ࡱ>  :bjbj Iw{{2E8+ 2#L ----M0g23PVS3 0"+0"S3S3--666S3--6S366V@-~3k0 48S3S36S3S3S3S3S36S3S3S3S3S3S3S3S3S3S3S3S3S3S3S3S3 :  Introduction In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025, 80% of our students will graduate from high school college or career ready 90% of students will graduate on time 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity. In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students, across content areas. Destination 2025 and the CLIP establish common goals and expectations for student learning across schools and are the underpinning for the development of the English/Language Arts curriculum maps. Designed with the teacher in mind, the English/Language Arts (ELA) curriculum maps focus on literacy teaching and learning, which include instruction in reading, writing, speaking and listening, and language. This map presents a framework for organizing instruction around the TN State Standards (CCRA) so that every student meets or exceeds requirements for college and career readiness. The standards define what to teach at specific grade levels, and this map provides guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potentials. A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum guides. Educators will use this guide and the standards as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs. How to Use the Literacy Curriculum Maps Our collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right. This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms: (1) Regular practice with complex text and its academic language. Reading, writing, and speaking grounded in evidence from text, both literary and informational. Building knowledge through content-rich nonfiction. Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access: The TN Core Literacy StandardsThe TN Core Literacy Standards (also known as the College and Career Ready Literacy Standards):  HYPERLINK "http://www.tncore.org/english_language_arts.aspx" http://www.tncore.org/english_language_arts.aspx Teachers can access the TN Core standards, which are featured throughout this curriculum map and represent college and career ready student learning at each respective grade level.Shift 1: Regular Practice with Complex Text and its Academic LanguageStudent Achievement Partners Text Complexity Collection:  HYPERLINK "http://achievethecore.org/page/642/text-complexity-collection" http://achievethecore.org/page/642/text-complexity-collection Teachers can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection. Student Achievement Partners Academic Work Finder:  HYPERLINK "http://achievethecore.org/page/1027/academic-word-finder" http://achievethecore.org/page/1027/academic-word-finder Links to Support Vocabulary Instruction & Development  HYPERLINK "https://exchange.scsk12.org/owa/redir.aspx?SURL=7Bx4jRMg8hFkd6kqDgDC9HGD9E8chx9Mpa2ghemd0AKuym5BFMjSCGgAdAB0AHAAOgAvAC8AdwB3AHcALgBsAGUAYQByAG4AaQBuAGcAdQBuAGwAaQBtAGkAdABlAGQAbABsAGMALgBjAG8AbQAvADIAMAAxADMALwAwADcALwA1AC0AcwB0AGUAcABzAC0AdgBvAGMAYQBiAHUAbABhAHIAeQAtAGkAbgBzAHQAcgB1AGMAdABpAG8AbgAvAA..&URL=http%3a%2f%2fwww.learningunlimitedllc.com%2f2013%2f07%2f5-steps-vocabulary-instruction%2f" \t "_blank" http://www.learningunlimitedllc.com/2013/07/5-steps-vocabulary-instruction/  HYPERLINK "https://exchange.scsk12.org/owa/redir.aspx?SURL=aSkW9Ou99coVSkfdole7f1jA6dRtMRl64VBsKvLU9Cquym5BFMjSCGgAdAB0AHAAcwA6AC8ALwB3AHYAZABlAC4AcwB0AGEAdABlAC4AdwB2AC4AdQBzAC8AcwB0AHIAYQB0AGUAZwB5AGIAYQBuAGsALwBWAG8AYwBhAGIAdQBsAGEAcgB5AFMAdAByAGEAdABlAGcAaQBlAHMALgBoAHQAbQBsAA..&URL=https%3a%2f%2fwvde.state.wv.us%2fstrategybank%2fVocabularyStrategies.html" \t "_blank" https://wvde.state.wv.us/strategybank/VocabularyStrategies.html  HYPERLINK "https://exchange.scsk12.org/owa/redir.aspx?SURL=cxPvYGI1tAWpJvPTUGZT6gNHHeP_8WSlhsDC8RgUT9Ouym5BFMjSCGgAdAB0AHAAcwA6AC8ALwB3AHYAZABlAC4AcwB0AGEAdABlAC4AdwB2AC4AdQBzAC8AcwB0AHIAYQB0AGUAZwB5AGIAYQBuAGsALwBWAG8AYwBhAGIAdQBsAGEAcgB5AEcAcgBhAHAAaABpAGMATwByAGcAYQBuAGkAegBlAHIAcwAuAGgAdABtAGwA&URL=https%3a%2f%2fwvde.state.wv.us%2fstrategybank%2fVocabularyGraphicOrganizers.html" \t "_blank" https://wvde.state.wv.us/strategybank/VocabularyGraphicOrganizers.html  HYPERLINK "https://exchange.scsk12.org/owa/redir.aspx?SURL=CCIFz7GtazcoxNAMp_n2nqwgUHP1ue6DjS-U_uf8D_-uym5BFMjSCGgAdAB0AHAAOgAvAC8AcwBvAGwAdAByAGUAZQBtAHIAbABzADMALgBzADMALQB3AGUAYgBzAGkAdABlAC0AdQBzAC0AdwBlAHMAdAAtADIALgBhAG0AYQB6AG8AbgBhAHcAcwAuAGMAbwBtAC8AbQBhAHIAegBhAG4AbwByAGUAcwBlAGEAcgBjAGgALgBjAG8AbQAvAG0AZQBkAGkAYQAvAGQAbwBjAHUAbQBlAG4AdABzAC8ATABpAHMAdAAtAG8AZgAtAFQAaQBlAHIALQAyAC0AYQBuAGQALQBUAGkAZQByAC0AMwAtAFQAZQByAG0AcwAtAGYAbwByAC0ARQBMAEEALQBhAG4AZAAtAE0AYQB0AGgALgBwAGQAZgA.&URL=http%3a%2f%2fsoltreemrls3.s3-website-us-west-2.amazonaws.com%2fmarzanoresearch.com%2fmedia%2fdocuments%2fList-of-Tier-2-and-Tier-3-Terms-for-ELA-and-Math.pdf" \t "_blank" http://soltreemrls3.s3-website-us-west-2.amazonaws.com/marzanoresearch.com/media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and-Math.pdf Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.Shift 2: Reading, Writing and Speaking Grounded in Evidence from the TextStudent Achievement Partners Text-Dependent Questions Resources:  HYPERLINK "http://achievethecore.org/page/710/text-dependent-question-resources" http://achievethecore.org/page/710/text-dependent-question-resources Teachers can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and reader/task measures text complexity analysis.Shift 3: Building Knowledge through Content-Rich Non-fictionStudent Achievement Partners Text Set Projects Sequenced:  HYPERLINK "http://achievethecore.org/page/1098/text-set-project-sequenced-under-construction" http://achievethecore.org/page/1098/text-set-project-sequenced-under-construction Teachers can use this resource to learn about how to sequence texts into expert packs to build student knowledge of the world. Using the Curriculum Maps, Grades 6-8 Begin by examining the text(s) selected for the week. Read them carefully and become familiar with both the text(s) and the big idea. Locate the TDOE Standards in the left column. Analyze the language of the standards, and match each standard to an evidence statement in the center column. Consult your Pearson Literature Teachers Edition (TE) and other cited references to map out your week(s) of instruction. Plan your weekly and daily objectives, using the evidence statements to help. Study the suggested writing prompts/performance assessments in the right-hand column, and match them to your objectives. Plan the questions you will ask each day using these three types of questions: those that derive general understanding, those that address craft and structure, and those that elicit an overall meaning of the text. Be sure that the questions you ask will lead students to success on your selected performance assessments. Examine the other standards and skills you will need to addresswriting, vocabulary, language, and speaking and listening skills. Using your Pearson TE and other resources cited in the curriculum map, plan your week using the SCS lesson plan template. Remember to include differentiated activities for teacher-led small group instruction and literacy stations. Using the WIDA MPIs WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments. Second QuarterTN State StandardsSPIs, GLEs, Evidence StatementsContentWeeks 1-3Reading Selections Beyond Thirst: The Global Water Crisis by Kathiann M. Kowalski (informational), You Are Drinking What? by Paul Kix (informational) and Desalination (informational) from This Land Was Made for You and Me (Lexile 1020) and from Zlatas Diary (non-fiction) Hard as Nails (Lexile 910; autobiographical narrative) OR The Shutout (Lexile 1200) Big Question: What is important to Know? (Unit 3) Reading Complex Texts Informational RI6.2 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. 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). RI 6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. 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. RI 6.6 Determine an authors point of view or purpose in a text and explain how it is conveyed in the text. These standards are constant and should be taught throughout each quarter. Cite Evidence: RL1, RI1 Analyze Content: RL/RI.6.2-9 Informational Evidence Statements Provides a statement of the central idea(s) of a text. Provides an objective summary of the text distinct from personal opinions or judgments. RI6.2 Provides detailed analysis of how a key individual, event or idea is introduced in a text (e.g., through examples and anecdotes). Provides detailed analysis of how a key individual, event or idea is illustrated in a text (e.g., through examples and anecdotes). RI 6.3 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical). RI 6.4 Provides an analysis of how a particular sentence, paragraph, chapter or section fits into the overall structure of a text. Provides an analysis of how a particular sentence, paragraph, chapter or section contributes to the development of the ideas. RI 6.5 Provides a statement of an authors point of view in a text. Provides a statement of an authors purpose in a text. Provides an explanation of how the authors point of view or purpose is conveyed in the text. RI 6.6 Prentice Hall Literature Reading Selections Analyzing Text Beyond Thirst: The Global Water Crisis by Kathiann M. Kowalski RI6.2, RI6.3 HYPERLINK "http://tncore.org/sites/www/Uploads/ELA_Tasks/6_8/ELAG68P3Text1Thirst3.pdf"http://tncore.org/sites/www/Uploads/ELA_Tasks/6_8/ELAG68P3Text1Thirst3.pdf You Are Drinking What? by Paul Kix RI6.2, RI6.3 HYPERLINK "http://tncore.org/sites/www/Uploads/ELA_Tasks/6_8/ELAG68P3Text2DrinkingWhat3.pdf"http://tncore.org/sites/www/Uploads/ELA_Tasks/6_8/ELAG68P3Text2DrinkingWhat3.pdf Desalination RI6.2, RI6.3 HYPERLINK "http://tncore.org/sites/www/Uploads/ELA_Tasks/6_8/ELAG68P3Text3Desalination3.pdf"http://tncore.org/sites/www/Uploads/ELA_Tasks/6_8/ELAG68P3Text3Desalination3.pdf Tasks HYPERLINK "http://tncore.org/sites/www/Uploads/ELA_Tasks/6_8/ELAG68P3Student4.pdf"http://tncore.org/sites/www/Uploads/ELA_Tasks/6_8/ELAG68P3Student4.pdf Skill focus: analyze, cite evidence, central idea, compare and contrast, argument, claim, reasoning, counter-claim List of Tier 3 Domain Specific Words  HYPERLINK "http://soltreemrls3.s3-website-us-west-2.amazonaws.com/marzanoresearch.com/media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and-Math.pdf" http://soltreemrls3.s3-website-us-west-2.amazonaws.com/marzanoresearch.com/media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and-Math.pdf See pages 26-71 for ELA Tier 3 Next Generation Glossary of Informational and Literary terms See  HYPERLINK "http://www.scsliteracy.weebly.com" www.scsliteracy.weebly.com (found on the middle school page) Text Dependent Questions Level 1 What is the claim and what textual evidence is cited about the claim? Level 2 How is the text crafted to show explicit meaning (in relationship to the claim)? Level 3 What does the text infer (about the claim)? Do textual inferences change the meaning of this text? Resources for Analyzing Text See weebly. HYPERLINK "http://www.scsliteracy.weebly.com"www.scsliteracy.weebly.com Strategies for analyzing text Unit 3 Types of Nonfiction Literary Analysis Workshop (RI6.3, RI6.4, RI6.5, RI6.6) from This Land Was Made (nonfiction) and from Zlatas Diary (narrative essay) Skill Focus: authors purpose, point of view, forms of nonfiction, word choice, key ideas, types of support, figurative language, tone List of Tier 3 Domain Specific Words  HYPERLINK "http://soltreemrls3.s3-website-us-west-2.amazonaws.com/marzanoresearch.com/media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and-Math.pdf" http://soltreemrls3.s3-website-us-west-2.amazonaws.com/marzanoresearch.com/media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and-Math.pdf See pages 26-71 for ELA Tier 3 Next Generation Glossary of Informational and Literary terms See  HYPERLINK "http://www.scsliteracy.weebly.com" www.scsliteracy.weebly.com (found on the middle school page) After You Read Text Dependent Questions: (Key ideas and details) What hardships did Zlata and her family endure during the war? (Infer) How did these hardships change Zlatas life? (Analyze) Why did Zlata have mixed feelings about leaving Sarajevo? (Craft and Structure) What makes this diary an example of nonfiction? What makes this diary a type of autobiography? Hard as Nails (Lexile 910; autobiographical narrative) (RI6.6) Skill Focus: authors purpose, autobiographical essay, point of view, forms of nonfiction, word choice, key ideas, types of support, figurative language, tone Before You Read Critical Thinking - Hard As Nails Text Dependent Questions: (Key Ideas and Details) At the beginning of the selection, what does Bakers mother want him to do? (Compare and Contrast) How are Bakers dreams for himself similar to and different from his mothers dreams for him? (Integration of Knowledge and Ideas) Explain what these words tell us about Bakers attitude: No matter how awful it got, and it sometimes got terrible, I never quit believing it was a great life. (Connect to the Big Question: What is important to know?) After You Read OR The Shutout (Lexile 1200; expository essay) (RI6.6) Skill Focus: authors purpose, expository essay, point of view, forms of nonfiction, word choice, key ideas, types of support, figurative language, tone Before You Read Critical Thinking Text Dependent Questions (Key Ideas and Details) When did baseball become popular, and who created the playing rules? (Analyze): Give specific examples of the changes that occurred following the creation of baseball as a professional sport. (Key Ideas and Details) What were the team owners reasons for not letting African Americans play? (Identify cause and effect) What effect did this exclusion have on the history of baseball? After You Read Other Resources Unit Resources Workbook  HYPERLINK "http://www.pearsonsuccessnet.com" www.pearsonsuccessnet.com Hard as Nails by Russell Baker resources  HYPERLINK "https://prezi.com/8eo4xj9y6t3i/hard-as-nails-by-russel-baker/" https://prezi.com/8eo4xj9y6t3i/hard-as-nails-by-russel-baker/  HYPERLINK "http://tct.murrieta.k12.ca.us/reading/grade6/ph1/hard_as_nails/" http://tct.murrieta.k12.ca.us/reading/grade6/ph1/hard_as_nails/  HYPERLINK "http://ms-lloyd.stafford.heim.schoolfusion.us/modules/locker/files/get_group_file.phtml?gid=609382&fid=20724027" Hard As Nails Literary Analysis.doc Reading Strategies and graphic organizers  HYPERLINK "http://www.readingrockets.org/strategies" http://www.readingrockets.org/strategies  HYPERLINK "http://www.cps.k12.in.us/Page/1311" http://www.cps.k12.in.us/Page/1311  HYPERLINK "http://pacehighschool.net/Documents/GraphicOrganizersforReading.pdf" http://pacehighschool.net/Documents/GraphicOrganizersforReading.pdf Districts Weebly  HYPERLINK "http://www.scsliteracy.weebly.com" www.scsliteracy.weebly.comWIDA Standard 2 - English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts. Model Performance Indicator for RL6.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).Level 1: Entering Identify words in a text that support the theme or central idea of a text citing details to support the theme, using a visually supported text with a partner. Level 2: Emerging Identify words or phrases in a text that support the theme or central idea of a text citing details to support the theme, using a visually supported text with a partner.Level 3: Developing Identify details in a text that support the theme or central idea of a text citing details to support the theme, using a highlighted text with a partner.Level 4: Expanding Determine the theme or central idea of a text citing details to support the theme, using a highlighted text.Level 5: Bridging Determine the theme or central idea of a text citing details to support the theme. Language Vocabulary L. 6.4d 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. 6.6 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. These standards are constant and should be taught throughout each quarter. Study and apply vocabulary - L.6.4-6 Language Vocabulary Evidence Statements Demonstrates the ability to use context (e.g., the overall meaning of a sentence or paragraph; a words position or function in a sentence) as a clue to the meaning of a word or phrase. Provides a statement demonstrating accurate meaning and use of grade-appropriate general academic words and phrases. Reviewed throughout the quarter: Synonyms/antonyms Affixes- Latin roots Context clues Analogy and word relationships Word parts and families Vocabulary Prentice Hall Literature- Pearson Publishing Analyzing Text and Task Beyond Thirst: The Global Water Crisis by Kathiann M. Kowalski You Are Drinking What? by Paul Kix Desalination Graphic Organizers for Analyzing Tasks HYPERLINK "http://www.scsliteracy.weebly.com"www.scsliteracy.weebly.com Tier 2 Academic Vocabulary analyze, elaborate, introduce, determine, contribute, explain, delineate List of Tier 2 Academic Vocabulary (referred to as Tier 2 Academic Terms by Marzano)  HYPERLINK "http://soltreemrls3.s3-website-us-west-2.amazonaws.com/marzanoresearch.com/media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and-Math.pdf" http://soltreemrls3.s3-website-us-west-2.amazonaws.com/marzanoresearch.com/media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and-Math.pdf See pages 1-25 for Tier 2 Literary Analysis Workshop - from This Land Was Made (nonfiction) and from Zlatas Diary (narrative essay) Introducing the Big Question: Learning Big Question Vocabulary pg. 377 Hard as Nails (autobiographical narrative) Latin suffix - ance Making Connections: Vocabulary pg. 404 Vocabulary Development pgs. 404, 406,410,412 After You Read: Vocabulary pg. 415 OR The Shutout (expository essay) Latin prefix sub- or super- Making Connections: Vocabulary pg.426 Vocabulary Development pgs. pg. 426, 428, 430 After You Read: Vocabulary pg. 433 Pearson Online Resources  HYPERLINK "http://www.pearsonsuccessnet.com" www.pearsonsuccessnet.com Benchmark and Unit Assessments Unit Resources Common Core Companion Other resources  HYPERLINK "http://www.pearsonsuccessnet.com" www.pearsonsuccessnet.com - Vocabulary central Word Benches pg. 57-61 (Greek and Latin affixes)  HYPERLINK "http://www.tennessee.gov/education/standards/english/ENG_3081.pdf" http://www.tennessee.gov/education/standards/english/ENG_3081.pdf Online Dictionary  HYPERLINK "http://www.wordcentral.com/" http://www.wordcentral.com/  HYPERLINK "http://www.pearsononlinesuccess.net" www.pearsononlinesuccess.net. Unit Resources Workbook Downloads: Editable Presentations and Editable Worksheets Vocabulary Strategies and graphic organizers  HYPERLINK "http://learningtasks.weebly.com/vocabulary-strategies.html" http://learningtasks.weebly.com/vocabulary-strategies.html  HYPERLINK "http://www.cobbk12.org/cheathamhill/LFS%20Update/Graphic%20Organizers.htm" http://www.cobbk12.org/cheathamhill/LFS%20Update/Graphic%20Organizers.htm Hard as Nails by Russell Baker resources  HYPERLINK "https://quizlet.com/9383094/hard-as-nails-by-russell-baker-flash-cards/" https://quizlet.com/9383094/hard-as-nails-by-russell-baker-flash-cards/Writing to TextsWriting Argumentative Writing W.6.1 Write arguments to support claims with clear reasons and relevant evidence. W.6.1a Introduce claim(s) and organize the reasons and evidence clearly. W.6.1b Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. W.6.1c Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. W.6.1e Provide a concluding statement or section that follows from the argument presented. Informational/Explanatory 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. W.6.2a Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/ contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. W. 6.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. W.6.2d Use precise language and domain-specific vocabulary to inform about or explain the topic. W.6.2e Establish and maintain a formal style. W 6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W 6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. 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.Writing Evidence Statements: Development of Ideas The student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincing reasoning, details, text-based evidence, and/or description. The development is consistently appropriate to the task, purpose, and audience. Organization The student response demonstrates purposeful coherence, clarity, and cohesion Includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writers progression of ideas. Clarity of Language The student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone, and/or domain-specific vocabulary. Knowledge of Language and Conventions The student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response. Reviewed throughout the quarter: Writing Sentences, Essay organization and structure Thesis statement, Topic sentences and supporting details, Writing paragraphs, Performance tasksWriting The Argumentative Rubric HYPERLINK "http://tncore.org/sites/www/Uploads/TNCORE/Rubrics/OpArgRubric-Gr6-8.pdf"http://tncore.org/sites/www/Uploads/TNCORE/Rubrics/OpArgRubric-Gr6-8.pdf Teaching the Argumentative Rubrics Traits The Scoring Guides and Sample Student Responses HYPERLINK "http://tncore.org/english_language_arts/assessment/scoring_resources/2013-14scoringresources/2013-14p3scoringmaterials.aspx" \l "G68"http://tncore.org/english_language_arts/assessment/scoring_resources/2013-14scoringresources/2013-14p3scoringmaterials.aspx#G68 Explanation of terms per trait Writing Institute Resources HYPERLINK "http://www.scsliteracy.weebly.com"www.scsliteracy.weebly.com Argumentative Writing Resources (How to write an argumentative essay) HYPERLINK "http://www.bellevuecollege.edu/asc/writing/essays-guides/documents/argumentativeessay.pdf"http://www.bellevuecollege.edu/asc/writing/essays-guides/documents/argumentativeessay.pdf (How to write an argumentative essay) HYPERLINK "http://www.roanestate.edu/owl/argument.html"http://www.roanestate.edu/owl/argument.html (How to write an argumentative essay) HYPERLINK "http://depts.washington.edu/owrc/Handouts/Argumentative%20Paper%20Format.pdf"http://depts.washington.edu/owrc/Handouts/Argumentative%20Paper%20Format.pdf (argumentative essay frame) HYPERLINK "http://www.baltimorecityschools.org/Page/16215"http://www.baltimorecityschools.org/Page/16215 Assessment Performance Task Analysis (Focus on Argument) Beyond Thirst: The Global Water Crisis, You Are Drinking What?, and Desalination Analysis You have read three texts about ways to address the shortage of clean water, which is a problem for many communities in the world. Write an essay that argues for what you think are the three most important factors to consider when choosing a possible solution for providing clean water. Be sure to support your argument with claims that are developed with clear reasons and relevant evidence from the three texts. Be sure to follow the conventions of standard written English. Prentice Hall Literature- Pearson Publishing Routine Writing (text-dependent): Writing About the Big Question After You Read, Journal entries, Summaries, Daily Language Practice, Graphic Organizers Analysis (focus on informing and explaining) Performance Task #1 pg. 542- Determine the Authors Point of View- Write an essay in which you determine the authors point of view in a nonfiction text from this unit. Performance Task #2 pg. 542- Analyze the Structure of a Text- Write an essay in which you analyze how a paragraph or section helps to develop ideas in a nonfiction work from this unit. Narrative Narrative text pg. 417 (Hard as Nails) Write a letter from the point of view of a main character in the selection you read. In your letter, describe an event that happened in the narrative. Other Resources The Informational/Explanatory Rubric  HYPERLINK "http://tncore.org/sites/www/Uploads/TNCORE/Rubrics/InfExpRubric-Gr6-8.pdf" http://tncore.org/sites/www/Uploads/TNCORE/Rubrics/InfExpRubric-Gr6-8.pdf Narrative resource  HYPERLINK "http://betterlesson.com/common_core/browse/1501/ccss-ela-literacy-w-6-3-write-narratives-to-develop-real-or-imagined-experiences-or-events-using-effective-technique-relevant-de" http://betterlesson.com/common_core/browse/1501/ccss-ela-literacy-w-6-3-write-narratives-to-develop-real-or-imagined-experiences-or-events-using-effective-technique-relevant-de Annotation  HYPERLINK "http://www.readwritethink.org/files/resources/lesson_images/lesson1132/AnnotationGuide.pdf" http://www.readwritethink.org/files/resources/lesson_images/lesson1132/AnnotationGuide.pdf  HYPERLINK "http://www.readwritethink.org/files/resources/lesson_images/lesson1132/EJ0964Have.pdf" http://www.readwritethink.org/files/resources/lesson_images/lesson1132/EJ0964Have.pdf  HYPERLINK "http://www.readwritethink.org/classroom-resources/lesson-plans/teaching-student-annotation-constructing-1132.html?tab=3" \l "tabs" http://www.readwritethink.org/classroom-resources/lesson-plans/teaching-student-annotation-constructing-1132.html?tab=3#tabs  HYPERLINK "http://www.collegewood.org/ourpages/auto/2014/8/17/63598523/Beyond%20the%20Yellow%20Highlighter.pdf" http://www.collegewood.org/ourpages/auto/2014/8/17/63598523/Beyond%20the%20Yellow%20Highlighter.pdfLanguage L6.1c Recognize and correct inappropriate shifts in pronoun number and person. L6.1e Recognize variations from standard English in their own and others writing and speaking, and identify and use strategies to improve expression in conventional language. L6.3b Maintain consistency in style and tone These standards are constant and should be taught throughout each quarter. Study and apply grammar - L.6.1-3 Language Evidence Statements Distinguish inappropriate shifts in pronouns usage (i.e., number and person) and make corrections as necessary. Identify and correctly use adjectives in context (i.e., articles, common, and proper). Construct sentences with the correct use of common and proper adjectives. Conventions Prentice Hall Literature- Pearson Publishing Hard as Nails (autobiographical narrative) Integrated Language Arts: Adjectives and Articles pg. 416 Reading Application Writing Application Prentice Hall Writing Coach The Shutout (expository essay) Integrated Language Arts: Comparisons with Adjectives (comparative/ superlative) pg. 434 Reading Application Writing Application Prentice Hall Writing Coach Elements of Language- Holt Publishing Adjectives and Articles Comparisons with Adjectives (comparative/ superlative) Other resources  HYPERLINK "http://www.pearsononlinesuccess.net" www.pearsononlinesuccess.net (online teachers manual)  HYPERLINK "http://scsliteracy.weebly.com/" http://scsliteracy.weebly.com/ (pacing guides and curriculum documents)  HYPERLINK "https://web.cn.edu/kwheeler/gram_pronoun_shifts.html" https://web.cn.edu/kwheeler/gram_pronoun_shifts.html (background knowledge for the teacher)  HYPERLINK "http://macmillanmh.com/ccssreading/imagineit/grade6/ccslh_g6_lg_8_1d_l6.html" http://macmillanmh.com/ccssreading/imagineit/grade6/ccslh_g6_lg_8_1d_l6.html (Correcting pronoun shifts in number)  HYPERLINK "http://macmillanmh.com/ccssreading/imagineit/grade6/ccslh_g6_lg_8_1d_l7.html" http://macmillanmh.com/ccssreading/imagineit/grade6/ccslh_g6_lg_8_1d_l7.html (Correcting pronoun shifts in person)  HYPERLINK "http://www.chompchomp.com/presentations/pronounshift.pdf" http://www.chompchomp.com/presentations/pronounshift.pdf (pronouns shift worksheet)  HYPERLINK "http://www.grammar-worksheets.com/worksheets/Lesson.Consistent.Point.of.View.pdf" http://www.grammar-worksheets.com/worksheets/Lesson.Consistent.Point.of.View.pdf (pronouns shift worksheet)  HYPERLINK "http://printableworksheets.in/?dq=Common%20And%20Proper%20Adjectives" http://printableworksheets.in/?dq=Common%20And%20Proper%20Adjectives (multiple worksheets for all adjective skills)Speaking and Listening 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. 6.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. These standards are constant and should be taught throughout each quarter. Analyze Content: SL.6.2-3 Study and apply grammar: SL.6.6 Conduct Discussions: SL.6.1 Report Findings: SL.6.4-6 Speaking and Listening Evidence Statements Select the most appropriate behaviors for participating productively in a team (e.g., contribute appropriate and useful information and ideas, understand the purpose for working as a team, and understand the responsibilities of various roles within the team). Identify the functions and responsibilities of individual roles within an organized group (i.e., reporter, recorder, information gatherer, leader, and timekeeper). Possible Suggestions throughout the quarter: Group roles and responsibility, Accountable talk, Classroom routines and procedures, Group behaviors and discussions, Target audience, Oral presentation, Informal Debate, News Story, Delivering an Oral Summary, Dramatic ReadingsSpeaking and Listening Prentice Hall Literature- Pearson Publishing Activities Comprehension and Collaboration pg. 435- Invite a coach to discuss baseball basics. Then, in a small group, prepare an instructional presentation for younger students. Other Resources  HYPERLINK "http://www.ohiorc.org/standards/commoncore/ela/resources.aspx?id=6402&parent=5013" http://www.ohiorc.org/standards/commoncore/ela/resources.aspx?id=6402&parent=5013  HYPERLINK "http://www.ohiorc.org/standards/commoncore/ela/resources.aspx?id=6413&parent=5013" http://www.ohiorc.org/standards/commoncore/ela/resources.aspx?id=6413&parent=5013  HYPERLINK "http://www.sharemylesson.com/TaxonomySearchResults.aspx?area=resources&keywords=SL.6.6" http://www.sharemylesson.com/TaxonomySearchResults.aspx?area=resources&keywords=SL.6.6Weeks 4-6Reading Selections La Lena Buena ( Lexile 1110; narrative essay) Reading for Information: Race to the End of the Earth (expository text) and Gold Rush: Journey by Land (annotated map) Comparing Literary Works: Becky and the Wheels-and-Brake Boys and The Southpaw (short story) Big Question: What is important to Know? (Unit 3) and Is Conflict Always Bad? (Unit 2) Reading Complex TextsInformational and Literature RI6.2 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. RI6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). RI6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. RI6.5 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. RL.6.3 Describe how a particular storys or dramas plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. These standards are constant and should be taught throughout each quarter. Cite Evidence: RL1, RI1 Analyze Content: RL/RI.6.2-9Informational and Literature Evidence Statements Provides a statement of the central idea(s) of a text. Provides a statement of how the central idea is conveyed through particular details. Provides an objective summary of the text distinct from personal opinions or judgments. RI6.2 Provides detailed analysis of how a key individual, event or idea is elaborated in a text (e.g., through examples and anecdotes). RI6.3 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical). RI6.4 Provides an analysis of how a particular sentence, paragraph, chapter or section fits into the overall structure of a text. Provides an analysis of how a particular sentence, paragraph, chapter or section contributes to the development of the ideas. RI6.5 Provides a description of how a particular storys or dramas plot unfolds in a series of episodes towards a resolution. Provides a description of how the characters respond or change as the plot moves towards a resolution. RL.6.3 Prentice Hall Literature Reading Selections Unit 3- Types of Nonfiction La Lena Buena (lexile 1110; narrative essay) (RI6.2, RI6.4) Skill Focus: main idea and supporting details, mood, authors influences, forms of nonfiction, word choice, key ideas, types of support, figurative language, tone List of Tier 3 Domain Specific Words  HYPERLINK "http://soltreemrls3.s3-website-us-west-2.amazonaws.com/marzanoresearch.com/media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and-Math.pdf" http://soltreemrls3.s3-website-us-west-2.amazonaws.com/marzanoresearch.com/media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and-Math.pdf See pages 26-71 for ELA Tier 3 Next Generation Glossary of Informational and Literary terms See  HYPERLINK "http://www.scsliteracy.weebly.com" www.scsliteracy.weebly.com (found on the middle school page) Before You Read Critical Thinking Text Dependent Questions (Key ideas and details) How does Tio Abran earn his living in Mexico? What are the treacheries that the author mentions in this work? (Infer)Why do you think the revolutionaries take Tio Abrans wood? What role do trees play in Tio Abrans decision to stay and then to leave Mexico? After You Read Analyze Compare-and-Contrast Organization Reading for Information: Race to the End of the Earth (expository text) and Gold Rush: Journey by Land (annotated map) pg. 334 (RI6.3, RI6.5) Skill Focus: Compare and Contrast organization After You Read Text Dependent Questions (Craft and Structure) What different features do the article and the map use to present comparisons about the events they cover? 2. On page 337,what information does the section titled The Race Is On! add to the central idea of a competition? Analyze one more detail from each of the texts and explain what it illustrates about the central idea. Comparing Characters Motives Comparing Literary Works: Becky and the Wheels-and-Brake Boys and The Southpaw (short story) pg. 252 (RL6.3) Skill Focus: character traits, plot, character motives, internal and external factors, setting, conflict Becky and the Wheels and Brake Boys Text Dependent Questions (Key Ideas and Details) Why dont Beckys mother and grandmother want her to join the Wheels and Brake Boys? (Analyze) What other reasons keep Becky from getting a bike? The Southpaw Text Dependent Questions What position does Janet want to play? (Infer) What agreement do Janet and Richard reach? (Evaluate) Does the agreement suit both of them? Explain. After You Read Other resources Selection audio Interactive Digital Path  HYPERLINK "http://www.pearonsuccessnet.com" http://www.pearonsuccessnet.com Unit 3 Resources/Workbook  HYPERLINK "http://www.pearsononlinesuccess.net" www.pearsononlinesuccess.net. Readers Notebook La Lena Buena selection in an interactive format) Common Core Companion ( additional instruction and practice for each CCSS Reading: Graphic Organizer B, pg. 102 Literary Analysis: Graphic Organizer B, p. 105 (Mood) Skill Development/Extension: Literary Analysis: Mood, pgs. 171, 189 Becky and the Wheels-and-Brake Boys Unit (text dependent questions and culminating writing prompt  HYPERLINK "http://achievethecore.org/search?q=becky+and+the+wheel+and+brake+boys" http://achievethecore.org/search?q=becky+and+the+wheel+and+brake+boys Reading Strategies and graphic organizers  HYPERLINK "http://pacehighschool.net/Documents/GraphicOrganizersforReading.pdf" http://pacehighschool.net/Documents/GraphicOrganizersforReading.pdf (Thinking Strategies for teaching comprehension skills)  HYPERLINK "http://www.oldham.k12.ky.us/files/intervention_resources/Reading/Comprehension.pdf" www.oldham.k12.ky.us/files/intervention_resources/Reading/Comprehension.pdf (Instructional strategies, powerpoints, and text dependent questions for the Skill Focus)  HYPERLINK "http://www.ereadingworksheets.com" www.ereadingworksheets.com (reading worksheets skills)WIDA Standard 2 - English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts. Model Performance Indicator for RL6.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).Level 1: Entering Identify words in a text that support the theme or central idea of a text citing details to support the theme, using a visually supported text with a partner. Level 2: Emerging Identify words or phrases in a text that support the theme or central idea of a text citing details to support the theme, using a visually supported text with a partner.Level 3: Developing Identify details in a text that support the theme or central idea of a text citing details to support the theme, using a highlighted text with a partner.Level 4: Expanding Determine the theme or central idea of a text citing details to support the theme, using a highlighted text.Level 5: Bridging Determine the theme or central idea of a text citing details to support the theme. Language Vocabulary L. 6.4d 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. 6.6 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. These standards are constant and should be taught throughout each quarter. Study and apply vocabulary L.6.4-6Language Vocabulary Evidence Statements Demonstrates the ability to use context (e.g., the overall meaning of a sentence or paragraph; a words position or function in a sentence) as a clue to the meaning of a word or phrase. Provides a statement demonstrating accurate meaning and use of grade-appropriate general academic words and phrases. Reviewed throughout the quarter: Synonyms/antonyms Affixes- Latin roots Context clues Analogy and word relationships Word parts and families Vocabulary Tier 2 Academic Vocabulary convey, examine, verify, develop, acquire List of Tier 2 Academic Vocabulary (referred to as Tier 2 Academic Terms by Marzano)  HYPERLINK "http://soltreemrls3.s3-website-us-west-2.amazonaws.com/marzanoresearch.com/media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and-Math.pdf" http://soltreemrls3.s3-website-us-west-2.amazonaws.com/marzanoresearch.com/media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and-Math.pdf See pages 1-25 for Tier 2 Prentice Hall Literature- Pearson Publishing La Lena Buena (narrative essay) Making Connections: Vocabulary pg. 490 Vocabulary Development pgs. 490, 492 After You Read: Vocabulary pg. 495 Reading for Information: Race to the End of the Earth (expository text) and Gold Rush: Journey by Land (annotated map) pg. 334 Academic Language: Compare and Contrast organization Reading for Information: Content Area Vocabulary pg. 334 Vocabulary Development pg. 334, 336 After You Read: Content Area Vocabulary pg. 341 Comparing Literary Works: Becky and the Wheels-and-Brake Boy s and The Southpaw (short story) pg. 252 Academic Language: character traits, plot, character motives, internal and external factors, setting, conflict Vocabulary Development pgs. 250, 254, 256 (Think Aloud Using Context), 262 Other resources  HYPERLINK "http://www.pearsonsuccessnet.com" www.pearsonsuccessnet.com - Vocabulary central Word Benches pg. 57-61 (Greek and Latin affixes)  HYPERLINK "http://www.tennessee.gov/education/standards/english/ENG_3081.pdf" http://www.tennessee.gov/education/standards/english/ENG_3081.pdf PHLit Online! www.PHLitOnline.com Vocabulary Central ( tools, activities, and songs for studying vocabulary) Vocabulary Strategies and graphic organizers  HYPERLINK "http://learningtasks.weebly.com/vocabulary-strategies.html" http://learningtasks.weebly.com/vocabulary-strategies.html Graphic and Thinking Organizers  HYPERLINK "http://www.cobbk12.org/cheathamhill/LFS%20Update/Graphic%20Organizers.htm" http://www.cobbk12.org/cheathamhill/LFS%20Update/Graphic%20Organizers.htm ELA weebly  HYPERLINK "http://www.scslitercy.weebly.com" www.scslitercy.weebly.com Writing to TextsWriting Argumentative Writing W.6.1 Write arguments to support claims with clear reasons and relevant evidence. W6.1a Support claim(s) and organize the reasons and evidence clearly. W.6.1b Support Claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. W.6.1c Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. W.6.1e Provide a concluding statement or section that follows from the argument presented. Informational/Explanatory Writing 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. W.6.2a Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/ contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. W. 6.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. W.6.2d Use precise language and domain-specific vocabulary to inform about or explain the topic. W.6.2e Establish and maintain a formal style. Writing Evidence Statements: Development of Ideas The student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincing reasoning, details, text-based evidence, and/or description. The development is consistently appropriate to the task, purpose, and audience. Organization The student response demonstrates purposeful coherence, clarity, and cohesion Includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writers progression of ideas. Clarity of Language The student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone, and/or domain-specific vocabulary. Knowledge of Language and Conventions The student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response. Reviewed throughout the quarter: Writing Sentences, Essay organization and structure Thesis statement, Topic sentences and supporting details, Writing paragraphs, Performance tasksWriting Prentice Hall Literature- Pearson Publishing Routine Writing (text dependent questions) Writing About the Big Question After You Read Journal entries Analytic Summaries Daily Language Practice Graphic Organizers Other Resources Writing Workshop: Writing an argument pg. 264 Analysis ( Argumentation) Did gender play a role in the characters achieving their dream? After reading Becky and the Wheels-and the Brake Boys and The Southpaw, write an essay that compares how gender hindered or did not hinder the characters achieving their dream. Be sure to support your position with evidence from the texts. Analysis (focus on informing and explaining) (La Lena Buena pg. 509) Write a problem-and-solution essay based on the selection you read. Your essay should help a newcomer adjust to either a new school or a new country. (Reading for Information pg. 341) Write an essay that describes the journeys of two teams of explorers in Race to the End of the Earth. Compare the journey of the Norwegian team with the journey of the British team. (Becky and the Wheels-and-Brake Boys and The Southpaw pg. 263) Compare and Contrast the traits and motives of Becky and Janet. In a brief essay, draw conclusions about how each girls character traits support her motivation to get what she wants. Resources The Argumentative Rubric HYPERLINK "http://tncore.org/sites/www/Uploads/TNCORE/Rubrics/OpArgRubric-Gr6-8.pdf"http://tncore.org/sites/www/Uploads/TNCORE/Rubrics/OpArgRubric-Gr6-8.pdf Teaching the Argumentative Rubrics Traits The Scoring Guides and Sample Student Responses HYPERLINK "http://tncore.org/english_language_arts/assessment/scoring_resources/2013-14scoringresources/2013-14p3scoringmaterials.aspx" \l "G68"http://tncore.org/english_language_arts/assessment/scoring_resources/2013-14scoringresources/2013-14p3scoringmaterials.aspx#G68 Explanation of terms per trait Writing Institute Resources HYPERLINK "http://www.scsliteracy.weebly.com"www.scsliteracy.weebly.com The Informational/Explanatory Rubric HYPERLINK "http://tncore.org/sites/www/Uploads/TNCORE/Rubrics/InfExpRubric-Gr6-8.pdf"http://tncore.org/sites/www/Uploads/TNCORE/Rubrics/InfExpRubric-Gr6-8.pdf The Argumentative Rubric  HYPERLINK "http://tncore.org/sites/www/Uploads/TNCORE/Rubrics/OpArgRubric-Gr6-8.pdf" http://tncore.org/sites/www/Uploads/TNCORE/Rubrics/OpArgRubric-Gr6-8.pdf Writing Prompt Templates  HYPERLINK "http://www.scsliteracy.weebly.com" www.scsliteracy.weebly.com Unit 3 Resources/Support for Writing p. 193  HYPERLINK "http://www.pearsononlinesuccess.net" www.pearsononlinesuccess.net. power point on annotation and example  HYPERLINK "http://www.mycoachkatie.com/uploads/3/4/1/7/3417240/annotation_pp__fisher_.pptx" http://www.mycoachkatie.com/uploads/3/4/1/7/3417240/annotation_pp__fisher_.pptx Strategy for teaching close reading and annotation  HYPERLINK "http://www.teachingthecore.com/purposeful-annotation-close-reading/" http://www.teachingthecore.com/purposeful-annotation-close-reading/ Language L 6.1e Recognize variations from standard English in their own and others writing and speaking, and identify and use strategies to improve expression in conventional language. L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. These standards are constant and should be taught throughout each quarter. Study and apply grammar - L.6.1-3  Language Evidence Statements Identify and correctly use adverbs (i.e., comparative) in context. Locate and formulate prepositional phrases and nouns (objects) in the context of reading and writing. Distinguish between coordinating and subordinating conjunctions and use them to vary sentence patterns. Review of: Sentence parts- subject and predicate Writing sentences Verbs Nouns Adjectives Adverbs Conventions Prentice Hall Literature- Pearson Publishing La Lena Buena (narrative essay) Integrated Language Arts: Conjunctions and Interjections pg. 508 Reading Application Writing Application Prentice Hall Writing Coach Reading for Information: Race to the End of the Earth (expository text) and Gold Rush: Journey by Land (annotated map) pg. 334 Adverbs Conjunctions and Interjections Comparing Literary Works: Becky and the Wheels-and-Brake Boys and The Southpaw (short story) pg. 252 Adverbs Conjunctions and Interjections Elements of Language- Holt Publishing Conjunctions Adverbs Other resources  HYPERLINK "http://www.pearsononlinesuccess.net" www.pearsononlinesuccess.net (online teachers manual)  HYPERLINK "http://scsliteracy.weebly.com/" http://scsliteracy.weebly.com/ (pacing guides and curriculum documents)  HYPERLINK "http://www.teach-nology.com/worksheets/language_arts/speech/adverbs/ad6.pdf" http://www.teach-nology.com/worksheets/language_arts/speech/adverbs/ad6.pdf (Comparative adverb worksheet)  HYPERLINK "https://www.ego4u.com/en/cram-up/grammar/adjectives-adverbs/adverbs/exercises" https://www.ego4u.com/en/cram-up/grammar/adjectives-adverbs/adverbs/exercises (Comparative adverb worksheet)  HYPERLINK "http://a4esl.org/q/f/z/zz98bck.htm" http://a4esl.org/q/f/z/zz98bck.htm (Interactive preposition quiz)  HYPERLINK "http://iteslj.org/cw/1/vm-prep.htm" http://iteslj.org/cw/1/vm-prep.htm (Online preposition crossword puzzle)  HYPERLINK "http://www.marks-english-school.com/games/b_prepmed.html" http://www.marks-english-school.com/games/b_prepmed.htmlSpeaking and Listening SL. 6.1a 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. SL. 6.1b Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. SL. 6.1d Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. These standards are constant and should be taught throughout each quarter. Analyze Content: SL.6.2-3 Study and apply grammar: SL.6.6 Conduct Discussions: SL.6.1 Report Findings: SL.6.4-6Speaking and Listening Evidence Statements Select the most appropriate behaviors for participating productively in a team. Contribute appropriate and useful information and ideas. Explain the purpose for working as a team. Demonstrate an understanding of the responsibilities of various roles within the team. Identify the functions and responsibilities of individual roles within an organized group (i.e., reporter, recorder, information gatherer, leader, and timekeeper). Possible Suggestions throughout the quarter: Group roles and responsibility, Accountable talk, Classroom routines and procedures, Group behaviors and discussions, Target audience, Oral presentation, Informal Debate, News Story, Delivering an Oral Summary, Dramatic ReadingsSpeaking and Listening Prentice Hall Literature- Pearson Publishing Activities Comprehension and Collaboration pg. 509- In a small group hold an informal discussion based on the selection you read. Other resources (cooperative learning teaching strategy guide and assessment) HYPERLINK "C:\\Users\\bryantll1\\AppData\\Local\\Microsoft\\Windows\\INetCache\\IE\\WSA4HV9D\\serc.carelton.edu\\introgeo\\cooperative\\whatis.html"serc.carelton.edu/introgeo/cooperative/whatis.html (work-shop: cooperative and collaborative learning)  HYPERLINK "http://www.thirteen.org/edonline/concept2class/coopcollab/index.html" http://www.thirteen.org/edonline/concept2class/coopcollab/index.html (How to write dialogue in a story)  HYPERLINK "http://www.writersdigest.com/uncatorized/writing-dialogue-the-5-best-ways-" http://www.writersdigest.com/uncatorized/writing-dialogue-the-5-best-ways- (creative writing techniques for writing dialogue)  HYPERLINK "http://www.creative-writing-now.com/how-to-write-dialogue-html" http://www.creative-writing-now.com/how-to-write-dialogue-htmlWeeks 7-9Reading Selections Leons Story by Walter Tillage (Lexile 960; autobiography; exemplar) Caged Bird by Alicia Keys (song) I Know Why the Caged Bird Sings by Maya Angelou (Lexile 1070; memoir) Big Question: What is important to Know? (Unit 3) Reading Complex TextsInformational 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). RI 6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. 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. RI 6.6 Determine an authors point of view or purpose in a text and explain how it is conveyed in the text. These standards are constant and should be taught throughout each quarter. Cite Evidence: RL1, RI1 Analyze Content: RL/RI.6.2-9Informational Evidence Statements Provides detailed analysis of how a key individual, event or idea is introduced in a text (e.g., through examples and anecdotes). Provides detailed analysis of how a key individual, event or idea is illustrated in a text (e.g., through examples and anecdotes). Provides detailed analysis of how a key individual, event or idea is elaborated in a text (e.g., through examples and anecdotes). Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical). Provides an analysis of how a particular sentence, paragraph, chapter or section fits into the overall structure of a text. Provides an analysis of how a particular sentence, paragraph, chapter or section contributes to the development of the ideas. Provides a statement of an authors point of view in a text. Provides a statement of an authors purpose in a text. Provides an explanation of how the authors point of view or purpose is conveyed in the text.Extended Text Informational Types, Elements, Determining Authors Purpose and Point of View, and Analyzing the Development of Key Ideas in Nonfiction Leons Story (Lexile 960; autobiography; exemplar) (RI6.3, RI6.4, RI6.5, RI6.6) Skills focus: authors purpose, mood, tone, autobiographical essay, main idea, key ideas, supporting details, word choice, authors influences, forms of nonfiction, types of support, figurative language List of Tier 3 Domain Specific Words  HYPERLINK "http://soltreemrls3.s3-website-us-west-2.amazonaws.com/marzanoresearch.com/media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and-Math.pdf" http://soltreemrls3.s3-website-us-west-2.amazonaws.com/marzanoresearch.com/media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and-Math.pdf See pages 26-71 for ELA Tier 3 Next Generation Glossary of Informational and Literary terms See  HYPERLINK "http://www.scsliteracy.weebly.com" www.scsliteracy.weebly.com (found on the middle school page) See Leons Story Unit www.scsliteracy.weebly.com  HYPERLINK "http://www.tdschools.org/wp-content/uploads/2014/05/Leons-Story-assessment-pages.pdf" http://www.tdschools.org/wp-content/uploads/2014/05/Leons-Story-assessment-pages.pdf (Literature and Vocabulary Test, Selection Review Leons Story)  HYPERLINK "http://readingolympicsqcsdelem.wikispaces.com/file/view/Leon%27s%20Story.pdf/180676493/Leon%27s%20Story.pdf" http://readingolympicsqcsdelem.wikispaces.com/file/view/Leon%27s%20Story.pdf/180676493/Leon%27s%20Story.pdf (Leons Story graphic organizer)  HYPERLINK "http://www.warsaw.k12.in.us/information/document-library/all-documents/guided-reading-lesson-plans-1/level-t-1/2332-leon-s-story-level-t-1/file" http://www.warsaw.k12.in.us/information/document-library/all-documents/guided-reading-lesson-plans-1/level-t-1/2332-leon-s-story-level-t-1/file (Guided Reading Lesson Plan for Leons Story) Resource(s):  HYPERLINK "http://www.achievethecore.org" www.achievethecore.org (There are units for the selections found in the textbook.)  HYPERLINK "http://www.pearsononlinesuccess.net" www.pearsononlinesuccess.net.  HYPERLINK "http://www.ereadingworksheets.com" www.ereadingworksheets.com (Instructional strategies, powerpoints, and text dependent questions for the Skill Focus)  HYPERLINK "http://www.oldham.k12.ky.us/files/intervention_resources/Reading/Comprehension.pdf" www.oldham.k12.ky.us/files/intervention_resources/Reading/Comprehension.pdf (Instructional strategies)  HYPERLINK "http://www.scslitercy.weebly.com" www.scslitercy.weebly.com Curriculum and pacing guideWIDA Standard 2 - English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts. Model Performance Indicator for RL6.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).Level 1: Entering Identify words in a text that support the theme or central idea of a text citing details to support the theme, using a visually supported text with a partner. Level 2: Emerging Identify words or phrases in a text that support the theme or central idea of a text citing details to support the theme, using a visually supported text with a partner.Level 3: Developing Identify details in a text that support the theme or central idea of a text citing details to support the theme, using a highlighted text with a partner.Level 4: Expanding Determine the theme or central idea of a text citing details to support the theme, using a highlighted text.Level 5: Bridging Determine the theme or central idea of a text citing details to support the theme. Language Vocabulary L. 6.4d 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. 6.6 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. Language Vocabulary Evidence Statements Demonstrates the ability to use context (e.g., the overall meaning of a sentence or paragraph; a words position or function in a sentence) as a clue to the meaning of a word or phrase. Provides a statement demonstrating accurate meaning and use of grade-appropriate general academic words and phrases. Reviewed throughout the quarter: Synonyms/antonyms Affixes- Latin roots Context clues Analogy and word relationships Word parts and familiesVocabulary Extended Text- Types, Elements, Determining Authors Purpose and Point of View, and Analyzing the Development of Key Ideas in Nonfiction Leons Story (autobiography) See Unit  HYPERLINK "http://www.scsliteracy.weebly.com" www.scsliteracy.weebly.com (found under 6th grade ELA Curriculum) Tier 2 Academic Vocabulary organize, establish, recognize, engage, adapt List of Tier 2 Academic Vocabulary (referred to as Tier 2 Academic Terms by Marzano)  HYPERLINK "http://soltreemrls3.s3-website-us-west-2.amazonaws.com/marzanoresearch.com/media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and-Math.pdf" http://soltreemrls3.s3-website-us-west-2.amazonaws.com/marzanoresearch.com/media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and-Math.pdf See pages 1-25 for Tier 2 Resource(s):  HYPERLINK "https://quizlet.com/31743418/leons-story-vocabulary-flash-cards/" https://quizlet.com/31743418/leons-story-vocabulary-flash-cards/ - Leons Story Vocabulary (audio speller test, online test, flashcard, scatter & space race game)  HYPERLINK "http://www.ereadingworksheets.com" www.ereadingworksheets.com (Instructional strategies, powerpoints, and text dependent questions for the Skill Focus)  HYPERLINK "http://www.oldham.k12.ky.us/files/intervention_resources/" www.oldham.k12.ky.us/files/intervention_resources/Reading/Comprehension.pdf (Instructional strategies)  HYPERLINK "http://www.scslitercy.weebly.com" www.scslitercy.weebly.com Curriculum documentsWriting to TextsWriting Argumentative Writing W.6.1 Write arguments to support claims with clear reasons and relevant evidence. W6.1a Support claim(s) and organize the reasons and evidence clearly. W.6.1b Support Claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. W.6.1c Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. W.6.1e Provide a concluding statement or section that follows from the argument presented. Informational/Explanatory Rubric 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. W.6.2a Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/ contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. W. 6.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. W.6.2d Use precise language and domain-specific vocabulary to inform about or explain the topic. W.6.2e Establish and maintain a formal style. W 6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W 6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.Writing Evidence Statements Development of Ideas The student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincing reasoning, details, text-based evidence, and/or description. The development is consistently appropriate to the task, purpose, and audience. Organization The student response demonstrates purposeful coherence, clarity, and cohesion Includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writers progression of ideas. Clarity of Language The student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone, and/or domain-specific vocabulary. Knowledge of Language and Conventions The student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response. Reviewed throughout the quarter: Writing Sentences, Essay organization and structure Thesis statement, Topic sentences and supporting details, Writing paragraphs, Performance taskWriting See Unit  HYPERLINK "http://www.scsliteracy.weebly.com" www.scsliteracy.weebly.com (found under 6th grade ELA Curriculum) Routine Writing (text-dependent): After You Read , Journal entries, Summaries Daily Language Practice, Graphic Organizers Other Resources Argumentative Writing Write a response in which you assume the role of Leon, from Leons Story by Leon Tillage. The purpose of the speech is convincing the court to seek justice for his father. You must decide what you think he and his family was thinking and feeling during the time of his fathers death and then write a speech asking the court for justice for his father. You should argue your position and use specific references (details) from the text. You should have at least three references to the text. The Argumentative Rubric HYPERLINK "http://tncore.org/sites/www/Uploads/TNCORE/Rubrics/OpArgRubric-Gr6-8.pdf"http://tncore.org/sites/www/Uploads/TNCORE/Rubrics/OpArgRubric-Gr6-8.pdf Teaching the Argumentative Rubrics Traits The Scoring Guides and Sample Student Responses HYPERLINK "http://tncore.org/english_language_arts/assessment/scoring_resources/2013-14scoringresources/2013-14p3scoringmaterials.aspx" \l "G68"http://tncore.org/english_language_arts/assessment/scoring_resources/2013-14scoringresources/2013-14p3scoringmaterials.aspx#G68 Explanation of terms per trait Writing Institute Resources HYPERLINK "http://www.scsliteracy.weebly.com"www.scsliteracy.weebly.com Informative and Explanatory Writing Resources:  HYPERLINK "http://www.acheivethecore.org/page/504/common-core-informative-explanatory-writing" www.acheivethecore.org/page/504/common-core-informative-explanatory-writing  HYPERLINK "https://www.aea267.k12.ia.us/english-language-arts/writing/text-types-and-purposes/informational-writing/" https://www.aea267.k12.ia.us/english-language-arts/writing/text-types-and-purposes/informational-writing/ (Informative/Explanatory writing samples)  HYPERLINK "http://www.writingfix.com/genres/informative.htm" www.writingfix.com/genres/informative.htm (Model Expository/Informative Lessons and Interactive Writing prompts)  HYPERLINK "http://www.kn.att.com/wired/fil/pages/listwritingma5.html" www.kn.att.com/wired/fil/pages/listwritingma5.html (Writing Resources, Mechanics and Online Interactive activities) Analysis (focus on informing and explaining) Leon said that white people kept black people down because they didn't educate black people. What does Leon mean? Do you agree with him? Support your answer with evidence from the text. Leon is surprised when the National Guard arrests white men for abusing them. Why is he surprised? Explain your answer. Throughout the book Leon's parents encourage Leon and the other kids to just leave things alone and don't try to change things. They accepted the way they were treated and didn't think it would ever change. Why do you think they felt that way? Do you think they eventually changed their minds? Why or why not? Support your answer with evidence from the text. Describe what it was like for Leon to buy clothes. Do you think that he was treated fairly? Support your answer with evidence from the text. Why do you think Leon would want to buy a soda from a place that only sells to whites, when he could buy a soda anywhere else? Explain your answer. Leon said that many of the blacks loved the Clarks. Why do you think they did? Support your answer with evidence from the text.Language L 6.3a Vary sentence patterns for meaning, reader/listener interest, and style. L6.2a Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. These standards are constant and should be taught throughout each quarter. Study and apply grammar - L.6.1-3 Language Evidence Statements Recognize sentence types (i.e., simple, compound, complex) and their role in varying sentence patterns. Effectively and consistently use commas in compound sentences and introductory words/phrases. Conventions See Unit  HYPERLINK "http://www.scsliteracy.weebly.com" www.scsliteracy.weebly.com (found under 6th grade ELA Curriculum) Elements of Language- Holt Publishing Adjectives and Articles Comparisons with Adjectives (comparative/ superlative) Adverbs Conjunctions and Interjections Prentice Hall Literature- Pearson Publishing Prentice Hall Writing Coach Other Resources  HYPERLINK "http://www.pearsononlinesuccess.net" www.pearsononlinesuccess.net (online teachers manual)  HYPERLINK "http://scsliteracy.weebly.com/" http://scsliteracy.weebly.com/ (pacing guides and curriculum documents)  HYPERLINK "https://www.time4writing.com/downloads/PDFs/Printable-WritingSentences-SimpleComplexCompound-MS.pdf" https://www.time4writing.com/downloads/PDFs/Printable-WritingSentences-SimpleComplexCompound-MS.pdf (Types of sentences worksheet)  HYPERLINK "http://www.quia.com/rr/126726.html" http://www.quia.com/rr/126726.html (Sentence structure game)  HYPERLINK "http://musillindhs.weebly.com/uploads/2/2/9/5/22955482/combining_sentences.pdf" http://musillindhs.weebly.com/uploads/2/2/9/5/22955482/combining_sentences.pdf (Types of sentences and combining sentences worksheets)  HYPERLINK "https://jeopardylabs.com/play/simple-compound-complex-sentences" https://jeopardylabs.com/play/simple-compound-complex-sentences (Sentence type Jeopardy game)  HYPERLINK "http://www.sd113a.org/pages/uploaded_files/Commas.pdf" http://www.sd113a.org/pages/uploaded_files/Commas.pdf (Several comma usage worksheets)  HYPERLINK "http://www.ramsey.k12.nj.us/cms/lib3/NJ01000326/Centricity/Domain/286/Comma%20Practice%20Packet.pdf" http://www.ramsey.k12.nj.us/cms/lib3/NJ01000326/Centricity/Domain/286/Comma%20Practice%20Packet.pdf (Commas with compound sentences worksheets)  HYPERLINK "http://www.quia.com/rr/641889.html" http://www.quia.com/rr/641889.html ( A game for commas with introductory words/phrases)Speaking and Listening 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. SL.6.5 Include multimedia components (e.g., graphics, images, music, and sound) and visual displays in presentations to clarify information. SL. 6.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. These standards are constant and should be taught throughout each quarter. Analyze Content: SL.6.2-3 Study and apply grammar: SL.6.6 Conduct Discussions: SL.6.1 Report Findings: SL.6.4-6 Speaking and Listening Evidence Statements Determine the most effective methods for engaging an audience during an oral presentation (e.g., making eye contact, adjusting speaking rate). Organize ideas in the most effective order for an oral presentation. Choose the statement that best summarizes/communicates the message presented by a medium. Possible Suggestions throughout the quarter: Group roles and responsibility, Accountable talk, Classroom routines and procedures, Group behaviors and discussions, Target audience, Oral presentation, Informal Debate, News Story, Delivering an Oral Summary, Dramatic ReadingsSpeaking and Listening See Unit Activities pg. 543 Performance Task #5- Compare Presentations of Events Give an oral presentation of an essay in which you compare and contrast one authors presentation of events with that of another. Performance Task #6- Determine the Meaning of Connotative Language-Create and present a graphic that illustrates an example of connotative meaning in a work from this unit. Research Project Research W. 6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.Research Evidence Statements Determine the most appropriate research source for a given research topic. Discern irrelevant research material from written text. Determine the most effective methods for engaging an audience during an oral presentation (e.g., making eye contact, adjusting speaking rate). Organize ideas in the most effective order for an oral presentation.Research See Unit Prentice Hall Literature- Pearson Publishing Activities (Hard As Nails) Build and Present Knowledge pg. 417- In a small group, prepare a research project, such as a brochure, a poster, or a newspaper article. Resource(s):  HYPERLINK "http://www.pearsononlinesuccess.net" www.pearsononlinesuccess.net.  HYPERLINK "http://www.ereadingworksheets.com" www.ereadingworksheets.com (Instructional strategies, powerpoints, and text dependent questions for the Skill Focus)  HYPERLINK "http://www.oldham.k12.ky.us/files/intervention_resources/" www.oldham.k12.ky.us/files/intervention_resources/Reading/Comprehension.pdf (Instructional strategies)  HYPERLINK "http://www.scslitercy.weebly.com" www.scslitercy.weebly.com      6th Grade English Language Arts 2nd Quarter   X Y ~  ! 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