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 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:
| ||
Know | By the end of this unit, students will know:
| ||
Do | By the end of this unit, students will be able to:
| ||
Evidence of Learning | |||
Formative | Wonders Weekly Assessment Running Records Formative Assessment Strategies 53 Ways to Check for Understanding 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 Steps in Designing a Performance TaskTask Template (WORD)Performance Task Review CriteriaTechnology Upgrades for Performance Tasks | ||
Learning Activities | |||
*Utilize the “Gradual Release of Responsibility” approach to teaching:
*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)
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 | Sound Spelling Cards High-Frequency Word Cards Interactive Games Interactive Read-Alouds: Linking Standards, Fluency, and Comprehension (Book) F&P Prompting Guides Reading · Teaching Channel: Thinking Notes Strategy For Close Reading · Common Core Reading Strategies Informational Text · YouTube Reading Lessons Middle School Writing/Language · Argumentative Writing YouTube · Writing Exemplars - Argument/Opinion · Writing Exemplars by Grade Level and Aspects to Consider in Writing · Discussion, Planning and Questioning · Grammar Speaking & Listening · Inquiry Based Learning (Edutopia) · Engaging Students Using Discussion · Strategies for Student Centered Discussion · Socratic Seminar: ReadWriteThink · Stems on Fostering Class Discussion · Fishbowl Strategies: Teach Like This Critical Thinking · Levels of Thinking in Bloom’s and Webb’s Depth of Knowledge · 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 |
| By the end of 8th grade,
|
Technology Standards - 8.1 | ||
6-8th Grade | ||
A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations. | ||
| 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. | ||
| 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. | ||
| 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. | ||
| 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. | |
| 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) | |||
|
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:
| ||
Know | By the end of this unit, students will know:
| ||
Do | By the end of this unit, students will be able to:
| ||
Evidence of Learning | |||
Formative | Wonders Weekly Assessment Running Records Formative Assessment Strategies 53 Ways to Check for Understanding 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 Steps in Designing a Performance TaskTask Template (WORD)Performance Task Review CriteriaTechnology Upgrades for Performance Tasks | ||
Learning Activities | |||
*Utilize the “Gradual Release of Responsibility” approach to teaching:
*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)
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 | Sound Spelling Cards High-Frequency Word Cards Interactive Games Interactive Read-Alouds: Linking Standards, Fluency, and Comprehension (Book) F&P Prompting Guides Reading · Teaching Channel: Thinking Notes Strategy For Close Reading · Common Core Reading Strategies Informational Text · YouTube Reading Lessons Middle School Writing/Language · Argumentative Writing YouTube · Writing Exemplars - Argument/Opinion · Writing Exemplars by Grade Level and Aspects to Consider in Writing · Discussion, Planning and Questioning · Grammar Speaking & Listening · Inquiry Based Learning (Edutopia) · Engaging Students Using Discussion · Strategies for Student Centered Discussion · Socratic Seminar: ReadWriteThink · Stems on Fostering Class Discussion · Fishbowl Strategies: Teach Like This Critical Thinking · Levels of Thinking in Bloom’s and Webb’s Depth of Knowledge · 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 |
| By the end of 8th grade,
|
Technology Standards - 8.1 | ||
6-8th Grade | ||
A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations. | ||
| 8.1.8.A.1 Demonstrate knowledge of a real world problem using digital tools.
| |
| 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. | ||
| 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. | ||
| 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. | ||
| 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. | |
| 8.1.8.D.2 Demonstrate the application of appropriate citations to digital content. | |
| 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. | ||
| 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. | ||
| 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) | |||
|
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:
| ||
Know | By the end of this unit, students will know:
| ||
Do | By the end of this unit, students will be able to:
| ||
Evidence of Learning | |||
Formative | Wonders Weekly Assessment Running Records Formative Assessment Strategies 53 Ways to Check for Understanding 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 Steps in Designing a Performance TaskTask Template (WORD)Performance Task Review CriteriaTechnology Upgrades for Performance Tasks | ||
Learning Activities | |||
*Utilize the “Gradual Release of Responsibility” approach to teaching:
*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)
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 | Sound Spelling Cards High-Frequency Word Cards Interactive Games Interactive Read-Alouds: Linking Standards, Fluency, and Comprehension (Book) F&P Prompting Guides Reading · Teaching Channel: Thinking Notes Strategy For Close Reading · Common Core Reading Strategies Informational Text · YouTube Reading Lessons Middle School Writing/Language · Argumentative Writing YouTube · Writing Exemplars - Argument/Opinion · Writing Exemplars by Grade Level and Aspects to Consider in Writing · Discussion, Planning and Questioning · Grammar Speaking & Listening · Inquiry Based Learning (Edutopia) · Engaging Students Using Discussion · Strategies for Student Centered Discussion · Socratic Seminar: ReadWriteThink · Stems on Fostering Class Discussion · Fishbowl Strategies: Teach Like This Critical Thinking · Levels of Thinking in Bloom’s and Webb’s Depth of Knowledge · 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 |
| By the end of 8th grade,
|
Technology Standards - 8.1 | ||
6-8th Grade | ||
A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations. | ||
| 8.1.8.A.1 Demonstrate knowledge of a real world problem using digital tools.
| |
| 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. | ||
| 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. | ||
| ||
D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. | ||
| 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. | |
| 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. | ||
| 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. | ||
| 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. | ||
| 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) | |||
|
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:
| ||
Know | By the end of this unit, students will know:
| ||
Do | By the end of this unit, students will be able to:
| ||
Evidence of Learning | |||
Formative | Wonders Weekly Assessment Running Records Formative Assessment Strategies 53 Ways to Check for Understanding 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 Steps in Designing a Performance TaskTask Template (WORD)Performance Task Review CriteriaTechnology Upgrades for Performance Tasks | ||
Learning Activities | |||
*Utilize the “Gradual Release of Responsibility” approach to teaching:
*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)
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 | Sound Spelling Cards High-Frequency Word Cards Interactive Games Interactive Read-Alouds: Linking Standards, Fluency, and Comprehension (Book) F&P Prompting Guides Reading · Teaching Channel: Thinking Notes Strategy For Close Reading · Common Core Reading Strategies Informational Text · YouTube Reading Lessons Middle School Writing/Language · Argumentative Writing YouTube · Writing Exemplars - Argument/Opinion · Writing Exemplars by Grade Level and Aspects to Consider in Writing · Discussion, Planning and Questioning · Grammar Speaking & Listening · Inquiry Based Learning (Edutopia) · Engaging Students Using Discussion · Strategies for Student Centered Discussion · Socratic Seminar: ReadWriteThink · Stems on Fostering Class Discussion · Fishbowl Strategies: Teach Like This Critical Thinking · Levels of Thinking in Bloom’s and Webb’s Depth of Knowledge · 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 |
| By the end of 8th grade,
|
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. | ||
| 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. | ||
| ||
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) | |||
|
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:
| ||
Know | By the end of this unit, students will know:
| ||
Do | By the end of this unit, students will be able to:
| ||
Evidence of Learning | |||
Formative | Wonders Weekly Assessment Running Records Formative Assessment Strategies 53 Ways to Check for Understanding 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 Steps in Designing a Performance TaskTask Template (WORD)Performance Task Review CriteriaTechnology Upgrades for Performance Tasks | ||
Learning Activities | |||
*Utilize the “Gradual Release of Responsibility” approach to teaching:
*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)
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 | Sound Spelling Cards High-Frequency Word Cards Interactive Games Interactive Read-Alouds: Linking Standards, Fluency, and Comprehension (Book) F&P Prompting Guides Reading · Teaching Channel: Thinking Notes Strategy For Close Reading · Common Core Reading Strategies Informational Text · YouTube Reading Lessons Middle School Writing/Language · Argumentative Writing YouTube · Writing Exemplars - Argument/Opinion · Writing Exemplars by Grade Level and Aspects to Consider in Writing · Discussion, Planning and Questioning · Grammar Speaking & Listening · Inquiry Based Learning (Edutopia) · Engaging Students Using Discussion · Strategies for Student Centered Discussion · Socratic Seminar: ReadWriteThink · Stems on Fostering Class Discussion · Fishbowl Strategies: Teach Like This Critical Thinking · Levels of Thinking in Bloom’s and Webb’s Depth of Knowledge · 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 |
| By the end of 8th grade,
|
Technology Standards - 8.1 | ||
6-8th Grade | ||
A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations. | ||
| 8.1.8.A.1 Demonstrate knowledge of a real world problem using digital tools.
| |
| 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. | ||
| 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. | ||
| 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. | ||
| 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. | |
| 8.1.8.D.2 Demonstrate the application of appropriate citations to digital content. | |
| 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. | ||
| 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. | ||
| 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) | |||
|
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:
| ||
Know | By the end of this unit, students will know:
| ||
Do | By the end of this unit, students will be able to:
| ||
Evidence of Learning | |||
Formative | Wonders Weekly Assessment Running Records Formative Assessment Strategies 53 Ways to Check for Understanding 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 Steps in Designing a Performance TaskTask Template (WORD)Performance Task Review CriteriaTechnology Upgrades for Performance Tasks | ||
Learning Activities | |||
*Utilize the “Gradual Release of Responsibility” approach to teaching:
*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)
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 | Sound Spelling Cards High-Frequency Word Cards Interactive Games Interactive Read-Alouds: Linking Standards, Fluency, and Comprehension (Book) F&P Prompting Guides Reading · Teaching Channel: Thinking Notes Strategy For Close Reading · Common Core Reading Strategies Informational Text · YouTube Reading Lessons Middle School Writing/Language · Argumentative Writing YouTube · Writing Exemplars - Argument/Opinion · Writing Exemplars by Grade Level and Aspects to Consider in Writing · Discussion, Planning and Questioning · Grammar Speaking & Listening · Inquiry Based Learning (Edutopia) · Engaging Students Using Discussion · Strategies for Student Centered Discussion · Socratic Seminar: ReadWriteThink · Stems on Fostering Class Discussion · Fishbowl Strategies: Teach Like This Critical Thinking · Levels of Thinking in Bloom’s and Webb’s Depth of Knowledge · 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 |
| By the end of 8th grade,
|
Technology Standards - 8.1 | ||
6-8th Grade | ||
A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations. | ||
| 8.1.8.A.1 Demonstrate knowledge of a real world problem using digital tools.
| |
| 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. | ||
| 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. | ||
| 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. | ||
| 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. | |
| 8.1.8.D.2 Demonstrate the application of appropriate citations to digital content. | |
| 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. | ||
| 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. | ||
| 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) | |||
|
END OF UNIT