TROTWOOD-MADISON CITY SCHOOLS CURRICULUM MAP · TROTWOOD-MADISON CITY SCHOOLS CURRICULUM MAP ... I...

17
TROTWOOD-MADISON CITY SCHOOLS CURRICULUM MAP Textbook: Houghton Mifflin Collections Series ELA 6 TH GRADE TOPICS AND STANDARDS QUARTER 1 UNIT 1 Unit 1 Theme: FACING FEAR Main Genres: Fiction and Non-Fiction READING LITERATURE AND INFORMATIONAL TEXTS RI 1 Cite textual evidence; make inferences. RI 2 Determine a central idea; provide a summary. RI 3 Analyze text elements. RI 4 Determine the meaning of words and phrases. RI 5 Analyze structure. RI 6 Determine and author’s point of view and purpose. RI 7 Integrate information presented in different media or formats. RL 1 Cite textual evidence; make inferences. RL 2 Determine a theme or central idea; provide a summary. RL 3 Describe story elements. RL 4 Determine the meaning of words and phrases RL 5 Analyze structure. RL 6 Explain how an author develops the point of view of the speaker. WRITING W 2 Write informative/explanatory texts. W 4 Produce clear and coherent writing. W 9 Draw information from informational texts to support analysis. W 9a Draw evidence from literary texts. SPEAKING AND LISTENING SL 1 Engage effectively in a range of collaborative discussions. SL 1a Come to discussions prepared and draw on preparation to probe and reflect on ideas. SL 4 Present claims and findings logically to accentuate main ideas or themes; use appropriate eye contact, adequate volume and clear pronunciation. SL 6 Adapt speech to a variety of contexts and tasks. L 1a Ensure the pronouns are in the proper case. L 1e Recognize variations from standard English. L 3a Vary sentence patterns. L 4a Use context as a clue to the meaning of a word or a phrase. L 4c Consult reference materials. L 4d Verify preliminary determination of the meaning of a word. L 5 Demonstrate understanding of figurative language. L 5a Interpret figures of speech (e.g., personification) in context. L 6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases. ENDURING UNDERSTANDING Students will understand that there are numerous causes of fear. ESSENTIAL QUESTIONS CONTENT BASED How does fear originate? How does one overcome fear? Is it ever possible to completely overcome fear? What are your personal fears? What are our cultural and societal fears?

Transcript of TROTWOOD-MADISON CITY SCHOOLS CURRICULUM MAP · TROTWOOD-MADISON CITY SCHOOLS CURRICULUM MAP ... I...

Page 1: TROTWOOD-MADISON CITY SCHOOLS CURRICULUM MAP · TROTWOOD-MADISON CITY SCHOOLS CURRICULUM MAP ... I can apply correct capitalization, punctuation, ... Houghton Mifflin Harcourt Collections

TROTWOOD-MADISON CITY SCHOOLS CURRICULUM MAP Textbook: Houghton Mifflin Collections Series

ELA 6TH GRADE

TOPICS AND

STANDARDS

QUARTER 1

UNIT 1

Unit 1 Theme: FACING FEAR Main Genres: Fiction and Non-Fiction READING LITERATURE AND INFORMATIONAL TEXTS RI 1 Cite textual evidence; make inferences. RI 2 Determine a central idea; provide a summary. RI 3 Analyze text elements. RI 4 Determine the meaning of words and phrases. RI 5 Analyze structure. RI 6 Determine and author’s point of view and purpose. RI 7 Integrate information presented in different media or formats. RL 1 Cite textual evidence; make inferences. RL 2 Determine a theme or central idea; provide a summary. RL 3 Describe story elements. RL 4 Determine the meaning of words and phrases RL 5 Analyze structure. RL 6 Explain how an author develops the point of view of the speaker. WRITING W 2 Write informative/explanatory texts. W 4 Produce clear and coherent writing. W 9 Draw information from informational texts to support analysis. W 9a Draw evidence from literary texts. SPEAKING AND LISTENING SL 1 Engage effectively in a range of collaborative discussions. SL 1a Come to discussions prepared and draw on preparation to probe and reflect on ideas. SL 4 Present claims and findings logically to accentuate main ideas or themes; use appropriate eye contact, adequate volume and clear pronunciation. SL 6 Adapt speech to a variety of contexts and tasks. L 1a Ensure the pronouns are in the proper case. L 1e Recognize variations from standard English. L 3a Vary sentence patterns. L 4a Use context as a clue to the meaning of a word or a phrase. L 4c Consult reference materials. L 4d Verify preliminary determination of the meaning of a word. L 5 Demonstrate understanding of figurative language. L 5a Interpret figures of speech (e.g., personification) in context. L 6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases.

ENDURING UNDERSTANDING Students will understand that there are numerous causes of fear.

ESSENTIAL QUESTIONS

CONTENT BASED How does fear originate? How does one overcome fear? Is it ever possible to completely overcome fear? What are your personal fears? What are our cultural and societal fears?

Page 2: TROTWOOD-MADISON CITY SCHOOLS CURRICULUM MAP · TROTWOOD-MADISON CITY SCHOOLS CURRICULUM MAP ... I can apply correct capitalization, punctuation, ... Houghton Mifflin Harcourt Collections

SKILLS BASED What words signal the reader to go beyond what's written to what is implied in the text? How do readers infer the meaning of unknown words? How do readers determine the main idea when it is inferred? How does my understanding of literary elements increase my enjoyment of fiction, poetry and drama?

I CAN STATEMENTS I can identify the themes and main ideas in a text. I can describe characters based on speech, actions, and interactions with other characters. I can interpret and explain the meaning of a text by citing specific examples to support assessments of the text.

TIME FRAME CURRICULUM UNITS ASSESSMENT EVIDENCE

OPPORTUNITIES FOR DIFFERENTIATION

RESOURCES/CURRICULUM TEXTBOOK INSTRUCTIONAL PRACTICES

4-5 Weeks

UbD Framework

Formative/Summative

4-7 performance tasks that reach DOK level 4 or 3-5 FATPs / RAFTs At least 1 GRASP per quarter

At least 1 Common Short Cycle per quarter

Academic Vocabulary

Character Setting Inference Dialect Traits Motivations Development Factors Indicate

Below Grade Level:

Vocabulary contained

within texts

Skill focused small group

assignments

Audio assistance

Small group discussions

Graphic organizers to

demonstrate content

understanding

Basic comprehension

questions

At or Above Grade Level

Extended responses

Analytical assessments

of texts

Comparison and

contrast to

supplemental or

companion texts

Resources Houghton Mifflin Harcourt Collections Series

pgs. 1 – 71

Anchor Texts Short stories The Ravine by Graham Salisbury – pg. 3 Fine? by Margaret Peterson Haddix – pg. 17 Poem Life Doesn’t Frighten Me by Maya Angelou – pg. 37 Online Article Fear and Phobias – kidshealth.org Informational Texts In the Spotlight from Stuff That Scares Your Pants Off! By Glenn Murphy Close Reader (Short Stories) from The Jumping Tree – Rene Saldana Jr. – pg. 16 c

Performance Tasks

Write a Short Story – pg. 63

Write an Expository Essay – pg. 67

Additional Tasks:

Journal writing

Comparison and contrast writings

from graphic organizers or other

means of brainstorming

Identify themes and patterns in

reading using graphic organizers

Student-supported readings using

RATS; restate, answer, text

example (cited evidence),

summarize

Figurative language activities

Vocabulary; simile, metaphor,

personification, idiom, hyperbole

Event maps using the Retell Model

Academic Vocabulary

Page 3: TROTWOOD-MADISON CITY SCHOOLS CURRICULUM MAP · TROTWOOD-MADISON CITY SCHOOLS CURRICULUM MAP ... I can apply correct capitalization, punctuation, ... Houghton Mifflin Harcourt Collections

Repetition Character development Simile Summarize Point of view Exposition First-person point of view Third-person point of view Flashback Plot Rising action Suspense Third-person omniscient Sensory details Climax Prediction Falling action Resolution Tone Narration Purpose

Use of grade

appropriate vocabulary

Independent research

using an aspect of the

readings

Study of related

informational text

Discussions surrounding

themes and author’s

purpose

Socratic seminars

Journal writing or

reflective writing

Face Your Fear: Choking Under Pressure Is Every Athlete’s Worst Nightmare – Dana Hudepohl – pg. 50 c Face Your Fears and Phobias Out of Your Brain – Jason Koebler – pg. 58 c

TOPICS AND

STANDARDS

QUARTER 1

UNIT 2

Unit 2 Theme: ANIMAL INTELLIGENCE Main Genre: Fiction and Non-Fiction READING LITERATURE AND INFORMATIONAL TEXTS RL 1 Cite textual evidence; make inferences. RL 3 Describe story elements. RL 4 Determine the meaning of words and phrases. RL 5 Analyze structure. RL 6 Explain point of view. RL 10 Read and comprehend literature. RI 1 Cite textual evidence. RI 2 Determine a central idea; provide a summary. RI 4 Determine the meaning of words and phrases. RI 5 Analyze structure. RI 7 Integrate information. RI 8 Trace and evaluate the argument and specific claims in a text. RI 10 Read and comprehend literary nonfiction. WRITING W2 Write informative/explanatory texts. W 4 Produce clear and coherent writing. W 7 Conduct short research projects. W 9a Draw evidence from literary texts to support analysis and reflection when applying grade 6 Reading standards to literature. SPEAKING AND LISTENING SL1 Engage effectively in a range of collaborative discussions. SL 1a Come to discussions prepared and draw on preparation to probe and reflect on ideas. SL 4 Present claims and findings logically to accentuate main ideas or themes; use appropriate eye contact, adequate volume and clear pronunciation. SL 5 Include multimedia components and visual displays in presentations. L 1a Ensure the pronouns are in the proper case. L 1b Use intensive pronouns. L 1c Recognize and correct inappropriate shifts in pronoun number and person. L 4 Determine or clarify the meaning of words and phrases, choosing from a

Page 4: TROTWOOD-MADISON CITY SCHOOLS CURRICULUM MAP · TROTWOOD-MADISON CITY SCHOOLS CURRICULUM MAP ... I can apply correct capitalization, punctuation, ... Houghton Mifflin Harcourt Collections

range of strategies. L 4a Use context as a clue to the meaning of a word or a phrase. L 4a Use context as a clue to the meaning of a word or a phrase. L 4b Use Greek affixes as clues to the meaning of a word. L 5a Interpret figures of speech (e.g. personification) in context. L 6 Acquire and use accurately grade-appropriate general academic and domain specific words and phrases.

ENDURING UNDERSTANDING Animals think in different ways in different situations.

ESSENTIAL QUESTIONS

CONTENT BASED How smart are animals? What classifies an animal as smart? Can animals feel and think? SKILLS BASED How do readers use text clues to make inferences in an assessment passage? How can inferring and summarizing help readers identify main idea and relevant details? How do readers use prior knowledge to make and confirm predictions?

I CAN STATEMENTS

I can apply correct capitalization, punctuation, and spelling when writing I can use knowledge of language and its conventions when writing, reading, listening and speaking.

I can identify and define different types of figurative language (e.g., personification).

TIME FRAME CURRICULUM UNITS WITH ASSESSMENT EVIDENCE

OPPORTUNITIES FOR DIFFERENTIATION

RESOURCES/CURRICULUM TEXTBOOK INSTRUCTIONAL PRACTICES

4-5 Weeks

UbD Framework

Formative/Summative

4-7 performance tasks

that reach DOK level 4

or 3-5 FATPs / RAFTs

At least 1 GRASP per

quarter

Below Grade Level:

Vocabulary contained

within texts

Skill focused small group

assignments

Audio assistance

Small group discussions

Graphic organizers to

demonstrate content

understanding

Resources Houghton Mifflin Harcourt Collections Series

pgs. 71 - 136

Anchor Texts Short stories The Mixer by P.G. Wodehouse – pg. 73 Tribute to the Dog by George Graham Vest – pg. 93 How Smart Are Animals? By Dorothy Hinshaw Patent – pg. 105

Performance Tasks

Write a Literary Analysis – pg. 129

Write an Expository Essay – pg. 133

Additional Tasks:

Discussions

Journal writing

Media presentations

Summary writings

Independent research

Page 5: TROTWOOD-MADISON CITY SCHOOLS CURRICULUM MAP · TROTWOOD-MADISON CITY SCHOOLS CURRICULUM MAP ... I can apply correct capitalization, punctuation, ... Houghton Mifflin Harcourt Collections

At least 1 Common

Short Cycle per

quarter

Academic Vocabulary Character Plot Narrator First-person point of view Irony Unreliable narrator Speech Argument Claim Reasons Evidence Counterargument Evaluate Persuasive techniques Emotional appeal Figurative language Personification Imagery Paraphrase Summarize Central ideas Details Conclusion

Basic comprehension

questions

At or Above Grade Level

Extended responses

Analytical assessments

of texts

Comparison and

contrast to

supplemental or

companion texts

Use of grade

appropriate vocabulary

Independent research

using an aspect of the

readings

Study of related

informational text

Discussions surrounding

themes and author’s

purpose

Socratic seminars

Journal writing or

reflective writing

Poems Animal Wisdom by Nancy Wood – pg. 99 The Last Wolf by Mary TallMountain – pg. 102 Informational Texts Can Animals Feel and Think by DeShawn Jones – pg. 116 c from Animal Snoops: The Wondrous World of Wildlife Spies by Peter Christie – pg. 117 Close Reader (Short Stories) The Pod by Maureen Crane Wartski – pg. 92 c Bats by Mary Kay Carson – pg. 128 c

Writing extended responses

Comparing and contrasting using

graphic organizers

Vocabulary games

TOPICS AND

STANDARDS

QUARTER 2

UNIT 3

Unit 3 Theme: DEALING WITH DISASTER Main Genres: Fiction, Non-Fiction, and Informational Texts READING LITERATURE AND INFORMATIONAL TEXTS RI 1 Cite textual evidence. RI 3 Analyze text elements. RL 4 Determine the meanings of words and phrases. RI 5 Analyze structure. RI 7 Integrate information presented in different media. RI 10 Read and comprehend literary nonfiction. RL 2 Determine central idea; provide a summary. RL 3 Describe story elements. RL 4 Determine the meaning of words and phrases. RL 5 Analyze structure. RL 6 Explain point of view. RL 9 Compare and contrast texts in different forms. WRITING

Page 6: TROTWOOD-MADISON CITY SCHOOLS CURRICULUM MAP · TROTWOOD-MADISON CITY SCHOOLS CURRICULUM MAP ... I can apply correct capitalization, punctuation, ... Houghton Mifflin Harcourt Collections

W 3d Write narratives: Use precise words, relevant details, and sensory language. W 7 Conduct short research projects. W 8 Gather relevant information from multiple sources. SPEAKING AND LISTENING SL 1 Engage effectively in a range of collaborative discussions. SL 1a Come to discussions prepared. SL 1 b Follow rules for discussions. SL 1 c Pose and respond to questions. SL 1 d Review key ideas and demonstrate understanding. SL 2 Interpret information presented in diverse media. SL 5 Include multimedia components and visual displays in presentations. L1 c Recognize and correct inappropriate shifts in pronoun person. L 3b Maintain consistency in style and tone. L4 a Use context as a clue to the meaning of a word or phrase. L4 b Determine or clarify meaning using common Greek affixes. L6 Acquire and use grade-appropriate words and phrases.

ENDURING UNDERSTANDING Natural disasters will always be part of our lives and as members of a humane society it is our responsibility to provide whatever aid we can.

ESSENTIAL QUESTIONS

CONTENT BASED How are natural disasters dispersed? Is someone who donates to charity a better person than someone who doesn’t? Why or how do people support agencies such as World Vision? It is a moral obligation of the “haves” to help the “have not’s” of the world. SKILLS BASED How does a graphic organizer help me understand informational text? What skills help a reader make sense of informational text? How does verb tense aid in one’s understanding of texts?

I CAN STATEMENTS I can locate evidence that supports what the text says. I can recognize evidence that supports inferences drawn from the text. I can identify the central idea and supporting details of a text.

TIME FRAME CURRICULUM UNITS ASSESSMENT EVIDENCE

OPPORTUNITIES FOR DIFFERENTIATION

RESOURCES/CURRICULUM TEXTBOOK INSTRUCTIONAL PRACTICES

4-5 Weeks

UbD Framework

Below Grade Level:

Vocabulary contained

within texts

Resources Houghton Mifflin Harcourt Collections Series

pgs. 137 - 208

Performance Tasks

Task A Create a multi-media presentation –

pg. 201

Page 7: TROTWOOD-MADISON CITY SCHOOLS CURRICULUM MAP · TROTWOOD-MADISON CITY SCHOOLS CURRICULUM MAP ... I can apply correct capitalization, punctuation, ... Houghton Mifflin Harcourt Collections

Formative/Summative

4-7 performance tasks that reach DOK level 4 or 3-5 FATPs / RAFTs At least 1 GRASP per quarter

At least 1 Common Short Cycle per quarter

Academic Vocabulary

Diagram Integrate Simile Form Free verse Tone Repetition Rhythm Stanza Line Line break Alliteration Dialect Dialogue Imagery Metaphor Non-fiction Informational text Multi-media

Skill focused small group

assignments

Audio assistance

Small group discussions

Graphic organizers to

demonstrate content

understanding

Basic comprehension

questions

At or Above Grade Level

Extended responses

Analytical assessments

of texts

Comparison and

contrast to

supplemental or

companion texts

Use of grade

appropriate vocabulary

Independent research

using an aspect of the

readings

Study of related

informational text

Discussions surrounding

themes and author’s

purpose

Socratic seminars

Journal writing or

reflective writing

Anchor Texts Short stories The Banana Tree by James Berry – pg. 171 Poems from After the Hurricane by Rita Williams-Garcia – pg. 157 Watcher: After Katrina, 2005 by Natasha D. Threthewey – pg. 166 Newspaper Article On The Titanic, Defined by What They Wore by Guy Trebay – pg. 196 c Informational Texts Mammoth Shakes and Monster Waves, Destruction in 12 Countries by Brenda Z. Guiberson – pg. 139 Close Reader (Short Stories) There will Come Soft Rains by Ray Bradbury – pg. 184 c Moby Duck by David Holahan – pg. 156 c from A Night to Remember by Walter Lord – pg. 185 Documentary From Titanic at 100: Mystery Solved by James Cameron – pg. 197

Task B Write Narrative Non-Fiction – pg.

205

Additional Tasks:

Journal writing

Comparison and contrast writings

from graphic organizers or other

means of brainstorming

Identify themes and patterns in

reading using graphic organizers

Student-supported readings using

RATS; restate, answer, text

example (cited evidence),

summarize

Figurative language activities

Vocabulary; simile, metaphor,

personification, idiom, hyperbole

Event maps using the Retell Model

Academic Vocabulary

Read and discuss narratives

TOPICS AND

STANDARDS

Unit 4 Theme: MAKING YOUR VOICE HEARD Main Genre: Oral Presentations READING LITERATURE AND INFORMATIONAL TEXTS

Page 8: TROTWOOD-MADISON CITY SCHOOLS CURRICULUM MAP · TROTWOOD-MADISON CITY SCHOOLS CURRICULUM MAP ... I can apply correct capitalization, punctuation, ... Houghton Mifflin Harcourt Collections

QUARTER 2

UNIT 4

RL 1 Cite text evidence; make inferences. RL 2 Determine central idea; provide a summary. RL 3 Describe how characters respond or change. RL 4 Determine the meaning of words and phrases. RL 5 Analyze structure. RL 6 Explain point of view. RL 9 Compare and contrast texts. RI 1 Cite textual evidence. RI 2 Determine a central idea; provide a summary. RI 3 Analyze text elements. RI 4 Determine the meaning of words and phrases. RI 5 Analyze structure. RI 6 Determine author’s point of view. RI 8 Trace and evaluate the argument and specific claims in a text. RI 9 Compare and contrast arguments. WRITING W I Write arguments. W 3d Write narratives; use precise words and phrases. W 6 Use technology to produce and publish writing. W 7 Conduct short research projects. SPEAKING AND LISTENING SL 1 Engage effectively in a range of collaborative discussions. L 1e Recognize variations from standard English and identify and use strategies to improve expression. L 2 Demonstrate command of standard English punctuation. L 2b Spell correctly. L 4 a Use context as a clue to the meaning of a word or phrase. L 4d Verify preliminary determination of the meaning of a word. L 5a Interpret figures of speech (e.g., personification) in context. L 5b Use analogies to understand meaning. L6 Acquire and use grade-appropriate words and phrases.

ESSENTIAL QUESTIONS CONTENT BASED What can a speaker do to help an audience to grasp a message? What strategies can one use to organize information logically or strategically? What are some attention-grabbing techniques to capture an audience’s attention? SKILLS BASED What strategies can one use to distinguish between supported and unsupported claims? What do good speakers sound like? How can you make your words more effective?

I CAN STATEMENTS I can define the terms argument and claim. I can understand and have discussions about what I hear. I can actively take part in discussions on 6th grade topics. I can describe a speaker’s arguments and claims and I am able to distinguish between those claims that are based on reasons and evidence and those that are not.

TIME FRAME CURRICULUM UNITS WITH ASSESSMENT EVIDENCE

OPPORTUNITIES FOR DIFFERENTIATION

RESOURCES/CURRICULUM TEXTBOOK INSTRUCTIONAL PRACTICES

4-5 Weeks

UbD Framework

Below Grade Level: Resources Houghton Mifflin Harcourt Collections Series

pgs. 211 - 247

Performance Tasks

Present an Argument in a Speech – pg. 247

Page 9: TROTWOOD-MADISON CITY SCHOOLS CURRICULUM MAP · TROTWOOD-MADISON CITY SCHOOLS CURRICULUM MAP ... I can apply correct capitalization, punctuation, ... Houghton Mifflin Harcourt Collections

Formative/Summative

4-7 performance tasks

that reach DOK level 4

or 3-5 FATPs / RAFTs

At least 1 GRASP per

quarter

At least 1 Common

Short Cycle per

quarter

Academic Vocabulary Theme Symbols Conflict Internal conflict External conflict Figurative language Trace (argument) Counterargument Paraphrase Evaluate Authority Legal Support Claim Connotations Persuasive technique Loaded language Compare and contrast Dialogue Plot Traits Sensory details Simile Metaphor Inferences Theme

Vocabulary contained

within texts

Skill focused small group

assignments

Audio assistance

Small group discussions

Graphic organizers to

demonstrate content

understanding

Basic comprehension

questions

At or Above Grade Level

Extended responses

Analytical assessments

of texts

Comparison and

contrast to

supplemental or

companion texts

Use of grade

appropriate vocabulary

Independent research

using an aspect of the

readings

Study of related

informational text

Discussions surrounding

themes and author’s

purpose

Socratic seminars

Journal writing or

reflective writing

Anchor Texts

Short stories My Wonder Horse by Sabine U. Ulibarri – pg. 211 Eleven by Sandra Cisneros – pg. 233 Poems A Voice by Pat Mora – pg. 241 Words Like Freedom by Langston Hughes – pg. 244 Editorials Wild Animals Aren’t Pets (USA Today) – pg. 233 Commentary Let People Own Exotic Animals by Zuzana Kukol – pg. 227 Informational Texts found in the Close Reader (Short Stories) Views on Zoos – pg. 232 c Functions of a Zoo – pg. 232 c Sonia’s Blog: Who I Am, What I Do – Every Day – pg. 232 d Association of Zoos and Aquariums – pg. 232 e What Do Fish Have To Do With Anything? By Avi – pg. 240 c Innocent and Imprisoned by Robert M. Guinness – pg. 232 e

Additional Tasks:

Discussions

Journal writing

Media presentations

Summary writings

Independent research

Writing extended responses

Comparing and contrasting using

graphic organizers

Vocabulary games

Impromptu speaking (2 minutes)

Oral presentation strategies

Page 10: TROTWOOD-MADISON CITY SCHOOLS CURRICULUM MAP · TROTWOOD-MADISON CITY SCHOOLS CURRICULUM MAP ... I can apply correct capitalization, punctuation, ... Houghton Mifflin Harcourt Collections

TOPICS AND

STANDARDS

QUARTER 3

UNIT 5

Unit 5 Theme: DECISIONS THAT MATTER Main Genres: Fiction and Non-Fiction READING LITERATURE AND INFORMATIONAL TEXTS RI 1 Cite textual evidence; make inferences. RI 2 Determine a central idea; provide a summary. RI 3 Analyze text elements. RI 4 Determine the meaning of words and phrases. RI 5 Analyze structure. RI 6 Determine and author’s point of view and purpose. RI 7 Integrate information presented in different media or formats. RI 9 Compare and contrast a memoir and a biography. RL 1 Cite textual evidence; make inferences. RL 2 Determine a theme or central idea; provide a summary. RL 3 Describe story elements. RL 4 Determine the meaning of words and phrases. RL 5 Analyze structure. RL 10 Read and comprehend poems. WRITING W 2 Write informative/explanatory texts. W 2a Introduce a topic; organize ideas. W 2b Develop a topic. W 2c Use appropriate transitions. W 2d Use precise language. W 2e Establish and maintain a formal style. W 2f Provide a concluding statement. W 4 Produce clear and coherent writing. W 8 Gather relevant information from multiple print and digital sources. W 9 Draw information from informational texts to support analysis. W 9a Draw evidence from literary texts to support analysis and reflection when applying grade 6 Reading standards to literature. W 10 Write routinely. SPEAKING AND LISTENING SL 1 Engage effectively in a range of collaborative discussions. SL 1a Come to discussions prepared. SL 1b Follow rules for discussions, set goals and deadlines, and define individual roles. SL 1d Review key ideas and demonstrate understanding of multiple perspectives. SL 2 Interpret information presented in diverse media and formats. SL 4 Present claims and findings logically to accentuate main ideas or themes; use appropriate eye contact, adequate volume and clear pronunciation. SL 5 Include multimedia components and visual displays in presentations. SL 6 Adapt speech to a variety of contexts and tasks. L 3a Vary sentence patterns for meaning, interest, and style. L 4a Use context as a clue to the meaning of a word or a phrase. L 4c Consult reference materials. L 5b Use relationship between particular words to better understand each one. L 6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases.

ENDURING UNDERSTANDING Knowing all the facts can help us to make the best decisions.

ESSENTIAL QUESTIONS

CONTENT BASED How does research factor into decision-making? How does new information influence how I think and act? How does the consideration of different viewpoints influence how one thinks and acts? SKILLS BASED

Page 11: TROTWOOD-MADISON CITY SCHOOLS CURRICULUM MAP · TROTWOOD-MADISON CITY SCHOOLS CURRICULUM MAP ... I can apply correct capitalization, punctuation, ... Houghton Mifflin Harcourt Collections

How does a writing process help us more effectively communicate our ideas, describe our experiences, and inform our audience? Why is it important to determine a purpose and audience for self-selected and assigned writing tasks?

I CAN STATEMENTS

I can produce summaries that clearly state the main idea and includes only necessary details. I can write multi-paragraph essays that support an idea presented in a thesis statement. I can differentiate between facts and opinions through various modes of inquiry and classroom discussions.

TIME FRAME CURRICULUM UNITS ASSESSMENT EVIDENCE

OPPORTUNITIES FOR DIFFERENTIATION

RESOURCES/CURRICULUM TEXTBOOK INSTRUCTIONAL PRACTICES

4-5 Weeks

UbD Framework

Formative/Summative

4-7 performance tasks that reach DOK level 4 or 3-5 FATPs / RAFTs At least 1 GRASP per quarter

At least 1 Common Short Cycle per quarter

Academic Vocabulary

Memoir First-person point of view Biography Chronological order Sequence Primary sources Secondary sources Quotations Mood Inferences Flashback Meter

Below Grade Level:

Vocabulary contained

within texts

Skill focused small group

assignments

Audio assistance

Small group discussions

Graphic organizers to

demonstrate content

understanding

Basic comprehension

questions

At or Above Grade Level

Extended responses

Analytical assessments

of texts

Comparison and

contrast to

supplemental or

companion texts

Use of grade

appropriate vocabulary

Resources Houghton Mifflin Harcourt Collections Series

pgs. 251 - 310

Anchor Texts Short stories The First Day of School by R.V. Cassill – pg. 271 Poem The Road Not Taken by Robert Frost – pg. 281 Paul Revere’s Ride by Henry Wadsworth Longfellow – pg. 285 Paul Revere’s Ride (Audio version) narrated by C-David Cottrill – pg. 292 The Light – Ah! The Light (Marie Curie discovered the principles of radioactivity.) by Joyce Sidman – pg. 292 c News Article On Doomed Flight, Passengers Vowed to Perish Fighting by Jodi Wilgoren and Edward Wong – pg. 293 TV Newscast Memorial is Unveiled for Heroes of Flight 93 (CBS News) – pg. 300

Performance Tasks

Write a Personal Narrative – pg. 303

Write an Opinion Essay – pg. 307

Additional Tasks:

Journal writing

Comparison and contrast

writings from graphic organizers

or other means of brainstorming

Identify themes and patterns in

reading using graphic organizers

Student-supported readings

using RATS; restate, answer,

text example (cited evidence),

summarize

Figurative language activities

Vocabulary; simile, metaphor,

personification, idiom,

hyperbole

Event maps using the Retell

Model

Academic Vocabulary

Small group decision-making

activities

Page 12: TROTWOOD-MADISON CITY SCHOOLS CURRICULUM MAP · TROTWOOD-MADISON CITY SCHOOLS CURRICULUM MAP ... I can apply correct capitalization, punctuation, ... Houghton Mifflin Harcourt Collections

Symbol Theme Imagery Sensory language Climax Foreshadowing Narrative poetry 5Ws and H Evidence Cite evidence

Independent research

using an aspect of the

readings

Study of related

informational text

Discussions surrounding

themes and author’s

purpose

Socratic seminars

Journal writing or

reflective writing

Memoir from It Worked For Me: In Life and Leadership by Colin Powell – pg. 253 Biography from Colin Powell: Military Leader by Warren Brown – pg. 260 Close Reader (Short Stories) (Biography) Community Hero: Chief Wilma Mankiller by Susannah Abbey – pg. 270 c (Autobiography) from Every Day is a New Day by Wilma Mankiller – pg. 270 c

TOPICS AND

STANDARDS

QUARTER 3

UNIT 6

Unit 6 Theme: WHAT TALES TELL Main Genre: Fiction and Non-Fiction READING LITERATURE AND INFORMATIONAL TEXTS RL 1 Cite textual evidence; make inferences. RL 2 Determine a theme or central ideas. RL 3 Describe story elements. RL 4 Determine the meaning of words and phrases. RL 5 Analyze structure. RL 6 Explain point of view. RL 7 Compare and contrast the experience of reading a drama to listening to or viewing it. RL 9 Compare and contrast texts in different genres. RL 10 Read and comprehend literature. RI 1 Cite textual evidence. RI 2 Determine a central idea; provide a summary. RI 3 Analyze text elements. RI 5 Analyze structure. RI 7 Integrate information. WRITING W2 Write informative/explanatory texts. W 2a. Introduce a topic; organize ideas. W 2b Develop the topic. W 2c Use appropriate and varied transitions. W 2d Use precise language and domain-specific vocabulary. W 2e Establish and maintain a formal style. W 2f Provide a concluding statement. W 3 Write narratives. W 3a Engage and orient the reader. W 3b Use narrative techniques. W 3c Use transition words, descriptive details, and sensory language. W 3e Provide a conclusion. W 9a Draw evidence from literary texts to support analysis and reflection when applying grade 6 Reading standards to literature. W 10 Write routinely over extended time frames. SPEAKING AND LISTENING SL1 Engage effectively in a range of collaborative discussions. SL 1a Come to discussions prepared and draw on preparation to probe and reflect on ideas. SL 1b Follow rules for discussions, set goals, and define individual roles. SL 1 c Pose and respond to questions. SL 4 Present claims and findings logically to accentuate main ideas or themes; use appropriate eye contact, adequate volume and clear pronunciation.

Page 13: TROTWOOD-MADISON CITY SCHOOLS CURRICULUM MAP · TROTWOOD-MADISON CITY SCHOOLS CURRICULUM MAP ... I can apply correct capitalization, punctuation, ... Houghton Mifflin Harcourt Collections

SL 1d Review key ideas and demonstrate understanding of multiple perspectives. SL 6 Adapt speech to a variety of contexts and tasks. L 2a Use punctuation to set off nonrestrictive parenthetical elements. L 2b Spell correctly. L 4a Use context as a clue to the meaning of a word or a phrase. L 4b Use Greek affixes as clues to the meaning of a word. L 5a Interpret figures of speech (e.g. personification) in context. L 5b Use cause/effect analogies. L 6 Acquire and use accurately grade-appropriate general academic vocabulary.

ESSENTIAL QUESTIONS CONTENT BASED What is the purpose of retelling fables, folktales and myths? Why is it important to figure out the author’s message, lesson or moral? Why should we use words like chapter, scene and stanza when we are telling about what we’ve read? SKILLS BASED How do the supporting details help you figure out the main idea? What are the important elements of a story? Why is it important to use commas and quotation marks correctly to show dialogue in your writing? I CAN STATEMENTS I can recount stories (fables, folktales, and myths) from different cultures. I can write or speak about a text using the terms: chapter, scene, and stanza. I can comprehend grade level informational text proficiently and independently.

TIME FRAME CURRICULUM UNITS WITH ASSESSMENT EVIDENCE

OPPORTUNITIES FOR DIFFERENTIATION

RESOURCES/CURRICULUM TEXTBOOK INSTRUCTIONAL PRACTICES

4-5 Weeks

UbD Framework

Formative/Summative

4-7 performance tasks

that reach DOK level 4

or 3-5 FATPs / RAFTs

At least 1 GRASP per

quarter

At least 1 Common

Short Cycle per

quarter

Academic Vocabulary

Below Grade Level:

Vocabulary contained

within texts

Skill focused small group

assignments

Audio assistance

Small group discussions

Graphic organizers to

demonstrate content

understanding

Basic comprehension

questions

Resources Houghton Mifflin Harcourt Collections Series

pgs. 313 - 379

Anchor Texts Greek Myths from Black Ships Before Troy: The Story of the Illiad by Rosemary Sutcliff – pg. 313 Poems Medusa by Agha Shahid Ali – pg. 330i The Apple of Discord I by Kate Hovey – pg. 331

Performance Tasks

Write a Literary Analysis – pg. 373

Write a Play – pg. 377

Additional Tasks:

Discussions

Journal writing

Media presentations

Summary writings

Independent research

Writing extended responses

Page 14: TROTWOOD-MADISON CITY SCHOOLS CURRICULUM MAP · TROTWOOD-MADISON CITY SCHOOLS CURRICULUM MAP ... I can apply correct capitalization, punctuation, ... Houghton Mifflin Harcourt Collections

Myth Theme Summarize Archaic language Parody Symbol Folk tales Legends Fables Plot Conflict Foreshadowing Inferences Traits Motivations Resolution Climax Cast of characters Stage directions Drama Period (time) Essay Tradition Pattern of organization Central (main) idea Supporting details Paraphrasing Summary Cultures Morals

At or Above Grade Level

Extended responses

Analytical assessments

of texts

Comparison and

contrast to

supplemental or

companion texts

Use of grade

appropriate vocabulary

Independent research

using an aspect of the

readings

Study of related

informational text

Discussions surrounding

themes and author’s

purpose

Socratic seminars

Journal writing or

reflective writing

Chinese Folk Tale Yeh-Shen: A Cinderella Story from CVhina by Ai-Ling Louie – pg. 335 Drama from The Prince and the Pauper by Mark Twain – dramatized by Joellen Bland – pg. 345 Close Reader (Short Stories) from The Prince and the Pauper by Mark Twain– dramatized by Joellen Bland – pg. 362f Medusa’s Head retold by Olivia E. Coolidge – pg. 330d Novel from The Prince and the Pauper: Tom’s Meeting With the Prince by Mark Twain – pg. 362c Graphic Story from The Prince and the Pauper by Marvel Comics – pg362h Essay The Role of Myths in Ancient Gr eece from Greek Mythology by Simone Payment – pg. 363

Comparing and contrasting

using graphic organizers

Vocabulary games

Poetry reading/writing

Reader’s Theater

Examine legends, fables,

folktales, and myths

Diagram stage settings

TOPICS AND

STANDARDS

QUARTER 4

Focus: TESTING PREPARATION Exams: NWEA (MAP), AIR, CAP This quarter, teachers should place heavy focus on test preparation. 10 Things You Should Do:

Explore online resources that support testing strategies.

Review State of Ohio Testing Blueprints

Use test preparation sites to review sample questions with students.

Page 15: TROTWOOD-MADISON CITY SCHOOLS CURRICULUM MAP · TROTWOOD-MADISON CITY SCHOOLS CURRICULUM MAP ... I can apply correct capitalization, punctuation, ... Houghton Mifflin Harcourt Collections

Become familiar with testing rules and regulations.

In TBT groups, discuss testing needs, review rules, and devise test prep exam samples for students to obtain maximum practice with all types of test questions.

Refer to ODE’s website for testing updates.

Provide parents with testing resources and materials.

Review the year’s content to ensure students’ full understanding.

Help students to make cross-curricular connections.

Explore supplemental material that compliments genres and reinforces skills.

Begin to explore the next grade level’s content (vertical alignment). Test Preparation Resource Links:

Get to know NWEA https://www.nwea.org/

NWEA on Vimeo (videos) NWEA Warm Up Video

https://vimeo.com/nwea http://warmup.nwea.org/

MAP for Primary Grades Warm Up http://warmup.nwea.org/warmup_start_educators_mpg.html

AIR Practice Tests https://login1.cloud2.tds.airast.org/student/V178/Pages/LoginShell.aspx?c=Ohio_PT

ODE Test Practice http://education.ohio.gov/Topics/Testing/Ohios-State-Test-in-ELA-Math-Science-SocialStudies/Sample-test-items-and-practice-tests

About CAP http://www.shaker.org/Downloads/CAP%20Brochure%20Jan%202014.pdf

Testing Blueprints (Ohio) http://oh.portal.airast.org/ocba/resources/?section=5-general

Page 16: TROTWOOD-MADISON CITY SCHOOLS CURRICULUM MAP · TROTWOOD-MADISON CITY SCHOOLS CURRICULUM MAP ... I can apply correct capitalization, punctuation, ... Houghton Mifflin Harcourt Collections

6th GRADE WRITING RUBRIC

Ideas & Content (Ideas) Organization Style (Voice, Word Choice, Fluency) Language Conventions

6 E

xc

ee

ds

Sta

nd

ard

s

Stays on the topic (Does not ramble or repeat) Includes main idea(s) with 4 or more well developed supporting details Includes in depth information and exceptionally supporting details, that are fully developed Creates clear/vivid images for reader that go beyond the obvious or predictable Uses original ideas that reflect insight

Shows mastery of multiple paragraph form Has an engaging introduction and satisfying conclusion Has a clear sequence that enhances meaning with a beginning, middle, and end Uses effective, varied, and thoughtful transitions between sentences and paragraphs Use of pacing is well controlled

Includes dynamic, vivid or challenging words, enhancing meaning and clarifying understanding and adding energy and depth Uses original, unique, authoritative and/or interesting voice Uses purposeful and varied sentence beginnings which add variety and energy Has complete, complex sentences varying in length and structure Uses literary devices very effectively Has fluent writing with cadence

Few or no errors in capitalization

4

Few or no errors in punctuation

Few or no errors in subject and verb agreement

Few or no errors in the spelling of grade-level-appropriate words

5 E

xc

ee

ds

Sta

nd

ard

s

Stays on the topic (Does not ramble or repeat)

Shows understanding of multiple paragraph form Includes dynamic, vivid or challenging words, enhancing meaning and clarifying understanding

Few or no run-on sentences or sentence fragments

Includes main idea(s) with 4 or more developed supporting details

Has an inviting introduction and conclusion Uses original, unique, authoritative and/or interesting voice

Indention of paragraphs all of the time

In depth information and exceptional supporting fully developed details

Has a clear sequence with a beginning, middle, and end

Has a variety of complete, complex sentences

Creates clear/vivid images for reader Uses original ideas

Uses effective and varied transitions between sentences and paragraphs

Uses literary devices effectively Has fluent writing

4 M

ee

ts

Sta

nd

ard

s

Stays on the topic (Does not ramble or repeat)

Show understanding of multiple paragraph form

Includes some dynamic, vivid or challenging words Most capitalization is correct Indention of paragraphs all of the time

3

Includes main idea(s) with 3 or more developed supporting details

Has an effective introduction and conclusion Uses literary devices Uses original, unique, authoritative and/or interesting voice

Most sentences contain correct punctuation Most sentences use appropriate verb tense

Creates images for reader Has a clear sequence with a beginning, middle, and end

Uses complete, complex sentences Has fluent writing

Most sentences have correct subject and verb agreement

Uses effective transitions between sentences and paragraphs

Uses complete, complex sentences Has very fluent writing

Most grade-level words are spelled correctly Writing has few or none run-on sentences or sentence fragments

3 B

elo

w S

tan

dard

s.

Stays on the topic (Seldom rambles or repeats) Includes main idea(s) with 2 or more developed supporting details

Shows understanding of paragraph form Has an identifiable introduction and conclusion Has a logical progression of main ideas and supporting details--has a beginning, middle, and end Attempts transitions between sentences and paragraphs

Uses basic vocabulary appropriately Attempts to use literary devices Demonstrates an awareness of audience Uses simple effective sentence patterns

Some capitalization is correct Some sentences have correct punctuation Some sentences have correct subject and verb agreement Some grade-level-appropriate words spelled correctly Writing may have some run-on sentences or sentence fragments Indention of paragraphs most of the time

2

2 B

elo

w

Sta

nd

ard

s.

Stays mostly focused on the topic (Rambling and/or repeating information)

Shows some understanding of paragraphs forms Lacks introduction and/or conclusion Has limited sequence of events (May include only one of the elements: beginning, middle, or end) Attempts few transitions

Uses basic vocabulary appropriately most of the time

Includes some ideas with relevant details

Demonstrates little awareness of audience

1 B

elo

w

Sta

nd

ard

s

Stays minimally focused on topic (Has unrelated, fragmented, or unfinished details)

Does not attempt paragraph form Lacks introduction and/or conclusion Has limited sequence of events (May include only one of the elements: beginning, middle, or end) Attempts no transitions

Uses limited basic vocabulary, uses some words inappropriately Attempts simple sentence patterns but not understandable Demonstrates little or no awareness of audience

Many errors in capitalization Punctuation is missing or incorrect Many errors in subject and verb agreement Many errors in the spelling Writing has many run-on sentences or fragments Indention of paragraphs is non-existent

1

Page 17: TROTWOOD-MADISON CITY SCHOOLS CURRICULUM MAP · TROTWOOD-MADISON CITY SCHOOLS CURRICULUM MAP ... I can apply correct capitalization, punctuation, ... Houghton Mifflin Harcourt Collections

6th GRADE ELA MAP NOTES

1. The time frame of 4-5 weeks has been set to guide your pacing while allowing flexibility and autonomy for ELA teams to effectively engage students in the needed content.

2. The Collections Series is the ELA foundational text. Supplemental texts (novels) may be used, but must be approved by the District’s Curriculum Review Committee.

3. Academic vocabulary has been noted on the maps, but there are other critical vocabulary words found within both the Collections textbook and the Close Reader that should be explored.

4. In addition to the provided Essential Questions and I Can Statements, teachers of ELA either as determined by TBTs or individually must construct Enduring Understandings and Big Ideas for each unit.

5. Performance Task samples should be placed in students’ data folders and should be readily available for review by the School Principal, Curriculum Team, Team Leaders, Instructional Coaches, Parents, and all other stakeholders by request.

6. WRITING RUBRICS: 6TH GRADE COMMON CORE – ODE Sample Rubrics http://oh.portal.airast.org/ocba/wp-content/uploads/ELA_Rubric_Informational_G6-12.pdf - Informative and Explanatory Writing

http://oh.portal.airast.org/ocba/wp-content/uploads/ELA_Rubric_Argumentation_G6-12.pdf - Argumentation

7. Use 7th grade rubrics for advanced students. (There are many online.)