ࡱ> a Ibjbj[[ k9bE\9bE\A,,,,,$PPPPPJ:    \0@BBBBBB$ ~f,f,,  {""", , @"@""z @}`,0}? ??,|'"U'''ff!R'''?'''''''''> : 6th GRADE ELA - READING Culture, Conflict & Experience UNIT 1: Number the Stars (8 weeks) Unit Theme: Growing Up & Transformation Enduring Understanding: Risking personal safety to commit to ones own beliefs and to demonstrate moral responsibility; A persons reaction to a dilemma can transform their character Essential Questions: What are human rights? What is social/moral responsibility? What is the relationship between personal safety and social justice/responsibility? What civic responsibilities do humans have to one another? Guiding Questions: What are the basic rights and responsibilities that all people in the world should have? What is each persons responsibility to human rights? How did anti-Semitism evolve in Europe? What can we infer about the characters in a book through their speech, thoughts, and actions? How do we demonstrate friendship to one another? What does courage look like to you and how do ordinary people exhibit courage? How are people shaped by the world events that occur during their lives? How did the events of the Holocaust change the worlds perspective of human rights? How can learning about the lives of others (through literature) affect how we live our own lives? What are your strengths and struggles in the reading process? What goals can you set to improve your learning in the next unit? NYS Common Core Standards Assessed: RL.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 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. RL.6.3. Describe how a particular storys or dramas plot unfolds in a series of 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 meaning of a specific word choice on meaning and tone. RI.6.5. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). 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. 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. 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.6.4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. L.6.1. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. L.6.2. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing Teacher Designed Standards Assessed: 1. Students will reflect upon their work as readers/students by: identifying strengths. identifying struggles. setting goals to improve their work. revising their work to make it better. asking questions to improve their understanding.  ASSESSMENT TASKS Task #1: One conflict that emerges within Number the Stars is the struggle between good and evil. Explain how this conflict is evident within society as a whole during WWII by completing the following chart. On the left side of the chart, explain how you see good in this society. On the right side, explain how you see evil in this society. Provide specific evidence from the text to support your answer. Conflict: Good vs. Evil How does this conflict exist within society as a whole during WWII? Good Evil CCSS: RL 6.1, W. 6.2b, L 6.1, L. 6.2 Task #2: It is much easier to be brave if you do not know everything. And so your mama does not know everything. Neither do I. We know only what we need to know. When Uncle Henrik first says this to Annemarie she is hurt and confused. As the night continues, his statement makes more sense. Explain why Annemarie gains a greater understanding of Uncle Henriks statement. How does this relate to one of the enduring understandings of the unit: How a person faces conflict determines his or hercharacter. Cite and explain the textual evidence that supports your response. Be sure to follow the conventions of Standard English, including capitalization, punctuation, and spelling. CCSS: RL 6.1, RL 6.2; W 6.2; L6.1, 6.2 Task #3: In this book the character Annemarie undergoes a transformation as a result of her experiences during WWII. Complete the flow chart below to describe these changes and their causes. Be sure to include the following: Describe Annemarie in the beginning of the story Explain the historical background of Number the Stars. Include information about Hitlers power and influence, prejudice at that time, and the lost privileges of the Jews. Consider how these factors affected Annemaries family. How did Annemarie grow and change from this experience? Cite and explain the textual evidence that supports your response. Be sure to follow the conventions of Standard English, including capitalization, punctuation, and spelling. CCSS: RL 6.1, RL 6.2, RI 6.3; W 6.2, L6.1, 6.2 Name __________________________ Date ________________ The Transformation of Annemarie Annemaries Character early in the book Historical background of Number the Stars. Affect of WWII on Annemaries Family Transformation of Annemarie  Diagnostic and Pre/Post Assessments: 1. Students will respond to an essential question at the start of the unit What civic responsibilities do humans have to one another? 2. Students will respond to the unit theme by exploring the transformation of Annemarie Formative Assessments: Authentic Assessment Tasks (related to the text) Quizzes (ungraded) Two Readers Notebook: one includes notes, vocabulary and the other contains their reading responses. Both will serve as a resource to successfully complete performance tasks.Summative Assessments: Authentic Assessment Tasks (related to the text) Book Report or Power Pont Presentation answering the question How does the past impact the way the characters of Number the Stars view the present and the future. What role do Mrs. Johansens stories play in forming AnnneMaries attitude toward the present and her ambitions for the future? (graded)  TEACHING AND LEARNING PLAN Teaching and Learning Activities: Students are pre-assessed using an anticipatory reading question. Students will learn weekly vocabulary through word attack skills, context clues, dictionary skills and root/prefix/suffix analysis. Students will answer guiding questions, both literal and inferential, for each section of the book. Students will learn historical background of Europe in WWII and the holocaust. Students will visit the Holocaust Museum to learn about the Holocaust through primary resources and eye witness accounts. Students will create a map identifying key Neutral, Allied, and Axis powers in Europe during WWII. Students will read a biography of the author. Students will learn about the genre of historical fiction. Students will explore the question of how the narrator moves the story forward. Students will learn to distinguish between fact and opinion. Students will write opinion responses based on the text. Students will cite evidence from the text in class discussions, with graphic organizers, and in writing. Students will learn about foreshadowing/parallelism. Students will learn literary terms and complete a plot triangle for the book. Students will learn how to compare and contrast. Students will learn characterization through text evidence and inferential thinking Students will create a Venn diagram comparing and contrasting two characters in the book. Students will learn the significance of symbolism in the story, in particular the Star of David, the shell, the title, and the woods. Students will identify themes in the book, citing text evidence. Students will analyze important quotes through class discussions. and writing. Students will identify cause and effect relationships. Students will learn about the progression of character from the fantasy world of a child to the reality of the world shes in. Students will analyze the main characters transformation utilizing evidence from the text, supplemental readings, and skills developed through the unit.Resources Needed: Unit Text: Number the Stars by Lois Lowry Night Crossing by Karen Ackerman Nonfiction Texts: Portraits of Moral Courage in the Holocaust by Gay Block & Malka Drucker Six Million Paper Clips: The Making of a Childrens Holocaust Memorial by Peter W. Schroeder Night by Elie Wiesel Visit to the Holocaust Museum: A Living Tribute to those who died in the Holocaust Picture Books: Rose Blanche by Roberto Innocente The Harmonica by Tony Johnston The Butterfly by Patricia Polacco Terrible Things: An Allegory of the Holocaust by Eve Bunting Biography: Lois Lowry Drama: Schlinders List Short Story: Diary of Anne Frank Memoir: Night of Fire at the Berlin Railroad Station Harold Gardner Mans Search for Meaning, Victor Frankl Poetry: Little Polish Boy by Peter L. Fischl The Butterfly by Pavel Friedman DVDs: Number the Stars by Sean Astin Paper Clips by David Smith Websites:  HYPERLINK "http://www.makebeliefscomix.com/" http://www.makebeliefscomix.com/ (ELL)  HYPERLINK "http://connections.smsd.org/veterans/wwii_sites.htm" http://connections.smsd.org/veterans/wwii_sites.htm  UNIT 1: Essential Question: WEEKLY CALENDAR (November 7 January 27) WeekGuiding QuestionsTopics/LessonsAssessments (diagnostic, formative, summative, interim)Key Vocabulary1 and 21) How did anti-Semitism evolve in Europe? 2)What rights and responsibility do we have in our world today?Historic Context: WWII who was involved, why were they fighting, anti-semitism Who is Lois Lowry? What is the genre of historical fiction?1. Pre-Assessment: Respond in Readers Response Notebook: What civic responsibilities do humans have to one another? 2.Vocabulary work 3.Map of Europe WWII Neutral, Allied and Axis powers 4. Trip to the Holocaust Museum Nazi, holocaust, anti-semitism, swastika, democracy, dictatorship Additional Resources: Non-Fiction: Portraits of Moral Courage, Six Million Paperclips: The Making of a Childrens Holocaust Museum  HYPERLINK "http://connections.smsd.org/veterans/wwii_sites.htm" http://connections.smsd.org/veterans/wwii_sites.htm Links to many sites appropriate for students Cards from Ackert: Provides historic background written on three different reading levels Link to Memoir Unit Night of Fire at the Berlin Railroad Station Harold Gardner Biography: Lois Lowry Standards Assessed: RI.6.3, RL.6.4, W.6.2, L.6.1, L.6.2, SL.6.1, SL.6.2 WEEKLY CALENDAR (November 7 January 27) WeekGuiding QuestionsTopics/LessonsAssessments (diagnostic, formative, summative, interim)Key Vocabulary33) How are people shaped by the world events that occur during their lives?Read chapters 1-2 Vocabulary/Guiding Questions How does the narrator help us to understand the story? How do we distinguish fact from opinion? Reading Responses: a. How does the narrator help us to understand the story? b. How would you respond to being chased by German soldiers? c. How did the characters in the book respond to being chased by German soldiers? See attached lists for book vocabulary Narrator, Fact, opinionStandards AssessedRL.6.1, RL.6.3, RL.6.4, RL.6.5, RL.6.6, L.6.1, L.6.2, W.6.2, SL.6.1, SL.6.2 WEEKLY CALENDAR (November 7 January 27) WeekGuiding QuestionsTopics/LessonsAssessments (diagnostic, formative, summative, interim)Key Vocabulary4 4) How do we learn about characters in a book?Chapters 3-4 Vocabulary/Guiding Questions What are character traits? How do we learn about character traits (text evidence and inference)? How do we cite evidence from the text? Readers Notebook: Identify character traits of the main characters Use text evidence to identify indirect character traitsSee attached lists for book vocabulary Character traits, cite, evidence, inference Standards AssessedRL.6.1, RL.6.3, RL.6.4, RL.6.5, L.6.1, L.6.2, W.6.2, SL.6.1, SL.6.2 WEEKLY CALENDAR (November 7 January 27) WeekGuiding QuestionsTopics/LessonsAssessments (diagnostic, formative, summative, interim)Key Vocabulary55) How do we demonstrate friendship to one another?Chapters 5-7 Vocabulary/Guiding Questions Think aloud Quote Analysis Fairy Tales How does foreshadowing help to understand the story? Graphic Organizer Friendship of Rosens and Johansens 2. Quickwrite Response to Discussion on Quote analysis See attached lists for book vocabulary Foreshadowing, parallelismStandards AssessedRL.6.1, RL.6.3, RL.6.4, RL.6.5, L.6.1, L.6.2, W.6.2, SL.6.1, SL.6.2WEEKLY CALENDAR (November 7 January 27) WeekGuiding QuestionsTopics/LessonsAssessments (diagnostic, formative, summative, interim)Key Vocabulary66) What does courage look like to you? Chapters 8-10 Vocabulary/Guiding Questions How to approach a performance task How do we compare and contrast? Performance Task #1 Create a venn diagram comparing and contrasting two characters See attached lists for book vocabulary Standards AssessedRL.6.1, RL.6.3, RL.6.4, RL.6.4W.6.2, L.6.1, L.6.2WEEKLY CALENDAR (November 7 January 27) WeekGuiding QuestionsTopics/LessonsAssessments (diagnostic, formative, summative, interim)Key Vocabulary77) How do ordinary people exhibit courage?Chapters 11-12 Vocabulary/Guiding Questions What is theme? What themes are emerging from the text? Think Aloud/Class Discussion Quote Analysis Fearful that she had said the wrong thing Quick Write What themes are emerging from this book? Quickwrite: Response to Discussion on Quote analysisSee attached lists for book vocabulary theme Standards AssessedRL.6.1, RL.6.2, RL.6.3, RL.6.4, RL.6.5, W.6.2, L.6.1, L.6.2, SL.6.1, SL.6.2 WEEKLY CALENDAR (November 7 January 27) WeekGuiding QuestionsTopics/LessonsAssessments (diagnostic, formative, summative, interim)Key Vocabulary88) How are people shaped by the world events that occur during lives?Chapter 13 and 14 Vocabulary/Guiding Questions How do we approach a performance task Class discussion: symbolism in the story Students will learn about cause and effect Class Discussion what are some cause and effect relationships in this book  Performance Task #2 Quote Analysis Quickwrite: Response to Discussion on Symbolism Quickwrite: Response to Discussion on cause and effectSee attached lists for book vocabulary Symbolism, Star of David Cause, effectStandards AssessedRL.6.1, RL.6.2, RL.6.3, RL.6.4, RL.6.5, W.6.2, SL.6.1, SL.6.2, L.6.1, L.6.2 WEEKLY CALENDAR (November 7 January 27) WeekGuiding QuestionsTopics/LessonsAssessments (diagnostic, formative, summative, interim)Key Vocabulary99) How can learning about the lives of others (through literature) affect how we live our own lives? Chapter 15 -17 Vocabulary/Guiding Questions Think Aloud/Class Discussion Role of Fairy Tales in the book Students will learn the elements of a plot triangle  Reading Response: How does Annemaries feelings about fairy tales change during the course of the book Complete a plot triangle of the story See attached lists for book vocabulary Plot, climax, rising action, falling actionStandards AssessedRL.6.1, RL.6.2, RL.6.3, RL6.4, RL.6.5, W.6.2, SL.6.1, SL.6.2, L.6.1, L.6.2 WEEKLY CALENDAR (November 7 January 27) WeekGuiding QuestionsTopics/LessonsAssessments (diagnostic, formative, summative, interim)Key Vocabulary10 What are your strengths and weaknesses in the reading process? What goals can you set to improve your learning in the next unit?Wrapping up the Book: Dynamic Characters, Themes Class Discussion: How did the ending make you feel?  1. Performance Task #3 Reading Response: What did you learn from this book? Reading Response: Evaluate goals from MP1; set goals for next marking period. Dynamic Characters, transformationStandards AssessedRL.6.1, RL.6.2, RL.6.3, RL6.4, RL 6.5, W.6.2, SL.6.1, SL.6.2, L.6.1, l.6.2  7@Z[fg < > ? @ R S ¹zlbXNAl:lz h7hahG-haOJQJaJh''OJQJaJheZOJQJaJhaOJQJaJh`Lha5OJQJaJha5OJQJaJhf\ha6OJQJha6OJQJhaOJQJhf\ha5OJQJh7haOJQJha5OJQJh7ha5OJQJhf\ha56OJQJhr(5OJQJh7hr(5H*OJQJh7hr(5OJQJ78[> ? @ eikd$$IflF$h% t0644 la  & F$Ifgd''  & F$Ifgda $Ifgdagda$a$gda @ W X o # $ % 9 : eikdx$$IflF$h% t0644 la h$If^hgda  & F$Ifgda $If^gda $Ifgda S W ! # $ % : M [  " N O P  m P Q R S w RS缲uihaCJOJQJaJhzhaCJOJQJaJhhOJQJaJhG-haOJQJaJheZOJQJaJh`LhaOJQJaJh\[#OJQJaJh''OJQJaJ h7hah4[haOJQJaJhhaOJQJaJhaOJQJaJh`Lha5OJQJaJ(: P  m  Q R h$If^hgda & F$If^gd'' & F$If^gda R S w S`nnnnnZ & Fdd$If[$\$gda & Fdd$-DIfM [$gda $Ifgdaikd$$Iflu$h% t0644 laS_`ae4庶xococSh@ha5CJOJQJaJh^ha5OJQJha5OJQJh7ha5OJQJhkhaOJQJaJhaOJQJaJh`LhaOJQJaJh`Lha5OJQJaJha h7hahKhaCJhKhaCJOJQJaJhaCJOJQJaJhzhaCJOJQJaJh8tCJOJQJaJ`aEFShdd$-DIfM [$^hgdh & Fdd$-DIfM [$gda & Fdd$If[$\$gdadd$If[$\$^gda 5Lc|||||  & F$Ifgda $Ifgdagdagkdh$$Ifl$h% t0644 la tt $$Ifa$gda$a$gdagdagda$a$gdaekd$$Ifl$& t0644 la #3<@89:D>?%1Vf O{ofha6OJQJhM[ha>*OJQJh'OJQJhhOJQJhaOJQJha5CJOJQJaJh@ha5CJOJQJaJha5CJOJQJaJh@haOJQJ"h@ha5>*CJOJQJaJh@haCJOJQJaJh@ha6OJQJh@haOJQJ(     {xkdK$$Ifl0H$ t0644 la $$Ifa$gda 89EFrmmhhhhgdagdaxkd$$Ifl0H$ t0644 la $Ifgda $$Ifa$gda ?%1NO123lm $Ifgda$a$gdah^hgda & FgdagdagdaO.1KMNuU V W m n !!!6!7!b!˽{qqqqfha5OJQJaJh'OJQJaJ hX hah`LhaOJQJaJhaOJQJaJhhaOJQJaJhaOJQJaJh`LhaOJQJaJh`Lha5OJQJaJh^haOJQJh-ha6OJQJh-haOJQJhaOJQJh@haOJQJ"ekd)$$Ifl$h% t0644 la $Ifgda !"# $$Ifa$gdaekd$$Ifl$h% t0644 la $Ifgda#$@ABCDEFGHIJ $Ifgdaekd$$Ifl$h% t0644 la JKMNtuU V wj] h$If^hgda $If^gda  & F$Ifgda $Ifgdagda$a$gdaekdv$$Ifl$h% t0644 la V W n c!  & F $Ifgda $Ifgdaikd$$IflV$h% t0644 lab!c!d!z!{!!!"%"."/""""""""""#*#.#^#_#ǽǀtktkt^TJT^h0mOJQJaJhaOJQJaJh 'haOJQJaJha5OJQJhX ha5OJQJh haOJQJaJhDSOJQJaJhDShDS6OJQJaJhDShc36OJQJaJhc3OJQJaJh'OJQJaJhaOJQJaJh`LhaOJQJaJh`Lha5OJQJaJ hX hah!~|haOJQJaJc!d!{!!""r h$If^hgda  & F$Ifgda $Ifgdaikd]$$Ifl$h% t0644 la"""""##_##G$$%reeeee  & F $Ifgda h$If^hgda $Ifgda$a$gdagdaikd$$Ifl$h% t0644 la _###)$$$$%%^%l%r%s%%%h&i&& '''''((m(()))8********Ȼ鱧靓Ȍ~sfh@haOJQJaJha5OJQJaJh`Lha5OJQJaJ hX hahc3OJQJaJh1POJQJaJh3OJQJaJhDSOJQJaJh-;haOJQJaJh 'haOJQJaJh0mOJQJaJheZOJQJaJhaOJQJaJhj+haOJQJaJ%%s%%%,&i&& '@'''(m((4)))9**  & F $Ifgd1P  & F $Ifgda  & F $Ifgd0m*****+2+3+E+++,S,wj & F$IfgdeZ $If^gda & F$Ifgda $IfgdaekdM$$Ifl$& t0644 la *+++ +2+3+D+E+p++++++,R,S,T,c,o,,,,,,,------ -"-4-6-9-:-@-T-U-^--ڸϫ{shaOJQJh3h36OJQJaJh3h3OJQJaJh3OJQJaJh36OJQJaJh3haOJQJaJh@h3OJQJaJheZOJQJaJha6OJQJaJhaOJQJaJh@haOJQJaJh@ha6OJQJaJ+S,T,c,,,,-----"-3-4-A-U-V-^---- $If^gda & F$Ifgd3 $Ifgd3 & F$Ifgda & F$Ifgda $Ifgda h$If^hgd3-------....-.<.G.V.W.X.c.d.p.........׼ױףז׆xeUHh-;haOJQJaJhdyha0J6OJQJaJ$jhI/6OJQJUaJh+ha6OJQJaJjha6OJQJUaJhzmhaOJQJaJhdha6OJQJaJha6OJQJaJhJthaOJQJaJhJtha6OJQJaJhaOJQJaJhKhaOJQJaJh1POJQJh1P6OJQJ---...<.W.X.c...7/8/9/:/;/ $If^gdDS $IfgdDS & F$Ifgda & F$Ifgda $Ifgda...///5/6/7/9/:/;//?/G/H/[/\/]/l/m////߻th_SGhbha5OJQJhsxha6OJQJha6OJQJhsxha5OJQJhElhaOJQJhElha5OJQJha5OJQJ hKha hX hah`Lha5OJQJaJhKhDSOJQJhDSOJQJh1Gkha0JOJQJjhI/OJQJUhaOJQJjhaOJQJUh+haOJQJaJ;//,ekd$$Ifl$& t0644 la $Ifgdaekdx$$Ifl$& t0644 la>/?/H/]//////// $Ifgda$a$gdagda dgda ///////*0+0i0j0000111111111?2Y22222233 4 444ǼϴϠ|odh.haOJQJh1Gkha0JOJQJj hI/OJQJUjhaOJQJUha6OJQJhJkha6OJQJhWOJQJhZOJQJhbh3OJQJh3OJQJhaOJQJhU2chaOJQJ hbhahbha5OJQJhbhaOJQJ#///(0)0*0j0KBBBBB $IfgdakdV $$Iflr+/ 6eq t0d4644 laj000000l1m11111112222?2[2223F3G333 $IfgdZ $Ifgda $Ifgd3 & F $Ifgda3333 4 444Bkd $$Iflr+/ 6eq t0d4644 la $Ifgda4444 4"4#4$4+434H4X4Y4Z4[4\4k4l4444444444A5B55566666Ͽ׸~~sk`h.haOJQJhWOJQJhU2chaOJQJhbha5OJQJha6OJQJha5OJQJhsxha5OJQJhahsxha6OJQJ hbhahR5OJQJh&~OJQJhaOJQJhbhaOJQJhZhaOJQJhZOJQJhZhZOJQJ#4#4$4Y4Z4[4\4444444{vvn$a$gdagdazkd $$Ifl0+6e. t0d4644 la $Ifgda 4444B5T5q5B55 & F $Ifgdakd! $$IflrQh( 3:  v U t0644 la $Ifgdaq55556\66666 $Ifgda $If^gda & F $Ifgda 66677*7@7N7Q7R7S7U7\7d7e7}7777777778888l8888M9N9t9ʿxllaYYڿYڿڿhWOJQJhU2chaOJQJhbha5OJQJhsxha6OJQJha6OJQJha5OJQJhsxha5OJQJh"#95OJQJh5OJQJh.haOJQJhbhaOJQJhOJQJh&~OJQJhaOJQJh Cha5OJQJ hbhahChaOJQJ"667O7P7Q7R7KBBBBB $Ifgdakd $$IflrQh( 3:  v U t0644 laR7S7T77777KCC::: $Ifgda$a$gdakdy $$IflrQh( 3:  v U t0644 la77777778Bkd%$$IflrQ|( 3    t0644 la $Ifgda8,8I8d88889N9u9v9999 & F$Ifgda $Ifgda & F $Ifgda t9u999999999999999:::::+:-:_:::::::::$;X;ҢxllahU2chaOJQJhbha5OJQJhsxha6OJQJha6OJQJha5OJQJhsxha5OJQJh5OJQJhbhaOJQJhOJQJh&~OJQJh Cha5OJQJ hbhahJkha6OJQJhWOJQJhaOJQJh.haOJQJ!999999:KBBBBB $Ifgdakd$$IflrQ|( 3    t0644 la:::-:2:D:S:KCC::: $Ifgda$a$gdakd}$$IflrQ|( 3    t0644 laS:_::::::Bkd)$$IflrQu( 3    t0644 la $Ifgda:::$;Y;Z;;;;;; < h$If^hgda & F$Ifgda $Ifgda & F $Ifgda X;Y;;;;;;; < < < </<?<U<c<e<f<g<h<w<x<<<<<<=====張ǵ{occXPh3OJQJhU2chaOJQJhbha5OJQJhsxha6OJQJha6OJQJha5OJQJhsxha5OJQJhOJQJh&~OJQJh Cha5OJQJ hbhahWhaOJQJh.haOJQJhbhaOJQJhR5OJQJhWOJQJhaOJQJhbhWOJQJ < < <d<e<f<g<KBBBBB $Ifgdakd$$IflrQu( 3    t0644 lag<h<<<<<<KC:::: $Ifgda$a$gdakd$$IflrQu( 3    t0644 la<<<==*=8=B5 & F $Ifgdakd-$$IflrQf( 3  !  t0644 la $Ifgda=)=*=x=======>>>>*>:>H>[>]>^>_>`>o>p>>>>>>>>>>$?%???@#@K@L@üϼ~rrghU2chaOJQJhbha5OJQJhsxha6OJQJha6OJQJha5OJQJhsxha5OJQJh&~OJQJh Cha5OJQJ hbhahJkha6OJQJh.haOJQJhbhWOJQJhWOJQJhbhaOJQJhaOJQJ(8=U=x======>>> & F $IfgdW $Ifgda & F $Ifgda >>*>\>]>^>_>KBBBBB $Ifgdakd$$IflrQf( 3  !  t0644 la_>`>>>>>>KC:::: $Ifgda$a$gdakd$$IflrQf( 3  !  t0644 la>>>>>%?4?B5 & F $Ifgdakd1$$IflrQK( 3  <  t0644 la $Ifgda4?Q?`????@L@s@t@z@{@ $$Ifa$gda & F($Ifgda $Ifgda & F $Ifgda L@r@t@y@z@{@|@@@@@@@@@@@@@@@ A A>AjAyAzA{A|A}AAAB?BBگuujbbhR5OJQJhU2chaOJQJhbha5OJQJhsxha6OJQJha6OJQJha5OJQJhsxha5OJQJhhahbhaOJQJhOJQJh&~OJQJh Cha5OJQJ hbhahJkha6OJQJh.haOJQJhaOJQJ"{@|@@@@@@KBBBBB $Ifgdakd$$IflrQK( 3  <  t0644 la@@@@ AA#AKFF>55 $Ifgda$a$gdagdakd$$IflrQK( 3  <  t0644 la#A2A>AjAyAzA|AAEkd5$$IflrRt&) 3> Q G E t0644 la $IfgdaAAAB@BkBBBBBB CCDCkClCCCC & F $IfgdR5 $Ifgda h$If^hgd & F $Ifgd & F $IfgdaBBBB CCCDCjCkClCCCCCCCCCCCCCCCCCCC D D"D$D張噎ҵulcWhsxha6OJQJha6OJQJha5OJQJhsxha5OJQJhR55OJQJhahbhaOJQJh[p!OJQJhOJQJh Cha5OJQJ hbhahhaOJQJh.hR5OJQJh.haOJQJhR5OJQJhOJQJhaOJQJhbhOJQJCCCCCCCNEEEEE $Ifgdakd$$IflrRt&) 3> Q G E t0644 laCCC$D)D;DJDNIA888 $Ifgda$a$gdagdakd$$IflrRt&) 3> Q G E t0644 laJDVDDDDDDDBkd*$$IflrQn( 3    t0644 la $Ifgda$DVDDDDDDDDDdEEEF&F'F(FNFPF{F|F}FFFFFFFFFFFFFFٺƯ٤ƙم}u٤qh\hsxha5OJQJhR55OJQJhah[p!OJQJhOJQJhOJQJh Cha5OJQJhR5haOJQJh.haOJQJhbhR5OJQJh%:ha>*OJQJhR5OJQJhU2chaOJQJhaOJQJ hbhahbhaOJQJhbha5OJQJ"D EE&EdEEEEF'F(FOFPF|F & F*$IfgdR5 $Ifgda h$If^hgd & F*$Ifgda h$If^hgda & F $Ifgda |F}FFFFFFKBBBBB $Ifgdakd$$IflrQn( 3    t0644 laFFF GG"G1GKF>555 $Ifgda$a$gdagdakd$$IflrQn( 3    t0644 laFF G G=GiGxGyG{G|GGGDHdHeHfHIIII'I(I)I Q G E t0644 la $IfgdaGGG1HeHfHgH~HHHHIII(I & F$Ifgda h$If^hgda & F $Ifgda $Ifgda(I)I Q G E t0644 laIIINLkd|$$IflrQ]' 3> Q G E t0644 la21h:pa/ =!"#$% 51h0:pa= /!"#$% v$$If!vh#vh%:V lF t065h%v$$If!vh#vh%:V lF t065h%v$$If!vh#vh%:V lu t065h%r$$If!vh#vh%:V l t065h%m$$If!vh#vh%:V l t065&m$$If!vh#v:V l t065m$$If!vh#v:V l t065m$$If!vh#vh%:V l t065h%m$$If!vh#vh%:V l t065h%m$$If!vh#vh%:V l t065h%m$$If!vh#vh%:V l t065h%v$$If!vh#vh%:V lV t065h%v$$If!vh#vh%:V l t065h%v$$If!vh#vh%:V l t065h%m$$If!vh#vh%:V l t065&DyK yK Zhttp://www.makebeliefscomix.com/yX;H,]ą'cDyK yK http://connections.smsd.org/veterans/wwii_sites.htmyX;H,]ą'cm$$If!vh#vh%:V l t065&m$$If!vh#vh%:V l t065&$$If!vh#v#v#v#v#v:V l t0d465e555q5DyK yK http://connections.smsd.org/veterans/wwii_sites.htmyX;H,]ą'c$$If!vh#v#v#v#v#v:V l t0d465e555q5$$If!vh#v#vW1:V l t0d465e5.$$If!vh#v#v #vu#v #vH :V l t0655: 5 5v 5U $$If!vh#v#v #vu#v #vH :V l t0655: 5 5v 5U $$If!vh#v#v #vu#v #vH :V l t0655: 5 5v 5U $$If!vh#v#v+ #vu#v #vI :V l t0655 5 5 5 $$If!vh#v#v+ #vu#v #vI :V l t0655 5 5 5 $$If!vh#v#v+ #vu#v #vI :V l t0655 5 5 5 $$If!vh#v#v$ #vu#v #vl :V l t0655 5 5 5 $$If!vh#v#v$ #vu#v #vl :V l t0655 5 5 5 $$If!vh#v#v$ #vu#v #vl :V l t0655 5 5 5 $$If!vh#v#v #vu#v #v :V l t0655 5 5! 5 $$If!vh#v#v #vu#v #v :V l t0655 5 5! 5 $$If!vh#v#v #vu#v #v :V l t0655 5 5! 5 $$If!vh#v#v #vu#v #v. :V l t0655 5 5< 5 $$If!vh#v#v #vu#v #v. :V l t0655 5 5< 5 $$If!vh#v#v #vu#v #v. :V l t0655 5 5< 5 $$If!vh#v#v #vu#v #v :V l t0655> 5Q 5G 5E $$If!vh#v#v #vu#v #v :V l t0655> 5Q 5G 5E $$If!vh#v#v #vu#v #v :V l t0655> 5Q 5G 5E $$If!vh#v#v #vu#v #vM :V l t0655 5 5 5 $$If!vh#v#v #vu#v #vM :V l t0655 5 5 5 $$If!vh#v#v #vu#v #vM :V l t0655 5 5 5 $$If!vh#v#v #v #v #v\ :V l t0655> 5Q 5G 5E $$If!vh#v#v #v #v #v\ :V l t0655> 5Q 5G 5E $$If!vh#v#v #v #v #v\ :V l t0655> 5Q 5G 5E s666666666vvvvvvvvv666666>6666666666666666666666666666666666666666666666666hH6666666666666666666666666666666666666666666666666666666666666666662 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p8XV~ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ OJPJQJ_HmH nH sH tH L`L Normal$CJOJPJQJ_HaJmH sH tH DA D Default Paragraph FontRi@R 0 Table Normal4 l4a (k ( 0No List D@D 0List Paragraph ^m$:U@: 0 Hyperlink>*B*^JphH`H 2TU No SpacingCJ_HaJmH sH tH j#j j Table Grid7:V0FV1F CFollowedHyperlink >*B* phPK![Content_Types].xmlN0EH-J@%ǎǢ|ș$زULTB l,3;rØJB+$G]7O٭VvnB`2ǃ,!"E3p#9GQd; H xuv 0F[,F᚜K sO'3w #vfSVbsؠyX p5veuw 1z@ l,i!b I jZ2|9L$Z15xl.(zm${d:\@'23œln$^-@^i?D&|#td!6lġB"&63yy@t!HjpU*yeXry3~{s:FXI O5Y[Y!}S˪.7bd|n]671. tn/w/+[t6}PsںsL. J;̊iN $AI)t2 Lmx:(}\-i*xQCJuWl'QyI@ھ m2DBAR4 w¢naQ`ԲɁ W=0#xBdT/.3-F>bYL%׭˓KK 6HhfPQ=h)GBms]_Ԡ'CZѨys v@c])h7Jهic?FS.NP$ e&\Ӏ+I "'%QÕ@c![paAV.9Hd<ӮHVX*%A{Yr Aբ pxSL9":3U5U NC(p%u@;[d`4)]t#9M4W=P5*f̰lk<_X-C wT%Ժ}B% Y,] A̠&oʰŨ; \lc`|,bUvPK! ѐ'theme/theme/_rels/themeManager.xml.relsM 0wooӺ&݈Э5 6?$Q ,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-![Content_Types].xmlPK-!֧6 0_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!R%theme/theme/theme1.xmlPK-! ѐ' theme/theme/_rels/themeManager.xml.relsPK] ?'A4S SOb!_#*-./46t9X;=L@B$DFI%(+/39<?ACFJNSX\bgko@ : R ` #JV c!"%*S,-;/>//j0344q56R7789:S:: <g<<8=>_>>4?{@@#AACCJDD|FF1GG(III&')*,-.01245678:;=>@BDEGHIKLMOPQRTUVWYZ[]^_`acdefhijlmnpqrsc&&&&'5'**+AXXX8@0(  B S  ? rl-6-1rl-6-2rl-6-3ri-6-3w-6-2sl-6-2sl-6-4l-6-1l-6-2 _Hlt294949922 _Hlt169170846wD S ++A @ @~M  Y ++Aopqrstuvwxyz{|}~t_ $ $$t%t% ()))==A     ze$$$z%z%&()))==A  9*urn:schemas-microsoft-com:office:smarttagsState= *urn:schemas-microsoft-com:office:smarttags PlaceType=*urn:schemas-microsoft-com:office:smarttags PlaceName8*urn:schemas-microsoft-com:office:smarttagsCity9*urn:schemas-microsoft-com:office:smarttagsplace    1=##{$$$$"%-%%%6&;&c&&&&(())R+X+z333333558!8:: ;;A5 @ L W c j 1>v!y!*(0(--77A3333333333333Rc&&''**+,3,/*/[/\/11/4?4:6H688j:::: ;C;;;;;;;>>>>BAAAAAc&&''**\/\/AAA-|d}N~ vj;ڸj~=dj(qJ66n$j D H6B`GbF#x@\&TIj'pe0ڇ Sm11P,rD{2H32v{>D5D&=Ai&A(}UF $RxKT1 gUhZ^NU"Y9cWoy;Z|n[V}] T=cV RcbʶNspn,sas D,{UrhW{t"w| G93~\H: t~|/~k$ ^`.^`.88^8`.^`. ^`OJQJo( ^`OJQJo( 88^8`OJQJo( ^`OJQJo(hh^h`. hh^h`OJQJo(^`^Jo(.^`^J.pL^p`L^J.@ ^@ `^J.^`^J.L^`L^J.^`^J.^`^J.PL^P`L^J.h^`OJQJo(hHh^`OJQJ^Jo(hHohp^p`OJQJo(hHh@ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohP^P`OJQJo(hH8^8`o(. ^`hH.  L^ `LhH.  ^ `hH. x^x`hH. HL^H`LhH. ^`hH. ^`hH. L^`LhH.8^8`^J.^`^J. L^ `L^J. ^ `^J.x^x`^J.HL^H`L^J.^`^J.^`^J.L^`L^J.^`^Jo(.^`^J.pL^p`L^J.@ ^@ `^J.^`^J.L^`L^J.^`^J.^`^J.PL^P`L^J.^`^Jo(.^`^J.pL^p`L^J.@ ^@ `^J.^`^J.L^`L^J.^`^J.^`^J.PL^P`L^J.h^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hH^`^Jo()^`^J.pLp^p`L^J.@ @ ^@ `^J.^`^J.L^`L^J.^`^J.^`^J.PLP^P`L^J.h88^8`OJQJo(hHh^`OJQJ^Jo(hHoh  ^ `OJQJo(hHh  ^ `OJQJo(hHhxx^x`OJQJ^Jo(hHohHH^H`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hH^`^Jo()^`^J.pL^p`L^J.@ ^@ `^J.^`^J.L^`L^J.^`^J.^`^J.PL^P`L^J.^`)^`.pL^p`L.@ ^@ `.^`.L^`L.^`.^`.PL^P`L.^`B*^Jo(ph) ^`OJQJo(o p^p`OJQJo( @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o P^P`OJQJo(h^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hH ^`OJQJo( ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`CJOJQJo(^`CJOJQJo(opp^p`CJOJQJo(@ @ ^@ `CJOJQJo(^`CJOJQJo(^`CJOJQJo(^`CJOJQJo(^`CJOJQJo(PP^P`CJOJQJo(h^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohp^p`OJQJo(hHh@ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohp^p`OJQJo(hHh@ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohP^P`OJQJo(hH \ ^ `\5o(. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.^`o(. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.8^8`^Jo()^`^J. L^ `L^J. ^ `^J.x^x`^J.HL^H`L^J.^`^J.^`^J.L^`L^J.^`o(. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.h^`OJQJo(hHh^`OJQJ^Jo(hHohp^p`OJQJo(hHh@ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohP^P`OJQJo(hHh88^8`OJQJo(hHh^`OJQJ^Jo(hHoh  ^ `OJQJo(hHh  ^ `OJQJo(hHhxx^x`OJQJ^Jo(hHohHH^H`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hH^`^Jo(.^`^J.pL^p`L^J.@ ^@ `^J.^`^J.L^`L^J.^`^J.^`^J.PL^P`L^J.^`CJOJQJo(^`CJOJQJo(opp^p`CJOJQJo(@ @ ^@ `CJOJQJo(^`CJOJQJo(^`CJOJQJo(^`CJOJQJo(^`CJOJQJo(PP^P`CJOJQJo(^`B*^Jo(ph) ^`OJQJo(o p^p`OJQJo( @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o P^P`OJQJo(h^`OJQJo(hHh^`OJQJ^Jo(hHohp^p`OJQJo(hHh@ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohP^P`OJQJo(hH^Jo(.^`^J.pL^p`L^J.@ ^@ `^J.^`^J.L^`L^J.^`^J.^`^J.PL^P`L^J.h^`OJQJo(hHh^`OJQJ^Jo(hHohp^p`OJQJo(hHh@ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohP^P`OJQJo(hHh^`OJQJo(hH ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.^`o(. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.h^`OJQJo(hHh^`OJQJ^Jo(hHohp^p`OJQJo(hHh@ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohP^P`OJQJo(hH^`o(. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.-D{2cNsp Sm1B`9cWF#asqD H1W{Ij',s}UF,{xKTn$=An[ Rc t~\& gU^NU/~|G93~~}|y;ZV}]&A>D5e032--                  p]                                             65                 4G                                                                        NV                 T                                                              \                                                               "8_*&b_*6M)5"6M)T40*5"W[J/40*j?"8?W[J/srR?T&b1Q|`srR3a&~[p!\[#''r(I/c3R5"#9DSnUWeZ7DZv1Ph0m'8tAA@A@Unknown G*Ax Times New Roman5Symbol3. *Cx ArialK,Bookman Old StyleQBaskerville Old Face7.@Calibri?= *Cx Courier New;WingdingsA$BCambria Math"1hjDgjDgZ 7!v 7!v!24kAkAC 2qHP $P2!xx 6th GRADE ELA - READINGNYCDOE Blocher, Mary-                           ! " # $ % & ' ( ) * + , Oh+'0hB  < H T `lt|6th GRADE ELA - READINGNYCDOENormalBlocher, Mary2Microsoft Office Word@F#@d(@@ 7G@VT$m Z   !1.X@Bookman Old Style---X@Bookman Old Style---------  2 n&0 6 --- 2 j10 th---  2 n>0   2 nC0 GRADE  2 n0 ELA   2 n0 -  2 n0   2 n0 READING    2 n 0   X@Bookman Old Style--- 82 0 Culture, Conflict & Experience         2 0   ---  2 `0   ,@Bookman Old Style------ 2 `0 UNIT 1:    22 0 Number the Stars (8 weeks)       ---  2 0   ------,@Bookman Old Style------ 2 ` 0 Unit Theme:   ---  2 0  --- 42 0 Growing Up & Transformation            2 0   1Y--- ,2 `Y1Enduring Understanding      2 *Y1:   2 <Y1    2 `Y1  @Symbol---@"Arial---------  2 xY1---  2 Y1 --- h2 >Y1Risking personal safety to commit to ones own beliefs and to                   =2 !Y1demonstrate moral responsibility;            2 Y1  ------  2 xY1---  2 Y1 --- 2 Y1A  :2 Y1persons reaction to a dilemma          72 Y1can transform their character         2 }Y1   2 Y1  ---  2 ,`Y1  '- @ !X-- @ !X-- @ !}Y- - @ !-- @ !- - @ !rX- - @ !r- 2Y--- &2 @`Y2Essential Question       2 @Y2s 2 @Y2:   2 @Y2  ---  2 S`Y2  ------  2 gxY2---  2 gY2 --- ,2 gY2What are human rights?         2 gQY2  ------  2 zxY2---  2 zY2 --- A2 z$Y2What is social/moral responsibility?            2 zY2  ------  2 xY2---  2 Y2 --- e2 <Y2What is the relationship between personal safety and social                    .2 Y2justice/responsibility?        2 BY2  ------  2 xY2---  2 Y2 --- /2 Y2What civic responsibilit     =2 H!Y2ies do humans have to one another            2 \Y2?   2 eY2    2 xY2  '- @ !1X-- @ !}1Y- - @ !1- - @ !2X- - @ !2- 2Y--- (2 `Y2Guiding Questions:       2 Y2    2 `Y2  ------ 2 `Y21. ---  2 oY2 !--- (2 Y2What are the basic        2 (Y2rights and res    C2 %Y2ponsibilities that all people in the          2 Y2world    2 `Y2should    2 Y2  2 Y2have    2 Y2?   2 Y2  --- 2 &`Y22. ---  2 &oY2 !--- (2 &Y2What is each person      >2 &0"Y2s responsibility to human rights?           2 &7Y2  --- 2 9`Y23. ---  2 9oY2 !--- 2 9 Y2How did anti      2 9Y2- 22 9Y2Semitism evolve in Europe?         2 9Y2   2 9Y2  --- 2 L`Y24. ---  2 LoY2 !---  2 LY2What can we in     2 L Y2fer   2 LY2  2 L#Y2about   2 LPY2  2 LUY2the   2 LoY2  )2 LsY2characters in a book        2 LY2  ,2 LY2through their speech,        +2 ^`Y2thoughts, and actions      2 ^ Y2?   2 ^Y2  --- 2 q`Y25. ---  2 qoY2 !--- S2 q0Y2How do we demonstrate friendship to one another?                 2 q!Y2  --- 2 `Y26. ---  2 oY2 !--- 2 Y2Wha  C2 %Y2t does courage look like to you and h          2 Y2ow do    2 Y2  /2 Y2ordinary people exhibit          2 `Y2courage    2 Y2?   2 Y2  --- 2 `Y27. ---  2 oY2 !--- S2 0Y2How are people shaped by the world events that o               /2 Y2ccur during their lives?        2 Y2  --- 2 `Y28. ---  2 oY2 !--- t2 FY2How did the events of the Holocaust change the worlds perspective of                     2 ` Y2human rights?      2 Y2  --- 2 `Y29. ---  2 oY2 !--- 2 MY2How can learning about the lives of others (through literature) affect how                      ,2 `Y2we live our own lives?        2  Y2  --- 2 `Y210. ---  2 yY2 --- R2 /Y2What are your strengths and struggles in the re              2 Y2ading process?        2 yY2  --- 2 `Y211. ---  2 yY2 --- m2 AY2What goals can you set to improve your learning in the next unit?                    2 Y2  ---  2 -xY2  '- @ !X-- @ !}Y- - @ !- - @ !eX- - @ !e- 2Y--- @2 @`#Y2NYS Common Core Standards Assessed:             2 @Y2  @Symbol- - - @"Arial- - - ,@Bookman Old Style- - -  - @ !\Xv-  - - -   2 dxY2- - -   2 d~Y2 - - -  2 d[Y2RL.6.1. Cite textual evidence to support analysis of what the text says explicitly as well          2Y-  -  '' - @ !\hv-   @2 t#Y2as inferences drawn from the text.        2 ttY2  - - -  - @ !\v-  - - -   2 xY2- - -   2 ~Y2 - - -  2  Y2RL.6.2. De   y2 IY2termine a theme or central idea of a text and how it is conveyed through              2Y-  -  '' - @ !\v-   2 UY2particular details; provide a summary of the text distinct from personal opinions or           - @ !\v-   2  Y2judgments.      2 Y2  '- @ !2X-- @ !}2Y- - @ !2- - @ !3X- - @ !X-- @ !X-- @ !}Y- - @ !3- - @ !-- @ !- "Systemvbpvuvb- -   00//..՜.+,D՜.+,\ hp  NYC Department of Educationv!kA 6th GRADE ELA - READING Title 8@ _PID_HLINKSAp]4http://connections.smsd.org/veterans/wwii_sites.htmp]4http://connections.smsd.org/veterans/wwii_sites.htmF]!http://www.makebeliefscomix.com/  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstvwxyz{|}~Root Entry F Data u#1TableWordDocumentkSummaryInformation(BDocumentSummaryInformation8CompObjr  F Microsoft Word 97-2003 Document MSWordDocWord.Document.89q