
  • Individualized student modifications will be determined by collaboration between Child Study Team, Regular and Special Education teachers, and OT/PT/Speech specialists (as needed).
  • 504 s
  • Individualized student modifications will be determined by collaboration between Principal, Parents, Teachers, and School Nurse/Other medical professionals (as needed).
  • GT
  • Small Group Instruction to extend skills (Weekly, TBD by Principal/GATE instructors)
  • Student-Selected, Independent Research Projects/Presentations
  • “Beyond” Leveled Readers and Small Group Instruction (Wonders)
  • “Challenge” Word Study Lists
  • Differentiated Writing Checklists for Writing Assignments
  • Basic Skills
  • “Approaching” Leveled Readers and Small Group Instruction (Wonders)
  • “Approaching” Word Study Lists
  • Small group instruction/remediation of skills
  • Dedicated Title 1 Instruction time with Title 1 Teachers (TBD by Principal)
  • Differentiated Writing Checklists for Writing Assignments
  • ELLs
  • Students will receive extended time (as needed)
  • Visual Vocabulary Lists and ELL Word Study Lists
  • Sheltered English Instruction (Additional language objectives for lessons)
  • “ELL” Leveled Readers and Small Group Instruction (Wonders)
  • Additional Small Group Instruction of Foundational Literacy Skills (TBD by principal)
  • Differentiated Writing Checklists for Writing Assignments
  • Modifications for PARCC Assessment (Extended time)


Unit Title

Unit 2

Timeframe 

30 Days/6 Weeks

Unit Summary

Students will explore complex texts including historical fiction, poetry, and expository text genres. Students will close read texts applying comprehension strategies such as asking and answering questions and making predictions. Students will demonstrate understanding of the text structures problem and solution and compare and contrast, theme, and author’s point of view of historical fiction. Students will build vocabulary, develop an understanding of Greek/Latin affixes and roots, differentiate between words connotative and denotative meanings, deepen understanding of how words and sentences work, and utilize techniques to develop informative text.

Learning Targets

Essential Questions

Week 1: What contributions were made by early civilizations?

Week 2: How did democracy develop?

Week 3: What was life like for people in ancient cultures?

Week 4: What influences the development of a culture?

Week 5: What can the past teach us?

Enduring Understandings

Students will understand:

  • A contribution is knowledge, effort, or money that helps to achieve an end result. Through the study of ancient ruins, artifacts, etc. people of today have a clearer understanding and appreciation of ancient cultures.
  • For thousands of years people have been aspiring to govern themselves. The ideas of democracy were developed by philosophers in ancient Greece and Rome. The founders of the United States of America created a government based on these ancient ideas.
  • By studying evidence from past societies, people better understand what life was like for people who lived in ancient times.
  • The cultural development of a region is influenced by its geography and by the ideas and accomplishments of its people.
  • By reading stories, novels and poetry, researching information including photographs, and exploring ancient ruins, people begin to contemplate the lives of ancient people and question how things that happened in the past also affect the present and future.

Know

By the end of this unit, students will know:

  • Vocabulary Terms: artifact, communal, derived, inscription, millennium, stationery, utilize, yields, aspiring, foundations, preceded, principal, promote, restrict, speculation, withstood, alcove, commerce, domestic, exotic, fluent, stifling, upheaval, utmost, benefit, deftly, derision, eaves, expertise, impudence, legacy, symmetry, commemorate, contemplate, forlorn, lyric poetry, majestic, meter, rhyme scheme, sonnet
  • Vocabulary Strategies: Latin roots, Greek and Latin prefixes, connotation and denotation, Greek and Latin suffixes, personification
  • Comprehension Strategies: asking and answering questions and making predictions
  • Comprehension Skills: text structure: problem and solution and compare and contrast, point of view, theme
  • Genres: expository, historical fiction, lyric poetry, sonnet
  • Phonics/Spelling: irregular plurals, inflectional endings, closed syllables, open syllables, consonants + -le syllables
  • Fluency: rate, accuracy, expression, phrasing
  • Writing Traits: ideas, organization, sentence fluency, word choice
  • Grammar: nouns (kinds, singular and plural, possessive), appositives

Do

By the end of this unit, students will be able to:

  • Acquire and use accurately grade appropriate academic and domain-specific words and phrases
  • Determine the connotative and denotative meaning of words and phrases in text utilizing clues within and beyond sentences
  • Use common, grade appropriate Greek and Latin affixes and roots as clues to determine the meaning of a word
  • Interpret the meanings of personification in context
  • Respond to reading citing text evidence to support analysis of historical fiction, expository, lyric poetry and sonnet
  • Monitor comprehension by applying the strategies of asking and answering questions and making predictions
  • Cite evidence to support analysis of both problem and solution and compare and contrast text structures
  • Analyze how a particular sentence, paragraph or event fits into the overall structure of a text
  • Determine the theme of a text and how it is conveyed through particular details
  • Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text
  • Read on-level text orally with appropriate rate, accuracy, expression and phrasing on successive readings
  • Apply knowledge of irregular plurals, inflectional endings, and syllabication patterns to accurately read unfamiliar multisyllabic words
  • Apply informative writing techniques such as development of ideas, organization, sentence fluency, and word choice
  • Write and read accurately singular, plural, and possessive nouns
  • Use commas, hyphens, and parentheses to set off parts of sentences
  • Write informative texts to convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
  • Develop a topic with relevant and researched facts, definitions, concrete details, quotations, or other information and examples.
  • Use technology to produce and publish writing and to interact and collaborate with others in order to strengthen writing as needed

Evidence of Learning

Formative

Wonders Weekly Assessment

Running Records

Formative Assessment Strategies 

53 Ways to Check for Understanding

Traits Rubric for Grades 3-6

Informative Writing Piece: Explanatory Essay, formal letter, multimedia presentation, etc.

Summative/ Benchmark

Wonders Unit Assessment

MAP Reading Assessment

F&P Benchmark Assessment

Alternative Assessments

Wonders Fluency Assessment

Wonders Unit Research and Inquiry Projects

LCD Task Template Collection 

Steps in Designing a Performance Task

Task Template (WORD)

Performance Task Review Criteria

Technology Upgrades for Performance Tasks

Learning Activities

*Utilize the “Gradual Release of Responsibility” approach to teaching:

  1. Introduce and Define the Skill/Strategy/Technique
  2. Model Accurate use of Skill/Strategy/Technique for students
  3. Partner/Small Group Application of Skill/Strategy/Technique
  4. Independent Practice of Skill/Strategy/Technique

*Monitor student’s progress through small group, independent conferencing and goal setting, and running records

*Suggested Weekly Lesson Plan:

Day 1: introduction and discussion of Essential Question, whole group interactive read aloud for listening comprehension, preview genre, preview comprehension strategy, analyze vocabulary terms, close read of complex text (Reading/Writing Workshop book), writing genre expert model analysis

Day 2: comprehension strategy and skill work, analysis of genre, vocabulary strategy work, writing genre prewriting

Day 3: phonics and decoding work, close read complex text (Literature Anthology book), writing genre drafting

Day 4: fluency practice, differentiated instruction (Leveled texts), writing genre drafting

Day 5: differentiated instruction, review and assess, writing genre proofreading/editing

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Wonders Reading Program ( Hardcopy and electronic edition)

  • Teacher Edition
  • Reading/Writing Workshop
  • Literature Anthology
  • Leveled Readers
  • Your Turn Practice Book
  • Visual Vocabulary Cards
  • Leveled Workstation Activity Cards

Classroom Library Tradebooks

Extended Complex Text - Classroom Library

Google Classroom

Crafting Nonfiction:  Lessons on Writing Process, Traits, and Craft (Book)

Smart Writing Program(Book)

Writing by Design (Book)

Equipment

Cromebooks

Smartboards

Supplemental Resources

Newsela 

Sound Spelling Cards

High-Frequency Word Cards

Interactive Games

Graphic Organizers 

Interactive Read-Alouds: Linking Standards, Fluency, and Comprehension (Book)

F&P Prompting Guides

Reading

·           Close In on Close Reading

·           How To Close Reading Video

·           Teaching Channel: Thinking Notes Strategy For Close Reading

·           Common Core Reading Strategies Informational Text

·           Writing Summary

·           Summary-Non-Fiction Text

·           YouTube Reading Lessons Middle School

·           Common Core Strategies

·           Teaching Reading

·           Close Reading Model Lessons

·           Literary Analysis

·           Teaching Theme

·           Teaching Theme (video)

·           Character Analysis

Writing/Language

·           Evidence Based Arguments

·           Writing Resources by Strand

·           Argumentative Writing YouTube

·           Writing Exemplars - Argument/Opinion

·           Personal Narrative

·           PARCC Writing Resources

·           Writing Exemplars by Grade Level and Aspects to Consider in Writing

·           Thesis Writing

·           Discussion, Planning and Questioning 

·           Grammar

·           Purdue OWL Writing Lab

Speaking & Listening

·           Inquiry Based Learning (Edutopia)

·           Engaging Students Using Discussion

·           Strategies for Student Centered Discussion 

·           Socratic Seminar: ReadWriteThink

·           Fishbowl Strategy

·           Stems on Fostering Class Discussion

·           Fishbowl Strategies: Teach Like This

·           Accountable Talk 

Critical Thinking

·           Levels of Thinking in Bloom’s and Webb’s Depth of Knowledge

·           Cognitive Rigor Chart

·           5 Strategies For Middle School Classrooms

·           Spectrum of Standards by Grade; Breakdown of Standards and Sample Lessons

Standards

Standards in bold are major areas of focus for the unit.

Reading

Writing & Language

Speaking and Listening

RL.6.1. Cite textual evidence and make relevant connections to support analysis of what the text says explicitly as well as inferences drawn from the text.

W.6.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. A. Introduce a topic and organize ideas, concepts, and information, using text structures (e.g., definition, classification, comparison/contrast, cause/effect, etc.) and text features (e.g., headings, graphics, and multimedia) when useful to aiding comprehension. B. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. C. Use appropriate transitions to clarify the relationships among ideas and concepts. D. Use precise language and domain-specific vocabulary to inform about or explain the topic. E. Establish and maintain a formal/academic style, approach, and form. F. Provide a concluding statement or section that follows from the information or explanation presented.

SL.6.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. A. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. B. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. C. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. D. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

RL.6.2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments

SL.6.2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

SL.6.3. Deconstruct a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

RL.6.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

W.6.4. Produce clear and coherent writing in which the development, organization, voice and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

SL.6.4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate speaking behaviors (e.g., eye contact, adequate volume, and clear pronunciation).

RL.6.5. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

W.6.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

SL.6.5. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

RL.6.6. Explain how an author develops the point of view of the narrator or speaker in a text.

W.6.6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

SL.6.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate

RL.6.7. Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.

W.6.7. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

RL.6.9. Compare, contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

W.6.8. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

RL.6.10. By the end of the year read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, scaffolding as needed.

W.6.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. A. Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”). B. Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).

RI.6.1. Cite textual evidence and make relevant connections to support analysis of what the text says explicitly as well as inferences drawn from the text.

W.6.10. Write routinely over extended time frames (time for research, reflection, metacognition/self correction, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

RI.6.2. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

L.6.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. E. Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.

RI.6.3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

L.6.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. A. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. B. Spell correctly.

RI.6.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

L.6.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. A. Vary sentence patterns for meaning (syntax), reader/listener interest, and style/voice. B. Maintain consistency in style and tone.

RI.6.5. Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.

L.6.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. B. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). C. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. D. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

RI.6.6. Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

L.6.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. A. Interpret figures of speech (e.g., personification) in context. C. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).

RI.6.7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

L.6.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

RI.6.9. Compare, contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) one author's presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

RI.6.10. By the end of the year read and comprehend literary nonfiction at grade level text-complexity or above, with scaffolding as needed.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Science:  Students will read informational texts connected to Science content. Students will connect the unit theme with various informational texts.

Social Studies: Students will read informational texts connected to Social Studies content. Students will connect the unit theme with various informational texts.

Arts/Media:  Students will explore the portrayal of the unit theme through various artistic mediums

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP9.Model integrity, ethical leadership and effective management.
  • CRP10. Plan education and career paths aligned to personal goals.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 8th grade,

  • 9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career.

Technology Standards - 8.1

6-8th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.8.A.1 Demonstrate knowledge of a real world problem using digital tools.

 

  • Select and use applications effectively and productively.

8.1.8.A.2 Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.8.B.1 Synthesize and publish information about a local or global issue or event (ex. telecollaborative project, blog, school web).

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.8.C.1 Collaborate to develop and publish work that provides perspectives on a global problem for discussions with learners from other countries.

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Advocate and practice safe, legal, and responsible use of information and technology.

8.1.8.D.1 Understand and model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics including appropriate use of social media.

  • Demonstrate personal responsibility for lifelong learning.

8.1.8.D.2 Demonstrate the application of appropriate citations to digital content.

  • Exhibit leadership for digital citizenship.

8.1.8.D.4 Assess the credibility and accuracy of digital content.

 

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
  • Process data and report results.

8.1.8.E.1 Effectively use a variety of search tools and filters in professional public databases to find information to solve a real world problem.

 

F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

  • Identify and define authentic problems and significant questions for investigation.
  • Plan and manage activities to develop a solution or complete a project.
  • Collect and analyze data to identify solutions and/or make informed decisions.
  • Use multiple processes and diverse perspectives to explore alternative solutions.

8.1.8.F.1 Explore a local issue, by using digital tools to collect and analyze data to identify a solution and make an informed decision.

Modifications/Accommodations

(IEPs, ELLs, 504s, G/T & BASIC SKILLS)

  • I.E.P
  • Individualized student modifications will be determined by collaboration between Child Study Team, Regular and Special Education teachers, and OT/PT/Speech specialists (as needed).
  • 504 s
  • Individualized student modifications will be determined by collaboration between Principal, Parents, Teachers, and School Nurse/Other medical professionals (as needed).
  • GT
  • Small Group Instruction to extend skills (Weekly, TBD by Principal/GATE instructors)
  • Student-Selected, Independent Research Projects/Presentations
  • “Beyond” Leveled Readers and Small Group Instruction (Wonders)
  • “Challenge” Word Study Lists
  • Differentiated Writing Checklists for Writing Assignments
  • Basic Skills
  • “Approaching” Leveled Readers and Small Group Instruction (Wonders)
  • “Approaching” Word Study Lists
  • Small group instruction/remediation of skills
  • Dedicated Title 1 Instruction time with Title 1 Teachers (TBD by Principal)
  • Differentiated Writing Checklists for Writing Assignments
  • ELLs
  • Students will receive extended time (as needed)
  • Visual Vocabulary Lists and ELL Word Study Lists
  • Sheltered English Instruction (Additional language objectives for lessons)
  • “ELL” Leveled Readers and Small Group Instruction (Wonders)
  • Additional Small Group Instruction of Foundational Literacy Skills (TBD by principal)
  • Differentiated Writing Checklists for Writing Assignments
  • Modifications for PARCC Assessment (Extended time)

END OF UNIT


Unit Title

Unit 3

Timeframe 

30 Days/6 Weeks

Unit Summary

Students will explore complex texts including realistic fiction, narrative nonfiction, biography and expository text genres. Students will close read texts applying comprehension strategies such as making predictions, summarizing, and asking and answering question. Students will demonstrate understanding of the text structures sequence and cause and effect, theme, and central idea and key details. Students will build vocabulary, develop an understanding of using context clues in sentences and paragraphs, prefixes and suffixes, and synonyms and antonyms. Students will deepen their understanding of verbs and verb tenses, and utilize techniques to develop an argument text.

Learning Targets

Essential Questions

Week 1: What happens when people share ideas?

Week 2: What kinds of challenges transform people?

Week 3: What can people accomplish by working together?

Week 4: How can one person affect the opinions of others?

Week 5: What steps can people take to promote a healthier environment?

Enduring Understandings

Students will understand:

  • When people work together and share ideas, they often end up with better results than they would have had separately. When people share ideas, even if they have disagreed in the past, they often find that they have things in common.
  • Overcoming a challenge can transform people. People sometimes have to gather the strength to face a challenge, and when a challenging experience transforms someone, it can significantly change that person’s life.
  • When people work together it often inspires a person increasing morale and productivity. Working together can help to improve one’s life and the lives of other people.
  • The accomplishments and perseverance of one person can inspire others to reach milestones of their own.
  • People can help to create a healthier environment for the future. Solar panels and wind turbines do not produce air pollution created by other energy sources. Recycling helps to reduce the amount of trash in landfills. Using mass transit and hybrid or plug-in electric cars also helps to promote a healthier environment.

Know

By the end of this unit, students will know:

  • Vocabulary Terms: capacity, enthralled, fallow, insight, negotiate, regulation, resemblance, unseemly, dilemma, feebly, persistent, recoiled, roused, skewed, summon, vastness, abundant, impoverished, ingenuity, productivity, sharecropper, solitude, unearthed, windswept, adept, aristocracy, collective, perseverance, prevail, prominent, spectators, trailblazer, advocates, commonplace, designate, initial, insulation, invasive, irrational, optimal
  • Vocabulary Strategies: context clues (sentence clues and paragraph clues,) prefixes and suffixes, synonyms and antonyms
  • Comprehension Strategies: make predictions, summarize, ask and answer questions
  • Comprehension Skills: theme, text structure (sequence and cause and effect,) central idea and key details
  • Genres: realistic fiction, narrative nonfiction, biography, expository
  • Phonics/Spelling: vowel team syllables, r-controlled vowel syllables, frequently misspelled words, prefixes, suffixes -ion and -tion
  • Fluency: expression, phrasing, rate, accuracy
  • Writing Traits: sentence fluency, organization, ideas, voice
  • Grammar: action verbs and objects, verb tenses, main and helping verbs, linking verbs, irregular verbs

Do

By the end of this unit, students will be able to:

  • Acquire and use accurately grade appropriate academic and domain-specific words and phrases
  • Determine the meaning of words in text utilizing clues within and beyond sentences
  • Identify synonym and antonym clues in context in order to determine the meaning of a word
  • Investigate word parts such as prefixes and suffixes to successfully determine the meaning of words
  • Respond to reading citing text evidence to support analysis of realistic fiction, narrative nonfiction, biography, and expository texts
  • Monitor comprehension by applying the strategies of making predictions, summarizing, and asking and answering questions
  • Cite evidence to support analysis of both sequence and cause and effect text structures
  • Analyze how a particular sentence, paragraph or event fits into the overall structure of a text
  • Determine the theme of a text and how it is conveyed through particular details
  • Determine a central idea and key details in a text and explain how it is conveyed in the text
  • Read on-level text orally with appropriate rate, accuracy, expression and phrasing on successive readings
  • Apply knowledge of vowel team syllables, r-controlled vowel syllables, prefixes, suffixes -ion and -tion to accurately read unfamiliar multisyllabic words
  • Apply argument writing techniques such as development of ideas, organization, sentence fluency, and voice
  • Write and read accurately action verbs and objects, verb tenses, main and helping verbs, linking verbs, irregular verbs
  • Write arguments to support claims with clear reasons and relevant evidence using credible sources and demonstrating an understanding of the topic or text
  • Use technology to produce and publish writing and to interact and collaborate with others in order to strengthen writing as needed

Evidence of Learning

Formative

Wonders Weekly Assessment

Running Records

Formative Assessment Strategies 

53 Ways to Check for Understanding

Traits Rubric for Grades 3-6

Argument Writing Piece: book review, essay, multimedia presentation, etc.

Summative/ Benchmark

Wonders Unit Assessment

MAP Reading Assessment

F&P Benchmark Assessment

Alternative Assessments

Wonders Fluency Assessment

Wonders Unit Research and Inquiry Projects

LCD Task Template Collection 

Steps in Designing a Performance Task

Task Template (WORD)

Performance Task Review Criteria

Technology Upgrades for Performance Tasks

Learning Activities

*Utilize the “Gradual Release of Responsibility” approach to teaching:

  1. Introduce and Define the Skill/Strategy/Technique
  2. Model Accurate use of Skill/Strategy/Technique for students
  3. Partner/Small Group Application of Skill/Strategy/Technique
  4. Independent Practice of Skill/Strategy/Technique

*Monitor student’s progress through small group, independent conferencing and goal setting, and running records

*Suggested Weekly Lesson Plan:

Day 1: introduction and discussion of Essential Question, whole group interactive read aloud for listening comprehension, preview genre, preview comprehension strategy, analyze vocabulary terms, close read of complex text (Reading/Writing Workshop book), writing genre expert model analysis

Day 2: comprehension strategy and skill work, analysis of genre, vocabulary strategy work, writing genre prewriting

Day 3: phonics and decoding work, close read complex text (Literature Anthology book), writing genre drafting

Day 4: fluency practice, differentiated instruction (Leveled texts), writing genre drafting

Day 5: differentiated instruction, review and assess, writing genre proofreading/editing

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Wonders Reading Program ( Hardcopy and electronic edition)

  • Teacher Edition
  • Reading/Writing Workshop
  • Literature Anthology
  • Leveled Readers
  • Your Turn Practice Book
  • Visual Vocabulary Cards
  • Leveled Workstation Activity Cards

Classroom Library Tradebooks

Extended Complex Text - Classroom Library

Google Classroom

Crafting Nonfiction:  Lessons on Writing Process, Traits, and Craft (Book)

(Book)

Writing by Design (Book)

Equipment

Cromebooks

Smartboards

Supplemental Resources

Newsela 

Sound Spelling Cards

High-Frequency Word Cards

Interactive Games

Graphic Organizers 

Interactive Read-Alouds: Linking Standards, Fluency, and Comprehension (Book)

F&P Prompting Guides

Reading

·           Close In on Close Reading

·           How To Close Reading Video

·           Teaching Channel: Thinking Notes Strategy For Close Reading

·           Common Core Reading Strategies Informational Text

·           Writing Summary

·           Summary-Non-Fiction Text

·           YouTube Reading Lessons Middle School

·           Common Core Strategies

·           Teaching Reading

·           Close Reading Model Lessons

·           Literary Analysis

·           Teaching Theme

·           Teaching Theme (video)

·           Character Analysis

Writing/Language

·           Evidence Based Arguments

·           Writing Resources by Strand

·           Argumentative Writing YouTube

·           Writing Exemplars - Argument/Opinion

·           Personal Narrative

·           PARCC Writing Resources

·           Writing Exemplars by Grade Level and Aspects to Consider in Writing

·           Thesis Writing

·           Discussion, Planning and Questioning 

·           Grammar

·           Purdue OWL Writing Lab

Speaking & Listening

·           Inquiry Based Learning (Edutopia)

·           Engaging Students Using Discussion

·           Strategies for Student Centered Discussion 

·           Socratic Seminar: ReadWriteThink

·           Fishbowl Strategy

·           Stems on Fostering Class Discussion

·           Fishbowl Strategies: Teach Like This

·           Accountable Talk 

Critical Thinking

·           Levels of Thinking in Bloom’s and Webb’s Depth of Knowledge

·           Cognitive Rigor Chart

·           5 Strategies For Middle School Classrooms

·           Spectrum of Standards by Grade; Breakdown of Standards and Sample Lessons

Standards

Standards in bold are major areas of focus for the unit.

Reading

Writing & Language

Speaking and Listening

RL.6.1. Cite textual evidence and make relevant connections to support analysis of what the text says explicitly as well as inferences drawn from the text.

W.6.1. Write arguments to support claims with clear reasons and relevant evidence. A. Introduce claim(s) and organize the reasons and evidence clearly. B. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. C. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. D. Establish and maintain a formal/academic style, approach, and form. E. Provide a concluding statement or section that follows from the argument presented.

SL.6.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. A. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. B. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. C. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. D. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

RL.6.2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments

SL.6.2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

RL.6.3. Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

SL.6.3. Deconstruct a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

W.6.4. Produce clear and coherent writing in which the development, organization, voice and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

SL.6.4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate speaking behaviors (e.g., eye contact, adequate volume, and clear pronunciation).

RL.6.5. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

W.6.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

SL.6.5. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

RL.6.6. Explain how an author develops the point of view of the narrator or speaker in a text.

W.6.6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

SL.6.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate

RL.6.7. Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.

W.6.7. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

RL.6.9. Compare, contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

W.6.8. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

RL.6.10. By the end of the year read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, scaffolding as needed.

W.6.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. A. Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”). B. Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).

RI.6.1. Cite textual evidence and make relevant connections to support analysis of what the text says explicitly as well as inferences drawn from the text.

W.6.10. Write routinely over extended time frames (time for research, reflection, metacognition/self correction, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

RI.6.2. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

L.6.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. E. Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.

RI.6.3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

L.6.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. B. Spell correctly.

RI.6.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

L.6.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. A. Vary sentence patterns for meaning (syntax), reader/listener interest, and style/voice. B. Maintain consistency in style and tone.

RI.6.5. Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.

L.6.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. A. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. C. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. D. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

RI.6.6. Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

L.6.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. B. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.

RI.6.7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

L.6.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

RI.6.8. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not

RI.6.9. Compare, contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) one author's presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

RI.6.10. By the end of the year read and comprehend literary nonfiction at grade level text-complexity or above, with scaffolding as needed.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Science:  Students will read informational texts connected to Science content. Students will connect the unit theme with various informational texts.

Social Studies: Students will read informational texts connected to Social Studies content. Students will connect the unit theme with various informational texts.

Arts/Media:  Students will explore the portrayal of the unit theme through various artistic mediums

 

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP9.Model integrity, ethical leadership and effective management.
  • CRP10. Plan education and career paths aligned to personal goals.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 8th grade,

  • 9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career.
  • 9.2.8.B.7 Evaluate the impact of online activities and social media on employer decisions.

Technology Standards - 8.1

6-8th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.8.A.1 Demonstrate knowledge of a real world problem using digital tools.

 

  • Select and use applications effectively and productively.

8.1.8.A.2 Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability.

8.1.8.A.3 Use and/or develop a simulation that provides an environment to solve a real world problem or theory.

8.1.8.A.5 Create a database query, sort and create a report and describe the process, and explain the report results.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.8.B.1 Synthesize and publish information about a local or global issue or event (ex. telecollaborative project, blog, school web).

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Contribute to project teams to produce original works or solve problems.

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Advocate and practice safe, legal, and responsible use of information and technology.

8.1.8.D.1 Understand and model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics including appropriate use of social media.

  • Demonstrate personal responsibility for lifelong learning.

8.1.8.D.2 Demonstrate the application of appropriate citations to digital content.

8.1.8.D.3 Demonstrate an understanding of fair use and Creative Commons to intellectual property.

  • Exhibit leadership for digital citizenship.

8.1.8.D.5 Understand appropriate uses for social media and the negative consequences of misuse.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
  • Process data and report results.

8.1.8.E.1 Effectively use a variety of search tools and filters in professional public databases to find information to solve a real world problem.

 

F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

  • Identify and define authentic problems and significant questions for investigation.
  • Plan and manage activities to develop a solution or complete a project.
  • Collect and analyze data to identify solutions and/or make informed decisions.
  • Use multiple processes and diverse perspectives to explore alternative solutions.

8.1.8.F.1 Explore a local issue, by using digital tools to collect and analyze data to identify a solution and make an informed decision.

Modifications/Accommodations

(IEPs, ELLs, 504s, G/T & BASIC SKILLS)

  • I.E.P
  • Individualized student modifications will be determined by collaboration between Child Study Team, Regular and Special Education teachers, and OT/PT/Speech specialists (as needed).
  • 504 s
  • Individualized student modifications will be determined by collaboration between Principal, Parents, Teachers, and School Nurse/Other medical professionals (as needed).
  • GT
  • Small Group Instruction to extend skills (Weekly, TBD by Principal/GATE instructors)
  • Student-Selected, Independent Research Projects/Presentations
  • “Beyond” Leveled Readers and Small Group Instruction (Wonders)
  • “Challenge” Word Study Lists
  • Differentiated Writing Checklists for Writing Assignments
  • Basic Skills
  • “Approaching” Leveled Readers and Small Group Instruction (Wonders)
  • “Approaching” Word Study Lists
  • Small group instruction/remediation of skills
  • Dedicated Title 1 Instruction time with Title 1 Teachers (TBD by Principal)
  • Differentiated Writing Checklists for Writing Assignments
  • ELLs
  • Students will receive extended time (as needed)
  • Visual Vocabulary Lists and ELL Word Study Lists
  • Sheltered English Instruction (Additional language objectives for lessons)
  • “ELL” Leveled Readers and Small Group Instruction (Wonders)
  • Additional Small Group Instruction of Foundational Literacy Skills (TBD by principal)
  • Differentiated Writing Checklists for Writing Assignments
  • Modifications for PARCC Assessment (Extended time)

END OF UNIT


Unit Title

Unit 4

Timeframe 

30 Days/6 Weeks

Unit Summary

Students will explore complex texts including expository, biography, drama, and poetry genres. Students will close read texts applying comprehension strategies such as rereading and summarizing. Students will demonstrate understanding of author’s point of view or viewpoint in nonfiction, and theme and point of view in poetry. Students will build vocabulary, develop an understanding of using context clues in paragraphs, determine the meanings of idioms and idiomatic expressions, and apply knowledge of homographs and homophones. Students will deepen their understanding of pronouns and antecedents, pronoun-verb agreements, and utilize techniques to develop narrative text.

Learning Targets

Essential Questions

Week 1: How do people meet environmental challenges?

Week 2: How do people meet personal challenges?

Week 3: When are decisions hard to make?

Week 4: How do people uncover what they have in common?

Week 5: How can we take responsibility?

Enduring Understandings

Students will understand:

  • Humans response to an environmental calamity offers animals, sea life, plants, etc. a better chance of survival. People also often make changes in the environment in order to live successfully in an area.
  • People meet personal challenges by setting and implementing a disciplined approach to reaching their goals even often having to overcome personal challenges.
  • When difficult decisions arise, one way to stand tall is to understand one’s own strengths and limitations. When forced with a tough decision, the choice isn’t based on what is easiest rather on what will challenge a person and perhaps be more meaningful and rewarding.
  • Shared experiences can help people find common ground even when they think they have nothing in common.
  • Taking responsibility for a one’s actions can be difficult. People have an obligation to admit to their mistakes and take responsibility for their actions.

Know

By the end of this unit, students will know:

  • Vocabulary Terms: alignment, calamity, eclipse, inconvenience, generated, periodic, prolonged, tenacity, assess, compensate, deteriorated, devastating, implement, percipheral, potential, summit, benefactor, empathy, endeavor, entail, extensive, indecision, multitude, tentatively, adjustment, chattering, ember, mentor, nomadic, rapport, reunites, sturdy, alliteration, assonance, answerable, free verse, lounge, narrative poem, obligation, proportion
  • Vocabulary Strategies: context clues (paragraph clues,) idioms and idiomatic expressions, homophones, homographs
  • Comprehension Strategies: reread, summarize
  • Comprehension Skills: author’s point of view/viewpoint (in nonfiction,) theme, point of view (in poetry)
  • Genres: expository, biography, drama, free-verse fiction poetry, free verse poetry, narrative poetry
  • Phonics/Spelling: suffix -ion, vowel alternation, prefixes and suffixes, Greek and Latin prefixes, consonant alternation
  • Fluency: rate, accuracy, intonation, expression, phrasing
  • Writing Traits: organization, sentence fluency, ideas, word choice
  • Grammar: pronouns and antecedents, kinds of pronouns, uses of possessive pronouns, pronoun-verb agreement

Do

By the end of this unit, students will be able to:

  • Acquire and use accurately grade appropriate academic and domain-specific words and phrases
  • Determine the meaning of words in text utilizing context clues in paragraphs
  • Implement knowledge of homophones and homographs in order to determine the meanings of words in context
  • Determine the meaning of figurative language (including idioms and idiomatic expressions) in context
  • Respond to reading citing text evidence to support analysis of expository, biography, drama, free-verse fiction poetry, free verse poetry, narrative poetry
  • Monitor comprehension by applying the strategies of rereading and summarizing
  • Analyze an author’s point of view/ viewpoint in nonfiction text
  • Determine the author’s point of view in poetry
  • Determine the theme of a text and how it is conveyed through particular details
  • Read on-level text orally with appropriate rate, accuracy, intonation, expression and phrasing on successive readings
  • Apply knowledge of the suffix -ion, vowel alternation, prefixes and suffixes, Greek and Latin prefixes and consonant alternation to accurately read unfamiliar multisyllabic words
  • Apply narrative writing techniques such as organization, sentence fluency, ideas, and word voice
  • Write accurately pronouns and their antecedents including possessive pronouns and apply correct pronoun-verb agreement to everyday writing
  • Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
  • Use technology to produce and publish writing and to interact and collaborate with others in order to strengthen writing as needed

Evidence of Learning

Formative

Wonders Weekly Assessment

Running Records

Formative Assessment Strategies 

53 Ways to Check for Understanding

Traits Rubric for Grades 3-6

Narrative Writing Piece: fictional narrative, narrative poem, etc.

Summative/ Benchmark

Wonders Unit Assessment

MAP Reading Assessment

F&P Benchmark Assessment

Alternative Assessments

Wonders Fluency Assessment

Wonders Unit Research and Inquiry Projects

LCD Task Template Collection 

Steps in Designing a Performance Task

Task Template (WORD)

Performance Task Review Criteria

Technology Upgrades for Performance Tasks

Learning Activities

*Utilize the “Gradual Release of Responsibility” approach to teaching:

  1. Introduce and Define the Skill/Strategy/Technique
  2. Model Accurate use of Skill/Strategy/Technique for students
  3. Partner/Small Group Application of Skill/Strategy/Technique
  4. Independent Practice of Skill/Strategy/Technique

*Monitor student’s progress through small group, independent conferencing and goal setting, and running records

*Suggested Weekly Lesson Plan:

Day 1: introduction and discussion of Essential Question, whole group interactive read aloud for listening comprehension, preview genre, preview comprehension strategy, analyze vocabulary terms, close read of complex text (Reading/Writing Workshop book), writing genre expert model analysis

Day 2: comprehension strategy and skill work, analysis of genre, vocabulary strategy work, writing genre prewriting

Day 3: phonics and decoding work, close read complex text (Literature Anthology book), writing genre drafting

Day 4: fluency practice, differentiated instruction (Leveled texts), writing genre drafting

Day 5: differentiated instruction, review and assess, writing genre proofreading/editing

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Wonders Reading Program ( Hardcopy and electronic edition)

  • Teacher Edition
  • Reading/Writing Workshop
  • Literature Anthology
  • Leveled Readers
  • Your Turn Practice Book
  • Visual Vocabulary Cards
  • Leveled Workstation Activity Cards

Classroom Library Tradebooks

Extended Complex Text - Classroom Library

Google Classroom

Crafting Nonfiction:  Lessons on Writing Process, Traits, and Craft (Book)

(Book)

Writing by Design (Book)

Equipment

Cromebooks

Smartboards

Supplemental Resources

Newsela 

Sound Spelling Cards

High-Frequency Word Cards

Interactive Games

Graphic Organizers 

Interactive Read-Alouds: Linking Standards, Fluency, and Comprehension (Book)

F&P Prompting Guides

Reading

·           Close In on Close Reading

·           How To Close Reading Video

·           Teaching Channel: Thinking Notes Strategy For Close Reading

·           Common Core Reading Strategies Informational Text

·           Writing Summary

·           Summary-Non-Fiction Text

·           YouTube Reading Lessons Middle School

·           Common Core Strategies

·           Teaching Reading

·           Close Reading Model Lessons

·           Literary Analysis

·           Teaching Theme

·           Teaching Theme (video)

·           Character Analysis

Writing/Language

·           Evidence Based Arguments

·           Writing Resources by Strand

·           Argumentative Writing YouTube

·           Writing Exemplars - Argument/Opinion

·           Personal Narrative

·           PARCC Writing Resources

·           Writing Exemplars by Grade Level and Aspects to Consider in Writing

·           Thesis Writing

·           Discussion, Planning and Questioning 

·           Grammar

·           Purdue OWL Writing Lab

Speaking & Listening

·           Inquiry Based Learning (Edutopia)

·           Engaging Students Using Discussion

·           Strategies for Student Centered Discussion 

·           Socratic Seminar: ReadWriteThink

·           Fishbowl Strategy

·           Stems on Fostering Class Discussion

·           Fishbowl Strategies: Teach Like This

·           Accountable Talk 

Critical Thinking

·           Levels of Thinking in Bloom’s and Webb’s Depth of Knowledge

·           Cognitive Rigor Chart

·           5 Strategies For Middle School Classrooms

·           Spectrum of Standards by Grade; Breakdown of Standards and Sample Lessons

Standards

Standards in bold are major areas of focus for the unit.

Reading

Writing & Language

Speaking and Listening

RL.6.1. Cite textual evidence and make relevant connections to support analysis of what the text says explicitly as well as inferences drawn from the text.

W.6.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. A. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. B. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. C. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. D. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. E. Provide a conclusion that follows from the narrated experiences or events.

SL.6.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. A. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. B. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. C. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. D. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

RL.6.2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments

SL.6.2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

RL.6.3. Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

RL.6.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

W.6.4. Produce clear and coherent writing in which the development, organization, voice and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

RL.6.5. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

W.6.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

SL.6.5. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

RL.6.6. Explain how an author develops the point of view of the narrator or speaker in a text.

W.6.6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

SL.6.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate

RL.6.10. By the end of the year read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, scaffolding as needed.

W.6.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. A. Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”). B. Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).

RI.6.1. Cite textual evidence and make relevant connections to support analysis of what the text says explicitly as well as inferences drawn from the text.

W.6.10. Write routinely over extended time frames (time for research, reflection, metacognition/self correction, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

L.6.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. A. Ensure that pronouns are in the proper case (subjective, objective, possessive). B. Use intensive pronouns (e.g., myself, ourselves). C. Recognize and correct inappropriate shifts in pronoun number and person. D. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents). E. Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.

RI.6.3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

L.6.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. B. Spell correctly.

RI.6.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

L.6.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. A. Vary sentence patterns for meaning (syntax), reader/listener interest, and style/voice. B. Maintain consistency in style and tone.

L.6.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. A. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. B. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). C. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. D. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

RI.6.6. Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

L.6.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. A. Interpret figures of speech (e.g., personification) in context. B. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. .

RI.6.7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

L.6.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

RI.6.8. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Science:  Students will read informational texts connected to Science content. Students will connect the unit theme with various informational texts.

Social Studies: Students will read informational texts connected to Social Studies content. Students will connect the unit theme with various informational texts.

Arts/Media:  Students will explore the portrayal of the unit theme through various artistic mediums

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP6.Demonstrate creativity and innovation.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP9.Model integrity, ethical leadership and effective management.
  • CRP10. Plan education and career paths aligned to personal goals.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 8th grade,

  • 9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career.

Technology Standards - 8.1

6-8th Grade

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.8.B.1 Synthesize and publish information about a local or global issue or event (ex. telecollaborative project, blog, school web).

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Contribute to project teams to produce original works or solve problems.

F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

  • Identify and define authentic problems and significant questions for investigation.
  • Plan and manage activities to develop a solution or complete a project.
  • Use multiple processes and diverse perspectives to explore alternative solutions.

Modifications/Accommodations

(IEPs, ELLs, 504s, G/T & BASIC SKILLS)

  • I.E.P
  • Individualized student modifications will be determined by collaboration between Child Study Team, Regular and Special Education teachers, and OT/PT/Speech specialists (as needed).
  • 504 s
  • Individualized student modifications will be determined by collaboration between Principal, Parents, Teachers, and School Nurse/Other medical professionals (as needed).
  • GT
  • Small Group Instruction to extend skills (Weekly, TBD by Principal/GATE instructors)
  • Student-Selected, Independent Research Projects/Presentations
  • “Beyond” Leveled Readers and Small Group Instruction (Wonders)
  • “Challenge” Word Study Lists
  • Differentiated Writing Checklists for Writing Assignments
  • Basic Skills
  • “Approaching” Leveled Readers and Small Group Instruction (Wonders)
  • “Approaching” Word Study Lists
  • Small group instruction/remediation of skills
  • Dedicated Title 1 Instruction time with Title 1 Teachers (TBD by Principal)
  • Differentiated Writing Checklists for Writing Assignments
  • ELLs
  • Students will receive extended time (as needed)
  • Visual Vocabulary Lists and ELL Word Study Lists
  • Sheltered English Instruction (Additional language objectives for lessons)
  • “ELL” Leveled Readers and Small Group Instruction (Wonders)
  • Additional Small Group Instruction of Foundational Literacy Skills (TBD by principal)
  • Differentiated Writing Checklists for Writing Assignments
  • Modifications for PARCC Assessment (Extended time)

END OF UNIT


Unit Title

Unit 5

Timeframe 

30 Days/6 Weeks 

Unit Summary

Students will explore complex texts including myth, historical fiction and expository genres. Students will close read texts applying comprehension strategies such as predicting, rereading and summarizing. Students will demonstrate understanding of author’s point of view or perspective in expository text, and analyze how a particular sentence, paragraph, or section fits into the overall structure of a text and contributes to the development of the ideas. They will be able to describe how a particular story’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. Students will build vocabulary, develop an understanding of using context clues, determine the meanings of adages and proverbs, and differentiate between the connotative and denotative meanings of words and phrases. Students will deepen their understanding of, and use correctly in writing, adjective and utilize techniques to develop informative text.

Learning Targets

Essential Questions

Week 1: Why do people tell and retell myths?

Week 2: How do people show inner strength?

Week 3: How do people benefit from innovation?

Week 4: How does technology lead to discoveries?

Week 5: How have tools used for exploration evolved over time?

Enduring Understandings

Students will understand:

  • Myths are a type of story that people created to explain how things were discovered or came to be. They often include non-human or superhuman characters who experience extraordinary events. Myths may offer explanations for natural occurrences or phenomena, or for values that are important to people.
  • A person’s inner strength, or fortitude, is the inner makeup of a person rather than a person’s physical muscles. People must use this inner strength in order to overcome difficult decisions and/or situations.
  • Innovation refers to new ideas or new ways of doing things. Many modern innovations have come from discoveries that were made in the past. Innovations allow people to gets things done more effectively and efficiently.
  • As humans improve technology, this helps lead to new discoveries. For example, scientists use technology to verify what they know and to lead to new discoveries. Many medical breakthroughs are the result of advances in technology.
  • Exploration is the act of going to a new place to learn about it. Many places once considered “off limits” for humans can now be explored with the help of new tools and technology.

Know

By the end of this unit, students will know:

  • Vocabulary Terms: audacity, deception, desolate, exploits, oblivious, somber, steadfast, valiant, disposed, eavesdropping, fortitude, infinite, retaliation, rigors, stoop, undaunted, industrial, inefficient, manipulation, modification, mutated, nutrients, sparse, surplus, colleagues, conservatively, deduction, drones, galaxy, sustain, ultimately, verify, application, catastrophic, computations, deployed, elevating, magnetic, obsolete, subsequently
  • Vocabulary Strategies: word origins, adages and proverbs, context clues (cause and effect relationships and review,) connotations and denotations
  • Comprehension Strategies: make predictions, reread, summarize
  • Comprehension Skills: character, setting and plot: problem solution and cause and effect; text structure: cause and effect and sequence; author’s point of view/perspective
  • Genres: myth, historical fiction, expository
  • Phonics/Spelling: homophones, word origins, Latin and Greek roots, suffixes -ive, -age, and -ize 
  • Fluency: intonation, phrasing,  expression, rate, accuracy
  • Writing Traits: sentence fluency, word choice, organization
  • Grammar: adjectives, articles and demonstrative adjectives, adjectives that compare, comparing with more and most, comparing with good and bad

Do

By the end of this unit, students will be able to:

  • Acquire and use accurately grade appropriate academic and domain-specific words and phrases
  • Determine the meaning of words in text utilizing context clues including cause and effect relationships between words and phrases
  • Differentiate between a word’s connotative and denotative meanings
  • Determine the meaning of figurative language (including adages and proverbs) in context
  • Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word
  • Respond to reading citing text evidence to support analysis of historical fiction and expository text genres
  • Monitor comprehension by making predictions, rereading, and summarizing
  • Analyze an author’s point of view/perspective in expository text
  • Investigate characters, setting and plot problem/solution and cause and effect
  • Identify expository text structures cause and effect and sequence
  • Analyze how a particular sentence, paragraph, or section fits into the overall structure of a text and contributes to the development of the ideas
  • Read on-level text orally with appropriate intonation, phrasing,  expression, rate, and accuracy on successive readings
  • Apply knowledge of the suffixes -ive, -age, and -ize, homophones, and word origins to accurately read unfamiliar multisyllabic words
  • Apply narrative writing techniques such as organization, sentence fluency, ideas, and word voice
  • Show knowledge of and write accurately adjectives including articles and demonstrative adjectives, and adjectives that compare to everyday writing
  • Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content
  • Use technology to produce and publish writing and to interact and collaborate with others in order to strengthen writing as needed

Evidence of Learning

Formative

Wonders Weekly Assessment

Running Records

Formative Assessment Strategies 

53 Ways to Check for Understanding

Traits Rubric for Grades 3-6

Informative Writing Piece: historical research report, scientific research report, etc.

Summative/ Benchmark

Wonders Unit Assessment

MAP Reading Assessment

F&P Benchmark Assessment

Alternative Assessments

Wonders Fluency Assessment

Wonders Unit Research and Inquiry Projects

LCD Task Template Collection 

Steps in Designing a Performance Task

Task Template (WORD)

Performance Task Review Criteria

Technology Upgrades for Performance Tasks

Learning Activities

*Utilize the “Gradual Release of Responsibility” approach to teaching:

  1. Introduce and Define the Skill/Strategy/Technique
  2. Model Accurate use of Skill/Strategy/Technique for students
  3. Partner/Small Group Application of Skill/Strategy/Technique
  4. Independent Practice of Skill/Strategy/Technique

*Monitor student’s progress through small group, independent conferencing and goal setting, and running records

*Suggested Weekly Lesson Plan:

Day 1: introduction and discussion of Essential Question, whole group interactive read aloud for listening comprehension, preview genre, preview comprehension strategy, analyze vocabulary terms, close read of complex text (Reading/Writing Workshop book), writing genre expert model analysis

Day 2: comprehension strategy and skill work, analysis of genre, vocabulary strategy work, writing genre prewriting

Day 3: phonics and decoding work, close read complex text (Literature Anthology book), writing genre drafting

Day 4: fluency practice, differentiated instruction (Leveled texts), writing genre drafting

Day 5: differentiated instruction, review and assess, writing genre proofreading/editing

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Wonders Reading Program ( Hardcopy and electronic edition)

  • Teacher Edition
  • Reading/Writing Workshop
  • Literature Anthology
  • Leveled Readers
  • Your Turn Practice Book
  • Visual Vocabulary Cards
  • Leveled Workstation Activity Cards

Classroom Library Tradebooks

Extended Complex Text - Classroom Library

Google Classroom

Crafting Nonfiction:  Lessons on Writing Process, Traits, and Craft (Book)

(Book)

Writing by Design (Book)

Equipment

Cromebooks

Smartboards

Supplemental Resources

Newsela 

Sound Spelling Cards

High-Frequency Word Cards

Interactive Games

Graphic Organizers 

Interactive Read-Alouds: Linking Standards, Fluency, and Comprehension (Book)

F&P Prompting Guides

Reading

·           Close In on Close Reading

·           How To Close Reading Video

·           Teaching Channel: Thinking Notes Strategy For Close Reading

·           Common Core Reading Strategies Informational Text

·           Writing Summary

·           Summary-Non-Fiction Text

·           YouTube Reading Lessons Middle School

·           Common Core Strategies

·           Teaching Reading

·           Close Reading Model Lessons

·           Literary Analysis

·           Teaching Theme

·           Teaching Theme (video)

·           Character Analysis

Writing/Language

·           Evidence Based Arguments

·           Writing Resources by Strand

·           Argumentative Writing YouTube

·           Writing Exemplars - Argument/Opinion

·           Personal Narrative

·           PARCC Writing Resources

·           Writing Exemplars by Grade Level and Aspects to Consider in Writing

·           Thesis Writing

·           Discussion, Planning and Questioning 

·           Grammar

·           Purdue OWL Writing Lab

Speaking & Listening

·           Inquiry Based Learning (Edutopia)

·           Engaging Students Using Discussion

·           Strategies for Student Centered Discussion 

·           Socratic Seminar: ReadWriteThink

·           Fishbowl Strategy

·           Stems on Fostering Class Discussion

·           Fishbowl Strategies: Teach Like This

·           Accountable Talk 

Critical Thinking

·           Levels of Thinking in Bloom’s and Webb’s Depth of Knowledge

·           Cognitive Rigor Chart

·           5 Strategies For Middle School Classrooms

·           Spectrum of Standards by Grade; Breakdown of Standards and Sample Lessons

Standards

Standards in bold are major areas of focus for the unit.

Reading

Writing & Language

Speaking and Listening

RL.6.1. Cite textual evidence and make relevant connections to support analysis of what the text says explicitly as well as inferences drawn from the text.

W.6.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. A. Introduce a topic and organize ideas, concepts, and information, using text structures (e.g., definition, classification, comparison/contrast, cause/effect, etc.) and text features (e.g., headings, graphics, and multimedia) when useful to aiding comprehension. B. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. C. Use appropriate transitions to clarify the relationships among ideas and concepts. D. Use precise language and domain-specific vocabulary to inform about or explain the topic. E. Establish and maintain a formal/academic style, approach, and form. F. Provide a concluding statement or section that follows from the information or explanation presented.

SL.6.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. A. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. B. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. C. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. D. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

RL.6.3. Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

SL.6.3. Deconstruct a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

RL.6.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

W.6.4. Produce clear and coherent writing in which the development, organization, voice and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

SL.6.4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate speaking behaviors (e.g., eye contact, adequate volume, and clear pronunciation).

RL.6.5. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

W.6.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

SL.6.5. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

W.6.6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

SL.6.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate

RL.6.7. Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.

W.6.7. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

W.6.8. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

RL.6.10. By the end of the year read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, scaffolding as needed.

W.6.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. A. Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).

RI.6.1. Cite textual evidence and make relevant connections to support analysis of what the text says explicitly as well as inferences drawn from the text.

W.6.10. Write routinely over extended time frames (time for research, reflection, metacognition/self correction, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

L.6.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. E. Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.

RI.6.3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

L.6.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. B. Spell correctly.

RI.6.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

L.6.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. B. Maintain consistency in style and tone.

RI.6.5. Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.

L.6.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. A. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. B. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). C. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. D. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

RI.6.6. Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

L.6.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. A. Interpret figures of speech (e.g., personification) in context. B. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. C. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).

L.6.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

RI.6.10. By the end of the year read and comprehend literary nonfiction at grade level text-complexity or above, with scaffolding as needed.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Science:  Students will read informational texts connected to Science content. Students will connect the unit theme with various informational texts.

Social Studies: Students will read informational texts connected to Social Studies content. Students will connect the unit theme with various informational texts.

Arts/Media:  Students will explore the portrayal of the unit theme through various artistic mediums

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP9.Model integrity, ethical leadership and effective management.
  • CRP10. Plan education and career paths aligned to personal goals.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 8th grade,

  • 9.2.8.B.2 Develop a Personalized Student Learning Plan with the assistance of an adult mentor that includes information about career areas of interest, goals and an educational plan.
  • 9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career.

Technology Standards - 8.1

6-8th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.8.A.1 Demonstrate knowledge of a real world problem using digital tools.

 

  • Select and use applications effectively and productively.

8.1.8.A.2 Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.8.B.1 Synthesize and publish information about a local or global issue or event (ex. telecollaborative project, blog, school web).

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Contribute to project teams to produce original works or solve problems.

8.1.8.C.1 Collaborate to develop and publish work that provides perspectives on a global problem for discussions with learners from other countries.

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Advocate and practice safe, legal, and responsible use of information and technology.

8.1.8.D.1 Understand and model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics including appropriate use of social media.

  • Demonstrate personal responsibility for lifelong learning.

8.1.8.D.2 Demonstrate the application of appropriate citations to digital content.

  • Exhibit leadership for digital citizenship.

8.1.8.D.4 Assess the credibility and accuracy of digital content.

 

8.1.8.D.5 Understand appropriate uses for social media and the negative consequences of misuse.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
  • Process data and report results.

8.1.8.E.1 Effectively use a variety of search tools and filters in professional public databases to find information to solve a real world problem.

 

F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

  • Identify and define authentic problems and significant questions for investigation.
  • Plan and manage activities to develop a solution or complete a project.
  • Collect and analyze data to identify solutions and/or make informed decisions.
  • Use multiple processes and diverse perspectives to explore alternative solutions.

8.1.8.F.1 Explore a local issue, by using digital tools to collect and analyze data to identify a solution and make an informed decision.

Modifications/Accommodations

(IEPs, ELLs, 504s, G/T & BASIC SKILLS)

  • I.E.P
  • Individualized student modifications will be determined by collaboration between Child Study Team, Regular and Special Education teachers, and OT/PT/Speech specialists (as needed).
  • 504 s
  • Individualized student modifications will be determined by collaboration between Principal, Parents, Teachers, and School Nurse/Other medical professionals (as needed).
  • GT
  • Small Group Instruction to extend skills (Weekly, TBD by Principal/GATE instructors)
  • Student-Selected, Independent Research Projects/Presentations
  • “Beyond” Leveled Readers and Small Group Instruction (Wonders)
  • “Challenge” Word Study Lists
  • Differentiated Writing Checklists for Writing Assignments
  • Basic Skills
  • “Approaching” Leveled Readers and Small Group Instruction (Wonders)
  • “Approaching” Word Study Lists
  • Small group instruction/remediation of skills
  • Dedicated Title 1 Instruction time with Title 1 Teachers (TBD by Principal)
  • Differentiated Writing Checklists for Writing Assignments
  • ELLs
  • Students will receive extended time (as needed)
  • Visual Vocabulary Lists and ELL Word Study Lists
  • Sheltered English Instruction (Additional language objectives for lessons)
  • “ELL” Leveled Readers and Small Group Instruction (Wonders)
  • Additional Small Group Instruction of Foundational Literacy Skills (TBD by principal)
  • Differentiated Writing Checklists for Writing Assignments
  • Modifications for PARCC Assessment (Extended time)

END OF UNIT


Unit Title

Unit 6

Timeframe 

30 Days/6 Weeks 

Unit Summary

Students will explore complex texts including expository, narrative nonfiction, and poetry genres. Students will close read texts applying comprehension strategies such as asking and answering questions and summarizing. Students will determine a theme and central idea of a text and how it is conveyed through particular key details. They will be able to analyze how a particular sentence, paragraph, or section fits into the overall structure of a text as well as sequence plot events. Students will build vocabulary, develop an understanding of using context clues, determine the meanings of adages, proverbs, and hyperbole, and use common, grade appropriate Greek roots as clues to the meaning of a word. Students will deepen their understanding of, and use correctly in writing, adverbs and prepositions, combine sentence in numerous ways, and utilize techniques to develop argument text.

Learning Targets

Essential Questions

Week 1: How have people used natural resources?

Week 2: How do we learn about historical events?

Week 3: How can a scientific investigation be an adventure?

Week 4: What can scientists reveal about ancient civilizations?

Week 5: Why is taking a break important?

Enduring Understandings

Students will understand:

  • Natural resources are things that exist in nature and are useful to people. Today, people better understand the importance of protecting natural resources. People use natural resources for foods, energy sources, and products.
  • One way people learn about historical events is through a reenactor or a person who dresses and acts like a person from the past in order to teach people about what the time period was like. Also, by reading historical documents from people from the past and uncovering artifacts and ruins, people have a better understanding of the past.
  • Scientists often explore and investigate isolated or dangerous places in order to better understand how something happened or was created or to make new discoveries.
  • In order to make new discoveries about the past, people explore their environment. Archaeologists and other scientists excavate sites in order to study them and the artifacts they uncover. These discoveries lead people to better understand ancient peoples and their cultures.
  • Taking a break and enjoying some relaxation may be an incentive to work hard later. It also allows people to create a new appreciation for their surroundings.

Know

By the end of this unit, students will know:

  • Vocabulary Terms: commodity, distribution, dominant, edible, impenetrable, ornate, replenished, significant, agitated, crucial, futile, populous, presumed, smoldering, undiminished, urgency, alternative, correspond, extract, foliage, hypothesis, protein, resilient, saturated, bedrock, embark, excavation, exquisite, intriguing, intrinsic, methodical, meticulously, horizons, hyperbole, imagery, incentive, ode, recreation, repetition, unfettered
  • Vocabulary Strategies: Greek and Latin roots, adages and proverbs, context clues (comparisons,) figurative language (hyperbole)
  • Comprehension Strategies: ask and answer questions, summarize
  • Comprehension Skills: central idea and key details, text structure: cause and effect, sequence, theme
  • Genres: expository, narrative nonfiction, lyric poetry and ode
  • Phonics/Spelling: suffixes -ible, -able, -ance, -ence, -ant, -ent; Greek suffixes, absorbed prefixes, words from mythology
  • Fluency: rate, accuracy, intonation, phrasing, expression
  • Writing Traits: sentence fluency, voice, organization, word choice
  • Grammar: adverbs including adverbs that compare, negatives, prepositions, sentence combining

Do

By the end of this unit, students will be able to:

  • Acquire and use accurately grade appropriate academic and domain-specific words and phrases
  • Determine the meaning of words in text utilizing context clues including comparisons between words and phrases
  • Determine the meaning of adages and proverbs and hyperbole in context
  • Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word
  • Respond to reading citing text evidence to support analysis of expository, narrative nonfiction, and poetry genres
  • Monitor comprehension by asking and answering questions and summarizing
  • Determine a theme and central idea of a text and how it is conveyed through particular key details.
  • Identify expository text structures cause and effect and sequence
  • Analyze how a particular sentence, paragraph, or section fits into the overall structure of a text and contributes to the development of the ideas
  • Read on-level text orally with appropriate intonation, phrasing,  expression, rate, and accuracy on successive readings
  • Apply knowledge of the suffixes -ible, -able, -ance, -ence, -ant, -ent, Greek suffixes, absorbed prefixes, and words from mythology to accurately read unfamiliar multisyllabic words
  • Apply argument writing techniques such as organization, sentence fluency, voice, and word voice
  • Show knowledge of and write accurately adverbs, negatives, and prepositions to everyday writing
  • Demonstrate command of writing conventions by combining sentences in a variety of ways
  • Write argument texts to support claims with clear reasons and relevant evidence
  • Use technology to produce and publish writing and to interact and collaborate with others in order to strengthen writing as needed

Evidence of Learning

Formative

Wonders Weekly Assessment

Running Records

Formative Assessment Strategies 

53 Ways to Check for Understanding

Traits Rubric for Grades 3-6

Argument Writing Piece: essay, article/book/media event review, etc.

Summative/ Benchmark

Wonders Unit Assessment

MAP Reading Assessment

F&P Benchmark Assessment

Alternative Assessments

Wonders Fluency Assessment

Wonders Unit Research and Inquiry Projects

LCD Task Template Collection 

Steps in Designing a Performance Task

Task Template (WORD)

Performance Task Review Criteria

Technology Upgrades for Performance Tasks

Learning Activities

*Utilize the “Gradual Release of Responsibility” approach to teaching:

  1. Introduce and Define the Skill/Strategy/Technique
  2. Model Accurate use of Skill/Strategy/Technique for students
  3. Partner/Small Group Application of Skill/Strategy/Technique
  4. Independent Practice of Skill/Strategy/Technique

*Monitor student’s progress through small group, independent conferencing and goal setting, and running records

*Suggested Weekly Lesson Plan:

Day 1: introduction and discussion of Essential Question, whole group interactive read aloud for listening comprehension, preview genre, preview comprehension strategy, analyze vocabulary terms, close read of complex text (Reading/Writing Workshop book), writing genre expert model analysis

Day 2: comprehension strategy and skill work, analysis of genre, vocabulary strategy work, writing genre prewriting

Day 3: phonics and decoding work, close read complex text (Literature Anthology book), writing genre drafting

Day 4: fluency practice, differentiated instruction (Leveled texts), writing genre drafting

Day 5: differentiated instruction, review and assess, writing genre proofreading/editing

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Wonders Reading Program ( Hardcopy and electronic edition)

  • Teacher Edition
  • Reading/Writing Workshop
  • Literature Anthology
  • Leveled Readers
  • Your Turn Practice Book
  • Visual Vocabulary Cards
  • Leveled Workstation Activity Cards

Classroom Library Tradebooks

Extended Complex Text - Classroom Library

Google Classroom

Crafting Nonfiction:  Lessons on Writing Process, Traits, and Craft (Book)

Writing by Design (Book)

Equipment

Cromebooks

Smartboards

Supplemental Resources

Newsela 

Sound Spelling Cards

High-Frequency Word Cards

Interactive Games

Graphic Organizers 

Interactive Read-Alouds: Linking Standards, Fluency, and Comprehension (Book)

F&P Prompting Guides

Reading

·           Close In on Close Reading

·           How To Close Reading Video

·           Teaching Channel: Thinking Notes Strategy For Close Reading

·           Common Core Reading Strategies Informational Text

·           Writing Summary

·           Summary-Non-Fiction Text

·           YouTube Reading Lessons Middle School

·           Common Core Strategies

·           Teaching Reading

·           Close Reading Model Lessons

·           Literary Analysis

·           Teaching Theme

·           Teaching Theme (video)

·           Character Analysis

Writing/Language

·           Evidence Based Arguments

·           Writing Resources by Strand

·           Argumentative Writing YouTube

·           Writing Exemplars - Argument/Opinion

·           Personal Narrative

·           PARCC Writing Resources

·           Writing Exemplars by Grade Level and Aspects to Consider in Writing

·           Thesis Writing

·           Discussion, Planning and Questioning 

·           Grammar

·           Purdue OWL Writing Lab

Speaking & Listening

·           Inquiry Based Learning (Edutopia)

·           Engaging Students Using Discussion

·           Strategies for Student Centered Discussion 

·           Socratic Seminar: ReadWriteThink

·           Fishbowl Strategy

·           Stems on Fostering Class Discussion

·           Fishbowl Strategies: Teach Like This

·           Accountable Talk 

Critical Thinking

·           Levels of Thinking in Bloom’s and Webb’s Depth of Knowledge

·           Cognitive Rigor Chart

·           5 Strategies For Middle School Classrooms

·           Spectrum of Standards by Grade; Breakdown of Standards and Sample Lessons

Standards

Standards in bold are major areas of focus for the unit.

Reading

Writing & Language

Speaking and Listening

RL.6.1. Cite textual evidence and make relevant connections to support analysis of what the text says explicitly as well as inferences drawn from the text.

W.6.1. Write arguments to support claims with clear reasons and relevant evidence. A. Introduce claim(s) and organize the reasons and evidence clearly. B. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. C. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. D. Establish and maintain a formal/academic style, approach, and form. E. Provide a concluding statement or section that follows from the argument presented.

SL.6.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. A. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. B. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. C. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. D. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

RL.6.2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments

SL.6.2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

SL.6.3. Deconstruct a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

RL.6.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

W.6.4. Produce clear and coherent writing in which the development, organization, voice and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

SL.6.4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate speaking behaviors (e.g., eye contact, adequate volume, and clear pronunciation).

RL.6.5. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

W.6.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

SL.6.5. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

W.6.6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

SL.6.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate

RL.6.7. Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.

W.6.7. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

W.6.8. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

RL.6.10. By the end of the year read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, scaffolding as needed.

W.6.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. A. Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”). B. Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).

RI.6.1. Cite textual evidence and make relevant connections to support analysis of what the text says explicitly as well as inferences drawn from the text.

W.6.10. Write routinely over extended time frames (time for research, reflection, metacognition/self correction, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

RI.6.2. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

L.6.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. E. Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.

RI.6.3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

L.6.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. A. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. B. Spell correctly.

RI.6.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

L.6.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. A. Vary sentence patterns for meaning (syntax), reader/listener interest, and style/voice. B. Maintain consistency in style and tone.

RI.6.5. Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.

L.6.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. A. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. B. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). C. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. D. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

L.6.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. A. Interpret figures of speech (e.g., personification) in context. B. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.

RI.6.7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

L.6.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

RI.6.10. By the end of the year read and comprehend literary nonfiction at grade level text-complexity or above, with scaffolding as needed. 

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Science:  Students will read informational texts connected to Science content. Students will connect the unit theme with various informational texts.

Social Studies: Students will read informational texts connected to Social Studies content. Students will connect the unit theme with various informational texts.

Arts/Media:  Students will explore the portrayal of the unit theme through various artistic mediums

 

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP9.Model integrity, ethical leadership and effective management.
  • CRP10. Plan education and career paths aligned to personal goals.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 8th grade,

  • 9.2.8.B.2 Develop a Personalized Student Learning Plan with the assistance of an adult mentor that includes information about career areas of interest, goals and an educational plan.
  • 9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career.
  • 9.2.8.B.7 Evaluate the impact of online activities and social media on employer decisions.

Technology Standards - 8.1  

6-8th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.8.A.1 Demonstrate knowledge of a real world problem using digital tools.

 

  • Select and use applications effectively and productively.

8.1.8.A.2 Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability.

8.1.8.A.4 Graph and calculate data within a spreadsheet and present a summary of the results

8.1.8.A.5 Create a database query, sort and create a report and describe the process, and explain the report results.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.8.B.1 Synthesize and publish information about a local or global issue or event (ex. telecollaborative project, blog, school web).

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.8.C.1 Collaborate to develop and publish work that provides perspectives on a global problem for discussions with learners from other countries.

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Advocate and practice safe, legal, and responsible use of information and technology.

8.1.8.D.1 Understand and model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics including appropriate use of social media.

  • Demonstrate personal responsibility for lifelong learning.

8.1.8.D.2 Demonstrate the application of appropriate citations to digital content.

  • Exhibit leadership for digital citizenship.

8.1.8.D.4 Assess the credibility and accuracy of digital content.

 

8.1.8.D.5 Understand appropriate uses for social media and the negative consequences of misuse.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
  • Process data and report results.

8.1.8.E.1 Effectively use a variety of search tools and filters in professional public databases to find information to solve a real world problem.

 

F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

  • Identify and define authentic problems and significant questions for investigation.
  • Plan and manage activities to develop a solution or complete a project.
  • Collect and analyze data to identify solutions and/or make informed decisions.
  • Use multiple processes and diverse perspectives to explore alternative solutions.

8.1.8.F.1 Explore a local issue, by using digital tools to collect and analyze data to identify a solution and make an informed decision.

Modifications/Accommodations

(IEPs, ELLs, 504s, G/T & BASIC SKILLS)

  • I.E.P
  • Individualized student modifications will be determined by collaboration between Child Study Team, Regular and Special Education teachers, and OT/PT/Speech specialists (as needed).
  • 504 s
  • Individualized student modifications will be determined by collaboration between Principal, Parents, Teachers, and School Nurse/Other medical professionals (as needed).
  • GT
  • Small Group Instruction to extend skills (Weekly, TBD by Principal/GATE instructors)
  • Student-Selected, Independent Research Projects/Presentations
  • “Beyond” Leveled Readers and Small Group Instruction (Wonders)
  • “Challenge” Word Study Lists
  • Differentiated Writing Checklists for Writing Assignments
  • Basic Skills
  • “Approaching” Leveled Readers and Small Group Instruction (Wonders)
  • “Approaching” Word Study Lists
  • Small group instruction/remediation of skills
  • Dedicated Title 1 Instruction time with Title 1 Teachers (TBD by Principal)
  • Differentiated Writing Checklists for Writing Assignments
  • ELLs
  • Students will receive extended time (as needed)
  • Visual Vocabulary Lists and ELL Word Study Lists
  • Sheltered English Instruction (Additional language objectives for lessons)
  • “ELL” Leveled Readers and Small Group Instruction (Wonders)
  • Additional Small Group Instruction of Foundational Literacy Skills (TBD by principal)
  • Differentiated Writing Checklists for Writing Assignments
  • Modifications for PARCC Assessment (Extended time)

END OF UNIT